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Elaboration (1) ACLFWC072

participating in shared reading of traditional and contemporary stories, responding through mime, drawings with captions, matching captions to images, dance, play-acting and other forms of expression

Elaboration (3) ACLFWC110

planning and preparing for a real or virtual visit to the target language community, preparing and rehearsing language forms, structures and vocabulary and considering appropriate behaviours

Elaboration (5) ACLFWU122

linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphs

Elaboration (11) ACLCLU008

identifying forms of common irregular adjectives, for example, μέγας/μεγάλη/μέγα, πολύς/πολλή/πολύ, πᾶς/πᾶσα/πᾶν

Elaboration (2) ACLCLU011

recognising that Classical Greek is a specific form of the language, evolved from earlier forms such as Mycenaean Greek and the Archaic Greek used in the epics of Homer

Elaboration (6) ACLFRF049

using a range of nouns, including more unusual plural forms (for example, les bureaux, les choux-fleurs, mes grands-parents), more complex adjectives (for example, beau, belle, beaux, belles) and possessive forms (mon, ma, mes, ton, ta, tes…)

Elaboration (3) ACLHIU066

recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of Sanskrit words (tatsam words) and of derived forms (tadbhav words), understanding that both forms can be used in different contexts; for example, क्षेत्र for …

Elaboration (4) ACLSPC172

finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect …

Elaboration (1) ACLSPC028

finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Diós le ayuda, Bendito sea … Adiós; and changes to language forms that reflect …

Elaboration (8) ACLSPU031

understanding and using the different past tense forms for regular and irregular verbs (pretérito perfecto, pretérito indefinido and pretérito imperfecto), and comparing the uses with English past tense forms, for example, hemos estudiado los tiempos …

Elaboration (2) ACLVIC176

debating with peers on social, environmental or educational issues with reference to Vietnamese and Australian views and values, for example, Có nên bắt buộc học sinh học ngoại ngữ không? Có phải vào đại học là cách tốt nhất để thành công ngày nay?, using …

Elaboration (3) ACLVIC176

exchanging ideas and justifying and elaborating on opinions in class discussions about issues associated with the school or local community, such as school facilities, local services or environmental issues, for example, Chúng em đề nghị căn-tin nhà trường …

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 (1) ACADAM011

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …

Elaboration (3) ACADAM011

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …

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 (4) ACADRM031

Considering viewpoints – forms and elements: For example – How did the drama begin? Develop? Conclude? How did the performers vary their voices, movement and gestures to create and share believable characters? How are elements of drama such as role, …

Elaboration (1) ACLARU117

recognising that informal forms of address are very common among speakers of Arabic and are acceptable across Arabic communities, for exampleعمو عادل؛ عمة هناء؛ خالة عبير؛ ست أمل؛ تيتا وداد؛ جدو

Elaboration (5) ACLARU132

using imperative forms of simple verbs when giving others instructions, for example,كلُ طعامك؛ نظّف أسنانك؛ أُكتب الجملة؛ أفتحي كتابك؛ إمسكي القلم؛ إسألي أمك

Elaboration ACLARU151

understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of سيد ماجد؛ أستاذ هاني؛ سيدة عبير؛ خالتي رانيا؛ عمي حسين حضرتك؛ عم كريم؛ خالة سامية with adults, both close relatives and …

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