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Elaboration (8) ACLVIU118

recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học

noticing that interrogatives (khi nào, ở đâu, bao nhiêu) can be placed at the beginning, in the middle or at the end of questions, for example, Khi nào em đến? or Em đến khi nào?; Bao nhiêu tiền một nải chuối? or Một nải chuối giá bao nhiêu tiền?

Elaboration (8) ACLVIU169

exploring homonyms encountered in texts, for example, bò (‘cow’ or ‘to crawl’), ăn (‘eat’ or ‘win’), đỗ/đậu (‘pass the exam’ or ‘bean’), bàn (‘table’ or ‘discuss’), lợi (‘benefit’ or ‘gum’), đen (‘black’ or ‘unlucky’)

Elaboration (8) ACLVIU186

exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ mẫu = cha mẹ, phụ nữ = đàn bà, huynh đệ = anh em, phi trường= sân bay, lương thực = đồ ăn

Elaboration (8) ACLVIU013

recognising and using Vietnamese prefixes such as vô and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn

Elaboration (8) ACLVIU030

using a range of cohesive devices, such as thứ nhất, thứ nhì, trước hết, kế đến, rồi, sau cùng, ngoài ra, hơn nữa, tuy nhiên, bên cạnh đó, to sequence, add or connect ideas in texts

Elaboration (8) ACLASFC001

comparing likes, dislikes and preferences, for example: PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE I like apples but I don’t like oranges.

Elaboration (8) ACLASFC003

signing appropriately to maintain or change a topic, to remain on task and take turns

Elaboration (8) ACLASFC005

sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation

Elaboration (8) ACLASFC006

viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

Elaboration (8) ACLASFC007

representing objects using combined bodies and hands in amusing or creative ways

Elaboration (8) ACLASFC010

exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of belonging, for example those that facilitate face-to-face communication

Elaboration (8) ACLASFU012

experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

Elaboration (8) ACLASFU014

distinguishing between clauses that are statements and those that are questions

Elaboration (8) ACLASFC021

using an increasing range of interaction skills, such as initiating, maintaining and changing topics, remaining on task and taking turns in conversations

Elaboration (8) ACLASFC024

viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience

Elaboration (8) ACLASFC025

choreographing and performing music-less dance, focusing on matching timing, beat and rhythm

Elaboration (8) ACLASFC028

sharing views on why certain places have special significance to the Deaf community, evoking a sense of belonging and pride and representing particular bonds between people, place and experience, for example, Deaf schools or sites of historic significance …

Elaboration (8) ACLASFU030

learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

Elaboration (8) ACLASFU031

knowing that signers can reconstruct/act out their own or another’s talk and/or actions and that this is called CA

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