Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using the Greek alphabet, making comparisons with the English alphabet. They begin to notice that Modern...
Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using the Greek alphabet, making comparisons with the English alphabet. They begin to notice that Modern Greek speakers may communicate in ways which are different to their own, and that language can be used in a variety of ways.
Modern Greek is learnt in parallel with English language and literacy. While the learning of Modern Greek differs from the learning of English, each supports and enriches the other. Modern Greek is used in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Students listen to the sounds and patterns specific to the Modern Greek language and try to reproduce them through activities such as rhymes, songs, clapping and action games. Repetition and consolidation help students to identify high-frequency words and simple phrases, and to recognise the purpose of simple texts. Students identify and use Modern Greek non-verbal communication strategies, including gestures, and experiment with one- or two-word responses and simple expressions when prompted. They progress to using Modern Greek for functions such as greeting, asking and answering questions (Πώς σε λένε; Τι κάνεις; Τι κάνετε;), responding to directions (έλα, έλατε, κάθισε, καθίστε, σήκω, σηκωθείτε), singing songs, and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Students use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and communicate.
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings, farewells, (for example, Γεια σου, Kαληνύχτα) and express thanks such as Eυχαριστώ πολύ. They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, Έλα εδώ, and imitate frequently used classroom language, for example, Όλοι μαζί, Mπράβο, Kλείσε την πόρτα. When speaking, they reproduce distinctive sounds and letters of the Greek language such as, γ-γάτα, ρ-νερό, μπ-μπαμπάς, ξ-ξέρω, ψ-ψάρι, ου-μου. Students identify specific words, such as names of people (for example, Ο Γιάννης), places (for example, το σχολείο) or objects (for example, η γόμα), in simple spoken and written texts and respond to imaginative experiences through singing and performing. They present information about themselves (for example, Το σκυλάκι μου), their family (for example, Να η γιαγιά μου), friends (for example, οι φίλοι μου) and possessions such as, το βιβλίο μου, using gestures and modelled language. They create simple...
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings, farewells, (for example, Γεια σου, Kαληνύχτα) and express thanks such as Eυχαριστώ πολύ. They use simple, repetitive language when participating in shared activities and simple exchanges, respond to simple instructions such as, Έλα εδώ, and imitate frequently used classroom language, for example, Όλοι μαζί, Mπράβο, Kλείσε την πόρτα. When speaking, they reproduce distinctive sounds and letters of the Greek language such as, γ-γάτα, ρ-νερό, μπ-μπαμπάς, ξ-ξέρω, ψ-ψάρι, ου-μου. Students identify specific words, such as names of people (for example, Ο Γιάννης), places (for example, το σχολείο) or objects (for example, η γόμα), in simple spoken and written texts and respond to imaginative experiences through singing and performing. They present information about themselves (for example, Το σκυλάκι μου), their family (for example, Να η γιαγιά μου), friends (for example, οι φίλοι μου) and possessions such as, το βιβλίο μου, using gestures and modelled language. They create simple texts, such as captions to images, using familiar words, phrases and sentence patterns (for example, Σ’ αγαπώ μαμά). They use vocabulary related to their classroom and family (for example, Η οικογένειά μου, Η τάξη μου). They recognise questions such as, Τι κάνετε; and commands such as, Καθίστε κάτω, and use short sentences with appropriate word order, verb forms and personal pronouns to communicate about themselves, their family and classroom (for example, Είμαι έξι, Να η μαμά μου, Να το σχολείο μου). They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They give examples of ways the Greek language sounds and looks different from other languages that they bring to the classroom.
Students identify how letters of the Greek alphabet are represented in words and read vowel–consonant combinations (for example, τα, τε, τη, τι, το, τυ, τω). They identify features of familiar texts such as songs, labels and captions. They provide examples of the different titles and greetings that are used to address people in different situations (for example, κύριε, κυρία). They list different languages that are spoken in Australia and identify words in English that have been borrowed from Greek and vice versa. They identify similarities and differences between Greek and their own language and culture.
