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Chinese / Year 9 and 10 / Understanding / Systems of language

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Analyse and experiment with the use and effect of figurative and evaluative expressions, colloquial forms, and other language features in texts (ACLCHU258)

  • identifying the appropriate context for using colloquial forms such as 多姿多彩; 恰恰相反; 来得快去得快; higher-order verbs such as 弥漫;using for 顺接; and adverbials, for example, 便是, 恰恰相反
  • 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?
  • 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!”
  • exploring examples of literary language and how grammatical features differ from everyday speech, for example, 鲁迅的小说和议论文
  • manipulating styles of language in communication to achieve certain effects, such as writing a journal with 语气词 such as and to make it more like a dialogue with the reader
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Figures of speech,  Chinese languages,  Colloquial language

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