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Elaboration (5) ACLTUC109

creating riddles to compete with and entertain each other, imitating the use of rhythm, rhyme and metaphor exemplified in riddles from traditional folktales

Elaboration (4) ACLTUU114

varying the use of tone for emphasis during extended interactions and to contribute to the cohesion of longer spoken texts

Elaboration (2) ACLTUU116

analysing persuasive texts such as advertisements, slogans or speeches, recognising the use of rhetorical devices and emotive language to engage the intended audience

participating in group activities such as surveys or interviews which involve asking and responding to questions and collecting data about individual preferences, attitudes and lifestyles, for example, Haftada kaç kez (spor) yapıyorsun? (Nesli tükenmekte …

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 (5) ACLTUU080

recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of …

Elaboration ACLTUU099

comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register; for example, the use of imperatives and instructional language in recipes or directions; expressive …

Elaboration (1) ACLTUC007

composing and performing their own simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions

Elaboration ACLTUC010

noticing which language they are more comfortable in and choose to use in particular situations, for example, at home or on the phone with grandparents, at bayram or in the playground

Elaboration (3) ACLTUC028

observing themselves and reporting to each other how they use Turkish and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language

Elaboration (3) ACLTUC062

reflecting on how their ways of communicating might be perceived by other people, such as teachers, friends or strangers, for example, how they communicate, switch between languages or use body language

Elaboration (2) ACLTUU067

monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication

Elaboration (2) ACLTUU068

noticing how their choice of language such as forms of address, use of adjectives, nouns or pronouns when interacting in Turkish both influences and reflects relationships with people and attitudes and values

Elaboration (3) ACLTUC075

creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Turkish literature and folklore

Elaboration (2) ACLTUU082

analysing the use of rhetorical devices in texts such as advertisements, editorials or political speeches, identifying culturally specific features and experimenting with similar devices in their own spoken and written communication

Elaboration (5) ACLTUC096

discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

Elaboration (8) ACLTUC110

identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning

Elaboration (1) ACLTUU119

analysing Turkish language media texts such as notices or advertisements which use representations of culture in different ways, for example, by referencing either traditional or contemporary attitudes or values

Elaboration (5) ACLTUU029

understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın

Elaboration (2) ACLTUU046

understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!

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