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Elaboration (2) ACLJAC008

comparing own translations of simple texts with peers’, explaining why words or expressions were translated in particular ways and considering reasons for any differences

Elaboration (2) ACLJAC027

creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support

Elaboration (1) ACLKOC124

familiarising themselves with simple spoken exchanges in Korean, including how to use appropriate gestures, for example, how to bow and make hand gestures when saying 안녕하세요?

Elaboration ACLKOU129

listening to and viewing different types of simple texts in Korean including digital or online texts and recognising that Korean is used for purposes such as songs, chants, dialogues and stories

Elaboration (1) ACLKOC135

negotiating requests using simple Korean expressions, for example, 지우개 있어요?; 아니요, 없어요; 빌려 주세요; 네, 여기 있어요

Elaboration ACLKOU165

expressing simple events occurring in the past using –었/았–, for example, 캔버라에 살았어요

Elaboration (2) ACLMGC104

making simple transactions using modelled language such as Μια μπανάνα παρακαλώ, ορίστε, ευχαριστώ, παρακαλώ, for example, in role-playing

Elaboration ACLMGC107

using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree

Elaboration (3) ACLMGC108

acting out their favourite character or event from a shared story and making simple statements, for example, Είμαι η Μορμώ.

Elaboration (8) ACLMGU132

recognising the differences or similarities in word order in simple sentences, for example, μου αρέσει, δε μου αρέσει

Elaboration (1) ACLMGU148

reading simple texts and highlighting digraphs/diphthongs, including ου, μπ, ντ, αι, ει, οι

Elaboration (2) ACLMGC022

explaining a Greek custom or practice to an Australian audience, for example, Απόκριες, using simple language and supporting graphics, materials and gestures

Elaboration (3) ACLSPC112

demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging

Elaboration ACLSPC133

creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis

developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’

Elaboration ACLSPC009

creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus

Elaboration ACLTUC004

demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking or dragging

Elaboration (1) ACLTUC007

composing and performing their own simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions

Elaboration (9) ACLTUU013

describing actions using imperatives and simple verbs, such as otur, kalk, elini kaldır, koş, yürü, gel, git, oku, yaz

Elaboration (5) ACLTUU098

recognising passive voice endings in simple instructions, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır

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