Link to QCAA Senior Program GuidelinesThe topic of four texts for upper secondary students with advanced or upper intermediate Chinese is about dining in a Chinese restaurant . It falls under one of the four prescribed themes “Leisure, Recreation and Human Creativity” in the Chinese Senior Curriculum required by the QCAA (2008). The unit mainly focuses on introducing Chinese food culture and culinary etiquette. By learning this unit, in addition to mastering linguistic features in both spoken and written language and improving receptive and productive communication skills, students can improve their intercultural knowledge and competence and the effective communication skills required by the QCAA Senior Program (refer to the Program). Authentic texts for four macro-skills In recent decades, much attention has been paid to supporting text authenticity in language teaching. For more advanced language learners, authentic materials could be used effectively to test students' intelligence and language proficiency. Morrow (1977, p. 13) states that “An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some kind.” Apparently, in addition to the pragmatic function for communication, authentic materials also provide “real life” linguistic input as well as authentic cultural information of the target language for L2 (i.e. second language) learners to understand in real life. Gilmore (2007) states that authentic texts can motivate language learners and stimulate their interests. Considering the advantage of authentic texts, teachers of languages ​​other than English (LOTE) need to incorporate authentic materials into target language teaching. T...... half of the article...... needs to be taught in the pre-teaching activity because strategies such as guessing the meaning from the context are still encouraged in L2 learning. In summary, I believe that these texts I have selected are very attractive, accessible and appropriate, thus they can stimulate discussion on the topic and motivate student learning. By decoding what they hear and observe from spoken and nonverbal language and what they read from text structure, students can learn to match them with what they know about the language and ultimately understand the meaning of words and sentences within authentic context cultural. As a result, they can further apply their new knowledge to solve problems in real situations, such as ordering food in a Chinese restaurant. Meanwhile, students' communication and comprehension skills can improve with increased exposure to authentic texts.