AC9LT2U01 – Year 1 Languages: Understanding systems of language

This Content Descriptor from Year 1 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Elaborations

• 1

  becoming familiar with the Turkish alphabet for example, by identifying sounds of specific phonemes, such as ı, ö, ü, ç, ğ, ş

• 2 recognising that Turkish is a phonetic language and is written as it sounds, and differentiating between 8 vowels and 21 consonant sounds of Turkish through imitation, repetition and experimentation
• 3

  identifying vowels and consonants in 2-letter/3-letter/4-letter syllables, for example, ba, bak, bank

• 4 developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context
• 5

  noticing that different intonation patterns of sentences create different meanings, as in the distinction between questions, statements and exclamations, for example, Hava soğuk. Hava soğuk değil. Geliyor musun? Gelsene!

• 6 recognising that the letters a, e, c, j,i are pronounced differently from English
• 7 reading out loud to develop correct pronunciation, intonation, rhythm and stress
• 8 listening to pronunciation of the Turkish alphabet modelled by the teacher or audio scripts and participating in activities such as spelling words out loud, games using letter patterns or writing dictated words and phrases
• 9

  experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek), cik cik (kuş) and comparing with the pronunciation of equivalent animal sounds in English

Related Achievement Standards