AC9L1AU10EC01

Elaborations

• AC9L1AU10EC01_E1using consistent patterning of fingerspelling for proper nouns and lexicalised fingerspelling, with DSs used more frequently to convey meaning
• AC9L1AU10EC01_E2<p>initiating greetings thanks and apologies with unfamiliar people, for example, </p><p class="ausltrans">SCHOOL WHERE, SIGN NAME HAVE, DEAF, HEARING?</p>
• AC9L1AU10EC01_E3<p>exchanging information about themselves and their world using NMFs, for example,</p><p class="ausltrans-newline">KNOW-WHAT? PRO1 NEW DOG</p><p><em>Guess what? I have a new dog.</em></p><p class="ausltrans-newline">POSS2 WEEKEND GOOD BAD?</p><p><em>How was your weekend?</em></p>
• AC9L1AU10EC01_E4<p>asking for and providing additional detail, such as in a mock interview activity, for example,</p><p class="ausltrans-newline">POSS2 STORY WOW. NMF:LEANING-FORWARD TELL MORE</p><p><em>Your story is interesting. Please tell me more.</em></p><p class="ausltrans-newline">FS:IF PRO2 BOSS PRO2 WILL CHANGE WHAT?</p><p><em>What would you change if you were boss?</em></p>
• AC9L1AU10EC01_E5<p>participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example,</p><p class="ausltrans-newline">WHAT? PLEASE AGAIN</p><p><em>Could you repeat that, please?</em></p><p class="ausltrans-newline">STILL GO-AHEAD</p><p><em>Go ahead …</em></p><p class="ausltrans-newline">FS:SO PRO2 SAY PRO1 FIX THAT?</p><p><em>So, you want me to fix that?</em></p><p class="ausltrans-newline">PLEASE SLOW SIGN?</p><p><em>Could you sign that slowly, please?</em></p><p class="ausltrans-newline">PRO2 SAY BEFORE WHAT?</p><p><em>What did you just say, sorry?</em></p>
• AC9L1AU10EC01_E6<p>using appropriate NMFs to enhance communication through backchannels and exclamations, for example,</p><p class="ausltrans-newline">SURPRISE</p><p><em>Oooh (with appropriate intonation)</em></p><p class="ausltrans-newline">INCREDIBLE</p><p><em>No way!</em></p><p class="ausltrans-newline">HOLD …</p><p><em>Hang on a minute …</em></p>
• AC9L1AU10EC01_E7<p>describing and comparing topics, setting up use of space, for example, a weather report,</p><p class="ausltrans-newline">PT+up WEATHER QUEENSLAND HOT</p><p><em>The weather in Queensland is hot.</em></p><p class="ausltrans-newline">PT+dn WEATHER TASMANIA COLD</p><p><em>The weather in Tasmania is cold.</em></p>
• AC9L1AU10EC01_E8expressing degrees of emotions and intensity through variations of signs and NMFs, for example, angry versus furious, happy versus ecstatic
• AC9L1AU10EC01_E9<p>using discourse markers in a role-play or turn-taking activity, for example, </p><p class="ausltrans">ANYWAY, THEN, PAUSE-NOD</p><p>, list buoys, </p><p class="ausltrans">FS:SO, NOW, BUT</p><p>, and others, as well as hand clasp, hand drop to indicate turn-taking</p>
• AC9L1AU10EC01_E10<p>explaining or justifying an opinion using conditional statements such as <em>if … then … </em>or <em>when</em>, for example,</p><p class="ausltrans-newline">STUDY SCIENCE WHY-NOT?</p><p><em>Why do you not want to study science?</em></p>
• AC9L1AU10EC01_E11<p>using persuasive language and NMFs to present a point of view, for example,</p><p class="ausltrans-newline">PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT ALIKE FEEL MATTER-NOT RICH POOR ALIKE</p><p><em>I think school uniforms are good because they keep students feeling equal, and it doesn’t matter if they are rich or poor.</em></p><p class="ausltrans-newline">PRO1 THINK SPORT GOOD BECAUSE PEOPLE PLAY OUTSIDE IMPROVE MENTAL HEALTH (wellbeing)</p><p><em>I think sport is great because it encourages people to go out and improve their wellbeing.</em></p>
• AC9L1AU10EC01_E12discussing an event involving 2 or more people using DSs and tracking referents with CAs, for example, recounting a lunchtime incident
• AC9L1AU10EC01_E13demonstrating appropriate use of register to show formal or informal interactions by modifying manner, pace, use of signing space, pauses or eye gaze in a role-play among different characters
• AC9L1AU10EC01_E14using appropriate protocols within and beyond the classroom, such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze