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Elaboration (2) ACLMGC127

translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

Elaboration ACLMGC128

creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα

Elaboration (1) ACLMGC128

creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class

Elaboration (2) ACLMGC128

creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

Elaboration ACLMGC129

identifying elements of Greek language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions, for example, έτσι κι έτσι, μπα

Elaboration (1) ACLMGC129

discussing ways of communicating and their appropriateness in Greek and non-Greek contexts, for example, polite and impolite ways of indicating ‘yes’ or ‘no’ to an adult, the acceptable practice of using teachers’ first names, κυρία Άννα, κύριε Δημήτ …

Elaboration (2) ACLMGC129

describing to peers what they are confident about when using Greek, what they feel unsure of and what they most enjoy

Elaboration (3) ACLMGC129

experimenting with respectful gestures and titles, such as using titles κυρία, κύριε

Elaboration (4) ACLMGC129

discussing how Australian terms and expressions might be understood from a Greek perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

Elaboration ACLMGC130

recognising how they communicate with each other, their family, teachers and other adults, identifying differences in behaviour and language and explaining why this happens

Elaboration (1) ACLMGC130

reflecting on the experience of becoming bilingual or multilingual, considering what advantages this brings and whether it impacts on identity

Elaboration (2) ACLMGC130

creating a digital profile of aspects of their identity, for example, family, background, interests, membership of the Greek language class

Elaboration (3) ACLMGC130

discussing which groups they belong to, for example, family, class, learners of Greek and making connections and comparisons between own cultural perspectives and those of different cultural groups

Elaboration (4) ACLMGC130

interacting with teachers, other Greek speakers and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own

Elaboration ACLMGU131

identifying and pronouncing the sounds of the Greek alphabet as well as the most common digraphs and letter blends, for example, ου, αι, ει, οι (double vowels), μπ, ντ, γγ, γκ, τσ, τζ (double consonants), αυ, ευ (vowel combinations)

Elaboration (1) ACLMGU131

practising letter clusters,for example, στρ, μπρ, in common words or in names, Στράτος, μπράτσο

Elaboration (2) ACLMGU131

beginning to recognise high-frequency words such as η, ο, το, μου, έχω, είμαι, είναι, θέλω, να

Elaboration (3) ACLMGU131

comparing markings on words in different languages, for example, αλάτι (Greek), français, (French), váza (Czech), Grüße (German), niña (Spanish) and observing that the markings have different purposes

Elaboration (4) ACLMGU131

using the accent mark appropriately in Greek when writing, for pronunciation as well as meaning

Elaboration (5) ACLMGU131

applying appropriate punctuation marks such as full stop, comma (in lists), exclamation mark and question mark

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