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Elaboration ACLHIC026

translating popular children’s rhymes into English, for example, चूँ-चूँ करती आई चिड़िया; चंदा मामा, noticing words that are difficult to translate or explain

comparing language and textual features used when communicating with different age groups, for example, amusing rhymes and terms of affection for small children, devotional texts for religious expression

Elaboration (2) ACLINC006

responding to imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement

Elaboration ACLINU080

recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia

Elaboration (5) ACLITC007

reciting and performing chants, rhymes and songs, adding music and actions to support meaning of their own performances, for example, the farfallina counting rhyme: Farfallina bella bianca, vola vola e mai si stanca, vola vola sempre in su, farfallina …

Elaboration (1) ACLITC009

comparing Italian and English songs and rhymes, noticing similarities and differences, for example, in numbers, in some words for family, animals and toys

Elaboration ACLITC027

making up rhymes and nonsense phrases in playing with the Italian language

Elaboration ACLJAC112

listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding

Elaboration ACLJAC114

performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions

Elaboration (2) ACLJAC115

creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

Elaboration (1) ACLKOC120

responding to imaginative texts including digital texts, stories, rhymes and songs through play-acting, illustrating, facial expression or movement

Elaboration (3) ACLKOC120

making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, … 좋아해요/싫어해요

Elaboration (4) ACLKOC120

re-creating stories, rhymes and songs through mime, dance or drawing with simple captions

Elaboration (1) ACLKOC121

performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning

Elaboration (1) ACLKOC134

interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes

Elaboration ACLMGC104

singing and adapting rhymes, action songs, rap, lullabies and counting songs such as Γύρω, γύρω, γύρω, μέσα, μέσα, μέσα ... έξω, έξω, έξω, Κεφάλι, χέρια, πόδια, Ένα, δύο, τρία κουνελάκια, Πάνω τα χεράκια, Το δαχτυλίδι

Elaboration ACLMGC106

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures (hot and cold, the owl song)

Elaboration (1) ACLMGC108

performing songs, chants and rhymes in response to an imaginative digital or online text, for example, Η πολύ πεινασμένη κάμπια, experimenting with different expressive effects, such as using simple gestures or different voices

Elaboration (2) ACLMGC109

creating rhymes, nonsense phrases and songs using rehearsed language, adding Greek dancing, clapping and gestures, for example, Όπα, Ποπό!

Elaboration (3) ACLMGC109

performing chants, rap, rhymes and songs, and using music and actions to support meaning, for example, Περνά περνά η μέλισσα, Μια ωραία πεταλούδα, Αχ Κουνελάκι, Φεγγαράκι μου λαμπρό, Να το, να το το αστράκι

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