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Elaboration ACLMGC145

creating simple bilingual texts in print or digital form for specific audiences, such as school signs for Greek visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual …

Elaboration (3) ACLMGU149

using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions, for example, Είναι μία η ώρα, Τα γενέθλιά μου είναι στις 8 Απριλίου, Πέντε κιλά πατάτες παρακαλώ

Elaboration (6) ACLMGU149

using simple conjunctions such as και, αλλά, γιατί to create compound or complex sentences, for example, in descriptions of self, family, friends, hobbies, for example, Παίζω πιάνο, αλλά μου αρέσει και η κιθάρα

Elaboration (2) ACLMGU166

using adjectives to describe and compare people and aspects of the immediate environment, for example, O Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή/ψηλότερη, and using simple word order (subject–verb–object), for example, Η Άννα τρώει καρπούζι

Elaboration ACLSPU121

learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro. Gloria come verduras. ¿María tiene cinco años?

Elaboration (4) ACLSPC127

exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien

Elaboration (3) ACLSPC128

following procedures and instructions for shared activities, for example, following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean

Elaboration (1) ACLSPC135

creating simple illustrated bilingual texts that can be used by young learners of either English or Spanish, presenting key information on a topic of interest such as el reciclaje or animales salvajes

Elaboration (2) ACLSPC135

creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Amanda manda/Simon Says, Piedra, papel o tijeras/Rock, Paper, Scissors

Elaboration (3) ACLSPC137

using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. …

Elaboration (4) ACLSPC150

responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro

Elaboration (2) ACLSPC152

interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, …

Elaboration (1) ACLSPC008

using print and electronic dictionaries to assist in the translation of simple texts, noticing that single words can have different meanings, for example, ‘cricket’ (sport or insect) and the six possible translations of ‘you’ in Spanish (tú, usted, ustedes, …

Elaboration (3) ACLSPC026

identifying challenges associated with the translation of simple texts such as short letters or conversations, deciding whether different information is required in the translated version, for example, deciding if ‘you’ should become tú, usted or vosotros, …

Elaboration (1) ACLTUC006

responding to stories such as Arı Maya, rhymes such as Komşu komşu hu hu and songs such as Küçük Kurbağa, Ali Baba’nın Çiftliği, through actions, drawings and simple statements and expressions

Elaboration ACLTUC008

translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, …

Elaboration ACLTUU013

recognising the basic word order, subject–object–verb, and applying it in simple statements, imperatives and questions, for example, Ali gel. Ali okula gel. Ali okula geldi. Ali okula geldi mi?

Elaboration (6) ACLTUU013

learning how to use simple suffixes and subject and possessive pronouns, for example, ben/benim, sen/senin, o/onun and evim/evimiz, evin/eviniz, evi/evleri

Elaboration (4) ACLTUC018

exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız …

Elaboration (2) ACLTUC019

composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir

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