Elaboration (9) ACLKOU204
expanding the range and use of adverbs, for example,훨씬, 함께, 겨우, 아마, 한번, 모두, 분명히, 하마터면
Elaboration (9) | ACLKOU204 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (9) ACLKOU013
comparing word order in Korean and English, such as the verb-final rule and how to count objects, for example, 사과 한 개 versus ‘one apple’
Elaboration (9) | ACLKOU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (9) ACLKOU014
using numbers in Korean expressed in two different systems for different things (하나, 둘, 셋, … versus 일, 이, 삼, …)
Elaboration (9) | ACLKOU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (9) ACLKOU032
expressing relative location using a structure: a noun + a location word + 에, for example, 식탁 위에 상자가 있어요
Elaboration (9) | ACLKOU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (9) ACLKOU033
using Korean cardinal and ordinal numbers appropriately with counters, for example, 스무 잔, 백 장, 천 송이, 첫 번째
Elaboration (9) | ACLKOU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (9) ACLMGU115
responding to questions which include verbs in the second person, singular or plural, such as Πόσω(ν) χρονών είσαι; Τι κάνετε;
Elaboration (9) | ACLMGU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (9) ACLMGU132
expressing negation in simple sentences, for example, Όχι, δεν το θέλω, δε μ’ αρέσει
Elaboration (9) | ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (9) ACLMGU182
recognising the role of stress and rhythm in creating emphasis
Elaboration (9) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (9) ACLMGU012
understanding and using punctuation particular to the Greek language, for example, the question mark (;)
Elaboration (9) | ACLMGU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (9) ACLMGU013
developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink
Elaboration (9) | ACLMGU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (9) ACLSPU121
using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga
Elaboration (9) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU139
identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
Elaboration (9) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU157
understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
Elaboration (9) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU193
using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
Elaboration (9) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU013
recognising that there are two versions of the verb ‘to be’ in Spanish and identifying the main uses of ser and estar, for example, soy Alicia, estoy bien, somos australianos, estamos en clase de español
Elaboration (9) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU031
using appropriate temporal markers, for example, hace ..., desde hace ..., durante ..., en 2011 ..., esta mañana ..., cuando era pequeño ..., desde ... hasta..., ayer ...
Elaboration (9) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLTUU013
describing actions using imperatives and simple verbs, such as otur, kalk, elini kaldır, koş, yürü, gel, git, oku, yaz
Elaboration (9) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (9) ACLTUU030
identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Eyvah! Ya! Öf be!
Elaboration (9) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (9) ACLTUU047
using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil
Elaboration (9) | ACLTUU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (9) ACLTUU064
developing metalanguage for identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects
Elaboration (9) | ACLTUU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum