AC9L1AU8EU02

Elaborations

• AC9L1AU8EU02_E1<p>developing awareness of the range of signing space in normal signed discourse, from just above head to waist and extending to sides, noting exceptions, such as </p><p class="ausltrans">DOG</p><p> location on thigh</p>
• AC9L1AU8EU02_E2using a digital resource to assist in understanding of handshape and movement to represent different things in each type of DS, for example, entity DSs, handling DSs and SASS DSs
• AC9L1AU8EU02_E3identifying concepts that can be represented in a DS by a particular handshape, for example, a distant person, pole or tree can be represented by a point handshape, a car by a flat handshape, and a cylinder such as a water bottle can be traced by a cup handshape
• AC9L1AU8EU02_E4understanding that, typically, signers use DSs to show spatial relationships/prepositions, not separate signs such as on or under when interacting
• AC9L1AU8EU02_E5recognising that a noun group can include elements such as adjectives or numbers and that proper nouns can be shown through fingerspelling or sign names if appropriate
• AC9L1AU8EU02_E6<p>using different nouns in clauses, including those that are shown with a pointing sign, such as </p><p class="ausltrans">GIRL READ</p><p> versus </p><p class="ausltrans">PRO3 READ</p><p>, or </p><p class="ausltrans">VISIT FRIEND</p><p> versus <p class="ausltrans">VISIT PRO3</p>
• AC9L1AU8EU02_E7<p>using adjectives to describe nouns in different ways such as how they look (</p><p class="ausltrans">BIG</p><p> or </p><p class="ausltrans">RED</p><p>), feel (</p><p class="ausltrans">SOFT</p><p> or </p><p class="ausltrans">HOT</p><p>), smell (</p><p class="ausltrans">SMELLY</p><p>) or sound (</p><p class="ausltrans">LOUD</p><p>)</p>
• AC9L1AU8EU02_E8using different pointing signs, such as pronouns, determiners, locatives in texts
• AC9L1AU8EU02_E9<p>identifying indicating verbs used between referents, for example,</p><p class="ausltrans-newline">PRO1 HELP PRO3</p><p><em>I helped her</em></p><p class="ausltrans-newline">PRO3 PT+c ASK CA:SHOCKED!</p><p><em>She asked me and I was shocked!</em></p>
• AC9L1AU8EU02_E10<p>developing examples of signs that tell when, where or how a verb happens, such as</p><p class="ausltrans-newline">FORWARD WEEK(TWO) PRO1 HOLIDAY</p><p><em>I am going on holiday in 2 weeks.</em></p><p class="ausltrans-newline">WANT LUNCH NOW PLEASE</p><p><em>I would like lunch now please.</em></p><p class="ausltrans-newline">PRO1(PL) RUN FAR</p><p><em>We have run a long way.</em></p><p class="ausltrans-newline">COME HERE PLEASE</p><p><em>Come here please.</em></p><p class="ausltrans-newline">PRO2 QUICK FINISH</p><p><em>You finished quickly.</em></p>
• AC9L1AU8EU02_E11<p>identifying verb signs </p><p class="ausltrans"> SIT, EAT, FEEL, WONDER, HAVE</p><p> and understanding that they are central to a clause, noticing there is no verb ‘to be’ in Auslan
• AC9L1AU8EU02_E12<p>exploring different types of verbs in a text, for example, doing (</p><p class="ausltrans">WALK, WRITE</p><p>), saying </p><p class="ausltrans">(TELL, CALL (YELL), ANNOUNCE)</p><p>, sensing </p><p class="ausltrans">(SEE, THINK)</p><p> or possessing</p>
• AC9L1AU8EU02_E13<p>noticing that adverbial signs modify the meaning of verbs, such as </p><p class="ausltrans">DRIVE CAREFUL</p><p>, and that these can also be communicated effectively through NMFs, for example, </p><p class="ausltrans">DRIVE NMF:CAREFULLY</p>
• AC9L1AU8EU02_E14<p>understanding that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation), such as those for ages, for example, </p><p class="ausltrans">AGE-YEARS(FIVE)</p><p>, or adverbs of time, for example, </p><p class="ausltrans">WEEK-AGO(THREE)</p>
• AC9L1AU8EU02_E15recognising that there is flexibility in sign order, for example, parts of a sentence can be signed simultaneously, but generally a time-topic-comment structure is followed
• AC9L1AU8EU02_E16distinguishing between yes/no questions and wh- questions and statements, and their corresponding NMFs