VCASFU104
Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure
Elaborations
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categorising noun signs into those for people, animals, places or things
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learning that proper nouns can have a sign name or be fingerspelled
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recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
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knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
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understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-really, PLEASED-really, TALL-really
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identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
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noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
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contributing examples of signs that tell:
- when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
- where a verb happens (PRO3 RUN FAR or COME HERE)
- how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
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understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
CALL-him
I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
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distinguishing between clauses that are statements and those that are questions
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distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
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knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
MAN WALK SLOW
DS(point):man-walks-slowly
CA:man-swinging-arms-nonchalantly
VCASFU104 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language