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Elaboration (2) ACLITU132

researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration

examining the link between language and cultural values and practices evident in Italy, for example, the appreciation of things of beauty and style expressed by the concept of la bella figura; the connotations of the concept of mammone

Elaboration (1) ACLITU133

examining how their own language and culture influence their responses to others

Elaboration (2) ACLITU133

analysing and discussing language choices by asking, for example, Who uses this expression and where? Why is it meaningful? Why is it used?

Elaboration (3) ACLITU133

evaluating own and others’ assumptions and generalisations about values, beliefs, cultural norms and practices of Italian-speaking communities and how these influence intercultural exchange

Elaboration (4) ACLITU133

sharing own responses in class to a given topic and comparing with those of others, reflecting on how different people are perceived through their use of language and the way it reflects values and beliefs

Elaboration (5) ACLITU133

understanding how language and culture convey values such as, respect, for example, Cosa ne pensi? Sei d’accordo? È giusto? In Australia invece … A differenza di …

Elaboration ACLJAC109

learning how to greet others at different times of the day using appropriate gestures and forms of address, for example, せんせい、おはようございます、さようなら、おはよう、じゃあね

Elaboration (1) ACLJAC109

using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with the teacher and peers, for example, Smith せんせい、ありがとう　ございます。 Tom くん、ありがとう。Alisa さん、おめでとう。

Elaboration (2) ACLJAC109

introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana　です。どうぞよろしく。

Elaboration (3) ACLJAC109

using formulaic Japanese phrases for everyday interactions such as giving and receiving, thanking, apologising and offering wishes or congratulations, for example, どうぞ、(どうも) ありがとう、すみません、がんばって

Elaboration (4) ACLJAC109

indicating likes and dislikes, using modelled statements such as いぬ　が　すき　です。わに　が　すき　じゃない　です。

Elaboration (5) ACLJAC109

describing friends, favourite things and objects, using visual, concrete and digital support material, for example, これ　は　ねずみ　です。ちいさい　です。かわいい　です。はいいろ　です。すいか　です。おいしい　です。ちいさい　目(め)　です。

Elaboration (6) ACLJAC109

responding to questions and indicating ownership, for example, だれ　の　ですか。わたし　の　です。Ollie くん/ Sarah さん　の　です。わたし　の　えんぴつ（です）。

Elaboration (7) ACLJAC109

using formulaic expressions to convey emotions, for example, すごい、え～！、かわいい、やったー！

Elaboration ACLJAC110

singing and responding to action songs such as むすんでひらいて, ひげじいさん, きらきらぼし, おおきなくりのきのしたで、or tongue twisters (早(はや)口(くち)言(こと)葉(ば)) such as なまむぎなまごめなまたまご、あかパジャマきパジャマちゃパジャマ

Elaboration (1) ACLJAC110

playing じゃんけんぽん and using it in interactions such as turn-taking

Elaboration (2) ACLJAC110

participating in games, tasks and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, for example,うさぎ　です　か。はい/いいえ。はい、うさぎ　です。いいえ、うさぎ　じゃない　です。

Elaboration (3) ACLJAC110

using formulaic phrases related to playing games, for example, つぎ、　はい！、　かった、まけた、ざんねん、あたり、はずれ

Elaboration (4) ACLJAC110

using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

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