AC9LT4C03

Elaborations

• AC9LT4C03_E1<p>recognising vocabulary, key phrases and sentences when listening to or viewing simple community texts such as sports programs or announcements, for example, <em>spor, takım, sporcular, oyunun kuralları; Gösteri saat 7’de başlayacak. Kapılar bir saat sonra açılacak. Kapıda lütfen biletlerinizi gösterin.</em></p>
• AC9LT4C03_E2<p>obtaining information from each other and their teacher about likes, dislikes and interests, for example, <em>en sevdiğin hayvanlar, spor, ya da oyun</em>, and presenting findings in formats such as individual/group profiles, charts or graphs</p>
• AC9LT4C03_E3<p>collating information about aspects of Türkiye or Australia from texts such as magazines, brochures or maps, for example, <em>Türkiye ve Avustralya’nın dünya haritasındaki konumu, turistik yerleri, yöresel yemekleri</em></p>
• AC9LT4C03_E4participating in shared and guided reading of texts such as cartoons, poems, fairytales, and fables, responding to questions about characters, ideas and events
• AC9LT4C03_E5learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Turkish
• AC9LT4C03_E6collecting information from texts such as advertisements of school and community events, canteen and restaurant menus and presenting on school notice board
• AC9LT4C03_E7<p>responding to words of songs through movement and dance, for example, <em>Kırmızı balık gölde..., Ellerim tombik tombik..., Pazara gidelim...</em></p>
• AC9LT4C03_E8<p>acting out elements of classic texts narrated by the teacher, such as <em>Şirin Kız ve Üç Ayı, İki İnatçı Keçi</em>, using facial expressions and actions to mirror emotions and emphasise meaning</p>
• AC9LT4C03_E9<p>responding to traditional songs and folk music such as <em>halay, Erik dalı, Silifke’nin yoğurdu</em>, for example, using wooden spoons to mark rhythm and creating and narrating their own versions of the dance</p>