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Elaboration (5) ACLTUU080

recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of …

Elaboration ACLTUU099

comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register; for example, the use of imperatives and instructional language in recipes or directions; expressive …

Elaboration ACLVIU155

recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, …

Elaboration (4) ACLVIU171

recognising how language use, such as the level of politeness, reflects the relationship of the participants and the purpose of the speaker or writer, for example, close friends tend to use informal language (tao, mày), while new acquaintances interact …

Elaboration (5) ACLVIU187

recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or pigeons as a symbol of peace, and differences such as the use of …

Elaboration (4) ACLVIU017

exploring how politeness is expressed differently in Vietnamese and English, for example, Vietnamese speakers use honorific words such as dạ/thưa and different personal pronouns (ông/bà, cô/chú, anh/chị), while English speakers use ‘thanks’, ‘sorry’ and …

Elaboration (2) ACLVIU033

exploring how globalisation has resulted in the use of English words and expressions in Vietnamese, and discussing the advantages/disadvantages of this influence, for example, the use of English technological terms such as ‘CD’, ‘DVD’, ‘USB’, ‘video’, …

Elaboration (1) ACELA1515

recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups …

Elaboration (4) ACADRM027

Considering viewpoints – forms and elements: For example – How did the performers use their voices? What sort of movements did the performers use? What voice and movement have you noticed in others’ performances that you might consider in making your …

Elaboration ACLGEC146

observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives …

Elaboration (1) ACLGEC146

noticing the use of and evaluating whether or not to adopt German expressions such as exclamations (Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of one thumb to indicate the number ‘one’) and ‘applauding’ …

Elaboration (3) ACLHIU033

comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया

Elaboration (5) ACLHIU052

identifying influences from other languages in their own/their family’s use of Hindi, for example, the use of terms associated with social media, popular culture and technology स्क्रीन, माउस

Elaboration (8) ACLASFU072

understanding how developing sign language literatures which recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities not only map history but also embody values and mores of Deaf …

Elaboration ACLCHC164

engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their life, for example, 在中国有人说移民澳洲好，因为生活轻松；也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…

Elaboration (2) ACLCHC185

developing a deep understanding of the subtle meanings and uses of new words/phrases encountered, by comparing the ways in which words, grammar and idioms are explained in different reference sources, for example, how a 成语 is explained in English, compared …

Elaboration (5) ACLCHC213

engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松；也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…

Elaboration (5) ACLCLU009

developing strategies for vocabulary building by applying knowledge of roots and derivatives, for example, ἄγγελος (angel/archangel/evangelist), περί (periscope/perimeter/periphery), μόνος/η/ον (monotony, monologue, monopoly)

Elaboration ACLCLU022

developing fluency in recognising sound and spelling changes, for example, those that occur when stops (β/π/φ, τ/δ/θ/ζ, κ/γ/χ) are followed by sigma, as in σπεύδω/ἔσπευσα, πέμπω/ἔπεμψα, διώκω/ἐδίωξα

Elaboration ACLGEU012

noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds …

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