AC9LT4U02 Year 3 Languages

AC9LT4U02 – 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 some language conventions, grammatical structures and basic syntax in familiar texts and contexts

Elaborations

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understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as Alır mısın? Alıyor musun?
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understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
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describing quantity using cardinal numbers, yüz, iki yüz, üç yüz, bin, and ordinal numbers using the -inci suffix and its variations, birinci, ikinci, üçüncü
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asking and responding to questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Karakterler kimdi?, and using imperative forms such as Başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel!
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using a range of simple conjunctions to link basic ideas and action, for example, -den önce (öğleden önce), -den sonra (öğleden sonra), ile/-(y)le (kalemle, silgiyle), ama, çünkü
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constructing simple and compound sentences such as Eve geldim. Hediyeyi gördüm. Eve gelince hediyeyi gördüm.
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using comparatives and superlatives such as en and daha plus çok/az to talk about likes, dislikes and interests, for example, En sevdiğim oyun. Daha çok arkadaş istiyorum. Arkadaşımdan daha az param var.

Show 8 more elaborations

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using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, Mavi köşkte yaşıyordu. Kısa saçlı biriydi. Çok dikkatli yürü! and Dün sabah geldi.
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understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar. Batıdan batar. Dişlerimi fırçalarım.Erken yatarım.Erken kalkarım.
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recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
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using common interrogative pronouns such as kim, hangi, ne, neden, kaç, for example, Bu akşam bize saat kaçta geleceksin? Doğum günü partisine kimler gelecek?
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identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Ay! Ya! Öf be!
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understanding and using the simple past tense suffix -d(i/ı), for example, Annem çarşıdan ekmek aldı
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indicating direction using prepositions, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
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using honorifics such as Yaşar amca, Ayşe teyze

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).