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• Languages | Turkish: Learning in Turkish

  Turkish language learning

  Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian Altay Mountain Range. Nomadic people brought the language with them as they expanded out to Turkmenistan, Uzbekistan...

  Overview material | Turkish

• Turkish - 7–10 Sequence: Levels 9 and 10 description

  Students understand and use more elaborated grammatical structures, such as verb moods, auxiliary verbs and particles. They recognise and use different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey (Abi)/Abla, Hoca/Öğretmen...

  Level description | Languages | Turkish | 7–10 Sequence

• VCTRC025

  Identify common spoken Turkish expressions, words or gestures that translate/do not translate readily into English and words that are used in both languages

  Elaborations

  • translating and comparing familiar Turkish and English expressions, using bilingual and monolingual dictionaries and identifying those that have no literal translation, such as başın sağolsun, darısı başına, güle güle kullan, gözün aydın, hoş bulduk, Allahaısmarladık
  • translating and matching words to describe family members and relatives in Turkish and English, finding examples of words that have no English equivalents, such as dayı/amca/enişte, hala/yenge/teyze, ağabey/abla
  • collecting and classifying words, phrases and expressions in Turkish that also exist in English, such as TV, radyo, prens, prenses, identifying any differences in meaning or usage, for example, kiosk – köşk, Ottoman – Osmanlı
  • playing matching pair games to reinforce Turkish and English words and phrases used in everyday conversations, for example, ev ile ilgili kelimeler, yiyecekler, nesneler, haftanın günleri, aylar ve mevsimler, sorting the matched pairs into groups based on equivalence or non-equivalence
  • identifying expressions, words and phrases in Turkish children’s songs, poems and storybooks which have no direct English equivalents, using dictionaries to work out ‘best fit’ translations, for example, from the stories of Hacıvat ve Karagöz, the words sadaka and mirasyedi in Dilenci Hacıvat, the phrase avucunu yalamak in Parayı Kim Buldu?, the expression Ellerin dert görmesin in the children’s song Postacı

  VCTRC025 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCTRU013

  Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences

  Elaborations

  • 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?
  • describing colour (mavi), size (büyük/küçük) and shape (üçgen), and recognising that adjectives come before nouns
  • describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci
  • using the ending -ler/-lar to express plurality, mainly with countable nouns, such as çocuklar, ördekler
  • recognising question words and anticipating likely answers, for example, Kim? Ne? Nerede? Nereye? Kimle? Ne kadar? Ne zaman? Nasıl? Hangisi?
  • expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış
  • 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
  • building vocabulary related to familiar environments, such as anne, kitap, kedi, and using cognates, such as ev, okul, aile, hayvanlar
  • using prepositions to specify locations, for example, üstünde, altında, yanında, arkasında, önünde, arasında, sağında, solunda
  • describing actions using imperatives and simple verbs, such as otur, kalk, elini kaldır, koş, yürü, gel, git, oku, yaz
  • linking ideas using simple conjunctions, for example, ve, ile, ama

  VCTRU013 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Turkish - F–10 Sequence: Foundation to Level 2 description

  Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...

  Level description | Languages | Turkish | F–10 Sequence

• VCTRC008

  Explain in English the meaning of everyday Turkish words, phrases and gestures, noticing which are similar or different to equivalent words in English or other known languages

  Elaborations

  • translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, tren, taksi
  • explaining the English meaning of Turkish words and phrases used for greetings, apologies and appreciations, such as hoş geldiniz, hoş bulduk, geçmiş olsun, merhaba, hoşça kal, günaydın, iyi günler, iyi akşamlar, iyi geceler, and discussing how and when they are used
  • 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 Çocuk Kalksana
  • demonstrating and explaining in Turkish gestures that are associated with cultural traditions, such as greeting elders by kissing their hand and placing it on the forehead to show respect
  • noticing words or expressions in Turkish that are not easy to translate into English because they carry different meanings, for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!

