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Elaboration ACLMGC009

creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use

Elaboration (1) ACLMGC025

examining culturally specific terms, such as το παλικάρι, η λεβεντιά, το φιλότιμο, and developing appropriate explanations for them and discussing possible equivalent terms in English

examining culturally specific terms and phrases, such as η παρέα , το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing equivalent terms in other languages

Elaboration (4) ACLMGC009

developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

Elaboration (2) ACLMGU012

developing and using Greek pronunciation, reproducing sounds and combinations

Elaboration (4) ACLMGU012

developing awareness of Greek sounds, rhythms and intonation patterns

Elaboration (9) ACLMGU013

developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

Elaboration (8) ACLMGU030

developing knowledge of vocabulary relating to, for example, immediate environments, relationships, leisure, hobbies, shopping, travel

Elaboration ACLMGC028

developing an understanding of contemporary life in diverse Greek-speaking communities, for example, through viewing excerpts from Greek films, and reflecting on similarities and differences to own lifestyle

Elaboration (5) ACLMGU030

understanding the use of πολύ

Elaboration (2) ACLMGC019

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 (3) ACLMGC018

using formulaic language to share and compare aspects of teenage life, for example, Το κινητό μου είναι μαύρο, Το δικό μου είναι μεγαλύτερο, and aspirations, for example, Θέλω να γίνω ...

Elaboration (3) ACLMGU033

exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

Elaboration (7) ACLMGU012

knowing when to use σ/ς

Elaboration (3) ACLMGC011

reflecting on gestures and language choices used by speakers of Greek and considering when and how to use these in own communication, for example, shaking head in agreement, use of hands to emphasise points made in conversation

Elaboration ACLMGU032

examining and explaining variations in language use in different Greek-speaking communities, and why the Greek language varies according to geographical location

Elaboration (1) ACLMGC009

using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience

Elaboration (2) ACLMGU030

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

Elaboration (3) ACLMGU034

appreciating that language use can reflect and express cultural identity, that many languages exist in Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

Elaboration (1) ACLMGU015

recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s …

Curriculum Types

Curriculum Elements Types