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Elaboration (3) ACLHIC114

analysing how the use of rhythm, rhyme, imagery and metaphor by poets such as कबीर, रवीन्द्रनाथ टैगोर; हरिवंश राय बच्चन; नीरज, गुलज़ार, महादेवी वर्मा and writers such as भीष्म साहनी; जयशंकर प्रसाद; मुँशी प्रेमचंद, मन्नू भंडारी create emotional, dramatic …

Elaboration (4) ACLHIC114

identifying characteristic elements of traditional forms of Hindi literature, such as verse celebrating bravery/warriors, for example, वीर गाथाएँ और गीत, जैसे पुष्प की अभिलाषा, devotional verse such as मीराबाई और सूरदास के भक्ति गीत, or children’s poems …

Elaboration (5) ACLHIC114

comparing the style, themes and language associated with different musical genres, for example, patriotic music such as राष्ट्रीय गान and सारे जहाँ से अच्छा, film songs or advertising jingles

Elaboration (6) ACLHIC114

exploring the playfulness, creativity and competitiveness of riddles, comparing their function as traditional entertainment in village communities with that of language play among young children today

Elaboration ACLHIC115

using different modes of presentation such as skits or cartoons to develop storylines and characters that explore bicultural experiences, for example, responding to stereotypes, negotiating intergenerational relationships, expressing identity in different …

Elaboration (1) ACLHIC115

adapting an existing resource such as a traditional story or fable such as दुष्यन्त और शकुन्तला की कहानी to suit a different kind of audience, for example, young people in today’s society

Elaboration (2) ACLHIC115

creating texts for specific age or interest groups, selecting appropriate vocabulary, structure and content for the intended audience, for example, युवाओं के लिए स्वास्थ्य जानकारी, जंगल बचाओ, प्रवासी भारतीयों के लिए जानकारी

Elaboration (3) ACLHIC115

creating texts that incorporate humorous and expressive language to entertain younger audiences, for example, puppet plays, short video clips or voki animations, selecting language and images that enhance the visual or listening experience

Elaboration (4) ACLHIC115

creating riddles to entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Hindi literature and folklore

Elaboration (5) ACLHIC115

creating an English-language commentary to an observed Hindi-language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text into English

Elaboration (6) ACLHIC115

using descriptive and evocative language to create an imagined scene or interaction between two characters designed to create a strong emotional response, such as fear, anticipation or amazement

Elaboration (7) ACLHIC115

designing, illustrating and captioning texts such as cartoons or photo-stories, using expressive and imaginative language to capture character and emotion

Elaboration (8) ACLHIC115

using digital resources to create imaginary characters and situations associated with school or home contexts to entertain younger learners

Elaboration (9) ACLHIC115

providing a live commentary of a dance performance, interpreting movements, commenting on the significance of costume and adornments and interpreting key messages conveyed through the performance

Elaboration ACLHIC116

translating and glossing words, symbols or expressions commonly used in emails and sms messages, for example, हे हे – LOL

Elaboration (1) ACLHIC116

recording, transcribing and translating short conversations between family members or friends from English into Hindi or vice versa, recording words or phrases that either do not translate or require no translation

Elaboration (2) ACLHIC116

translating proverbs such as दूर के ढोल सुहावने, examining literal translations for cultural information and identifying English-language proverbs that approximate the ideas behind the words (The grass is always greener on the other side of the fence …

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