  VCTRC008 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCTRC094

  Create shared bilingual texts and learning resources such as word banks, glossaries, displays and digital presentations

  Elaborations

  • creating bilingual signs or menus for the school or local environment, for example, kütüphane/library, revir/sickbay, hastahane/hospital, doktor/doctor, preparing bilingual captions for texts such as digital presentations or photographic displays for the school or local Turkish-speaking community, discussing how to convey particular concepts in the two languages
  • creating bilingual resources to support their language learning, such as glossaries for personal Turkish–English dictionaries, with examples and explanations of terms that have cultural associations and do not readily translate from one language to the other
  • designing a flyer for a class event or performance which uses Turkish and English, considering how to convey information and ideas in each language
  • developing bilingual instructional texts or directions that cater for Turkish- and English-speaking friends, family members or participants, for example, computer game instructions or information for an extended-family event
  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • creating menus or programs for Turkish-themed events, with key items/information in Turkish and explanatory footnotes/glossaries in English

  VCTRC094 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCTRU015

  Recognise that different words, expressions and gestures are used by speakers of Turkish to address and greet people in different contexts and situations

  Elaborations

  • identifying different relationships between people by noticing how they speak to each other, for example, in storybooks, real life conversations, puppet plays or video clips
  • 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
  • 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!
  • understanding that gestures used in greetings vary according to degrees of familiarity and relationship, for example, kissing hands of elders and placing hands on the forehead
  • recognising the importance of using either formal or informal language in any context, for example, never using first names when addressing elders, such as teachers or parents

  VCTRU015 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCTRU016

  Recognise that different languages, including Turkish, borrow words and expressions from each other

  Elaborations

  • recognising that languages continuously change and borrow from one another
  • 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
  • creating a class record of Turkish words used in English, such as doner kebab, shish kebab, yoghurt, dolma, cacik, comparing how these words are pronounced in the two languages
  • noticing words that come from different languages that students use in their everyday lives

  VCTRU016 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCTRC042

  Translate simple texts from Turkish to English and vice versa, identifying elements that require interpretation rather than translation and noticing words that are similar but pronounced differently

  Elaborations

  • explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations
  • 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 çay and ocakbaşı
  • identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yoğurt
  • creating and cross-referencing banks of Turkish words and phrases that do or do not have direct equivalents in English
  • working out the meaning of unfamiliar English words and expressions used in other curriculum areas, such as ‘drought’, ‘starvation’, ‘flood’, ‘snowstorm’, and considering how they would convey their meaning in Turkish, for example, kuraklık, açlık, kıtlık, sel, kar fırtınası
  • 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
  • learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal

  VCTRC042 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCTRU034

  Make connections between Turkish language and culture, for example, by identifying words, gestures, forms of address or expressions that reflect cultural values and practices

  Elaborations

  • noticing that languages carry cultural information, for example, by identifying words or expressions used by friends and family members in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
  • finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim iyi bayramlar, Allah kabul etsin
  • noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
  • recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture

  VCTRU034 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCTRU081

  Analyse how grammatical elements, such as rules of agglutination and cohesive devices, impact on more complex elements of text construction and word formation, such as mood, register and tense variation

  Elaborations

  • analysing functions of affixation through the identification of adverbial, adjectival and noun phrases in Turkish idioms and proverbs
  • using compounds in different cases, for example, cep telefonları, Türkiye Cumhuriyeti’ni, Ağrı Dağı’na, Osmanlı İmparatorluğu’nun
  • learning about nominalisation to form complex words such as iş deneyimleri in a range of sentence structures
  • identifying how adverbs/determiners are used for describing people, places and objects in texts, for example, Çamaşırlar kar gibi beyaz oldu, turp gibi bir çocuk, Çocuk gibi ağladı, Buz gibi su içtim, İnci gibi dişleri var, saray gibi bir ev, pamuk gibi bulutlar
  • analysing how some adverbs derived from verbs and adverbial phrases can modify time and manner of action, for example, the adverb /-arak indicates whether the action expressed by another verb is taking place at the same time or before the action it denotes, for example, Koşarak geldi, gülerek gitti; adding the suffix –ce/-ca to the adjective as in dikkatlice and hızlıca
  • distinguishing the two different uses of de/-de as a suffix and as a conjunction, noting the impact on meaning if they are used inaccurately, for example, Araba da ev de İstanbul’da kaldı and Arabada ve evde sigara içmek yasaktır have totally different meanings
  • explaining different uses of the suffix -ki as a relative pronoun in relative clauses, such as Yunus’unkinden, benimki; as a locative suffix, yanımdaki and evdeki, for idiomatic use as in halbuki, mademki, oysaki; and as a conjunction meaning ‘who’, ‘which’ and ‘that’ as in görüyorum ki, biliyorum ki, tabii ki
  • analysing the use of optative endings -(y)eyim, -(y)elim, -(y)in and -sin in first person, for example, alayım, alalım, alın and alsın in different tenses and in sentences to express a request
  • 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
  • comparing the use of the progressive form -(i)yor and the simple present -(i)r and past tense -d(i) of verbs that describe actions
  • understanding when to use formal and informal registers ın dıfferent contexts
  • using a range of complex and complex-compound sentences in different tenses, for example, Ali eşyalarını toplayıp, odasını temizledikten sonra yola çıktı, Ali yola çıkmadan önce eşalarını topladı ve odasını temizledi
  • analysing how a range of noun, verb and adjective endings, such as -daş, -lik and –cı,-li can be used to form new words, for example, tarayıcı, yoldaş, demlik, kirli

