AC9LT6U02 Year 5 Languages

AC9LT6U02 – 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

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions

Elaborations

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recognising and using verb conjugations, for example, ‘oku-mak’ in simple present tense: oku-r-um, oku-r-sun, oku-r, oku-r-uz, oku-r-sunuz, oku-r-lar and in present continuous tense: oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar
•
recognising and using nominal conjugations through adjective- and noun-making suffixes such as -lı, -li, -lu, -lü as in kar-lı, kir-li, toz-lu…; -lik, -lık, -luk, -lük as in yaz-lık, göz-lük…; -cı, -ci, -cu, -cü/-çı, -çi, -çu, -çü as in gemi-ci, kira-cı, su-cu, ekmek-çi..; -gı, -gi, -gu, -gü as in sar-gı, sil-gi,..; -sız, -siz, -suz, -süz as in ev-siz, tuz-suz
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applying the rule of major vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in
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learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
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using interrogative word endings in different tenses depending on personal pronouns, for example, Geliyor musun? Gelecek misiniz?
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using the negative marker -m(a), as in Bayramda tüm okullar tatile girmeyecek. and the adverb for negation, değil, to negate any sentences without a verb, and using appropriate suffixes, değil-im, değil-sin, as in Bayramda tüm okullar tatile girmeyecek değil mi?
•
using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil

Show 4 more elaborations

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using appropriate endings for subject+verb agreements in simple and compound sentences, for example, Herkes onu çok seviyor, hiçkimse ona kızamıyor.
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using the conditional marker (suffix) -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz.
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recognising and using compound and some complex sentences, for example, Akşam erken yatmama rağmen sabah uyuyakaldım. Sınavdan düşük not aldım çünkü hiç çalışmadım.
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recognising different types of formal and informal honorific forms such as Sayın, Bey/Hanım, amca, teyze

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.