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Elaboration (4) ACLFRC020

swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, …

Elaboration (6) ACLFRC092

making arrangements to cater for events such as celebrations or outings through spoken and written texts such as lists, phone calls, letters or emails, and estimating quantities, numbers and prices, for example, il me faut…, une trentaine de… ça coûte …

Elaboration (3) ACLMGC162

creating vocabulary lists and annotated cultural explanations for Greek-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules football final, Anzac Day, Harmony …

Elaboration ACLSPC130

surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats …

Elaboration (2) ACLSPC153

creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’

Elaboration (2) ACLTUC004

matching items from picture dictionaries or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar

Elaboration ACLTUC008

translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, …

Elaboration ACELA1526

using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell words. For example, the Greek roots: ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number five, and ‘dec’ meaning the number ten, …

Elaboration (3) ACLHIU048

recognising and practising the spelling of words in Devanagari script that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word such as उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb …

Elaboration ACLHIU084

increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expression on pronunciation and spelling, for example, the use of वो in spoken Hindi in place of वह in written Hindi

Elaboration ACLHIU120

recognising and practising the spelling of words that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word in the representation in Devanagari script, such as in उसका, and understanding how the loss of the inherent …

Elaboration (5) ACLHIU120

increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expressions on pronunciation and their impact on spelling, for example, the use of वो in spoken Hindi in place of वह in written Hin …

Elaboration (1) ACLINU016

recognising that Indonesian has some loan words from English, such as komputer and televisi, and that English has some from Indonesian, such as ‘orangutan’, ‘satay’ and ‘sarong’, with some changes in spelling

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (1) ACLJAU197

reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such …

Elaboration (1) ACLMGU182

comparing English and Greek sounds and spelling to support pronunciation of familiar and unfamiliar words and expressions, for example, astronaut/αστροναύτης, school/σχολείο, mathematics/μαθηματικά

Elaboration (2) ACLTUU029

learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words

Elaboration (2) ACLTUC042

identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, …

Elaboration (3) ACLTUU097

recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı

Elaboration ACLTUU114

recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı

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