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Elaboration (2) ACLCHU224

discussing the influences on their own Chinese language use (for example, from TV, family or Chinese school) and how their language use compares to that of their parents and other Chinese speakers

recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past tense in traditional narratives and recounts

Elaboration (2) ACLFWU165

recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tenses in stories

Elaboration (6) ACLFWU101

recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tense in traditional narratives and recounts

Elaboration (2) ACLCLU028

investigating the use of dialects to denote differences in ethnicity and social status in ancient Greece, for example, Aristophanes’ use of Doric to ridicule a Spartan character

Elaboration (1) ACLCHU260

analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or …

Elaboration (3) ACLARC003

contributing to classroom activities, such as by developing classroom rules, expressing opinions on procedures and tasks, and giving advice and sharing ideas with peers, for example,إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ إذهب إلى الحمام في الفرصة؛ أكمل …

Elaboration ACELA1429

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Elaboration (3) ACELY1646

participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language

Elaboration ACELY1784

learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’

Elaboration ACELA1454

learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

Elaboration (4) ACELY1662

beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

Elaboration (2) ACELA1482

exploring the use of sensing verbs and how they allow readers to know what characters think and feel

Elaboration ACELT1600

identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems

Elaboration (1) ACELT1604

sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

Elaboration (3) ACELY1702

reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

Elaboration (1) ACELA1763

writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations

Elaboration ACELA1545

evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information

Elaboration ACELY1732

evaluating an author's use of particular textual structures and language features in achieving the representation of a point of view

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