ACLCHC117
Participate in and respond to performances and shared reading of children’s stories, songs and rhymes with a focus on rhythm, gesture and stress[Key concept: imagination; Key processes: participating, responding]
Elaborations ScOT Terms
ACLCHC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC117
performing songs and rhymes, noticing rhythmic features such as 押韵 and experimenting with stress and gestures to help convey meaning
Elaboration | ACLCHC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU122
performing or reciting texts with strong rhythmic features such as nursery rhymes or tongue twisters, for example, 《猴子穿新衣》
Elaboration (2) | ACLCHU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC133
reading aloud or reciting traditional texts such as poems and rhymes (for example 《咏鹅》 、《静 夜思》、《四和十》), paying attention to pronunciation, prosody and emotion and explaining key ideas in Chinese
Elaboration (2) | ACLCHC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum