Search results

Result list

• VCESC147

  Interact in class activities and routines by asking and responding to questions, asking for clarification and making suggestions

  Elaborations

  • interacting in small groups to complete learning activities by asking questions or making suggestions, for example, ¿Qué significa…? Podemos hacer…
  • stating opinions, making suggestions or indicating understanding, using modelled sentence structures, for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…
  • checking on own and/or others` progress during learning tasks, using comments and questions such as ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo
  • participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de Melbourne es más … que… En mi opinión…
  • asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
  • asking for clarification, for example, No entiendo… Tengo una pregunta… Tengo una duda

  VCESC147 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESU174

  Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system

  Elaborations

  • distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, gente, agua and gas, and also the double consonants ll and rr compared to the single l and r
  • using the rhythms of the Spanish language, including intonation, tone and stress, to increase fluency and enhance expression, for example, No compro nunca en esa tienda, versus ¿No compró nada en esa tienda?
  • recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de vallenatos. Ven aquí y te enseñaremos a bailar la salsa
  • experimenting with intonation and stress at whole text level, improving coherence and increasing expressive range
  • recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección

  VCESU174 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU156

  Attend to the pronunciation of sounds and intonation patterns used in social interactions and apply writing conventions such as question and exclamation marks

  Elaborations

  • recognising how pitch, stress and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos!
  • recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this awareness to unfamiliar loan words
  • reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
  • recognising variations in forms of spoken Spanish associated with particular regions, such as the pronunciation of j in Ecuador compared with northern Spain
  • applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México
  • understanding the function of accents and learning to insert these into their own work electronically
  • understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically
  • using correct writing conventions such as inverted question and exclamation marks at the start of sentences, for example, ¿qué tal?; ¡cuidado!; ¡qué onda!

  VCESU156 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCFRC020

  Make statements, ask questions and collaborate in shared tasks such as science experiments, cooking or craft activities, building collections or swapping items

  Elaborations

  • making simple recipes such as crêpes or croques monsieur, using imperative verb forms (ajoutez, mélangez, versez, servez) and vocabulary for ingredients and quantities (la farine, le beurre, le lait, 100 grammes, un verre de...)
  • creating own instructional or procedural tasks such as making a model or designing treasure hunts, for example, Où se cache le trésor?
  • playing games that involve active listening, memory or information exchange, for example, Jacques a dit, Jeu de 7 familles, Loto
  • working together in collaborative tasks such as designing a poster for a specific event, composing a menu or creating a picture book, sharing decisions about content, vocabulary and design, for example, ceci ou cela? qu’est-ce que tu préfères? là ou là? petit ou grand?
  • swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, belle, gentille)

  VCFRC020 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCFRC005

  Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials

  Elaborations

  • labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte
  • contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J’aime le chocolat; je suis petite; j’ai un chat noir)
  • using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur rouge
  • drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles

  VCFRC005 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC109

  Socialise and exchange views on local and global issues

  Elaborations

  • using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps
  • initiating and sustaining conversation through active-listening strategies, turn-taking cues and verbal and non-verbal responses, for example, ah bon? pas vrai! et si on…?
  • using descriptive and expressive language to exchange views on global issues such as les médias sociaux, l’avenir des jeunes and la pollution, building topic-specific vocabulary and rhetorical strategies such as emphasis and repetition, for example, Au contraire! à mon avis…, je ne suis pas d’accord, après tout…, il faut le dire…, encore une fois..
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, l’étude des langues

  VCFRC109 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRU103

  Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs

  Elaborations

  • using and understanding nouns as core elements of sentence structure
  • using definite and indefinite articles (le, la, l’, les; un, une, des)
  • marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
  • understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
  • understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
  • understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
  • understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
  • recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
  • using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
  • understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
  • gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
  • expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
  • using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
  • recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
  • recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
  • building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

  VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRU084

  Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression

  Elaborations

  • recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, (for example, the use of interrelated clauses and support detail (Le Pays de Galles a remporté, samedi, le Tournoi des VI Nations en corrigeant l’Angleterre, pourtant favourite, sur le score de 30 à 3 au Millennium Stadium de Cardiff)
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions and contractions, (for example, the dropping of ne in negative structures (je sais pas trop), incomplete sentences and reliance on non-verbal elements and vocal expression (Dis donc, t’es là? Je suis déjà là — t’es où toi?)
  • recognising and responding to challenges associated with clarity and pace in audio texts, (for example, station or airport announcements or recorded phone messages)

