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 (8) ACLSPU031
understanding and using the different past tense forms for regular and irregular verbs (pretérito perfecto, pretérito indefinido and pretérito imperfecto), and comparing the uses with English past tense forms, for example, hemos estudiado los tiempos …
Elaboration (8) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLTUU013
using prepositions to specify locations, for example, üstünde, altında, yanında, arkasında, önünde, arasında, sağında, solunda
Elaboration (8) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | 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 (8) ACLTUU047
recognising different types of formal and informal honorific forms such as Efendi, Sayın, Bey/Hanım, Amca,Teyze
Elaboration (8) | ACLTUU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLTUU064
recognising a wider range of idiomatic expressions and using a variety of phrases to discuss opinions
Elaboration (8) | ACLTUU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLTUU081
distinguishing between the use of the simple past perfect -di, as in, geldi, gitti and the evidential past perfect tense -miş, as in gelmiş and gitmiş and uyuyormuş
Elaboration (8) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLTUU098
recognising and using appropriate endings and sentence structures for subject–verb agreement in simple and compound sentences, for example, Taylan yemeğini yedi, Defne yemekten sonra ödevini yaptı ve uyudu
Elaboration (8) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLTUC108
identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, for example, by comparing representations of animals or landscapes in Indigenous Dreaming stories with Turkish …
Elaboration (8) | ACLTUC108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
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 (8) | ACLTUC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLTUU115
understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun; -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim; and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya …
Elaboration (8) | ACLTUU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLVIU117
using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
Elaboration (8) | ACLVIU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (8) ACLVIU118
recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học
Elaboration (8) | ACLVIU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (8) ACLVIU135
noticing that interrogatives (khi nào, ở đâu, bao nhiêu) can be placed at the beginning, in the middle or at the end of questions, for example, Khi nào em đến? or Em đến khi nào?; Bao nhiêu tiền một nải chuối? or Một nải chuối giá bao nhiêu tiền?
Elaboration (8) | ACLVIU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (8) ACLVIU169
exploring homonyms encountered in texts, for example, bò (‘cow’ or ‘to crawl’), ăn (‘eat’ or ‘win’), đỗ/đậu (‘pass the exam’ or ‘bean’), bàn (‘table’ or ‘discuss’), lợi (‘benefit’ or ‘gum’), đen (‘black’ or ‘unlucky’)
Elaboration (8) | ACLVIU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (8) ACLVIU186
exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ mẫu = cha mẹ, phụ nữ = đàn bà, huynh đệ = anh em, phi trường= sân bay, lương thực = đồ ăn
Elaboration (8) | ACLVIU186 | Content Descriptions | Years 9 and 10 | Years F–10 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 (8) ACLVIU030
using a range of cohesive devices, such as thứ nhất, thứ nhì, trước hết, kế đến, rồi, sau cùng, ngoài ra, hơn nữa, tuy nhiên, bên cạnh đó, to sequence, add or connect ideas in texts
Elaboration (8) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (8) ACLASFC001
comparing likes, dislikes and preferences, for example: PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE I like apples but I don’t like oranges.
Elaboration (8) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFC003
signing appropriately to maintain or change a topic, to remain on task and take turns
Elaboration (8) | ACLASFC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum