Content description
Elaborations
Analyse and compose different types of texts in spoken and written modes for different purposes suchas information exchange, social and cultural interaction or sharing imaginative experiences, using appropriatelinguistic, textual and cultural elements
[Key concepts: style, register, perspectives; Key processes: analysing,correlating, composing]
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identifying register used in Korean texts, for example in recipes, such as the formal polite style used for statements(–ㅂ/습니다) and commands (–(으)십시오) or vocabulary used to determine audience, purposes and context
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examining cohesive devicesused in Korean texts such as consistency in speech levels and honorific elements, conjunctors (–지만, –(으)니까, –어/아서, …),conjunctive adverbs (그러니까, 하지만, 그러므로, ...) and ellipsis, and their appropriateness for Korean discourse
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creating own texts in Korean including thosein digital or online forms for particular audiences and purposes in particular contexts, for example, to introduceKorean food culture to parents invited to the Korean evening, using a range of appropriate discourse devices forcoherence and cohesion including appropriate vocabulary
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comparing and contrasting the structures of a variety of authentictexts in Korean and English, exploring how the audience, purpose and context are considered differently in eachlanguage
Content description
Elaborations
Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements
[Key concepts: register, tenor, cohesion; Key processes: analysing, composing, explaining]
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identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader by the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements
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comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant
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interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)
Content description
Elaborations
Analyse and discuss the ways in which language is used to position authors, readers and participants in texts
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identifying choices in words and phrasing that influence a reader’s response to texts, such as language to persuade readers to endorse the writer’s views, for example, 难道不是每一个有良知的人都会认同的吗?
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examining ways in which authors use characterisation to incite sympathy or antagonism towards characters in literary texts, for example, directly describing a character’s personality compared to indirectly portraying the character’s personality through their actions or through the reactions of others
Content description
Elaborations
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices
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considering ethical positions across more than one culture as represented in text and consider the similarities and differences
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questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
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identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
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identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
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analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media
Content description
Elaborations
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
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exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
Content description
Elaborations
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts
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using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities
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writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest
Content description
Elaborations
Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts
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recognising how emphasis in sentences can be changed by reordering clauses (for example, ‘She made her way home because she was feeling ill’ as compared with ‘Because she was feeling ill, she made her way home’) or parts of clauses (for example, ‘The horses raced up from the valley’ as compared with ‘Up from the valley raced the horses’)
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recognising how the focus of a sentence can be changed through the use of the passive voice (for example compare active, ‘The police had caught the thief.’ with passive ‘The thief had been caught.’)
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observing how authors sometimes use verbless clauses for effect (for example, ‘And what about the other woman? With her long black eyelashes and red lipstick’)
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understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)
Content description
Elaborations
Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text
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evaluating an author's use of particular textual structures and language features in achieving the representation of a point of view
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making assertions about the sufficiency and adequacy of information or evidence and the credibility of sources
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exploring texts that attempt to solve moral problems in a particular way, for example by consideration of consequences or rights/duties, and by identifying strengths as well as problems that arise from this approach
Content description
Elaborations
Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause
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evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information
Content description
Elaborations
Analyse and examine how effective authors control sentence structure and use language to engage their audience
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comparing the use of words that rely on interpretation of context to convey the intended meaning (such as 让、给), for example, listening to and reading several extracts from texts which use the same word in a different way
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expressing conditions (for example, 如果…就); expressing cause and effect (for example, 为了…); and expressing the condition, quality or result of an action, for example, 坐得下、 说得对、 做完、买到
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justifying opinions and building logical arguments by expressing additional information and providing reasons (for example, using 不但…而且…;除了…以外;另外), and introducing contrasting views to others using elements such as cohesive devices, for example, 不是…而是…;不过;虽然…但是…
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exploring the ways in which language can be manipulated to make ideas more objective, for example, removal of personal pronouns and opinions
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examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
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experimenting with the use of 成语 and famous sayings to substantiate ideas in Chinese
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experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵
Content description
Elaborations
Analyse and experiment with the use and effect of figurative and evaluative expressions, colloquial forms, and other language features in texts
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identifying the appropriate context for using colloquial forms such as 多姿多彩; 恰恰相反; 来得快去得快; higher-order verbs such as 弥漫;using 而 for 顺接; and adverbials, for example, 便是, 恰恰相反
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experimenting with linguistic devices to enhance expression of emotions, for example, rhetorical questions, for example, 脸上的快乐,别人看得到。心里的痛苦又有谁能感到?
