AC9LT8EU01 Year 7 Languages

This Content Descriptor from Year 7 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.

recognise and use features of the Turkish sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts

Elaborations

• 1

  identifying and using the sounds and spelling of letters ı-I, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish

• 2

  learning about strong/back (a,ı,o,u) and weak/front (e,i,ö,ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words

• 3

  recognising the use of yumuşak g (soft g) ğ only in the middle and end of words

• 4

  recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, İnanmıyorum!, Gerçekten mi? Bana hediye esuti. Hediyeyi bana esuti.

• 5

  understanding the pronunciation of long and short vowels with and without the accent and how the length of the vowel and the accent can change the meaning of words, as in adet-âdet x and hala-hâlâ, and palatalises the previous consonant as in kar-kâr

• 6

  applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaç çı, banka cı, yol cu, odun cu, sound assimilation such as sokak+- d a = sokak t a, süt+- d e = süt t e, kebap+- c ı = kebap ç ı, simit+- c i = simit ç i, ağaç+-ı = ağac ıx

• 7

  understanding and applying language used in social interactions such as greetings, apologies, farewells and good wishes in relation to social relationships, age or backgrounds of speakers, for example, Merhaba Leman Teyze, nasılsın? Selam Zeynep, Ne haber Suzan? Hoşça kal, Allahaısmarladık, Yine görüşmek dileğiyle

Related Achievement Standards