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Elaboration (1) ACLTUU013

describing colour (mavi), size (büyük/küçük) and shape (üçgen), and recognising that adjectives come before nouns

Elaboration (1) ACLTUC006

responding to stories such as Arı Maya, rhymes such as Komşu komşu hu hu and songs such as Küçük Kurbağa, Ali Baba’nın Çiftliği, through actions, drawings and simple statements and expressions

Elaboration (3) ACLTUC003

participating in Bayrak töreni, the routine singing of national anthems and the recitation of Andımız, taking turns to lead

Elaboration (2) ACLTUU013

describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci

Elaboration (3) ACLTUU013

using the ending -ler/-lar to express plurality, mainly with countable nouns, such as çocuklar, ördekler

participating in shared readings of Turkish versions of familiar stories, such as Kırmızı Başlıklı Kız (Little Red Riding Hood) or Aç Tırtıl (The Very Hungry Caterpillar), Çirkin Ördek Yavrusu (The Ugly Duckling), Kül Kedisi (Cinderella) Pinokyo (Pinocchio), …

Elaboration ACLTUU013

recognising the basic word order, subject–object–verb, and applying it in simple statements, imperatives and questions, for example, Ali gel. Ali okula gel. Ali okula geldi. Ali okula geldi mi?

Elaboration (2) ACLTUU015

understanding that interactions such as greetings vary according to time of day, occasion,degree of familiarity and age of people involved, for example, günaydın, merhaba, iyi akşamlar, Nasılsın? or Nasılsınız? Ne haber? Ne var, ne yok? Selam!

Elaboration (1) ACLTUU016

recognising that Turkish uses loan words from English, such as internet, TV, ceket, film and futbol, and that English uses words from Turkish, such as yoghurt, coffee, horde, kiosk, turquoise

Elaboration (4) ACLTUC006

building vocabulary skills and developing appreciation of language by participating in shared readings of simple stories that use repetition and recycling of phrases or actions, such as Cin Ali, Keloğlan

Elaboration (6) ACLTUC006

viewing children’s TV programs, such as Sevimli Dostlar, Pepe, Biz İkimiz, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments

Elaboration (3) ACLTUC009

creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi

Elaboration (7) ACLTUU013

building vocabulary related to familiar environments, such as anne, kitap, kedi, and using cognates, such as ev, okul, aile, hayvanlar

Elaboration (4) ACLTUC001

using everyday social exchanges, such as thanking someone, Teşekkür ederim; apologising, Özür dilerim; or offering wishes for particular occasions such as Doğum günün kutlu olsun! Bayramınız kutlu olsun! Afiyet olsun! Geçmiş olsun! Tebrik ederim!

Elaboration (5) ACLTUC001

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

Elaboration (5) ACLTUU013

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

Elaboration (10) ACLTUU013

linking ideas using simple conjunctions, for example, ve, ile, ama

Elaboration ACLTUU014

understanding texts as different forms of communication which can be spoken, written, digital or visual, can be very short, for example, tekerleme, bilmece, not, fıkra, e-posta, or much longer, for example, mektup, masal and hikaye

Elaboration (1) ACLTUU015

understanding that different forms of Turkish are used by people in different contexts and relationships, for example, the appropriate use of pronouns, sen and siz, and honorifics, Orhan Bey, Ayla Hanım, Sayın, Hakan Ağabey, Cengiz Amca, Ayşe Teyze

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 …

Curriculum Types

Curriculum Elements Types