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Elaboration ACLITU038

recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency

Elaboration ACLITC050

connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing Italian games online, going to dinner at an …

Elaboration (1) ACLITC063

designing persuasive texts such as posters and brochures (for example, to advocate for sustainable water use for example, La doccia non deve durare più di tre minuti), or creating a report on the best games or apps to buy

Elaboration (3) ACLITU092

analysing degrees of formality in correspondence and dialogue to discover features of language that affect formality, for example, the use of the subjunctive (Qualunque cosa vuoi, non fare complimenti. Qualunque cosa Lei voglia, non faccia compliment …

Elaboration ACLITU093

develop awareness of the ecology of languages in local settings by collecting examples of Italian used in the local landscape, such as in particular parts of the city or at markets, and discussing how phenomena might be explained, for example, by noticing …

Elaboration (2) ACLITU095

explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?

Elaboration ACLITU114

reflecting on how cultural assumptions and values are embedded in choices in language use, for example, fare bella figura; fare brutta figura; Buon appetito — Grazie altrettanto

Elaboration (1) ACLITC116

expressing, contrasting and comparing views on particular expectations and issues such as the use of social media at school, by writing blogs, emails and letters, for example, sono d’accordo, non sono d’accordo; vorrei dare la mia opinione

Elaboration (2) ACLITC126

comparing and contrasting Italian and Australian experiences such as a concert or celebration, or teenage use of technologies (mobile phones, social networking), and considering how their own and others’ identity may shift according to place and time; …

Elaboration ACLITU130

analysing the appropriateness of language choices for a given context and purpose according to age, relationship and gender, for example, the context of use for phrases such as non mi va as compared to non mi piace

Elaboration ACLJAC116

explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます

Elaboration (2) ACLJAC118

experimenting with using Japanese in spontaneous interactions, for example, いたい、すごい、ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

Elaboration ACLJAC134

explaining features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます、ただいま, counter classifiers, and the indication of politeness by using です

Elaboration (5) ACLJAU157

understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク

Elaboration (4) ACLJAU180

considering how and why Japanese speakers use conversational strategies to avoid conflict, such as using indirect or softened language, for example, もうすこし　がんばりましょう。

Elaboration (1) ACLJAU192

identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？食べましょうか？

Elaboration ACLJAU195

identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで

Elaboration (1) ACLJAU197

reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such …

Elaboration (4) ACLJAU013

understanding the use of basic Japanese punctuation marks such as a まる (。) 、てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー

Elaboration (18) ACLJAU014

understanding the use of the prefixes お and ご before some words to indicate respect, for example, おなまえは？、ごかぞく　

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