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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 (2) ACLMGC001

expressing opinions and describing and exchanging information about interests, for example, leisure activities, using modelled language, for example, Παίζω μπάσκετ. Σου αρέσει η μουσική;

Elaboration (2) ACLMGC002

collaborating with peers to present a birthday celebration song to a classmate, for example, Χρόνια πολλά!

Elaboration (2) ACLMGC003

using formulaic language to ask permission, Μπορώ να πάω ...; Θέλω να ...;

Elaboration (2) ACLMGC004

identifying main ideas and key points of information in texts and using the information in new ways, for example, reading about an annual event in Greece or Cyprus and producing a program

Elaboration (2) ACLMGC005

presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class

Elaboration (2) ACLMGC006

describing characters, events and key ideas in a shared text using a scaffold, for example, a storyboard

Elaboration (2) ACLMGC007

creating and performing a short play or video clip to share with and entertain others, for example, a rap or role-play on Grandparents’ Day or Open Day for younger students

Elaboration (2) ACLMGC008

identifying and explaining expressions that need interpretation rather than translation, for example, Γιάννης - Γιαννάκης, τσάκα-τσάκα

Elaboration (2) ACLMGC009

creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services

Elaboration (2) ACLMGC010

reflecting on choices made when using Greek to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register Kαλημέρα σας κυρία/κύριε, Αγαπημένο μου ημερολόγιο ... σε φιλώ, …

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Cross Curriculum Priorities