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Elaboration (3) ACLMGC022

creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event or to recycle waste containers and materials

Elaboration (3) ACLMGC023

analysing the language choices in an imaginative text and discussing feelings and opinions about the impact of these choices

Elaboration (3) ACLMGC024

creating a range of texts to entertain particular audiences, for example, children’s digital books, songs, cartoons and video clips suitable for younger learners of Greek

translating public signs, notices and slogans, for example, «Απαγορεύεται το κάπνισμα» or «Μην πετάτε σκουπίδια», comparing each other’s versions and considering reasons for any similarities or differences

Elaboration (3) ACLMGC026

creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά

Elaboration (3) ACLMGC027

examining reactions to different perceptions and expectations around similar and different cultural practices in the Australian and Greek contexts, for example, the concept of personal space, or head tilting to indicate ‘no’

Elaboration (3) ACLMGC028

reflecting on the experience of learning and using Greek, considering how it may add a further dimension to own sense of identity

Elaboration (3) ACLMGU029

identifying differences in sounds, such as γγ, γκ, τζ, τσ, μπ, ντ, αϊ, άι, -ασμα (διάβασμα) and using them appropriately when writing

Elaboration (3) ACLMGU030

using possessive and object pronouns μου, σου, του, της, του, μας, σας, τους

Elaboration (3) ACLMGU031

interpreting and explaining textual conventions when using technology and social media

Elaboration (3) ACLMGU033

exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

Elaboration (3) ACLMGU034

appreciating that language use can reflect and express cultural identity, that many languages exist in Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

Elaboration (3) ACLSPC109

using formulaic expressions to offer congratulations or to express wishes related to special occasions, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Muy bien!

Elaboration (3) ACLSPC110

participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba

Elaboration (3) ACLSPC111

demonstrating and mimicking hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as ¡Hala! ¡Uf!

Elaboration (3) ACLSPC112

demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging

Elaboration (3) ACLSPC113

drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles

Elaboration (3) ACLSPC114

making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

Elaboration (3) ACLSPC115

composing original short stories by matching or sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language

Elaboration (3) ACLSPC116

demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language

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Cross Curriculum Priorities