Elaboration (1) ACLCHU255
evaluating the effectiveness of prosody in diverse contexts, for example, analysing the relationship between use of voice and character types in movies and television dramas, such as how the matriarch or patriarch of the family in Chinese dramas often …
Elaboration (1) | ACLCHU255 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU256
developing skills to comprehend simplified or traditional Chinese characters in print media and online texts
Elaboration (1) | ACLCHU256 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU257
comparing the functions of semantically related morphemes and discussing why one is preferred over others in the development of new words, for example, ways of expressing ‘green’: 碧、 翠、 绿 、 青、 （翠绿、碧绿、青翠、苍翠） and new words such as: 雪碧，绿化
Elaboration (1) | ACLCHU257 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU258
experimenting with linguistic devices to enhance expression of emotions, for example, rhetorical questions, for example, 脸上的快乐，别人看得到。心里的痛苦又有谁能感到?
Elaboration (1) | ACLCHU258 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU259
comparing the way an argument is developed in different languages, for example, in English the writer’s position is stated upfront whereas in Chinese it is generally left until the conclusion
Elaboration (1) | ACLCHU259 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU260
analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or …
Elaboration (1) | ACLCHU260 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU261
exploring how language change reflects the values of the time, or how language use can be seen as emblematic of an era, for example, the use of respectful terms such as 老革命 and 硬骨头 in China in the 1960s
Elaboration (1) | ACLCHU261 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU262
viewing samples of 公益广告 for charity and non-profit organisations, and analysing the different ways in which imagery, voice and language use are combined, and the effect of these stylistic choices, for example, 好感型，优质型 and 励志型
Elaboration (1) | ACLCHU262 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU263
examining ways in which authors use characterisation to incite sympathy or antagonism towards characters in literary texts, for example, directly describing a character’s personality compared to indirectly portraying the character’s personality through …
Elaboration (1) | ACLCHU263 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum