Elaboration (1) ACLTUU114
using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how homophones affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and …
Elaboration (1) | ACLTUU114 | 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 (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 (2) ACLTUU014
beginning to use metalanguage to talk about texts, for example, by identifying text types, such as bilmece, tekerleme, masal, fıkra, and describing typical features, for example, masal starts with Bir varmış, bir yokmuş, evvel zaman içinde ... and ends …
Elaboration (2) | ACLTUU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU097
identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
Elaboration | ACLTUU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC003
responding to instructions through actions, gestures and verbal responses such as Ayağa kalkın!, Oturun! Konuşmak için elinizi kaldırın! Sıraya girin! Defterlerinizi açın. Tabletlerinizin ekranını açın
Elaboration (1) | ACLTUC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC008
comparing and contrasting the meaning and sounds of key words and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as ‘Old MacDonald’ and Ali Baba’nın Çiftliği, ‘Are you sleeping?’ and Tembel …
Elaboration (2) | ACLTUC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUU013
learning how to use simple suffixes and subject and possessive pronouns, for example, ben/benim, sen/senin, o/onun and evim/evimiz, evin/eviniz, evi/evleri
Elaboration (6) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUC020
responding to directions and instructions when playing games, participating in dances or performances, preparing for activities and completing work, for example, soldan sağa, sıranı bekle, geri dön, karşılıklı dur
Elaboration (4) | ACLTUC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU030
understanding the function of verb moods, for example, by recognising and using questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Kahramanlar kimdi? and imperative forms such as başla! Başlayabilirsin, …
Elaboration (1) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU031
recognising features of familiar texts that they interact with at home and in school, such as digital books, puppet shows, rhymes or children’s songs, for example, how Karagöz ve Hacıvat talk, rhyming words in the song Küçük Kurbağa
Elaboration | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU031
identifying and comparing characteristic elements in texts such as poems or fables, for example, kuklalar ve gölge oyunları, şiirde kafiye, dize ve dörtlük, masallardaki insanüstü kişiler ve olaylar
Elaboration (2) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU033
recognising differences in language use across generations, for example, by comparing words and expressions used by their grandparents and parents, such as sabah şerifleriniz hayırlı olsun, with some of their own expressions, such as günaydın
Elaboration (1) | ACLTUU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC037
participating in discussions and debates on issues and experiences that affect their school, home or community lives, for example, Zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, …
Elaboration (1) | ACLTUC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUC039
presenting information related to elements of Turkish lifestyles and culture, for example, kırsal ve kentsel yaşam, hamam, Türk kahvesi, el sanatları, halk dansları to present to students in the school who are not learning Turkish
Elaboration | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC039
writing a post on a website for young people that flags upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
Elaboration (3) | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC042
finding expressions in English that convey similar meanings to those expressed in phrases used in advertisements, shop signs or folktales, such as ateş pahası, darısı başına, küplere binmek, kulakları çınlamak, pabucu dama atılmak, güme gitmek, demli …
Elaboration (1) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC042
collecting examples of proverbs used in their families, such as Damlaya damlaya göl olur, Ak akçe kara gün içindir, Denize düşen yılana sarılır, and discussing how to explain their meaning to non-Turkish speaking friends
Elaboration (5) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU046
recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
Elaboration | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUU046
recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, Buyrun! Vay be! Mahvoldum ya!, İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!
Elaboration (6) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum