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 (9) ACLTUU115
understanding and developing metalanguage for talking about forms and functions of language, for example, by identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions such as predicates, …
Elaboration (9) | ACLTUU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU116
identifying the intended purpose and audience of particular texts by analysing language features and text structures, such as colourful and persuasive language in advertisements compared to economical, factual language in product labelling or signage; …
Elaboration | ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU116
discussing the significance of particular types of texts that reflect cultural values or priorities, such as language and interactions associated with celebrations, for example, the use of dialogue and oath in Andımız and Gençliğin Atatürk’e Cevabı, or …
Elaboration (1) | ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
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
Elaboration (2) | ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU116
composing spoken and written versions of a particular text type, such as an instruction or observation, to demonstrate how text mode determines selection of language features and text structure
Elaboration (3) | ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU116
identifying ways that texts achieve cohesion, for example, by explaining the effects of paragraphing or cohesive devices used to sequence and link ideas and maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, …
Elaboration (4) | ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU116
using knowledge of characteristic elements of particular types of texts to make meaning of unfamiliar content, for example, by recognising terms associated with time or place in airport announcements, or by ‘reading’ images as well as written text in …
Elaboration (5) | ACLTUU116 | 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 (1) ACLTUU117
identifying variations in the use of both Turkish and English according to context, purpose and intended audience, for example, considering differences in exchanges such as ‘apologies for any convenience caused’, ‘I am so sorry’; ‘sorry mate –no worries!’ …
Elaboration (1) | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU117
identifying features of spoken and written language that reflect the purpose of the interaction and the nature of the relationship between the people involved, for example, tercih etmiyorum-hiç beğenmedim, bana göre değil- bana yaramaz, Daha iyi olabilirdi-Ay, …
Elaboration (2) | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU117
recognising differences in the use of quotations, proverbs and idioms in different text genres or modes of delivery, for example, fıkralar, masallar, öyküler, resmi veya okul konuşmaları, mektuplar
Elaboration (3) | 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 (5) ACLTUU117
recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey, or …
Elaboration (5) | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU118
identifying changes in their ways of communicating in Turkish due to the influence of factors such as technology, social media, peer influence and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ and abbreviations in text …
Elaboration | ACLTUU118 | 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 (2) ACLTUU118
analysing texts such as the Turkish national anthem, istiklal marşı, investigating the origins of loan words such as şafak, istiklal, çehre
Elaboration (2) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU118
investigating changes in communication styles due to influences from other languages and cultures in contemporary forms of Turkish expression, for example, the use of words such as, enteresan, genetik, avantaj, çare, and otoban, identifying existing equivalent …
Elaboration (3) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU118
collecting examples of words, expressions or gestures used by their grandparents or parents but less frequently used among people in their age group, for example, nâfile, derya, zat-ı ali, sultanım, hazretleri, cihanda sulh, reflecting on reasons for …
Elaboration (4) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU118
investigating how Turkish uses word derivation tools to create new words that reflect social or cultural change or innovation, for example, the use of gün- in günce, the use of yaz- to create yazgı, yazılım, yazıcı, yazışma and yazdırım
Elaboration (5) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum