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Elaboration (11) ACLASFC206

role-playing interpreting in a range of contexts, for example, in a shop or at a sports match

Elaboration (11) | ACLASFC206 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLARC121

participating in role-plays, such as buying goods from a shop, using props, for example, هل عندك حليب؟, to engage in conversation

Elaboration (2) | ACLARC121 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLFRC022

‘finding French’ at home or in the community to create collections or displays, for example, French words used in English language advertisements, shop signs, recipe books or menus

Elaboration (3) | ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLMGC121

participating in a role-play, for example, buying goods from a shop, using props (Καραγκιόζη, Τάκη the bear) to engage in conversation

Elaboration (3) | ACLMGC121 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLFRU034

‘finding French’ at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisements, shop signs, recipe books or menus

Elaboration (4) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC044

creating French versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the swimming pool, the sports oval, the tuck shop, the library, the office

Elaboration (1) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLGEU135

finding examples of German used at home or in the community and creating a class collection or display, for example, products, labels or words used in English language advertisements, shop signs, recipe books or menus

Elaboration (2) | ACLGEU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLHIC022

finding Hindi language at home or in the community to create language resources for their own use in different contexts and situations, for example, collecting Hindi words in English-language advertisements, menus or shop signs, such as roti, naan, m …

Elaboration (3) | ACLHIC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLITC003

participating in a guided role-play in a shop or at the market, for example, una banana per favore… ecco …; un gelato per favore; Ecco il gelato

Elaboration | ACLITC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC049

reflecting on experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs (Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, A …

Elaboration (3) | ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLJAC148

viewing video clips or reading simple texts containing social interactions such as exchanges between parents and children or customers and shop assistants, identifying and recording new words and expressions for use in their own language production

Elaboration (3) | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLSPC152

creating Spanish versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuck shop, out of bounds, sick room, ‘No hat, no play’

Elaboration (4) | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLCHC071

reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning

Elaboration (3) | ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLITC047

noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)

Elaboration | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLTUC042

finding expressions in English that convey similar meanings to those expressed in phrases used in advertisements, shop signs or folktales, such as ateş pahası, darısı başına, küplere binmek, kulakları çınlamak, pabucu dama atılmak, güme gitmek, demli …

Elaboration (1) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUU117

analysing the use of appropriate language in different contexts and situations, for example, using rica ederim, başka bir arzunuz var mı at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!

Elaboration (4) | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLCHC087

translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, …

Elaboration (3) | ACLCHC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU094

identifying examples of Chinese language used in commercial shop signs, advertisements, food and product packaging, and public notices in local areas, and exploring diversity in Chinese character texts by viewing texts containing diverse styles and fonts, …

Elaboration (1) | ACLCHU094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLGEC163

reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, such as the use of Sie and titles (Herr Dr. Meier), wearing of Hausschuhe, placing payment and receiving change on …

Elaboration (3) | ACLGEC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLKOC021

making transactions in either authentic or simulated situations such as shopping in a Korean shop, purchasing goods such as fashion items, food or a mobile phone and checking the receipt to confirm the price and information relating to the purchase, for …

Elaboration (1) | ACLKOC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

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