  VCFRU084 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCGRCE017

  Convey interpretations of information and ideas about ancient Greek society and culture, in oral, written and digital forms, using Classical Greek as appropriate

  Elaborations

  • discussing how cultural attitudes are conveyed in Classical Greek texts, such as attitudes to slaves or women, cleanliness, food, for example, conducting a role-play, forum on salient issues, ‘Q & A’ session
  • investigating legal rights and obligations of citizens, social classes or property rights, for example, building a digital representation of social strata
  • researching ancient Greek urban planning and architecture through the study of an archaeological site, and presenting findings, for example, by creating a virtual tour of the Agora or the Acropolis of Athens, with written or oral text in English or simple sentences in Classical Greek
  • examining architectural remains of ancient Greece, such as places of entertainment and worship, and discussing what they reveal about the values and attitudes of ancient Greeks
  • gathering and collating information about ancient Greek art, including sculpture, jewellery and painting, for example, producing and presenting an online exhibition catalogue
  • researching references in Classical Greek texts to historical or mythological characters, such as Themistocles or Achilles
  • exploring Classical Greek inscriptions to elicit and present information about ancient Greek society, for example, vases, funerary stelae, ostraka, and creating own examples in English or Classical Greek

  VCGRCE017 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCHIC057

  Interact with peers and the teacher to complete learning activities and to support their own and others’ learning by managing debate and discussion and checking understanding

  Elaborations

  • using more elaborated sentence structures and interactional strategies to support debate and to provide clarification, for example, अपनी बात के समर्थन में आप के पास कोई प्रमाण है? and to maintain cohesion and focus in discussion, for example, दूसरे शब्दों में; आपको नहीं लगता कि…; मेरा सुझाव तो यही है कि.......
  • contributing to discussion and debate by expressing opinions, responding to others’ perspectives and using reflective language, for example, ध्यान देने की बात... है कि; यह एक और दिलचस्प पहलू है……, जो आप कह रहे हैं वह ठीक है मगर यदि दूसरे दृष्टकोण से देखा जाए तो यह कहना ग़लत नहीं होगा कि.... यह विवादास्पद है।
  • using evaluative language to acknowledge strengths in others’ arguments or to challenge their views in a courteous manner, for example, आपका कहना एकदम स्पष्ट और उचित है।; वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँl
  • reflecting on the usefulness and potential application of particular learning experiences, comparing their language and literacy development in Hindi and English

  VCHIC057 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIU084

  Recognise regular and variable elements of spoken Hindi, such as social and regional variations in the pronunciation of diphthongs, or inconsistencies between Hindi pronunciation and spelling and variations from Sanskrit and Perso-Arabic conventions

  Elaborations

  • increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expression on pronunciation and spelling, for example, the use of वो in spoken Hindi in place of वह in written Hindi
  • recognising ways in which genres of written literary Hindi may differ from everyday speech registers, for example, the use of Sanskrit words in official Hindi, with terms like विनिर्माण क्षेत्र for the manufacturing sector, demonstrating understanding of how such terms are written and spoken
  • understanding that the appreciation of film song lyrics and verse forms can be enhanced by understanding how compound words are formed in Arabic and Persian and used in Hindi, for example, in the film title मुग़ल- ए- आज़म
  • recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as sister, ताई, to women’s names by Marathi speakers and देवी to married women’s names by Biharis
  • identifying features of spoken language, such as the use of repetition, pauses, interruptions, incomplete sentences and non-verbal expression, which are not represented in written Hindi but are important elements of ‘live’ interactions
  • recognising and responding to challenges associated with clarity and pace in audio texts such as airport announcements or recorded phone messages

  VCHIU084 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC165

  Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification

  Elaborations

  • using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification
  • asking and responding to questions such as テストはいつですか。 きょうゲームをしますか。 ロッカーに行ってもいいですか。何(なん)ページですか。
  • participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?
  • obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。
  • expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。
  • enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

  VCJAC165 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOU015

  Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning

  Elaborations

  • identifying the purpose, intended audience and key language features of short texts such as road signs or instructions, for example, 천천히; 미세요/당기세요
  • identifying text-type conventions from familiar types of text such as letters, emails,or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, for example, …에게, …로부터, 4월 3일 금요일
  • understanding how to create textual cohesion, using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, for example, 그리고, 그러나, and making politeness levels consistent in a text through the use of the informal polite ending –어/아요 across sentences
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms (–(으)세요) and specialised vocabulary in an in-flight safety demonstration (안전띠, 구명 조끼, 비상구, 산소마스크, …)

