AC9LT4U03 Year 3 Languages

AC9LT4U03 – 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 familiar Turkish language features and compare with those of English, in known contexts

Elaborations

• understanding that Turkish is a phonetic language and that every letter represents a single sound
• noticing that Turkish uses diacritic marks to assist pronunciation
• recognising that Turkish and English have the same punctuation rules, for example, using a capital letter at the beginning of sentences and a full stop at the end of a sentence, commas, question marks and exclamation marks
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comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, and recognising that Turkish and English have different ways of showing politeness, for example, abla, ağabey, amca, teyze, öğretmenim
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comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairy tales in Turkish Bir varmış, bir yokmuş, evvel zaman içinde ... compared with ‘Once upon a time …’ in English, and analysing rhymes, lines and verses in Turkish and English poems
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exploring different types of texts in Turkish and English and identifying purpose and intended audience, for example, differences between elektronik yazılı, mesaj-telefon, görüşmesi, yazılı diyalog, masal-fıkra.
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finding English words used in Turkish, such as web sitesi, sosyal medya and tişört, considering differences between these and the types of Turkish words used in English

Show 2 more elaborations

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identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, and discussing why particular kinds of words are more likely to be adopted
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recognising the sentence structure in Turkish as subject-object-verb, for example, Burak (subject) ayakkabısını (object) temizledi. (verb), whereas English sentence structure is subject+verb+object

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).