Elaboration (4) ACLMGC005
using different modes of presentation to profile significant events, people or places related to Greek-speaking communities, for example, a flyer about a community event, a digital presentation on a favourite musician
Elaboration (4) | ACLMGC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGC009
developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures
Elaboration (4) | ACLMGC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGU012
developing awareness of Greek sounds, rhythms and intonation patterns
Elaboration (4) | ACLMGU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGU013
conjugating the present tense
Elaboration (4) | ACLMGU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGC019
sharing opinions about the benefits of visiting various tourist sites in Greece or Cyprus, for example, Θέλω να πάω στα νησιά/στην Ακρόπολη/στο μουσείο ... γιατί/επειδή…
Elaboration (4) | ACLMGC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGC021
exploring and gathering information on a range of cultural practices through a variety of sources, for example, excerpts from a Greek song
Elaboration (4) | ACLMGC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGC022
conveying information in texts, such as brochures, notices, cartoons, video clips, to introduce and explain aspects of Greek art, history and culture and their influence, for example, the Hippocratic Oath, the snakes and staff symbol relating to medicine, …
Elaboration (4) | ACLMGC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGC026
creating bilingual captions for tourist attractions in Greece, Cyprus or Australia to explain their significance and cultural references, for example, bush, beach, το Αιγαίο, Πέτρα του Ρωμιού, Άγιον Όρος
Elaboration (4) | ACLMGC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGU029
experimenting with pronunciation rules and intonation collaboratively with peers, for example, αυ, ευ, τσ, τζ, αι, ββ, λλ, ρρ, ττ, ιου, ιο/ιό, ειο/ειου
Elaboration (4) | ACLMGU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGU030
extending meaning by using adverbs of place and time such as εδώ, εκεί, χτες, μεθαύριο,
Elaboration (4) | ACLMGU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLSPC109
using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!
Elaboration (4) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC112
responding to questions about participants and objects that elicit details such as size, colour, quantity or place, for example, ¿De qué color es la casa…? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande …
Elaboration (4) | ACLSPC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC113
using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program such as Barrio Sésamo, for example, Hoy vamos a hablar de la letra ñ
Elaboration (4) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU120
experimenting with sounds in onomatopoeic words such as those related to animal sounds`, for example, pío, (pájaro), quiquiriquí (gallo), miau (gato), guau (perro)
Elaboration (4) | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU121
understanding and responding to basic familiar instructions and imperatives, for example, siéntate, escucha, cierra la puerta, silencio
Elaboration (4) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC127
exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien
Elaboration (4) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC133
experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’
Elaboration (4) | ACLSPC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU138
understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
Elaboration (4) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU139
linking ideas using conjunctions such as y, o and pero
Elaboration (4) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC145
expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
Elaboration (4) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum