AC9L2F8U02 Years 7 to 8 Languages

Content descriptor apply understanding of grammatical structures and features to compose and respond to texts

Elaborations

• • Elaboration understanding that the vocabulary and language structures and features of Aboriginal languages and Torres Strait Islander languages are varied, multifaceted and complex, and connected with Country/Place and Peoples
• • Elaboration understanding case and case marking on nouns, pronouns and adjectives, and completing an information-gap activity using correct case in context
• • Elaboration understanding and explaining verb morphology and how verbs can be derived from nouns, and vice versa, comparing with similar processes in English and/or other known language(s)
• • Elaboration identifying the rules of the different categories of verbs, for example, verb-stem morphology such as to sit, sitting, sat or equivalent in [Language] as appropriate, including compound verbs and reduplicated verbs
• • Elaboration understanding and applying agreement with transitive and intransitive verbs, using verb-linking devices
• • Elaboration understanding that some Aboriginal languages and Torres Strait Islander languages have marker word(s) that function as markers to express to make, to do, to become, to be and to feel; to link transitive and intransitive verbs; and can be used to link Person to Country/Place
• • Elaboration applying the complex system of affixes such as prefixes for short bound pronouns placed to show thanks, if appropriate, in singular, dual and plural or to place an object or person in a location; and suffixes for having, in need or want of, similar to, like or equivalent in [Language]

Show 8 more elaborations

• • Elaboration adding suffixes to form tenses such as past, present and future in a table or word chart
• • Elaboration using suffixes to show locations, for example, next to …, on, near, by, close by, or equivalent in [Language]
• • Elaboration understanding that in certain situations verbless clauses, sentences and expressions are appropriate, for example, in informal exchanges
• • Elaboration expressing when, how, where, for example, time – beforehand, afterwards, too late, originally; manner – politely, respectfully, greedily; attitude – in a worried way, in a silly way, and place – there, here, behind, down, or equivalent in [Language]
• • Elaboration using expressions of frequency – each day; repetitive actions – persistently, a few times; immediacy – at once and duration – for a while, or equivalent in [Language]
• • Elaboration using attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
• • Elaboration structuring and linking clauses for cohesion and sequencing of action, events, etc.
• • Elaboration understanding and applying the rules and functions of reduplication that may emphasise the meaning of a word, change the emphasis or change the meaning of a word, for example, fast if repeated can mean very fast; blue if repeated can mean black; stomach if repeated can mean doctor