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- Turkish - Australian Curriculum
- Turkish - Australia Curriculum
- Turkish - Foundation to Year 10
- Years 1-2 Turkish Syllabus
- 1-2 Content Descriptions - Understanding language and culture
- 1-2 Strand Understanding language and culture
1-2 Strand Understanding language and culture
- becoming familiar with the Turkish alphabet for example, by identifying sounds of specific phonemes, such as ı, ö, ü, ç, ğ, ş
- recognising that Turkish is a phonetic language and is written as it sounds, and differentiating between 8 vowels and 21 consonant sounds of Turkish through imitation, repetition and experimentation
- identifying vowels and consonants in 2-letter/3-letter/4-letter syllables, for example, ba, bak, bank
- developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context
- noticing that different intonation patterns of sentences create different meanings, as in the distinction between questions, statements and exclamations, for example, Hava soğuk. Hava soğuk değil. Geliyor musun? Gelsene!
- recognising that the letters a, e, c, j,i are pronounced differently from English
- reading out loud to develop correct pronunciation, intonation, rhythm and stress
- listening to pronunciation of the Turkish alphabet modelled by the teacher or audio scripts and participating in activities such as spelling words out loud, games using letter patterns or writing dictated words and phrases
- experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek), cik cik (kuş) and comparing with the pronunciation of equivalent animal sounds in English
recognise that the Roman alphabet, with diacritic marks on some letters, and features of language, are used to construct meaning in Turkish
- becoming familiar with the Turkish alphabet and writing conventions, for example, by spelling of specific phonemes such as ı, ö, ü, ç, ğ, ş and comparing them with English sounds
- noticing that each letter in Turkish represents a single sound
- recognising the uppercase of ı is I and i is İ, for example, ışık – Işık, inek – İnek
- understanding that the letters q, x, w in English are not represented in the Turkish alphabet
- noticing that Turkish and English use the same conventions for punctuation such as full stop, comma, exclamation mark and question mark
- constructing simple sentences such as Annem elma aldı. Adım Canan.
notice that Turkish has features that may be similar to or different from English
- noticing words that are similar in Turkish and English, such as radyo, yoğurt, tren, taksi, by using matching word cards, pictures, large print dictionaries, word lists and labels
- recognising that Turkish uses loan words from English, such as internet – internet, televizyon – television, ceket – jacket-, film – film and futbol – football, and that English uses words from Turkish, such as yoghurt – yoğurt, coffee – kahve, kiosk – köşk, turquoise – turkuaz
- creating a class record of Turkish words used in English, such as doner kebab, shish kebab, dolma, cacik, and comparing how these words are pronounced and spelt in both languages
- comparing and contrasting the meaning and sounds of keywords and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as Ali Baba’nın Çiftliği ‘Old MacDonald’, and Tembel Çocuk Kalksana ‘Are you sleeping?’
- understanding texts as different forms of communication which can be spoken, written, digital or visual, can be very short, for example, tekerleme, bilmece, not, fıkra, e-posta, or much longer, for example, mektup, masal and hikaye
- understanding that different types of texts have different features, for example, repetition and rhythm in action songs and chants such as Komşu komşu, Yağ satarım bal satarım, Portakalı soydum
- beginning to use metalanguage to talk about texts, for example, by identifying text types, such as bilmece, tekerleme, masal, fıkra, and recognising typical features, for example, masal starts with Bir varmış, bir yokmuş, evvel zaman içinde ... and ends with Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara; tekerleme and bilmece both have rhymes and rhythms
- noticing how familiar texts such as poems or stories are sequenced and organised, for example, by identifying titles, connections between pictures and texts, or familiar lines, as in 23 Nisan şiirleri, resimlerle Atatürk’ün hayatı, Keloğlan resimleri ile başlıklar, bayram günü
Understanding the interrelationship of language and culture
notice that people use language in ways that reflect cultural practices
- demonstrating Turkish gestures that are associated with cultural traditions, such as greeting elders by kissing their hand and placing it on the forehead to show respect
- understanding that interactions such as greetings vary according to time of day, occasion, degree of familiarity and age of people involved, for example, Günaydın! Merhaba! İyi akşamlar! Nasılsın? or Nasılsınız? Ne haber? Ne var, ne yok? Selam!
- recognising the importance of using either formal or informal language depending on context, for example, not using first names when addressing elders, such as teachers or parents
- exploring symbols and languages used by First Nations Australians and by Turkish-speaking communities in a range of contexts, for example, identifying the colours of flags in Turkish and discussing what the colours represent in English
- understanding that different forms of Turkish are used by people in different contexts and relationships, for example, the appropriate use of pronouns, sen and siz, and honorifics, Orhan bey, Ayla hanım, sayın, Hakan ağabey, Cengiz amca, Ayşe teyze
- identifying language or behaviours that fit well in Turkish families or community contexts, but not in other contexts or situations, for example, receiving spending money during bayram
- noticing cultural differences when viewing images, video clips, singing songs, dancing or listening to stories from Turkish-speaking regions, and responding to teacher prompts such as Neyi farkettiniz? Neden öyle düşünüyorsun? Farklılıkları ve benzerlikleri nelerdir?
- exploring the meaning of ‘culture’, and how it can involve visible elements such as ways of dressing, eating and dancing