AC9LMG6U01

Elaborations

• AC9LMG6U01_E1<p>using their prior knowledge of Greek pronunciation and sound combinations to predict how to pronounce unfamiliar words, for example, when encountering the syllable <em>το</em> in a new Greek word, applying Greek pronunciation instead of an anglicised version of the sounds</p>
• AC9LMG6U01_E2<p>varying intonation for statements, questions, interjections, exclamations and commands, for example, <em>Είναι εδώ, Τι κάνεις; Πω πω! Σταμάτα! Άντε! Κρίμα! Μη μιλάς, Μη μιλάτε, Πρέπει να ...</em></p>
• AC9LMG6U01_E3<p>reading texts aloud and recognising and reproducing digraphs, diphthongs, trigraphs and syllables, for example, <em>οι, ει, οικογένεια, αι, είναι, αυ, αύριο, αυτί, ευ, Εύα, ευχαριστώ, ου, παππούς, μπ, μπαμπάς, ντ, ντομάτα, αντίο, γγ, φεγγάρι, γκ, γκρι, τσ, παππούτσι, τζ, τζάκι, ντζ, Καλλικάντζαρος, ντρ, άντρας, μπτ, Πέμπτη, κτρ, ηλεκτρονικό, ρθρ, άρθρο</em></p>
• AC9LMG6U01_E4<p>recognising and beginning to use high-frequency words and phrases when speaking and reading, for example, <em>είσαι, έχει, εγώ, εσύ, αυτός, τρέχω, διαβάζω, παίζει, στο σχολείο, τη Δευτέρα</em></p>
• AC9LMG6U01_E5experimenting with rhythm, intonation and pronunciation to enhance fluency, for example, in activities such as readers’ theatre
• AC9LMG6U01_E6<p>applying and using accent marks on all words which have more than one syllable and on a few monosyllabic words, for example, <em>πού; πώς; ή</em>, and recognising that the position of the accent mark can change the meaning, as in <em>άλλα, αλλά, μάτια, ματιά, γέρος, γερός, πορτοκάλι, πορτοκαλί</em></p>
• AC9LMG6U01_E7<p>reciting tongue twisters to develop pronunciation and fluency, for example, <em>Πέμπτη πέφτει ο πεύκος κάτω</em></p>