Elaboration (4) ACLMGU115

using adverbs to show where, for example, έξω, μέσα, εδώ, εκεί, πάνω, κάτω, γύρω

Elaboration (4) | ACLMGU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU119

understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’

Elaboration (4) | ACLMGU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC129

discussing how Australian terms and expressions might be understood from a Greek perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

Elaboration (4) | ACLMGC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC130

interacting with teachers, other Greek speakers and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own

Elaboration (4) | ACLMGC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU131

using the accent mark appropriately in Greek when writing, for pronunciation as well as meaning

Elaboration (4) | ACLMGU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU132

experimenting with compound sentences using conjunctions such as και and αλλά

Elaboration (4) | ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU134

recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

Elaboration (4) | ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU135

recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ

Elaboration (4) | ACLMGU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC141

preparing a dialogue with a partner about self, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;

Elaboration (4) | ACLMGC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC144

recognising that some words have many different meanings, for example, the multiple meanings of γεια σου (hello, goodbye, cheers, bless you) and είναι (he is, she is, it is, they are, is, are)

Elaboration (4) | ACLMGC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC147

considering whether learning and using Greek impacts on their sense of identity either in or out of the classroom

Elaboration (4) | ACLMGC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU148

applying phonic and grammatical knowledge to spell and write unfamiliar words

Elaboration (4) | ACLMGU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU149

using the plural form of common nouns, for example, το αγόρι, τα αγόρια, η μπανάνα, οι μπανάνες

Elaboration (4) | ACLMGU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU152

understanding that English words are used in Modern Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ-ο υπολογιστής, μπλε-γαλάζιο

Elaboration (4) | ACLMGU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU153

discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

Elaboration (4) | ACLMGU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC156

discussing and sharing learning strategies, such as developing vocabulary knowledge and expressing ideas and opinions in different ways, for example, Μαθαίνω νέες λέξεις όταν ακούω ελληνικά τραγούδια, Το μάθημα είναι πιο ενδιαφέρον όταν παίζουμε γλωσσικά …

Elaboration (4) | ACLMGC156 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC157

accessing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them, for example, Ευχαριστώ για το μήνυμα, Θα είμαι εκεί στις εφτά

Elaboration (4) | ACLMGC157 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGC158

reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

Elaboration (4) | ACLMGC158 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU165

applying punctuation and spelling rules to own writing

Elaboration (4) | ACLMGU165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLMGU166

using pronouns such as αυτός, κάτι, as substitutes in sentences

Elaboration (4) | ACLMGU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum