AC9L1AU8EC01

Elaborations

• AC9L1AU8EC01_E1using fingerspelling for their name and the names of others, and sign names where appropriate, and patterning for commonly fingerspelled short words
• AC9L1AU8EC01_E2<p>exchanging greetings, thanks and apologies adjusting language to suit context, for example, </p><p class="ausltrans">HELLO, GOODBYE, HOW-ARE-YOU? PLEASED-MEET, SEE-LATER, GOOD-LUCK, THANKS, SORRY, CONGRATULATIONS, MY NAME …, WHERE-FROM?</p>
• AC9L1AU8EC01_E3<p>sharing information about themselves, family, friends and peers, for example,</p><p class="ausltrans-newline">PRO3 HAVE DOG(ONE) CATS(TWO)</p><p><em>He has a dog and 2 cats.</em></p><p class="ausltrans-newline">THAT BABY POSS2 SISTER?</p><p><em>Is that baby your sister?</em></p><p class="ausltrans-newline">PRO1 LIVE WITH WHO? POSS1 AUNT</p><p><em>I live with my aunt.</em></p><p class="ausltrans-newline">WHO PRO3? POSS1 FRIEND FS:MARY</p><p><em>Who is she? That’s my friend, Mary.</em></p>
• AC9L1AU8EC01_E4<p>asking and responding to closed questions to interact with others and using appropriate NMFs such as lowered eyebrows/head tilt, for example, </p><p class="ausltrans">PRO2 WHO, WHEN, WHERE, WHAT, HOW-OLD, HOW-MANY</p>
• AC9L1AU8EC01_E5<p>using backchannelling such as nodding and signs when interacting with NMFs, for example,</p><p class="ausltrans-newline">KNOW NMF:HEAD-NOD</p><p><em>I know.</em></p><p class="ausltrans-newline">UNDERSTAND</p><p><em>I understand.</em></p><p class="ausltrans-newline">KNOW-NOT DS:HEAD-SHAKE</p><p><em>I don’t know.</em></p>
• AC9L1AU8EC01_E6<p>expressing feelings using lexical signs and affective NMFs, for example,</p><p class="ausltrans-newline">PRO1 FRUSTRATED</p><p><em>I’m frustrated.</em></p><p class="ausltrans-newline">PRO3 EXCITED</p><p><em>She’s excited.</em></p>
• AC9L1AU8EC01_E7<p>asking for repetition, help, clarification or permission, for example,</p><p class="ausltrans-newline">PLEASE SLOW SIGN?</p><p><em>Could you sign that slowly please?</em></p><p class="ausltrans-newline">PLEASE REPEAT</p><p><em>Please repeat.</em></p><p class="ausltrans-newline">PLEASE PT+c HELP?</p><p><em>Can you help me, please?</em></p><p class="ausltrans-newline">G:HANDS-UP PLEASE PRO1 NEED TOILET</p><p><em>Can I go to the toilet please?</em></p><p class="ausltrans-newline">THANK-YOU PT+C HELP</p><p><em>Thank you for helping me.</em></p>
• AC9L1AU8EC01_E8<p>asking and responding to questions about familiar topics such as shared school experiences, for example,</p><p class="ausltrans-newline">SCIENCE CLASS WHAT PRO2 THINK?</p><p><em>What do you think of science class?</em></p><p class="ausltrans-newline">SUBJECT PRO2 STUDY WHAT?</p><p><em>And you, what subjects do you study?</em></p><p class="ausltrans-newline">SCHOOL, PRO2 LIKE?</p><p><em>Do you like school?</em></p>
• AC9L1AU8EC01_E9<p>using DSs and lexical signs to represent people, animals, transport and objects, showing locations and movement when interacting</p><p class="ausltrans-newline">POSS1 SISTER TALL DS:LONG-WAVY-HAIR</p><p><em>My sister is tall and has long wavy hair.</em></p><p class="ausltrans-newline">MY HOUSE PT+lf FRIEND HOUSE PT+rt</p><p><em>My house is over there and my friend’s house is over there.</em></p>
• AC9L1AU8EC01_E10<p>expressing likes, dislikes, preferences, agreement and disagreement, using negation and associated NMFs, for example,</p><p class="ausltrans-newline">PRO1 LIKE WATERMELON. LIKE-NOT ORANGE</p><p><em>I like watermelon; I don’t like oranges.</em></p><p class="ausltrans-newline">MATH OR ENGLISH? RATHER MATH PT+c</p><p><em>I prefer maths to English.</em></p><p class="ausltrans-newline">PRO2 LIKE RUGBY? PRO1 DISAGREE. SOCCER BETTER</p><p><em>You like rugby? I think soccer is much better!</em></p>
• AC9L1AU8EC01_E11<p>discussing plans using time markers such as</p><p class="ausltrans"> TODAY, YESTERDAY, TOMORROW, NEXT-WEEK, LAST-WEEK, NUMBER OF WEEKS, WEEKEND</p><p class="ausltrans-newline">REGULAR SUMMER PRO1(PL) GROUP MOVE BEACH STAY WEEK(THREE)</p><p><em>We go to the beach for 3 weeks in summer.</em></p>
• AC9L1AU8EC01_E12<p>sharing information about activities using manner to show intensity, for example,</p><p class="ausltrans-newline">PRO1 RUN FAST NMF:INTENSITY</p><p><em>I ran very fast.</em></p><p class="ausltrans-newline">PRO1 HAMMER DS:REPEAT</p><p><em>I hammered a lot.</em></p>
• AC9L1AU8EC01_E13<p>exchanging information about celebrations and special events</p><p class="ausltrans-newline">TOMORROW, AUSLAN DAY. PRO2 FS:DO WHAT?</p><p><em>What are you doing for Auslan Day tomorrow?</em></p><p class="ausltrans-newline">HAPPY BIRTHDAY YESTERDAY! YOU HOW-OLD?</p><p><em>Happy birthday for yesterday! How old are you?</em></p>
• AC9L1AU8EC01_E14<p>giving, accepting or declining invitations, such as</p><p class="ausltrans-newline">SORRY PRO1 CAN'T DS:GO WHY? PRO1 HAVE BASKETBALL TRAINING</p><p><em>Sorry, I can’t go because I have basketball training.</em></p>
• AC9L1AU8EC01_E15following and using appropriate classroom protocols when interacting in Auslan, for example, tapping, pointing and waving for attention, maintaining eye gaze, maintaining a clear line of sight