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Elaboration (11) ACLSPU031

using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien

viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their own experiences to those described by deaf children and adults in the footage

Elaboration (3) ACLASFC226

viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage

Elaboration (3) ACLCHC081

using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起

Elaboration (5) ACLCHC194

using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起

Elaboration (1) ACLCLU013

understanding the factors, such as language, religion and culture, that unified the Ἕλληνες (Greeks) and set them apart from the βάρβαροι (non-Greeks)

Elaboration (7) ACLFRU085

being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs

Elaboration ACLJAC003

using set phrases, formulaic expressions and appropriate gestures for regular classroom routines such as opening and closing lessons and responding to roll call, for example, きりつ, れい, ちゃくせき、はい、います。いません。

Elaboration (1) ACLKOC134

interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes

Elaboration (3) ACLKOU146

using a structure, a noun or pronoun + a case marker/particle (–은/는, –이/가, –을/를, –에, –도) as a set phrase, for example, 저는, and understanding differences in meanings

Elaboration (1) ACLKOC153

sharing experiences and feelings such asweekend activities and likes/dislikes using 나/저도 …–어/아요 and 나/저도 …–었/았어요 as set phrases, for example, 나/저도 좋아요/좋았어요,나/저도 한국어를 공부해요/공부했어요

Elaboration (4) ACLKOU165

using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle –(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?

Elaboration (6) ACLKOU165

using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?

Elaboration (2) ACLSPC003

expressing opinions using reflective language as set phrases (Creo que….¡Qué sorpresa!, De acuerdo / no estoy de acuerdo, Prefiero ...), and inviting others to give opinions or suggestions, for example, ¿Estás de acuerdo? ¿Qué piensas? yo sí / yo no

Elaboration ACLVIC142

contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt

Elaboration (1) ACLASFU067

recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, …

Elaboration (5) ACLASFU121

recognising that signers can set up referents in the signing space close to them (viewer space), for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table or distant (diagrammatic) for example, using 5claw in …

Elaboration ACLASFU211

recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, …

Elaboration (6) ACLASFU247

recognising that signers can set up referents in the signing space close to them (viewer space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or distant (diagrammatic, for example, using 5claw in …

Elaboration (4) ACLCHC098

identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静，可回收物/不可回收物，关闭手机

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