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Elaboration (20) ACLARU013

building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin

Elaboration (20) ACLINU064

describing state of actions, for example, sudah, belum, pernah

Elaboration (20) ACLINU098

comparing things using comparatives and superlatives, for example, lebih…daripada, paling

Elaboration (20) ACLJAU014

identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

Elaboration (20) ACLSPU013

linking ideas using cohesive devices such as conjunctions, for example, y (e), o(u), pero, porque

Elaboration (20) ACLSPU031

developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)

Elaboration (20) ACLVIU013

understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks

Elaboration (20) ACLASFU251

considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future

Elaboration (20) ACLFWC026

conducting face-to-face or online interviews or surveys with peers, family members or community contacts to compare accounts of similar experiences

Elaboration (20) ACLFWC048

describing how bush medicines and traditional healing practices can be used in conjunction with medicines from other cultures, such as Western medicine and different natural therapies

Elaboration (20) ACLCLU008

recognising that adverbs, adverbial phrases and prepositional phrases can give important details about what is happening in a sentence, for example, νῦν, πρὸς τῇ θύρᾳ

Elaboration (20) ACLCLU053

recognising creative variations in Latin word order, for example, delay of a key word or clause to create suspense, ordering of clauses to increase impact, bracketing/nesting, juxtaposition

Elaboration (12) ACLARU115

beginning to use simple conjunctions to link words and expressions, such as و؛ أو؛ أيضا

Elaboration (12) ACLARU183

creating compound and complex sentences by using embedded clauses, for example,أحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز ؛ لا أعرف لماذا أصدقائي والّذين أصولهم عربية؛ لا يحبون الأغاني العربيّة!

Elaboration (12) ACLARU013

using adverbs of place and time to expand expression, for example,باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً

Elaboration (12) ACLARU030

describing people and objects using comparatives and superlatives, for example, رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل

Elaboration (12) ACLFRU085

using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les

Elaboration (12) ACLFRU103

using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)

Elaboration (12) ACLGEU132

understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?

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