Elaboration (2) ACLTUU030
using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi
Elaboration (2) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU030
using a range of simple conjunctions to link basic ideas and action, for example, -den önce, -den sonra, ile/-(y)le, ama, çünkü
Elaboration (3) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU030
using simple and compound sentences
Elaboration (4) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU030
using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests
Elaboration (5) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUU030
understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar, batıdan batar and Dişlerimi fırçalarım, Erken yatarım, Erken kalkarım
Elaboration (6) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (7) ACLTUU030
recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
Elaboration (7) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLTUU030
understanding and using common interrogative pronouns such as kim, hangi, ne, neden, kaç, Bu akşam bize saat kaçta geliyor? Doğum günü davetiyesini kim yazacak?
Elaboration (8) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (9) ACLTUU030
identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Eyvah! Ya! Öf be!
Elaboration (9) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (10) ACLTUU030
understanding and using the simple past tense suffix -d(i), for example, Annem çarşıdan ekmek aldı
Elaboration (10) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (11) ACLTUU030
understanding and using prepositions to indicate direction, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
Elaboration (11) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (12) ACLTUU030
developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler
Elaboration (12) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (13) ACLTUU030
using honorifics, such as Yaşar Amca, Ayşe Teyze
Elaboration (13) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU031
recognising features of familiar texts that they interact with at home and in school, such as digital books, puppet shows, rhymes or children’s songs, for example, how Karagöz ve Hacıvat talk, rhyming words in the song Küçük Kurbağa
Elaboration | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU031
recognising differences between the layout, language features and formats of different types of texts such as masal, şarkı, şiir, mektup, makale, haber metni
Elaboration (1) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU031
identifying and comparing characteristic elements in texts such as poems or fables, for example, kuklalar ve gölge oyunları, şiirde kafiye, dize ve dörtlük, masallardaki insanüstü kişiler ve olaylar
Elaboration (2) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU031
recognising differences between spoken and written versions of texts such as greetings or farewells, merhaba, hoşça kal; or how güle güle can be used in spoken texts, but Sevgili Ayşe Teyze and görüşmek dileğiyle would be used in written texts
Elaboration (3) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU031
comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairytales in English, ‘Once upon a time …’ compared to Bir varmış, bir yokmuş, evvel zaman içinde ... in Turkish; rhymes, lines and verses …
Elaboration (4) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU031
distinguishing between different types of texts based on identified purpose and intended audience, for example, differences between SMS mesajı-telefon görüşmesi, yazılı piyes-kukla oyunu, masal-fıkra.
Elaboration (5) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU032
understanding that language varies based on the age, gender and social relationships between speakers, for example, ways of speaking to parents are different to ways of speaking to siblings, lütfen yapma(yın)/yapmasana!
Elaboration | ACLTUU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU032
recognising how language used to greet, apologise and show appreciation with friends, family, elders and less familiar people varies, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family …
Elaboration (1) | ACLTUU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum