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AC9LT6U01
Understanding systems of language
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations
- AC9LT6U01_E1recognising differences in the pronunciation of long and short vowels with and without accents
- AC9LT6U01_E2<p>understanding that the length of a vowel and accent can change meaning, as in <em>hala-hâlâ</em>, and can palatalise the previous consonant, as in <em>kar-kâr</em></p>
- AC9LT6U01_E3<p>understanding sound assimilation, for example, how in words ending in k, the k softens to become <em>yumuşak</em> g (soft g), ğ before suffixes starting with a vowel, for example, <em>kulak – kulağıma, küçük-küçüğüm</em></p>
- AC9LT6U01_E4<p>understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in <em>gel′dim ya!</em></p>
- AC9LT6U01_E5<p>understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and placenames, such as <em>Ankara, Türkiye, Bulgaristan, Gürcis′tan, hangi, niçin</em></p>
- AC9LT6U01_E6<p>applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as <em>-cı arabacı, -ci tamirci, -cu basketbolcu, -cü yüzücü, -çı, aşçı, -çi çiftçi, -çu topçu, -çü çöpçü, -da tabakta, -ta kitapta, -ta ağaçta, -te sepette</em></p>
- AC9LT6U01_E7<p>understanding the pronunciation of loan words, including vowels and consonant clusters, for example, <em>plaj, spor, tren, traş, kravat</em></p>
- AC9LT6U01_E8<p>recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, when expressing <em>Buyurun! Vay be! Bittim ya! İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!</em></p>
- AC9LT6U01_E9<p>recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared with the liveliness, humour and colour of <em>Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar</em></p>
- AC9LT6U01_E10<p>adapting modelled examples of tongue twisters such as <em>Al Şu Taka Tukaları Taka Tukacıya Götür</em> to experiment with a range of letter combinations and sounds</p>
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