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Elaboration (2) ACLCHU240

experimenting with different ways of sequencing and organising ideas for different audiences and purposes

Elaboration (2) ACLCHU241

using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls

Elaboration (2) ACLCHU242

considering the role technology plays in their own lives and how it impacts on the ways they communicate with others and use language to convey ideas

Elaboration (2) ACLCHU244

knowing that communicative practices might be perceived differently in different cultures, for example, in accepting a compliment in Chinese, saying 谢谢 might make one look 自大

Elaboration (2) ACLCHC245

using emphatic and assertive language to defend a position, point out errors in others’ assumptions or strengthen own argument when negotiating with others, for example, 我想这种观点是站不住脚的／这种说法是没有根据的，是无稽之谈

comparing different learning environments and approaches to learning, for example, reflecting on prior learning experiences and suggesting the advantages and disadvantages of different educational systems (中国的教育是应试教育，注重死记硬背，澳洲的教育是启发式教育，培养的是学生的独立思考能力)

Elaboration (2) ACLCHC247

applying understanding of news articles and other formal text types to create own response to contemporary issues in Chinese-speaking communities

Elaboration (2) ACLCHC248

recognising key ideas and reading between the lines, for example, identifying irony and sarcasm in texts (你可真是个气管炎（妻管严）

Elaboration (2) ACLCHC249

responding to films with a Chinese theme produced in other communities, for example, writing a personal response to a foreign film portraying Chinese-speaking communities

Elaboration (2) ACLCHC251

creating own imaginative texts, using literary devices to achieve particular purposes, for example, foreshadowing events and building up to the climax in a story, and experimenting with 暗喻, 反复 and other 修辞手法

Elaboration (2) ACLCHC252

reflecting on the beliefs, generalisations and stereotypes held by other Australians about Chinese cultural practices or values, for example,中国人只工作不享受／他们都很聪明／很难和中国人一起工作／中国菜都很好吃

Elaboration (2) ACLCHC253

comparing bilingual editions of novels and discussing how authors and translators maintain the effect of stylistic devices across languages, for example, the use of metaphor

Elaboration (2) ACLCHC254

considering the differences in their own sense of identity in Australia and when they ‘return home’ (回国) in terms of changes in social contexts and in their relationships with other participants in interactions

Elaboration (2) ACLCHU255

using prosody with effect when communicating with others, such as in formal presentations and debates, and in imaginative or dramatic performances, for example, 众所周知／显而易见／总而言之

Elaboration (2) ACLCHU256

discriminating correct forms and sounds of 多音字 (polyphonic characters) such as 行 (háng 同行 and xíng 行进), and appreciating multiple forms of 通假字 such as 反 - 返; 说 - 悦

Elaboration (2) ACLCHU258

analysing the use of figurative language in literature, for example, 老舍《骆驼祥子》中虎妞的一段话：“呕！不出臭汗去，心里痒痒。你个贱骨头！我给你炒下的菜，你不回来吃，绕世界胡塞去舒服？你别把我招翻了，我爸爸是光棍出身，我什么事都做的出来！明天你敢出去，我就上吊给你看，我说得出来，就行得出来！”

Elaboration (2) ACLCHU259

analysing how to position oneself when writing for different purposes, for example, in persuasive and evaluative writing (说服：独生子女政策给中国的发展带来了很多好处; 议论：独生子女政策对中国的发展利弊参半)

Elaboration (2) ACLCHU260

understanding the historical traditions behind the differences between oral and written language in Chinese ( 文言 and 白话)

Elaboration (2) ACLCHU261

examining new words added to Chinese dictionaries or introduced to social media and considering the reasons behind their development

ACLCHC066

Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities[Key concepts: relationships, values, beliefs, attitudes, future, work; Key processes: analysing, evaluating]

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