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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

Elaboration (2) ACLFWC001

collaboratively recounting experiences they have shared together, for example, trips to the bush or town, school events, sports days, meeting special guests

Elaboration (2) ACLFWC002

participating in traditional and contemporary games, tasks and activities that involve turn-taking, guessing, matching and choosing objects, bush tucker collecting, sand story telling

Elaboration (2) ACLFWC003

negotiating and following class rules and demonstrating understanding of class/school/teacher/community expectations in relation to respectful relationships, right behaviour, and right ways of talking in class and at school

Elaboration (2) ACLFWC004

learning to read Country/Place with Elders’ guidance, for example, by looking for tell-tale signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair

Elaboration (2) ACLFWC005

contributing to a shared recount, such as a class photo story to report on an event, for example, a hunting trip, a school visit, an excursion or school or community celebration

Elaboration (2) ACLFWC006

illustrating and describing main characters and key events in stories, songs and performances

Elaboration (2) ACLFWC007

re-enacting or retelling simple stories, episodes or interactions with props, actions and gestures

Elaboration (2) ACLFWC008

showing others how different signs and hand talk are used if applicable and explaining basic signs for things from the natural environment, for example, water, animals

Elaboration (2) ACLFWC009

creating sets of matching bilingual word cards

Elaboration (2) ACLFWC010

identifying self as belonging to part of a family and/or social group, such as a footy group, representing relationships through drawing pictures, adding captions to photos or creating digital presentations

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