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Elaboration (2) ACLMGC018

extending and elaborating on modelled language to elicit others’ and express own experiences and opinions, for example,Τι νομίζεις; Πιστεύω ότι, Μ’ αρέσει καλύτερα η θάλασσα, Συμφωνείς;

planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with Greek names and symbols, for example, Πού είναι ...; δεξιά, αριστερά, πάνω, κάτω, μέσα, έξω, η καντίνα, το γραφείο

Elaboration (2) ACLMGC020

participating in discussions using modelled language, expressing opinions, for example, πιστεύω, νομίζω, and agreeing/disagreeing, for example, Συμφωνώ, Δεν συμφωνώ, on topics such as wearing hats in summer, for example, Φοράμε καπέλα το καλοκαίρι

Elaboration (2) ACLMGC021

compiling and comparing perspectives on social and cultural issues in Greek-speaking communities, such as comparing attitudes to sport, presenting information in graphs or charts

Elaboration (2) ACLMGC022

explaining a Greek custom or practice to an Australian audience, for example, Απόκριες, using simple language and supporting graphics, materials and gestures

Elaboration (2) ACLMGC023

comparing themes in imaginative texts, such as contemporary stories, films, DVDs, interactive games and cartoons, expressing opinions and making connections with own experiences

Elaboration (2) ACLMGC024

composing and presenting texts, using verbal and non-verbal expressions, for example, creating and presenting an imaginary character living during the period of the Greek Revolution

Elaboration (2) ACLMGC025

discussing colloquial language use in Australia and comparing with Greek expressions, for example, Τα’κανα σαλάτα, and discussing what they say about Australian and Greek culture

Elaboration (2) ACLMGC026

creating a storyboard outline which brings familiar English-speaking characters to Greek-speaking worlds and contexts, such as Harry Potter as your tour guide in Athens or Nicosia

Elaboration (2) ACLMGC027

reflecting, such as in discussions, blogs and journals, on incidents and repair strategies in the course of learning and using Modern Greek, for example, when encountering misunderstandings in communication

Elaboration (2) ACLMGC028

exploring how cultural identity is manifested in Australian and Greek-speaking communities, for example, through family occasions, community events and festivals, reflecting on the importance of shared understanding

Elaboration (2) ACLMGU029

understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations, for example, in the song ‘Καλημέρα, τι κάνεις;’

Elaboration (2) ACLMGU030

expanding use of adjectives such as μεγάλος-η-ο, ωραίος-α-ο, απίθανος-η-ο, φοβερός-η-ο

Elaboration (2) ACLMGU031

comparing Greek and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements

Elaboration (2) ACLMGU032

identifying and comparing the function and power of cultural representations, such as symbols and stories, for example, flags, Greek myths and legends

Elaboration (2) ACLMGU033

discussing how changes to the Greek language reflect changes in some cultural practices and attitudes, for example, το έτοιμο φαγητό

Elaboration (2) ACLMGU034

considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others

Achievement Standard Modern Greek Years 9 and 10

By the end of Year 10, students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life (for example, Πού θα πας διακοπές; Θέλω να γίνω πιλότος γιατί ...). They interact with others …

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Curriculum Elements Types