- You are here
- K-10 Outline
- Western Australian Curriculum
- Learning Areas
- Languages
- Australian Curriculum Languages
- Turkish - Australian Curriculum
- Turkish - Australia Curriculum
- Turkish - Foundation to Year 10
- Years 3-4 Turkish Syllabus
- 3-4 Content Descriptions - Understanding language and culture
- 3-4 Strand Understanding language and culture
3-4 Strand Understanding language and culture
Understanding systems of language
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Turkish to form words and phrases
- learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
- applying the rule of vowel harmony for suffixes with root words and learning about exceptions to the rule in relation to loan and compound words and to some Turkish words, such as bugün, kardeş and kalem
- developing awareness of the devoicing and doubling of final consonants, as in kitap- kitabı, kanat-kanadı, sokak-sokağa and git-gittim, sır-sırrım
- learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, and understanding that this sound is never used at the beginning of words
- noticing how people adapt language when speaking with young children, using expressions such as bebişim, cici, and how young children speak differently to adults and older children, for example, using the ending -cik as in anneciğim ve babacığım when talking to parents
recognise some language conventions, grammatical structures and basic syntax in familiar texts and contexts
- understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as Alır mısın? Alıyor musun?
- understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
- describing quantity using cardinal numbers, yüz, iki yüz, üç yüz, bin, and ordinal numbers using the -inci suffix and its variations, birinci, ikinci, üçüncü
- asking and responding to questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Karakterler kimdi?, and using imperative forms such as Başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel!
- using a range of simple conjunctions to link basic ideas and action, for example, -den önce (öğleden önce), -den sonra (öğleden sonra), ile/-(y)le (kalemle, silgiyle), ama, çünkü
- constructing simple and compound sentences such as Eve geldim. Hediyeyi gördüm. Eve gelince hediyeyi gördüm.
- using comparatives and superlatives such as en and daha plus çok/az to talk about likes, dislikes and interests, for example, En sevdiğim oyun. Daha çok arkadaş istiyorum. Arkadaşımdan daha az param var.
- using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, Mavi köşkte yaşıyordu. Kısa saçlı biriydi. Çok dikkatli yürü! and Dün sabah geldi.
- understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar. Batıdan batar. Dişlerimi fırçalarım.Erken yatarım.Erken kalkarım.
- recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
- using common interrogative pronouns such as kim, hangi, ne, neden, kaç, for example, Bu akşam bize saat kaçta geleceksin? Doğum günü partisine kimler gelecek?
- identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Ay! Ya! Öf be!
- understanding and using the simple past tense suffix -d(i/ı), for example, Annem çarşıdan ekmek aldı
- indicating direction using prepositions, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
- using honorifics such as Yaşar amca, Ayşe teyze
recognise familiar Turkish language features and compare with those of English, in known contexts
- 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
- 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
- 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
- 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.
- 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
- 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
- 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
Understanding the interrelationship of language and culture
identify connections between Turkish language and cultural practices
- recognising how language varies when used to greet, apologise and show appreciation with friends, family, elders and less familiar people, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family members or authority figures, such as teyze, amca
- noticing that languages carry cultural information, for example, identifying words or expressions in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
- finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim, iyi bayramlar.Allah kabul etsin
- exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Turkish language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes, Koori, Koorie, Noongar and Nunga and comparing this with Turkish-speaking cultural groups
- noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
- comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community
- recognising variations in language use among different community or social groups, and identifying how they reflect cultural values, hierarchies or relationships, for example, referring to anyone older than you as uncle amca or older brother ağabey and aunt teyze or older sister abla
- recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture
- demonstrating gestures or behaviours that they feel ‘belong’ with the Turkish language and are associated with their sense of identity, comparing with other gestures or behaviours that they identify with other cultures
- exploring the meaning of ‘culture’, and how it involves a range of elements unique to a person’s identity, such as dress, food, where they live, how they celebrate, and the language(s) they speak