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Elaboration (3) ACLSPC003

negotiating and displaying a set of agreed class rules, for example, en clase hablamos español casi siempre, levanta la mano para pedir la palabra, respeta a los compañeros

Elaboration (11) ACLSPU031

using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien

Elaboration (8) ACLASFC061

re-creating a theatre set from a two-dimensional image using signed space

Elaboration (8) ACLASFC062

comparing their own translations of short set texts in Auslan or English with those of their classmates, noting variations and discussing possible reasons for these

Elaboration (4) ACLASFC187

re-creating a theatre set from a two-dimensional image using signed space

Elaboration (7) ACLFRU085

being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs

using set phrases, formulaic expressions and appropriate gestures for regular classroom routines such as opening and closing lessons and responding to roll call, for example, きりつ, れい, ちゃくせき、はい、います。いません。

Elaboration (1) ACLKOC134

interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes

Elaboration (3) ACLKOU146

using a structure, a noun or pronoun + a case marker/particle (–은/는, –이/가, –을/를, –에, –도) as a set phrase, for example, 저는, and understanding differences in meanings

Elaboration (1) ACLKOC153

sharing experiences and feelings such asweekend activities and likes/dislikes using 나/저도 …–어/아요 and 나/저도 …–었/았어요 as set phrases, for example, 나/저도 좋아요/좋았어요,나/저도 한국어를 공부해요/공부했어요

Elaboration (4) ACLKOU165

using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle –(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?

Elaboration (6) ACLKOU165

using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?

Elaboration (2) ACLSPC003

expressing opinions using reflective language as set phrases (Creo que….¡Qué sorpresa!, De acuerdo / no estoy de acuerdo, Prefiero ...), and inviting others to give opinions or suggestions, for example, ¿Estás de acuerdo? ¿Qué piensas? yo sí / yo no

Elaboration ACLVIC142

contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt

Elaboration (3) ACLCHC054

using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town

Elaboration (8) ACLCHC215

using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town

Elaboration (1) ACLITC097

negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive] in set phrases, for example, …

Elaboration (4) ACLJAC002

participating in class activities such as word, board or electronic games, using set phrases in Japanese such as わたしの　ばん、みぎ、ひだ、かった！、まけた、ざんねん、だめだった、だいじょうぶ？、がんばって！、つぎは　だれ？、いち、に、さん！

Elaboration (7) ACLKOU184

using basic complex-verb structures such as –어/아 주다, –고 있다, –(으)ㄹ 줄 알다, –(으)ㄹ수 있다 and –어/아 보다 as set phrases in their –어/아요 form to express complex ideas,for example, 보여 주세요, 자고 있어요, 할 줄 알아요, 먹을 수 있어요, 읽어 보세요

Elaboration (2) ACLKOU013

using basic verbs including copula (–이에요/예요) to describe state/quality or action in present or past tenses with the informal polite-style ending –어/아요 (for example, 좋아요, 예뻐요, 재미있어요/재미있었어요, 먹어요/먹었어요, 가요/갔어요), including some set phrases with auxiliary verbs …

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