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Elaboration (12) ACLKOU203

using a range of sentence enders and understanding their differences in meaning and appropriateness to the context,for example, –잖아요, –(으)ㄹ래요, –(으)ㄹ까요, –(으)ㅂ시다, –(으)ㄴ/는데요, –지요

Elaboration (12) | ACLKOU203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (12) ACLKOU204

inferring meanings of unknown words or expressions from information available from the text or context

Elaboration (12) | ACLKOU204 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (12) ACLKOU014

using idiomatic expressions for greeting, farewelling, for some learning activities and everyday interactions, for example, 안녕하세요? 만나서 반가워요, 안녕히가세요/계세요, 고맙습니다, 감사합니다, 환영합니다, 생일 축하합니다, … 같아요, …계 … 사람 (중국계 호주 사람), … 회원이에요

Elaboration (12) | ACLKOU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (12) ACLKOU033

using vocabulary related to youth culture such as 동아리, 힙합,including some hybrid words (for example, K–팝)

Elaboration (12) | ACLKOU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (12) ACLSPU139

building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English

Elaboration (12) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (12) ACLSPU157

recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano

Elaboration (12) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (12) ACLSPU013

understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde

Elaboration (12) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (12) ACLSPU031

expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...

Elaboration (12) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (12) ACLTUU030

developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler

Elaboration (12) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (12) ACLTUU047

building metalanguage to talk about grammar, using terms such as bağlaçlar, Özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri –ki, edatlar

Elaboration (12) | ACLTUU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (12) ACLTUU081

analysing how a range of noun, verb and adjective endings, such as -daş, -lik and –cı, -li can be used to form new words, for example, tarayıcı, yoldaş, demlik, kirli

Elaboration (12) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (12) ACLTUU098

understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir

Elaboration (12) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (12) ACLVIU186

using sympathetic language to signal empathy, restraint or indirect disagreement, for example, Tôi hiểu/rất thông cảm với bạn …, Thôi bạn đừng buồn nữa …, Thôi được rồi, khoan đã

Elaboration (12) | ACLVIU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (12) ACLVIU013

using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào

Elaboration (12) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (12) ACLVIU030

expanding vocabulary knowledge to include a range of common nouns, adjectives and verbs for everyday interactions at home and school, on topics such as friendship (Bạn tốt thì luôn sẵn sàng giúp đỡ lẫn nhau), leisure activities (Tôi đã có dịp thưởng thức …

Elaboration (12) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (12) ACLASFC001

referring to family members’ and classmates’ names using fingerspelling or sign names as appropriate

Elaboration (12) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (12) ACLASFC003

using the appropriate NMFs for asking questions and making statements when interacting in small groups

Elaboration (12) | ACLASFC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (12) ACLASFC024

responding to elements of signed stories such as refrains or exclamations, for example by shadowing repeated signs, movements or facial expressions

Elaboration (12) | ACLASFC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (12) ACLASFC046

discussing the concept of ‘Deaf gain’ in relation to their personal identity, for example, in using a visual language and being able to communicate from a distance

Elaboration (12) | ACLASFC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (12) ACLASFU053

using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages

Elaboration (12) | ACLASFU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

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