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analysing the use of figurative language in literature, for example, 老舍《骆驼祥子》 中虎妞的一段话:“呕!不出臭汗去,心里痒痒。你个贱骨头!我给你炒下的菜,你不回来吃,绕世界胡塞去舒服?你别把我招翻了,我爸爸是光棍出身,我什么事都做的出来!明天你敢出去,我就上吊给你看,我说得出来,就行得出来!”
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exploring examples of literary language and how grammatical features differ from everyday speech, for example, 鲁迅的小说和议论文
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manipulating styles of language in communication to achieve certain effects, such as writing a journal with 语气词 such as 嘿 and 吧 to make it more like a dialogue with the reader
Content description
Elaborations
Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register
[Key concepts: register, constraints; Key processes: analysing, comparing, explaining]
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comparing features of German in a range of spoken texts from different countries and regions, for example, variations in vocabulary such as Kartoffel = Krombeere (auf Schwäbisch) = Gummel (auf Schweizerdeutsch) = Erdapfel (auf Österreichisch), and reflecting on national/regional variations and the use of dialects in formal and informal contexts
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applying appropriate register and conventions to produce spoken or written texts for real or simulated situations, such as a job interview or a formal letter complaining about faulty goods
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analysing ways in which the level of formality in a text may be decreased, such as by using contractions and slang, for example, in an informal conversation or email, or increased by applying key features such as appropriate layout and structure, formal register and subordinate clauses, for example, in a job application letter
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comparing two versions of the same dialogue, one containing contractions and ellipsis and another containing the full linguistic forms, analysing the contexts and impact of their use, and reflecting on the different effects
Content description
Elaborations
Analyse and explain how and why language is used differently in different contexts and relationships
[Key concepts: genres, register, variation; Key processes: grammatical and lexical analysis]
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recognising the diversity of spoken forms of French from region to region (for example, les accents du Midi, l’accent parisien, toulousain, picard) and from country to country (le Québecois, La Réunion), considering concepts such as la norme, la diversité, l’intelligibilité and les élites in terms of how language variation can both reflect and shape social and cultural processes
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exploring how texts achieve different effects, (for example, moving from generic terms such as les fleurs to specific detail such as les violettes, les jonquilles, les roses mignonnes in advertisements to suggest superior or specialised taste)
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understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters
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comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)
Content description
Elaborations
Analyse and explain how and why language use varies according to cultural contexts, relationships and purposes
[Key concepts: register, variation based on audience, context and purpose; Key processes: analysing, explaining]
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identifying and analysing variations in language use (choice of vocabulary and structures) between diverse participants, for example, old people and teenagers, males and females, educated and uneducated people, in a range of different interactions
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analysing and comparing language use in a range of blogs, interviews or transcripts of speeches to deduce the age, gender, interests or educational level of the audience
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understanding the importance of adapting own language use for different audiences or degrees of formality, for example, moving from informal (mẹ ơi/ông ơi/bà ơi) to respectful tone (thưa mẹ/kính thưa ông bà), or simple (lòng thương người) to sophisticated (lòng nhân ái) vocabulary/structures
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discussing variations in language use in Vietnamese traditional and contemporary literature, arts and entertainment relating to the same theme or topic, and analysing how language changes (with regard to vocabulary and structures) in different settings and contexts
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comparing own written language use in various modes of communication and for a range of purposes, for example, text messages, online chatting, emailing or doing schoolwork, and reflecting on how and why the writing style differs and considering the effect on meaning
Content description
Elaborations
Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication
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identifying and explaining how mobile technologies are influencing language uses and structures
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analysing the ways that identity may be created in digital contexts
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identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts
Content description
Elaborations
Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response
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looking at a range of texts to consider how the use of a structural device, for example a female narrator, may influence female readers/viewers/listeners to respond sympathetically to an event or issue
Content description
Elaborations
Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom
[Key concepts: genre, variation, intercultural literacy; Key processes: analysing, explaining, reflecting]
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investigating the nature and use of the Arabic language in different contexts of interaction, for example, by asking Arabic-speaking students in Australia when, with whom and for what purpose they use Arabic or English, and reflecting on similarities and differences in interactions in both languages
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reflecting on how various Arabic speakers’ views on social or cultural roles and relationships are reflected in texts such as traditional sayings, idioms, proverbs, poetry and song lyrics
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comparing a variety of texts relating to interactions in different Arabic-speaking regions, and analysing how aspects of the language used in varying social contexts reflect certain values and world views
Content description
Elaborations
Analyse and explain the effect of technological innovations on texts, particularly media texts
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investigating the influence on written language of communicative technologies like SMS, text, email and Twitter
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analysing the impact of interactive elements of digital magazines
Content description
Elaborations
Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning
