AC9L1AU6U02

Elaborations

• AC9L1AU6U02_E1<p>developing fluidity in signed word order, with a focus on visual and key elements of a story, through the use of signing space, movement, CAs, DSs and NMFs</p><p class="ausltrans-newline">PRO1 SWIM CA:EXERTION AND DETERMINATION, BUT WIN? DS:HEAD-SHAKE NO</p><p><em>I swam really hard but didn’t win.</em></p>
• AC9L1AU6U02_E2identifying examples of DSs in an Auslan text, and recognising and using handshape and movement to represent different things in each type of DS, for example, entity DSs, handling DSs and SASS DSs
• AC9L1AU6U02_E3using CA to represent the words, thoughts or actions of different characters in a text, for example, shifting from one role into another through eye-gaze change, role shift, head orientation change, and matching facial expressions
• AC9L1AU6U02_E4<p>recognising that in many clauses, signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with CAs, DSs and other gestural elements, for example, using CAs to depict a child tapping her mother, signing</p><p class="ausltrans"> WATER PLEASE </p><p>depicts the full meaning of <em>The child asked her mother if she could have some water.</em></p>
• AC9L1AU6U02_E5using directional and locational indicating verbs and noticing that verbs differ based on movement modification at the start of a sign, the end of a sign, or both
• AC9L1AU6U02_E6<p>joining clauses and creating cohesion by using conjunctions such as </p><p class="ausltrans">PLUS, ALSO, IF</p><p> or </p><p class="ausltrans">BUT</p>
• AC9L1AU6U02_E7<p>recognising that clauses can be linked equally or unequally, where one clause depends on another, for example,</p><p class="ausltrans-newline">STUDENT BORED, TRY FOCUS</p><p><em>The student was bored and tried to focus.</em></p><p>versus</p><p class="ausltrans-newline">FS:IF BORED, OPEN-BOOK READ</p><p><em>If you are bored, read a book.</em></p>
• AC9L1AU6U02_E8<p>giving information about how a verb happens over time by changing the movement, for example, signing </p><p class="ausltrans">WATCH</p><p> versus </p><p class="ausltrans">WATCH DS:SLOW-REPEAT</p><p><em> watch again and again</em></p>
• AC9L1AU6U02_E9<p>recognising that quantifiers such as </p><p class="ausltrans">FEW</p><p> or </p><p class="ausltrans">LOTS, MANY, TOO MUCH</p><p>, are also types of adjective signs, while also recognising that multiples can be expressed through reduplication, for example, </p><p class="ausltrans">CATS CATS</p><p> (moving sign in across the signing space) to express ‘lots of cats everywhere!’</p>
• AC9L1AU6U02_E10<p>using adverbs to modify adjectives using NMFs, for example, REALLY or VERY, whereby changes in mouth patterns and movement of signs can intensify adjectives, for example,</p><p class="ausltrans-newline">RED NMF:EYES-WIDENING</p><p><em>bright red</em></p><p class="ausltrans-newline">PLEASE NMF:SMILING-HEAD-NODDING</p><p><em>Please! (with emphasis)</em></p><p class="ausltrans-newline">TALL NMF:EYES-WIDENING</p><p><em>sooo tall</em></p>
• AC9L1AU6U02_E11<p>distinguishing between the citation form of a noun, verb and the overlaid adverbial NMFs, and the meaning each part carries, for example, </p><p class="ausltrans">MAN SPRINT</p><p> (base form), </p><p class="ausltrans">MAN SPRINT NMF:INTENSITY </p><p>(manner added)</p>