Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes
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sharing feelings about important experiences or events, for example:
PRO1 EXCITED HOLIDAY SOON
I am excited about the holidays.
POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
I was sad when my friend moved away.
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discussing preferences in relation to school or community activities, using comparatives and superlatives
PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART
I like maths and science, but my favourite subject is art.
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comparing routines or activities, using signs for time, sequence and location, such as:
WHAT TIME PRO2 GO-TO-BED?
What time do you go to bed?
EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL?
Every Monday my class has reading, then maths, then swimming. What about your class?
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telling each other about daily routines or habits showing aspectual marking on verbs to indicate frequency, such as brushing teeth for a long time
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interacting with younger children or with people who are just beginning to learn to sign, adapting language to suit the situation
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describing actions and activities using NMFs to show manner, for example, PRO1 WORK versus PRO1 WORK-hard
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participating in online exchanges such as vlogs to compare daily routines or interests with other deaf children or families
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using persuasive language in social interactions with each other, for example:
PLEASE POPCORN GIVE-me++ BEG?
Please can I have some of your popcorn?
VCASFC019 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
