Elaboration (6) ACLTUU098
applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den
Elaboration (6) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (12) ACLTUU098
understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir
Elaboration (12) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC105
using evaluative language to acknowledge strengths in others’ arguments or challenge views in a courteous manner, for example, İnanıyorum ki …, Görüşünü destekleyecek kanıtın var mı? Haklısın ama bence …, Seninle tamamen aynı fikirdeyim, hemfikiriz
Elaboration (1) | ACLTUC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU114
recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı
Elaboration | ACLTUU114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU114
developing a glossary of ICT terms and meanings, and using these in their own sentences and texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı and aktarma
Elaboration (3) | ACLTUU114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (7) ACLTUU115
understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik
Elaboration (7) | ACLTUU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU118
finding evidence of cross-cultural influences in Turkish and Australian English, for example, the use of words such as Anzaklar, bumerang, bay bay and Aborijini in Turkish and ‘Gallipoli’, ‘young Turks’, ‘doner’, ‘coffee’, ‘kebab’ and ‘kiosk’ in Australian …
Elaboration (1) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU119
explaining the significance of single Turkish words that reflect complex cultural concepts that are difficult to translate, such as saygı, mecburiyet, sorumluluk, görev, comparing with expressions in Australian English that are similarly difficult to …
Elaboration (3) | ACLTUU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLVIC106
expressing thanks, for example, Cảm ơn bạn, offering wishes, for example, Chúc bạn sinh nhật vui vẻ, and apologising (Xin lỗi)
Elaboration (3) | ACLVIC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU118
using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh
Elaboration (1) | ACLVIU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU134
recognising common Vietnamese sounds in words, for example, nguyên âm đôi, and using spelling strategies to identify and produce words that have the same sounds, for example, ao: áo, táo, vào and ơi: chơi, với, tới
Elaboration (2) | ACLVIU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLVIU139
learning metalanguage to discuss the relationship between language and culture in Vietnamese and English, using metalanguage, for example, ý nghĩa (‘meaning’), sự khác biệt (‘difference’) and cách cư xử (‘behaviour’)
Elaboration (5) | ACLVIU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU155
understanding that Vietnamese has different dialects, such as Southern, Central and Northern Vietnamese, for example, má/mẹ (mother), ba/bố (father), dứa/thơm, khóm (pineapple)
Elaboration (2) | ACLVIU155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIC162
responding to different expressions of humour in Vietnamese comedies and comparing them with Australian/Western expressions of humour, for example, comparing comedies by Thúy Nga, Asia with Anh Do/Mr Bean
Elaboration (4) | ACLVIC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU168
experimenting with intonation patterns to distinguish different types of sentences, for example, a statement (Con không đi chơi đâu.), a question (Con không đi chơi đâu?) and an exclamation (Con không đi chơi đâu!)
Elaboration (2) | ACLVIU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU012
exploring the Vietnamese alphabet, identifying letters that have no equivalent in the English alphabet, such as ă, â, ê, ô, ơ, ư and đ, and vice versa (f, w, z)
Elaboration | ACLVIU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (8) ACLVIU013
recognising and using Vietnamese prefixes such as vô and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn
Elaboration (8) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU029
recognising the differences in intonation between statements (Con không đi chơi đâu.), questions (Con không đi chơi đâu à?) and exclamations (Con không đi chơi đâu!)
Elaboration (2) | ACLVIU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Years 9 and 10 Chinese
The nature of the learners Students have prior experience of learning Chinese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 3 and 4 Chinese
The nature of the learners Learners explore how they use more than one language in their daily lives, and use Chinese in relation to their personal world, countries where Chinese is spoken and the world of imagination. Chinese language learning and …
Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum