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Elaboration (8) ACLINU098

indicating possession, placing possessive pronouns (saya, Anda/kamu/-mu, dia/nya, mereka) after the noun, and using ber- and mempunyai

participating in real and imagined transactions such as purchasing a ticket for an event or choosing a gift for someone, for example, Quanto costa [+ definite article or demonstrative + noun]? Cosa prendi? … un caffè … e tu?

Elaboration (3) ACLJAC111

requesting classroom objects, for example, noun　を　ください、えんぴつ　が　あります　か。はい、どうぞ。

Elaboration (1) ACLJAU140

understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。

Elaboration (3) ACLKOU146

using a structure, a noun or pronoun + a case marker/particle (–은/는, –이/가, –을/를, –에, –도) as a set phrase, for example, 저는, and understanding differences in meanings

Elaboration (4) ACLKOU165

using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle –(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?

Elaboration (3) ACLKOU203

making a relative clause, that is, a noun-modifying clause, by replacing the verb ending of the clause- final verb with –(으)ㄴ, –는, or –(으)ㄹ appropriately, for example, 저기에서 노래하는 사람이 누구예요?; 제가 어제 본 영화는 정말 슬펐어요; 언제 갈계획이에요?; 날씨가 좋은 날에 바비큐를 해요; 재미있을 것 같아 …

Elaboration (2) ACLMGU132

using adjectives to describe characteristics or qualities (such as number, shape and colour) of a person or object (noun), for example, τρία μικρά γουρουνάκια, and understanding that adjectives have gender, for example, καλός, καλή, καλό, ψηλός, ψηλή, …

Elaboration ACLSPU159

finding examples of informal language used by young people in Spanish, such as shortened noun forms (la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by young Australians (‘vegie’, ‘ta’, ‘telly’), and …

Elaboration (8) ACLSPU175

indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano

Elaboration ACLSPU013

using appropriate definite and indefinite articles that match the noun in gender and number (el, la, los, las, un, una, unos, unas) and noticing some special cases (el día, el idioma, la mano, la foto)

Elaboration (5) ACLSPU013

expressing ownership using singular and plural possessive adjectives, following the agreement rules for gender and number with the noun, for example, mis padres, nuestras amigas, sus libros, mi clase, vuestro profesor, tu madre

Elaboration (7) ACLTUU115

understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik

Elaboration (1) ACLJAU014

understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb: subject は noun　です。 subjectは adjective　です。subject は　objectを　verb …

Elaboration (12) ACLASFC003

using the appropriate NMFs for asking questions and making statements when interacting in small groups

Elaboration ACLASFC010

describing themselves as belonging to their family and to social groups such as their class or age cohort of deaf children

Elaboration (4) ACLASFU018

recognising the importance of language, community and culture in relation to their own lives and in relation to other language groups and their communities

Elaboration (7) ACLASFU030

describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th

Elaboration (1) ACLASFC037

using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups

Elaboration (7) ACLASFC041

engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories

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