AC9LT6U01 Year 5 Languages

AC9LT6U01 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 5 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

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Elaborations

• recognising differences in the pronunciation of long and short vowels with and without accents
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understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and can palatalise the previous consonant, as in kar-kâr
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understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm
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understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!
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understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and placenames, such as Ankara, Türkiye, Bulgaristan, Gürcis′tan, hangi, niçin
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applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı arabacı, -ci tamirci, -cu basketbolcu, -cü yüzücü, -çı, aşçı, -çi çiftçi, -çu topçu, -çü çöpçü, -da tabakta, -ta kitapta, -ta ağaçta, -te sepette
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understanding the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren, traş, kravat

Show 3 more elaborations

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recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, when expressing Buyurun! Vay be! Bittim ya! İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!
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recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared with the liveliness, humour and colour of Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar
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adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANTURF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Turkish language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Turkish or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas and use conventions appropriate to text type. Students apply rules for pronunciation and intonation in spoken Turkish. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Turkish. They compare language structures and features in Turkish and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.