Elaboration ACLTUU050
identifying loan words and phrases used in particular domains, such as food, music or social media, discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of web sitesi, rap yapmak, …
Elaboration | ACLTUU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC059
comparing translations of fairytales such as Snow White, Little Red Riding Hood and Cinderella into Turkish, noticing challenges related to the use of tenses, such as -miş’li Geçmiş Zaman, to vocabulary equivalence and to the translation of cultural …
Elaboration (3) | ACLTUC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU066
analysing samples of language from different media texts, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to demonstrate the influence of factors such as age, gender, social position and regional variation on language use …
Elaboration (3) | ACLTUU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUU068
identifying how words, expressions and actions reflect relationships and social hierarchies, such as the use of titles such as bey/hanım, ağa/hanımağa, usta, çırak, muavin, yardımcı, paşa, öğretmen, hoca, and considering how concepts such as respector …
Elaboration (6) | ACLTUU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC071
asking each other questions that require the use of analytical or comparative language in response, for example, okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun
Elaboration (1) | ACLTUC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU080
understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, …
Elaboration | ACLTUU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (9) ACLTUU081
comparing the use of the progressive form -(i)yor and the simple present -(i)r and past tense -d(i)of verbs that describe actions
Elaboration (9) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU083
identifying protocols associated with the use of language, body language and gestures when using Turkish which are different to those used by people from other language backgrounds, for example, kissing hands, avoiding crossing legs or putting hands in …
Elaboration | ACLTUU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU084
understanding different ways of forming new words, phrases and expressions in Turkish, for example, tarayıcı, yoldaş and demlik through the use of suffixes -daş, -lik and -cı
Elaboration (5) | ACLTUU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUC086
describing and comparing with others aspects of their cultural and communicative worlds, including the use of different languages at home, at school and in their social lives, and their involvement in different activities, for example, aile yaşamı, düğünler, …
Elaboration (6) | ACLTUC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU100
analysing samples of language used in the media, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to identify the influence of factors such as age, gender, social position and regional variation on language use and text …
Elaboration (2) | ACLTUU100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU102
discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish speaking families, for example, the use of terms of affection, …
Elaboration | ACLTUU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU102
drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim …
Elaboration (3) | ACLTUU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUC103
discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media or the nature of parental expectations, identifying points of agreement or disagreement, for example, Ailem gece dışarı …
Elaboration | ACLTUC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC112
keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use …
Elaboration (2) | ACLTUC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU115
learning to use particles such as karşı, gibi, beri, dek, kadar, üzere and complex conjunctions such as hem...hem de, ne...ne, -k(i), ancak, yoksa, oysa, hatta, rağmen, yani
Elaboration (3) | ACLTUU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU117
demonstrating the use of different language styles, features and levels of formality that characterise different types of spoken and written texts, for example, futbol maçındaki tezahürat: En büyük Fener, başka büyük yok! compared to Okul karnesi: Murat …
Elaboration | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU117
analysing the use of appropriate language in different contexts and situations, for example, using rica ederim, başka bir arzunuz var mı at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!
Elaboration (4) | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC115
sharing with peers what it is like to use Vietnamese, for example, when singing a song in class, speaking Vietnamese with friends or family members, and using gestures, such as bowing when they say Con chào ba mẹ. Cháu chào ông bà
Elaboration (2) | ACLVIC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLVIU135
experimenting with the use of prepositions (trên, dưới, trong ngoài, ở giữa), for example, Con chim bay trên trời means ‘The bird flies in the sky’, rather than the literal translation, ‘The bird flies above the sky’
Elaboration (5) | ACLVIU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum