Elaboration (3) ACLSPU179
recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several Latin American countries compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
Elaboration (3) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU179
recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
Elaboration (4) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC183
initiating and sustaining discussion by acknowledging different viewpoints (Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera…), asking for repetition or clarification (¿Qué quieres decir…?) or inviting further elaboration (¿Cómo? …
Elaboration (1) | ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU193
using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
Elaboration (3) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLSPU013
understanding and using the three conjugations for the present tense of regular verbs (...ar, ...er, ...ir), and the present tense of commonly used irregular verbs, for example, ser, estar, tener, ir, hacer, querer, jugar
Elaboration (8) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (11) ACLSPU013
increasing vocabulary by observing patterns and using cognates, for example, animal, normal, actor
Elaboration (11) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (18) ACLSPU013
expressing modality using adverbs such as bien, mal, regular, despacio, rápidamente
Elaboration (18) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU017
recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several countries in Latin America compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
Elaboration (4) | ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC021
participating in class discussion by offering own opinions (Me parece que…), eliciting and reflecting on those of others (¿Qué les parece?), and agreeing (¡Qué buena idea!) or disagreeing (No me parece una buena idea)
Elaboration (2) | ACLSPC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (13) ACLSPU031
indicating rules and giving instructions using expressions such as hay que ..., se puede/no se puede ..., and tener que + infinitive, and regular imperative affirmative forms, for example, cantad conmigo, pase el dado, toma mi bolígrafo, abran las ventanas, …
Elaboration (13) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (14) ACLSPU031
understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ...
Elaboration (14) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (17) ACLSPU031
understanding how to form adverbs from adjectives, for example, normalmente, seguramente, probablemente
Elaboration (17) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU034
identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, …
Elaboration | ACLSPU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLTUC001
using everyday social exchanges, such as thanking someone, Teşekkür ederim; apologising, Özür dilerim; or offering wishes for particular occasions such as Doğum günün kutlu olsun! Bayramınız kutlu olsun! Afiyet olsun! Geçmiş olsun! Tebrik ederim!
Elaboration (4) | ACLTUC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC001
comparing their likes and dislikes, for example, Ben çileği çok severim. Ben elmayı hiç sevmem
Elaboration (5) | ACLTUC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU013
expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış
Elaboration (5) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (10) ACLTUU013
linking ideas using simple conjunctions, for example, ve, ile, ama
Elaboration (10) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU014
understanding texts as different forms of communication which can be spoken, written, digital or visual, can be very short, for example, tekerleme, bilmece, not, fıkra, e-posta, or much longer, for example, mektup, masal and hikaye
Elaboration | ACLTUU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU015
understanding that different forms of Turkish are used by people in different contexts and relationships, for example, the appropriate use of pronouns, sen and siz, and honorifics, Orhan Bey, Ayla Hanım, Sayın, Hakan Ağabey, Cengiz Amca, Ayşe Teyze
Elaboration (1) | ACLTUU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC020
negotiating turns and complimenting their friends, for example, Sen kazandın! Tebrikler! Şimdi ben oynayabilir miyim?
Elaboration (1) | ACLTUC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum