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Elaboration (3) ACLGEU029

comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, and the style of quotation marks for direct speech

Elaboration (3) ACLGEU030

selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön. Ich habe ihn bei … gekauft.

analysing structural and linguistic differences through reading, viewing, listening to and/or performing texts with common content, such as print, radio and television advertisements for the same product

Elaboration (3) ACLGEU032

identifying key differences in regional dialects and accents

Elaboration (3) ACLGEU033

considering the concept of ‘ecology’ in relation to German and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, and language shifts and exchange

Elaboration (3) ACLGEU034

considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (3) ACLHIC001

exchanging phrases used in everyday social interactions, such as thanking, apologising or offering congratulations, for example, धन्यवाद; शुक्रिया; माफ़ करना; बधाई हो; बहुत अच्छे! वाह! क्या बात है!

Elaboration (3) ACLHIC002

responding to instructions by using actions such as forming groups, taking up positions or placing/removing objects in activities that involve concepts such as space, time and memory

Elaboration (3) ACLHIC003

using appropriate language to apologise or make excuses, for example, माफ़ कीजिए, मुझे देरी हो गई क्योंकि …, or to ask for help, for example, मुझे समझ नहीं आया, क्या आप मेरी मदद कर सकते हैं?

Elaboration (3) ACLHIC004

identifying key points in simple spoken, written or digital texts by miming, drawing, onscreen pointing, clicking or dragging

Elaboration (3) ACLHIC005

representing aspects of their daily routines by writing captions to drawings/pictures or attaching word bubbles, such as स्कूल जाना, दोपहर का खाना, पार्क में खेलना।

Elaboration (3) ACLHIC006

comparing their responses to favourite characters or events in stories, rhymes or songs by making simple evaluative statements, such as मुझे 'चालाक बन्दर' कहानी में बन्दर पसंद है क्योंकि उसने बिल्लियों को चालाकी से मूर्ख बना दिया

Elaboration (3) ACLHIC007

re-creating stories, rhymes and poems through mime, dance or captioned drawings

Elaboration (3) ACLHIC008

demonstrating body language, gestures or facial expressions that they use with families and friends when speaking Hindi, such as moving the head in different ways to mean different things

Elaboration (3) ACLHIC009

creating captions in Hindi and English for photos or images to create simple bilingual storybooks in print or digital formats

Elaboration (3) ACLHIC010

describing how it feels to use Hindi in the classroom compared to using it at home or in their community

Elaboration (3) ACLHIC011

describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language

Elaboration (3) ACLHIU012

developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context

Elaboration (3) ACLHIU013

referring to objects using cardinal numbers, for example, एक, दो, पाँच, सात

Elaboration (3) ACLHIU014

noticing how familiar texts, such as poems or stories, are sequenced and organised, for example, by identifying titles, connections between pictures and written texts or familiar opening lines, such as एक समय की बात है...

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