  VCTRU081 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRC093

  Translate and interpret familiar texts such as public signs, song titles or menus from Turkish to English and vice versa, noticing which words or phrases translate easily and which do not

  Elaborations

  • translating public signs and notices, comparing each other’s versions and considering reasons for differences in how they transferred meaning from one language to the other
  • recognising when literal translation is not possible and discussing reasons for equivalence or non-equivalence in the case of idiomatic expressions such as samanlıkta iğne aramak, kulak misafiri olmak, davulun sesi uzaktan hoş gelir, armut dalının dibine düşer
  • identifying and translating words and expressions that reference cultural values or histories and are difficult to translate into English, for example, başınız sağ olsun, sıhhatler olsun, imece, hayırlı olsun, nazar değmesin
  • evaluating the effectiveness of bilingual dictionaries and electronic translation tools, identifying issues such as alternative or multiple meanings of words and the importance of context to meaning
  • translating and interpreting familiar social interactions, such as emails, phone conversations or greetings on special occasions, noticing similarities and differences between Turkish and English language versions
  • interpreting words and expressions from popular Turkish language poems or song titles/lyrics that do not translate easily into English and that reflect aspects of Turkish culture
  • examining literal translations of everyday interactions in different domains of language use, such as school, home or special interest activities, identifying culturally significant concepts reflected in expressions such as ellerinize sağlık, afiyet olsun, used after meals, yine bekleriz, in a restaurant, or in language used for apologising or excusing, kusura bakma, yazıklar olsun

  VCTRC093 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCTRU098

  Recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions and sentence structures, recognising how grammatical forms and functions are represented through agglutination

  Elaborations

  • understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?
  • learning the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz as well as different honorifics, such as Teyze/Amca, Hanım/Bey, as in Serren Teyze and Doktor Hanım
  • using a range of common interrogative word endings and pronouns, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? Lütfen kendinizi bize tanıtır mısınız? Bu sayfayı mı okuyacaktık? Bunu nasıl yapacağız? Tekrar eder misiniz?
  • recognising and using a range of common compounds such as çevre kirliliği, geri dönüşüm, Türk halıları in different sentences
  • recognising common idiomatic expressions and proverbs, for example, samanlıkta iğne aramak, kulak misafiri olmak, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var
  • recognising passive voice endings in simple instructions, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den
  • understanding and recognising simple verb tenses, using negation and affirmation and suffixes to form simple and compound sentences, for example, biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
  • 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
  • recognising and using verbal conjugations and nominal declensions through common noun- and adjective-forming suffixes, such as -(a)l as in san-al, -(a)y as in dene-y, -(a)k as in sol-ak and kur-ak, -(c)a as in çocuk-ça, binler-ce, İngiliz-ce, güzel-ce, -(d)aş / (d)eş as in kar-deş, -(h)ane as in hasta-hane -(ç)ı as in kebapçı, simitçi, eskici
  • using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi, learning the correct written form of suffixes, for example, using the written form geleceğim and alacaksın instead of the spoken and colloquial use of predicates gelcem, alcan; using the correct spelling geliyorum instead of geliyom
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, özne ve yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir

  VCTRU098 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRC024

  Create simple imaginative texts, such as stories, dialogues, songs or chants, which allow for exploration and enjoyment of language

  Elaborations

  • using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
  • collecting rhyming words and using them to create their own poems on selected topics, such as mevsimler, milli bayramlar
  • composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience
  • using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme
  • creating simple rhymes, raps or songs that experiment with alliteration, repetition and word play
  • creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language
  • adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds

