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Elaboration (5) ACLSPC184

analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’

Elaboration (5) ACLSPC002

responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated …

Elaboration (5) ACLSPC008

comparing and translating language used in Spanish and English text messages, for example, a2 (adiós), xq? (¿por qué?), kntm (cuéntame), tqi (tengo que irme), CU (‘See you’), LOL (‘Laughing out loud’), and considering the use and effects of abbreviat …

Elaboration (5) ACLSPU013

expressing ownership using singular and plural possessive adjectives, following the agreement rules for gender and number with the noun, for example, mis padres, nuestras amigas, sus libros, mi clase, vuestro profesor, tu madre

Elaboration (5) ACLSPU016

understanding that some indigenous languages in both Australia and Spanish-speaking countries are strong, while others are endangered or being revived or reclaimed

Elaboration (5) ACLSPU017

recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish

Elaboration (5) ACLSPU031

understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)

Elaboration (5) ACLTUC001

comparing their likes and dislikes, for example, Ben çileği çok severim. Ben elmayı hiç sevmem

Elaboration (5) ACLTUC006

performing marching songs, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış

Elaboration (5) ACLTUU013

expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış

Elaboration (5) ACLTUC018

comparing their preferences, for example, Futbol yerine tenis oynamak istiyorum, Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.

Elaboration (5) ACLTUC019

participating in real or imagined transactions that involve requesting information, considering options and buying or selling, for example, Elmanın kilosu ne kadar? Bana bir porsiyon köfte, yanına da piyaz lütfen

Elaboration (5) ACLTUC022

creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…

Elaboration (5) ACLTUC023

responding to traditional songs and folk music such as halay, çiftetelli, Silifke’nin yoğurdu, for example, by using wooden spoons to mark rhythm and creating and narrating their own versions of the dance

Elaboration (5) ACLTUC024

creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language

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 (5) ACLTUU030

using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests

Elaboration (5) ACLTUU031

distinguishing between different types of texts based on identified purpose and intended audience, for example, differences between SMS mesajı-telefon görüşmesi, yazılı piyes-kukla oyunu, masal-fıkra.

Elaboration (5) ACLTUC036

planning a campaign, for example, to introduce healthy Turkish food at the school canteen, raise awareness about pollution or prevent bullying, for example, by creating posters, pamphlets and flyers or by making presentations to school council/board

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