  VCKOU015 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M2N05

  multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies

  Elaborations

  • making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’
  • finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a ‘3 fives’ array by saying, ‘I saw 2 fives, which is 10, and then 5 more, which makes 15’
  • recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3
  • using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $36 between 4 people, using materials, a diagram and skip counting to find the answer, and explaining whether the answer ‘9’ refers to people or dollars
  • using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’

  VC2M2N05 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VC2M2N06

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context

  Elaborations

  • modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’
  • modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’
  • modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder
  • modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar
  • modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context

  VC2M2N06 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRU083

  Understand that variations in the use of spoken and written Turkish relate to social roles, communities and contexts, and consider how and why these differ from similar variations in the use of Australian English

  Elaborations

  • identifying protocols associated with the use of language, body language and gestures when using Turkish which are different to those used by people from other language backgrounds, for example, kissing hands, avoiding crossing legs or putting hands in pockets when in the company of elders
  • tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, language used between members of sporting or interest groups
  • discussing the use of Avustralya Türkçesi among people in different contexts, for example, the use of words such as ‘yep’, ‘mate’, shoplar, ‘you know’ within sentences in Turkish, for example, at local events such as festivallerdeki duyurular, satıcıların dili, camide imamın konuşması
  • comparing style, register and grammatical choices adopted in spoken, written or digital versions of an interaction such as a greeting, announcement or apology, for example, özür dilerim/affınıza sığınırım, naber(nbr)/nasılsın
  • understanding why older Turkish speakers and government officials are more likely to use loan words from Persian and Arabic compared to younger generations in social contexts, for example, the use of teferruat instead of ayrıntı, or tercüme instead of çeviri, müracaat for başvuru

  VCTRU083 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC211

  Summarise and compare factual information about people, places and lifestyles drawn from a range of sources, including multimodal sources

  Elaborations

  • viewing reports on news and current affairs programs to develop an overview of events and discuss the responses of individuals and groups to issues and events such as a threat to public health or safety, environmental pollution, or rapid urbanisation
  • listening to and viewing texts such as celebrity interviews, news reports and documentaries on tourist hot spots, and obtaining the gist by focusing on familiar, anticipated items in a flow of words, for example, names of people and places, time and date, attitude and opinions
  • listening to and viewing interactions and noting the different opinions and ideas of different participants, focusing on key words and non-verbal cues to identify feelings
  • using dictionaries and other resources to interpret key words, for example, identifying the likely meaning of 七夕 in the sentence 农历七月七日是七夕
  • identifying important ideas and interpreting implied meanings in texts, recognising possible bias when judging the value of information
  • using listening strategies appropriate to a range of purposes, including listening for specific information, listening for key ideas, listening for overall understanding, or listening in order to repeat information to others
  • presenting opinions using strategies suited to the audience or reader’s expectations, such as 欲扬先抑 (to criticise before praising)

  VCZHC211 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC084

  Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences

  Elaborations

  • locating and identifying key information in written texts such as timetables, calendars, brochures and advertisements, recognising familiar features of texts and organisation of content, and the word/phrase boundaries in sentences such as 我们学校/有/二百八十七/个/学生/
  • identifying the categories used to organise graphs and tables by considering common themes across examples listed, for example, deducing that the heading 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 in a table column
  • reading familiar text types such as shopping brochures, understanding particular phrases such as 八折, and working out the final price, with the support of online dictionaries and word lists
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
  • presenting information in alternative formats to suit different purposes and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理

  VCZHC084 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU092

  Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features

  Elaborations

  • analysing the variety of verb types found in Chinese — for example, adjectival verbs (高、大) and modal verbs (会、可以) — and the placement and use of adverbs, for example, 都 to indicate inclusion; 就 to indicate sequence
  • identifying the placement of time and place phrases; the use of conjunctions (for example, 和 to add information; 还是/或者 to offer or indicate choices); and the role of measure words, for example, 个、只
  • exploring the clauses of a sentence in Chinese and noticing how they are linked coherently, for example, 他叫王晓明，(他) 是我的朋友 (zero subject/pronoun)
  • explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京，下个星期去上海)
  • applying processes of discourse development by joining, contrasting and sequencing using 也、和、但是、就, and exploring the use of cohesive devices and ways of extending, sequencing and elaborating ideas, for example, through the use of connectives, conjunctions and subject pronouns

  VCZHU092 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language