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Elaboration (1) ACLFRC039

consulting each other when completing individual or group activities, for example, c’est juste? montre-moi; comme ça? comment ça s’écrit?

exploring the reciprocal element of intercultural communication, considering how own cultural ways of thinking and behaving affect attitudes and interactions and influence other people’s responses or interpretations

Elaboration (1) ACLFRC093

requesting information, explanation or help, for example, pouvez-vous répéter plus lentement s’il vous plaît? qu’est-ce que cela veut dire? je peux recommencer?

Elaboration (1) ACLGEC124

collecting information about one another’s likes, dislikes or interests, using checklists, surveys or question cues to present a class profile, chart or database, for example, Lieblingstiere, Lieblingssport, Lieblingsserie, Lieblingsmusik

Elaboration (4) ACLGEC130

identifying family traditions and possessions that stem from another culture, such as opening presents on Christmas Day or Heiligabend, learning folk dancing, or having a German grandparent’s name

Elaboration ACLGEU132

recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er

Elaboration ACLGEU133

classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in …

Elaboration (3) ACLGEC146

noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie geht’s? and not expecting a detailed response about health and current medical conditions

Elaboration (4) ACLGEU182

analysing and comparing the use of contractions in English and in German, for example, Ich hab keine Lust or Mach’s gut!

Elaboration (1) ACLHIC023

presenting information they have collected about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or question cues

Elaboration (3) ACLHIC028

discussing how Australian behaviours and expressions might be understood or misunderstood by newcomers to the language and culture, for example, the use of terms such as ‘bushwalking’ or ‘arvo’, or expressions such as ‘she’ll be right’ and children’s …

Elaboration (3) ACLHIU050

considering how the choice of language features and text organisation reflect the purpose and audience of different types of text, for example, the use of suspense and vocal effects in children’s stories or the use of instructions and lists of ingredients …

Elaboration (4) ACLHIC064

discussing what they need to consider when interacting with speakers of different language and cultural backgrounds, such as being flexible, noticing people’s reactions to what they say, watching for signals of misunderstanding, being mindful of different …

Elaboration ACLHIC077

writing a review or creating a commentary of an event such as an India-Australia cricket match, music festival or street fashion show, incorporating expressions and style that characterise these text genres and reflect the writer’s perspective

Elaboration (3) ACLHIC083

reflecting on their own and each other’s ways of communicating when interacting with people from different cultural backgrounds, for example, when joking or speaking formally, describing adjustments they make in different languages, contexts and rela …

Elaboration (4) ACLHIC098

evaluating the effectiveness of print and digital dictionaries and electronic translators, for example, by comparing each other’s translations of a text, back-translating or swapping references, considering issues such as alternative or multiple meanings …

Elaboration (1) ACLHIC119

reflecting on differences in communication styles between speakers of different languages that they know, such as ways of expressing identity or responding to others’ comments, including observations of each other’s ways of communicating in different …

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