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Elaboration (12) ACLFWC028

retelling stories to feature different places, species or social groups

Elaboration (1) ACLFWC033

naming and describing features of Country/Place that belong to different family and kinship groups

Elaboration ACLASFC154

using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they identify with, such as friends, family, sporting, interest and community groups

Elaboration (10) ACLFWC010

identifying relationships and connections between themselves and other students in the group, considering the nature of groups and sub-groups within the school and larger community

Elaboration (1) ACLARU132

understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example,معلم- معلمون؛ معلمة - معلمات

Elaboration (4) ACLARU013

understanding that adjectives have a gender and that they follow the noun and its gender, for example, الأب حنون؛ الأم جميلة؛ الكرسي كبير؛ الطاولة صغيرة

Elaboration (1) ACLGEU115

identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)

Elaboration ACLGEU132

recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er

Elaboration (2) ACLGEC008

recognising compound words, and collecting and analysing interesting examples (der Schulsport, die Realschule, babyleicht), noting that compound nouns take the gender of the last noun in the compound

Elaboration (4) ACLHIU103

understanding that verbs change according to the gender and number of the noun, as in लड़का गाता है। लड़की गाती है। लड़के गाते हैं।

Elaboration (3) ACLITU052

noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso

Elaboration (6) ACLJAU140

describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも

Elaboration (3) ACLKOU127

identifying a structure where a noun or a pronoun is followed by a basic case marker such as –은/는, –이/가 and –을/를 (for example, 저는) as a chunk which has a syntactic function in a sentence

Elaboration (10) ACLKOU203

using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, for example, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다

Elaboration (1) ACLCHU124

categorising words into word types common across languages, for example, 家人 as noun, 四 as number

Elaboration ACLFRU013

understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon …

Elaboration (2) ACLJAC113

presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。

Elaboration (3) ACLJAU122

understanding basic word order in simple sentences, for example, noun　が　すきです。りんご　が　すき　です。, adjective + noun　です。おおきい　いぬ　です。

Elaboration (3) ACLJAU158

describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　あります。 noun　は　place　に　います。

Elaboration ACELA1551

identifying the various communities to which students belong and how language reinforces membership of these communities (the intimate language of family members, the jargon of teenage groups, the technicality of some online communities, the language …

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