Elaboration (8) ACLSPU139

using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar

Elaboration (8) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (8) ACLSPU157

using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta

Elaboration (8) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (8) ACLSPU175

indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano

Elaboration (8) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (8) ACLSPU193

exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados

Elaboration (8) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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