  VCTRC024 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCTRU064

  Understand and use grammatical forms and structures such as reduplication, auxiliary verbs, particles and honorific forms, using metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • recognising and using reflexive, reciprocal, causative and passive verbal mood suffixes in simple sentences, for example, Ozan yıkandı ve sonra giyindi (reflexive), Maçtan sonra arkadaşı ile buluştu (reciprocal), Dün kuaförde saçını kestirdi (causative), Bugün işten kovuldu (passive)
  • using verb conjugation in different tenses to form new words and phrases, for example, açıkladım, açıklayacaklar, iyi açıklıyor
  • learning the conditions that apply to using familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz
  • 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 ağlaya
  • learning to use more complex conjunctions, such as hem... hem de, ne... ne, ki, ancak, yoksa, oysa, hatta, rağmen, yani, -e göre
  • using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan
  • using a range of interrogative word endings and more complex interrogative pronouns, for example, Babam kahveyi yapacak mı? Sunumu beraber yapıyor muyuz? Ne kadar uzun olsun? Yaklaşık otuz santim
  • using compound and complex sentences, for example, Ayşe telefonda konuşur ve bilgisayarda oyun oynar, Ama Zeynep ne telefonda konuşmaktan ne de bilgisayarda oyun oynamaktan hoşlanır
  • recognising a wider range of idiomatic expressions and using a variety of phrases to discuss opinions
  • developing metalanguage for identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects
  • learning how to use different auxiliary verbs formed by adding verbs such as etmek, kılmak, kalmak and olmak to nouns and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak, geç kalmak

  VCTRU064 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU049

  Understand that spoken and written forms of Turkish both vary in terms of formality according to context, purpose and audience

  Elaborations

  • understanding how language is adapted to control levels of politeness and formality and to reflect relationship, age and intention, for example, the use of the pronoun siz and the second plural indicator -iz indicates more politeness in requests such as gelir misiniz lütfen? compared with gelin lütfen
  • recognising that written forms of Turkish vary depending on levels of formality and informality, for example, formal letters adopt the use of -iz and of titles such as Hanım/Bey sayın instead of sevgili, canım, compared to the use of first names to address family and friends in informal letters
  • understanding that the use of honorifics such as Ali Ağabey (Abi) , Fatma Abla, Mehmet Amca, Mustafa Dayı, Ahmet Bey, Nazmiye Hanım can be varied when speaking to older people who are less familiar, depending on their age and degree of closeness
  • recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey or the use of ya at the beginning of spoken utterances
  • knowing that meaning is shaped not only by words but also by expression, gestures and use of voice, and that these elements also vary in formal and informal language
  • recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar

  VCTRU049 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCTRU115

  Understand and use grammatical forms such as verb moods, auxiliary verbs, particles and honorific forms, and use metalanguage to identify or explain language forms, structures and conventions

  Elaborations

  • understanding and using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Abla, Hoca/Öğretmen, Bay/Bayan in a range of contexts
  • learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, namaz kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak, as well as suffixes for modality such as -malı/-meli as in Neler yapmalıyız? Türkçe öğrenmeliyim, Büyüklerimizi saymalıyız ve sevmeliyiz
  • understanding verb moods, such as imperative, potential -(e)bilmek, reciprocal, causative and passive, and relevant suffixes used to create each mood, yazabilmek, koşabilmek (potential), okuyabilirim, Tayla giyindi ve süslendi (reflexive), Babası ile araba için tartıştı (reciprocal), Dün kuaförde saçını boyattı (causative), Pirinç ayıklandı ve pilav pişirildi (passive)
  • 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
  • understanding and using more complex verb tenses, compound and complex sentence structures and parts of speech to describe, recount, reflect, inform and express opinions, as in İnanıyorum ki, Seninle tamamen aynı fikirdeyim
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound and complex sentences to make suggestions, for example, Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen öyle yapalım, Çevremizi kirletmeye devam edersek eğer gelecekte dünyamız yok olacak
  • using quotations, idiomatic expressions and proverbs, for example, Onlar, bu toprakta canlarını verdikten sonra, artık bizim evlâtlarımız olmuşlardır, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
  • understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik
  • 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 ağlaya
  • understanding and developing metalanguage for talking about forms and functions of language, for example, by identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions such as predicates, subjects and objects

  VCTRU115 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRC040

  Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes

  Elaborations

  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track sequences of events
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • sharing responses to recorded performances of Türk Halk Oyunları by making expressive and descriptive statements to interpret the meaning and impact of the music and movements
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
  • recognising that there are different ways of telling a story, as in the case of Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC040 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCTRU080

  Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions

  Elaborations

  • understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
  • experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor
  • using elision in informal interactions, for example, napcaz? gelcen mi? naber?
  • knowing when to pause and what tone to use for required effects, such as emphasis or persuasion
  • recognising ways in which written language differs from spoken language, such as being more crafted, precise, elaborated or complex, for example, the use of subordinate clauses and support details, Cumartesi günkü maçta Atatürk Kupası’nı kazanan takım, Galatasaray’ı 89’uncu dakikada Mehmet’in attığı golle 1-0 yenerek kupayı 5’inci kez evine götüren Beşiktaş oldu
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
  • using challenging word combinations in written and spoken Turkish tongue twisters

  VCTRU080 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language