About this resource:
By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, they show interest and respect for others by actively listening and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin? They use action-oriented language to make shared arrangements, organise events and complete transactions. When participating in classroom and collaborative activities, they ask and respond to questions, for example, Ben ne yapabilirim? Sen not alır mısın? Cevapları maddeler halinde yazsak daha iyi olur. and seek clarification, for example, Bu sayfayı mı okuyacaktık? They use evaluative language to reflect on learning activities and to provide each other with feedback, for example, Süper, harika, mükemmel, unutma, çok zor. Students use specific features of pronunciation, intonation and stress when interacting. They locate, classify and compare information about their physical environment and social and cultural worlds from a range of sources in different modes. They present information about aspects of language and culture in different formats selected to suit audience and context. They respond to a range of imaginative texts by identifying and sharing opinions on key elements such as storylines, characters, messages and themes, for example, Ben … çok beğendim çünkü …, … hiç sevmedim, Çok üzücüydü, and create and perform short imaginative texts based on a stimulus, concept or theme. When constructing texts, students use grammatical features of spoken and written language, such as negative and interrogative sentence structures, for example, Ramazan Bayramı’nda tüm okullar tatile girmeyecek; conjugations of verbs, for example, ‘oku-mak’: oku-r-um, oku-r-sun, oku-r oku-r-uz, oku-r-sunuz, oku-r-lar; And oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar; and subject-verb agreements. When writing, they apply appropriate spelling and punctuation to a range of sentence types. Students translate simple texts from Turkish into English and vice versa, identifying words that are easy or difficult to translate, and create bilingual texts and resources for their own language learning and to support interactions with non-Turkish speakers. Students identify ways in which their bilingual and bicultural experiences impact on their identity and influence how they communicate in Turkish and English.
Students apply their knowledge of vowels, consonants and suffixes to form new words, for example, kapkaççı, bankacı, yolcu, oduncu; sokak+-da=sokakta, süt+-de= sütte, and identify how vowel length and accent affect the meaning of words, for example, hala-hâlâ and kar-kâr. They distinguish between the structure and features of different types of texts and identify ways that texts create effects to suit different audiences. They give examples of how language use and ways of communicating vary according to the degree of formality and context, purpose and audience, for example, gelir misiniz lütfen?/gelin lütfen. Students provide examples of influences on the Turkish language over time, including the influence from other languages and cultures, for example, e-posta, yazıcı, tarayıcı, çevrimiçi. They explain how language use is shaped by values and belief systems, and identify why these may be interpreted differently by speakers of other languages.
About this record:
http://rdf.australiancurriculum.edu.au/elements/2018/05/a601e4b3-c9ce-4cbc-9e7d-8ee5f9e641d8.rdf