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Elaboration (1) ACLINU030

describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan

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) ACLASFC172

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 (5) ACLCHC053

reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from …

Elaboration (4) ACLCHU240

comparing the organisation and substantiation of ideas in essays in classical and modern literature, for example, comparing 周敦颐《爱莲说》 and 余光中《莲恋莲》

Elaboration (2) ACLCLE001

determining the general sense of texts through initial holistic reading, by identifying familiar people, vocabulary, places or topics, for example, ὁ Λεωνίδας μάχεται ἐν ταῖς Θερμοπύλαις, recognising modern editors’ use of punctuation to guide reader …

Elaboration (13) ACLCLU011

applying knowledge of Classical Greek to understand words and expressions in Modern Greek, such as signs in shops and public places, for example ΚΙΝΔΥΝΟΣ, ΠΡΟΣΟΧΗ, ΙΧΘΥΟΠΩΛΕΙΟΝ, ΦΑΡΜΑΚΕΙΟΝ, έν τάξει, κλειστόν

Elaboration (3) ACLCLU027

discussing influences of Classical Greek literature on modern novels, poetry, drama and film, such as World War I poetry, David Malouf’s Ransom, Anouilh’s Antigone, A Dream of Passion (Medea)

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