AC9LT2U03 Year 1 Languages

AC9LT2U03 – Year 1 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

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.

Content Descriptor

notice that Turkish has features that may be similar to or different from English

Elaborations

•
noticing words that are similar in Turkish and English, such as radyo, yoğurt, tren, taksi, by using matching word cards, pictures, large print dictionaries, word lists and labels
•
recognising that Turkish uses loan words from English, such as internet – internet, televizyon – television, ceket – jacket-, film – film and futbol – football, and that English uses words from Turkish, such as yoghurt – yoğurt, coffee – kahve, kiosk – köşk, turquoise – turkuaz
•
creating a class record of Turkish words used in English, such as doner kebab, shish kebab, dolma, cacik, and comparing how these words are pronounced and spelt in both languages
•
comparing and contrasting the meaning and sounds of keywords and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as Ali Baba’nın Çiftliği ‘Old MacDonald’, and Tembel Çocuk Kalksana ‘Are you sleeping?’
•
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
•
understanding that different types of texts have different features, for example, repetition and rhythm in action songs and chants such as Komşu komşu, Yağ satarım bal satarım, Portakalı soydum
•
beginning to use metalanguage to talk about texts, for example, by identifying text types, such as bilmece, tekerleme, masal, fıkra, and recognising typical features, for example, masal starts with Bir varmış, bir yokmuş, evvel zaman içinde ... and ends with Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara; tekerleme and bilmece both have rhymes and rhythms

Show 1 more elaboration

•
noticing how familiar texts such as poems or stories are sequenced and organised, for example, by identifying titles, connections between pictures and texts, or familiar lines, as in 23 Nisan şiirleri, resimlerle Atatürk’ün hayatı, Keloğlan resimleri ile başlıklar, bayram günü

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASLANTURF10Y12

Year 1 Languages Achievement Standard

By the end of Year 2, students use Turkish language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create text. They copy letters and diacritic marks to make words. Students imitate the sounds and rhythms of spoken Turkish. They demonstrate understanding that Turkish has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Turkish and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).