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AC9L1AU4U01
Understanding systems of language
recognise and use combinations of signs to form words and phrases
Elaborations
- AC9L1AU4U01_E1<p>using the 5 major locations of signs on the body or in space, and identifying signs associated with each, such as </p><p class="ausltrans">SEE</p><p> <em>(head/face),</em> </p><p class="ausltrans">SAY</p><p><em> (mouth/chin), </em></p><p class="ausltrans">WHY</p><p> <em>(chest),</em> </p><p class="ausltrans">TALK</p><p><em> (hand)</em> and </p><p class="ausltrans">ONE</p><p> <em>(signing space)</em></p>
- AC9L1AU4U01_E2understanding that NMFs are an element of a sign and are used to show emotional states as well as demonstrating emphasis, weight, exertion, proximity, texture and speed, for example, puffed cheeks to demonstrate heaviness of an object being carried
- AC9L1AU4U01_E3<p>noticing the orientation of handshapes in signs by focusing on a handshape of the week, such as a pointer handshape, and linking with lexicalised signs like </p><p class="ausltrans">BOY, THINK, PEOPLE</p>
- AC9L1AU4U01_E4<p>identifying and demonstrating compound signs and recognising the HOLM and NMF of signs to create new meaning, for example, the sign </p><p class="ausltrans">RED + BALL = TOMATO</p>
- AC9L1AU4U01_E5<p>distinguishing between single-handed signs such as </p><p class="ausltrans">MUM, SON,</p><p> 2-handed signs such as </p><p class="ausltrans">BOOK, CHURCH,</p></p> and double-handed signs such as </p><p class="ausltrans">TOILET, CONFUSE </p><p>and </p><p class="ausltrans">TOMATO</p>
- AC9L1AU4U01_E6using pace and speed to demonstrate anticipation and/or to enhance storytelling
- AC9L1AU4U01_E7recognising the pattern and describing how the movement changes between groups of related numbers, for example, 5, 15, 50, fifth
- AC9L1AU4U01_E8noticing that meaning through fingerspelling can be expressed at a slow, medium and fast speed to match the deaf audience, given the environment, context and the familiarity with the word or concept they are spelling
- AC9L1AU4U01_E9<p>recognising and identifying the fully lexicalised signs that originated as partly-lexical DSs, for example, <p class="ausltrans">AEROPLANE, TICKET, DRINK, MEET</p><p> and </p><p class="ausltrans">MEETING</p>
- AC9L1AU4U01_E10understanding and identifying the concept of linguistic aspects in HOLM
- AC9L1AU4U01_E11<p>recognising how to sign with correct mouth gesture to show emphasis and represent force and noise, for example, expressing certainty by mouthing ALP while signing </p><p class="ausltrans">PRO1 SURE</p>
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