- exchanging greetings, wishes, thanks and apologies, adjusting language to suit the situation, for example:
HOW-ARE-YOU? SEE LATER, GOOD-LUCK, THANKS, SORRY INTERRUPT
- describing and comparing people and objects using SASS depicting signs, for example:
POSS1 MATH TEACHER TALL DS:long-wavy-hair
My maths teacher has long wavy hair.
SCHOOL UNIFORM HAVE DS:long-thin-tie
The school uniform has a long thin tie.
- comparing routines, interests and leisure activities, using, for example, adverbial phrases of time, frequency and place, such as:
REGULAR SUMMER PRO1-plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK.
We go to the beach for three weeks in summer.
WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
I go camping on weekends.
- stating likes, dislikes and preferences using associated NMFs, for example:
PRO1 LIKE WATERMELON. DON’T-LIKE ORANGE
I like watermelon; I don’t like oranges.
ART MUSIC? RATHER ART
I prefer art to music.
- introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example:
HAVE ONE SISTER ONE BROTHER
I have a brother and a sister.
THAT BABY HER SISTER
That baby is her sister.
- asking and responding to questions about a familiar topic, such as a shared school experience, for example:
PRO2 LIKE AUSLAN?
Do you like Auslan?
PRO2, SUBJECT WHAT STUDY WHAT?
And you, what subjects do you study?
SCHOOL LIKE YOU?
Do you like school?
