Elaboration (3) ACLTUU102
drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim …
Elaboration (3) | ACLTUU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUC103
discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media or the nature of parental expectations, identifying points of agreement or disagreement, for example, Ailem gece dışarı …
Elaboration | ACLTUC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC103
engaging in online discussions with Turkish-speaking students in different contexts on topics of shared interest, such as music, sports, fashion, travel, and comparing their aspirations in terms of personal and professional opportunities, for example, …
Elaboration (2) | ACLTUC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUC104
reaching negotiated decisions by making suggestions, discussing ideas, justifying opinions and reaching agreement, for example, Nasıl bir yöntem izleyelim? Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen
Elaboration | ACLTUC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC104
designing resources such as web posts, information leaflets or segments for a local radio station to promote community action on a social or environmental issue, for example, zorbalık, kadın-erkek eşitliği, teknoloji bağımlılığı, Avustralya’da Türkçe’yi …
Elaboration (1) | ACLTUC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUC104
participating in transactions that involve negotiation, for example, bidding in a class auction or voting on the allocation of learning resources, using language associated with exchange and evaluation, such as Var mı artıran? Satıyorum, satıyorum sattım! …
Elaboration (4) | ACLTUC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC105
using metalanguage to discuss language, culture and language-learning and to engage in peer- and self-reflection, for example, şimdi daha rahat Türkçe konuşabiliyorum, Türkçe TV programlarını daha iyi anlayabiliyorum, Evde Türkçeyi daha rahat konuşuyorum …
Elaboration (2) | ACLTUC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU115
understanding and using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Abla, Hoca/Öğretmen, Bay/Bayan in a range of contexts
Elaboration | ACLTUU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUU115
using quotations, idiomatic expressions and proverbs, for example, Onlar, bu toprakta canlarını verdikten sonra, artık bizim evlâtlarımız olmuşlardır, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
Elaboration (6) | ACLTUU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU116
identifying ways that texts achieve cohesion, for example, by explaining the effects of paragraphing or cohesive devices used to sequence and link ideas and maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, …
Elaboration (4) | ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU117
demonstrating the use of different language styles, features and levels of formality that characterise different types of spoken and written texts, for example, futbol maçındaki tezahürat: En büyük Fener, başka büyük yok! compared to Okul karnesi: Murat …
Elaboration | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU118
collecting examples of words, expressions or gestures used by their grandparents or parents but less frequently used among people in their age group, for example, nâfile, derya, zat-ı ali, sultanım, hazretleri, cihanda sulh, reflecting on reasons for …
Elaboration (4) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUU119
examining how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel
Elaboration (6) | ACLTUU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLVIC106
introducing themselves and asking questions to initiate interactions, for example, Chào bạn, tôi tên là Lan. Còn bạn? Bạn tên (là) gì? Tôi bảy tuổi. Còn bạn, bạn mấy tuổi? Bạn có khỏe không?
Elaboration (1) | ACLVIC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC109
viewing and/or listening to familiar texts such as posters, songs and short films to locate key words, for example, bìa tranh minh họa, truyện tranh, từ điển bằng hình, trò chơi xếp hình, học vần tiếng Việt
Elaboration (1) | ACLVIC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC111
responding to questions about imaginative texts, for example, Câu chuyện này xảy ra ở đâu/nói về điều gì? Trong truyện này gồm có những ai/các con vật nào? Chuyện gì xảy ra? Kết thúc ra sao?
Elaboration (3) | ACLVIC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC112
creating a narrative through a photo story or animation by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example, Ngày xửa ngày xưa, trong một khu rừng/ngôi làng… có một gia đình/em …
Elaboration (1) | ACLVIC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC113
sharing familiar Vietnamese phrases and expressions with friends and interpreting their meaning, for example, Ngày mai gặp lại. Em tên gì? Em tên (là) Nam. Em bao nhiêu tuổi? Em bảy tuổi. Không có chi/gì
Elaboration (1) | ACLVIC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC115
sharing with peers what it is like to use Vietnamese, for example, when singing a song in class, speaking Vietnamese with friends or family members, and using gestures, such as bowing when they say Con chào ba mẹ. Cháu chào ông bà
Elaboration (2) | ACLVIC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU120
noticing how language varies according to the relationship between the speakers and the context of communication, for example, the influence of relationships on the choice of personal pronouns (con chào mẹ, cháu chào ông bà, em chào cô, em chào anh)
Elaboration (1) | ACLVIU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum