AC9LT4U01 Year 3 Languages

AC9LT4U01 – Year 3 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 3 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

recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Turkish to form words and phrases

Elaborations

• learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
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applying the rule of vowel harmony for suffixes with root words and learning about exceptions to the rule in relation to loan and compound words and to some Turkish words, such as bugün, kardeş and kalem
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developing awareness of the devoicing and doubling of final consonants, as in kitap- kitabı, kanat-kanadı, sokak-sokağa and git-gittim, sır-sırrım
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learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, and understanding that this sound is never used at the beginning of words
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noticing how people adapt language when speaking with young children, using expressions such as bebişim, cici, and how young children speak differently to adults and older children, for example, using the ending -cik as in anneciğim ve babacığım when talking to parents

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANTURF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Turkish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. Students imitate sound combinations and rhythms of spoken Turkish. They demonstrate understanding that Turkish has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Turkish and make comparisons between Turkish and English. They understand that the Turkish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).