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Curriculum content descriptions

Expand vocabulary in the target language through word-formation and building processes, and recognise and use simple structures

[Key concepts; word formation, word class, grammatical person and number, negation; Key processes: noticing, comparing, applying, understanding, modifying meaning]

(ACLFWU100)

Elaborations

understanding the concept of word formation, for example, how a word changes meaning and form with the addition/change of a suffix or prefix to convey different meanings
constructing expressions referring to people, places, things and events in building and varying messages, using:
- nouns and adjectives in phrases for people, characters, places and objects, for example, compound nouns, reduplications and nominalisations, adjectives used without an associated noun
- sentences without verbs, for example, ‘this (is) my bag’
- different types of pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and numbers
- determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for groups
- marking to indicate possession and other types of association, for example, ‘let’s go for water’
- appropriate use of transitive and intransitive verbs
- verbs of stance used in existential expressions, for example, ‘there is a creek lying near the road’
- verbs to talk about actions, processes, thoughts and feelings
- moods of verbs including statements, questions, imperatives, commands, intention, purpose, likelihood, reported speech
- negation
expressing time, manner, attitude and place, using:
- tenses, including past, present and future/non-past
- temporal expressions, for example, relating to day–night cycle, lunar and seasonal cycles, ‘before’ and ‘after’, ‘soon’, ‘recent’, ‘long ago’
- expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
- sentence-level attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you see’
- locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
- adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
- structuring and linking clauses, for example, relating to coordination, subordination, embedding
understanding that languages are rule-bound and systematic
understanding that rules vary between languages, for example, in relation to word-building and word order at phrase and sentence level
making comparisons and identifying patterns in and between languages, for example, in relation to free and fixed word order, tenses in verbs, the use of affixes versus prepositions
noticing similarities between particular vocabulary sets in languages from the same region, such as words for body parts
developing metalanguage for talking about elements of language, for example, noun phrases, suffixes, prefixes, tense, transitivity