AC9LCH10C05

Elaborations

• AC9LCH10C05_E1producing evaluative writing in Chinese, for example, providing written feedback in Chinese on an information kit about the local region
• AC9LCH10C05_E2debating, or writing a text or speech, on a range of topics using persuasive language, for example, analysing and evaluating the pros and cons of digital tools
• AC9LCH10C05_E3creating multimodal bilingual texts such as a cultural awareness training information kit for the local government, comparing the cultural practices between a Chinese-speaking region or country and Australia
• AC9LCH10C05_E4reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Chinese to a group of Chinese-speaking visitors at a school assembly
• AC9LCH10C05_E5creating a range of procedural texts in Chinese, such as evacuation protocols, lab operation checklists or scholarship application procedures
• AC9LCH10C05_E6creating texts in Chinese for school newspaper or magazine, for example, reports on a school excursion to a museum or multicultural event
• AC9LCH10C05_E7identifying the morals or insight of a chosen story to produce an evaluative response in Chinese, for example, 我们可以从这个故事里学到...
• AC9LCH10C05_E8creating their own imaginative stories about self, for example, 如果今天我是校长 ...
• AC9LCH10C05_E9creating written and multimodal narrative texts using a logical structure and sequence, for example, 金矿镇的故事 for a museum
• AC9LCH10C05_E10using models of literary styles to create texts, and presenting them in multiple ways, for example, producing an article with 排比 to enhance emotional impact, and reading it aloud to peers, using volume, stress and facial expression to convey emotion