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Elaboration (2) ACLTUC009

creating bilingual labels for objects used in the classroom and at home

identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class

Elaboration (2) ACLTUC011

identifying words or expressions in Turkish that they particularly associate with their sense of home and ‘who they are’

Elaboration (2) ACLTUU012

differentiating between vowel and consonant sounds

Elaboration (2) ACLTUU013

describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci

Elaboration (2) ACLTUU014

beginning to use metalanguage to talk about texts, for example, by identifying text types, such as bilmece, tekerleme, masal, fıkra, and describing typical features, for example, masal starts with Bir varmış, bir yokmuş, evvel zaman içinde ... and ends …

Elaboration (2) ACLTUU015

understanding that interactions such as greetings vary according to time of day, occasion,degree of familiarity and age of people involved, for example, günaydın, merhaba, iyi akşamlar, Nasılsın? or Nasılsınız? Ne haber? Ne var, ne yok? Selam!

Elaboration (2) ACLTUU016

creating a class record of Turkish words used in English, such as doner kebab, shish kebab, yoghurt, dolma, cacik, comparing how these words are pronounced in the two languages

Elaboration (2) ACLTUU017

noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’

Elaboration (2) ACLTUC018

identifying wishes associated with key events in their community, such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun! Elinize sağlık! Çok yaşa! and responding appropriately to expressions of wishes such as Bayramınız kutlu olsun! – …

Elaboration (2) ACLTUC020

preparing and displaying classroom rules, routines or priorities, such as saygı, nezaket, işbirliği

Elaboration (2) ACLTUC021

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

Elaboration (2) ACLTUC022

presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues

Elaboration (2) ACLTUC023

participating in group recitals of poems on special occasions such as Mother’s Day, national days, religious and cultural celebrations

Elaboration (2) ACLTUC024

composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience

Elaboration (2) ACLTUC025

collecting and classifying words, phrases and expressions in Turkish that also exist in English, such as TV, radyo, prens, prenses, identifying any differences in meaning or usage, for example, kiosk – köşk, Ottoman – Osmanlı

Elaboration (2) ACLTUC026

creating bilingual signs, posters, notices and labels in digital and print forms to be displayed in the classroom and around the school

Elaboration (2) ACLTUC027

comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim

Elaboration (2) ACLTUC028

discussing the importance to their own identity of speaking Turkish with some relatives, friends or members of the wider Turkish-speaking community

Elaboration (2) ACLTUU029

learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words

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