Chinese: Background Language Learner 7–10 Sequence / Levels 9 and 10 / Communicating / Creating
Content description
Create narratives to describe experiences involving imagined people and places
Elaborations
collaborating with peers to perform a script from 儿童剧 or 情景剧 for younger year levels to engage them with the imaginative world
creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language
creating own dramatic or humorous representations of people and events encountered in traditional or contemporary Chinese literature, drama or song
writing a creative account of an imagined experience involving Chinese visitors to the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
creating a Chinese voice-over for a scene from an English language sitcom and experimenting with ways in which language, images, action and humour are used to enhance appreciation of the message
collaborating to create performances in which they assume an imaginary role, for example, a skit about celebrating Spring Festival, a simple lyric about school life, or a rap about being a student of Chinese
creating narratives that hold the attention of readers, for example, beginning a story with 你知道吗？ and experimenting with 正叙，倒叙，插叙 to sequence events
collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
exploring how alternative words can be used to convey a range of attitudes and varying degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
comparing portrayals of a range of social groups in media, for example, how urban and rural communities and residents are portrayed in both traditional and contemporary texts
creating own narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生
engaging and entertaining the audience through the use of devices such as humour, irony and metaphor, and embellishing ideas (for example, 猜猜我昨天干了什么？ as opposed to 昨天我), and building up to a climatic ending