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investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups
Content description
Elaborations
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose
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identifying the purpose and possible audience for a text
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explaining the relationship between text features and structures and audience and purpose, such as identifying which group would be the most likely target for the information in an advertisement and justifying why on the basis of textual features
Content description
Elaborations
Analyse and interpret information, ideas and perspectives obtained from a range of spoken, written and digital texts and present these in new forms
[Key concepts: perspective, representation; Key processes: selecting, analysing, interpreting]
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analysing and comparing information obtained from different sources on topics of social and cultural interest, such as el cine latinoamericano comtemporáneo, el efecto del turismo en las tortugas de las Islas Galápagos or los refugiados en España, and summarising and presenting information to peers in conversation or on a shared website
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synthesising and summarising a variety of texts such as announcements, reports, interviews and conversations on topical issues such as Las corridas de toros or La influencia del internet en la música, classifying and cross-referencing key ideas and associated language for use in own texts
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identifying perspectives and context in texts such as articles and reports by distinguishing between facts and opinion, for example, by identifying the author, intended audience and purpose of a text
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researching and classifying social, historical and cultural aspects of Spanish-speaking communities by gathering information from a range of sources, including personal commentaries by Spanish-speaking peers and adults
Content description
Elaborations
Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences
[Key concepts: representation, culture, context, values, expression; Key processes: identifying, evaluating, comparing, contextualising]
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responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
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reading and evaluating a story or manga, for example, by rating it and creating a short modelled review to present orally to the group or to post on a shared website
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reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience
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comparing popular contemporary Japanese and Australian music by listening to and viewing music video clips, identifying similarities and differences in expression, themes and styles of performance
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comparing how key messages and beliefs are communicated across cultures through the visual and creative arts, for example, comparing the role and representation of animals or landscapes in Indigenous Australian Dreaming stories and Japanese mythology or folk tales
Content description
Elaborations
Analyse and summarise key ideas and information from a variety of texts on a range of topics
[Key concepts: data, event; Key processes: researching, analysing, summarising]
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engaging with texts such as magazine articles, interviews and websites to gather and represent facts about events or people, for example, using a timeline to sequence historical events or creating a profile of a famous Spanish-speaking person
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using a range of tools such as charts, tables, mind maps and graphs to organise and present information accessed from sources such as television programs, reports, interviews, video clips, documentaries and social networks on topics of relevance to their age group, for example, El trabajo infantil no debe continuar. La importancia del reciclaje para el medio ambiente
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summarising key points in different types of informative texts, deducing the meaning of unknown words and expressions, and noticing and explaining cultural references
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researching young people’s lifestyles across Spanish-speaking cultures and contexts, comparing information from different cultural contexts to identify factors such as geography, climate, and social and community environment
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comparing details from a range of texts on topics such as education or cultural occasions and ceremonies across the Spanish-speaking world, identifying culture-specific terms and representations, for example, año 8 or primero de básico
Content description
Elaborations
Analyse and summarise relevant information obtained from a range of spoken sources and convey this information to known audiences through a range of texts
[Key concepts: fact/fiction, representation, perspective, choice; Key processes: summarising, identifying, comparing, sequencing]
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documenting specific details of events, customs and lifestyles presented in multimodal sources such as video clips and face-to-face interviews in order to summarise the information, for example, 中国人很喜欢喝茶, 澳大利亚人喜欢喝咖啡
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listening to and viewing celebrity interviews, news reports and documentaries to identify key information such as names of people and places, time and date, attitude and opinions, for example, 秦始皇,西安,北京, 星期三,…很可怕,我很喜欢她,她是一个很棒的演员
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listening to and viewing factual spoken texts and paying attention to voice, gesture and language choice to identify the strength of opinion or degree of emotion expressed, for example, recognising strong dislike expressed in 我一点儿也不喜欢 compared to 我不喜欢
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interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information [有人说;她告诉我;根据这个节目介绍
Content description
Elaborations
Analyse and understand the dynamic nature of Italian (and languages in general) recognising the impact of technology, media and intercultural contact
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developing awareness of the Latin origins of the Italian language and other Indo-European languages, how Italian has developed as a language, and the use of dialects
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researching the use of dialects within the context of Italian-speaking communities (for example, by developing a portfolio of examples, gathered through interviews, blogs, community radio and events), considering the use of dialect and/or Standard Italian, and reflecting on the findings
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observing changes over time in levels of formality, particularly in spoken Italian such as forms of address, for example, tu/Lei compared to voi/Loro
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exploring, expanding and consolidating word usage using online applications relating to proverbs, sayings and set phrases