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Elaboration (7) ACLVIU186

understanding and using onomatopoeic words such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng in own spoken and written texts, for example, sấm chớp ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng …

Elaboration (7) ACLVIU187

identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote …

Elaboration (7) ACLVIU012

identifying similarities in the Vietnamese pronunciation of Chinese, French and English loan words such as sư phụ, toilet, gara, tivi, video

Elaboration (7) ACLVIU013

exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh

Elaboration (7) ACLVIU030

using direct and indirect speech to report on ideas, opinions, actions and events, for example, Ba mẹ nói với tôi: ‘Con nên chăm học.’ and Ba mẹ bảo tôi nên chăm học

Elaboration (7) ACLASFC001

describing family members, friends or teachers in terms of physical appearance and characteristics, for example: PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES? You know the principal? She’s short, has long hair and wears glasses. POSS1 BROTHER OLD++ TALL …

Elaboration (7) ACLASFC003

formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions

Elaboration (7) ACLASFC004

recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

Elaboration (7) ACLASFC005

presenting specific information such as a weather report using visual prompts or a digital presentation

Elaboration (7) ACLASFC006

drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance

Elaboration (7) ACLASFC007

changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences

Elaboration (7) ACLASFC010

identifying places that are significant to them personally and are important to their identity

Elaboration (7) ACLASFU012

recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’

Elaboration (7) ACLASFU014

noticing that Auslan has more flexibility in word order than English

Elaboration (7) ACLASFC019

using persuasive language in social interactions with each other, for example: PLEASE POPCORN GIVE-me++ BEG? Please can I have some of your popcorn?

Elaboration (7) ACLASFC020

working together in design projects such as short films or displays to demonstrate content knowledge from different curriculum areas, sharing decisions about content, vocabulary and sequencing

Elaboration (7) ACLASFC021

using eye contact and clear signing with peers, teachers, visitors and community members

Elaboration (7) ACLASFC024

participating in games that focus on modifying manner or aspect for effect

Elaboration (7) ACLASFC025

creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon

Elaboration (7) ACLASFC028

responding to presentations by Deaf visitors to the classroom who share their experiences of education, family life, social networks, community and sense of identity, for example by discussing similarities and differences to their own lives

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