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Elaboration ACLJAC004

identifying key information such as names of people and places, times and activities in familiar types of texts such as conversations, profiles, emails and announcements

Elaboration (9) ACLJAU014

describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。

Elaboration (19) ACLJAU014

understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)

identifying language use associated with gender, age, social status or the purpose of interaction, for example, ぼく、わたし、はい、うん、こんにちは、ハロー、さようなら、バイバイ、 and recognising the importance of using appropriate forms of address when interacting with different …

Elaboration (5) ACLJAC026

considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい。

Elaboration (2) ACLKOC116

providing descriptions of familiar objects or people, for example, 마이클이에요, 코예요

Elaboration ACLKOC124

noticing that there are different ways to greet people in Korean, recognising their similarities and differences to those in their own language and culture

Elaboration (2) ACLKOC125

noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or communicating that may not be familiar to other people

Elaboration ACLKOU130

noticing differences in greetings and expressions used in different social settings where people of different ages and/or different degrees of familiarity are involved

Elaboration (1) ACLKOU130

identifying social relationships between people interacting in videoclips, cartoons, photographs or role play

Elaboration ACLKOU132

understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language

Elaboration (1) ACLKOU133

exploring the meaning of ‘culture’ and how it involves visible elements, for example, ways of eating or symbols such as flags, and invisible elements, for example, how people live, what they value, and how they think about themselves and others

Elaboration ACLKOC137

gathering information about other people’s activities, for example by surveying peers about weekend or dailyactivities, for example, 주말에 뭐 해요? 수영해요; 오늘 뭐 해요? 학교에 가요

Elaboration (3) ACLKOU147

using vocabulary to describe familiar objects or people, for example, 빨간색 가방

Elaboration (1) ACLKOU152

understanding that language carries information about the people who use it and that common expressions often reflect cultural values important to that language community

Elaboration (2) ACLKOU152

reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님

Elaboration (1) ACLKOC156

reading texts and extracting key points about an issue or topic (such as weather, types of activities for young people, daily routines), and sharing information with peers, for example, 날씨가 어때요? 비가 와요; 언제 만나요? 내일 두 시에 만나요

Elaboration (1) ACLKOC157

constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures

Elaboration ACLKOC162

finding examples of the significance of gestures across cultures, for example, (not) making eye contact when talking to older people, and reflecting on these

Elaboration (1) ACLKOC162

comparing interactions between Korean speakers and interactions in similar Australian contexts by observing them in their immediate environments or from resources such as video clips or films (for example, students and teachers, or people interacting …

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