AC9LT10C01 Year 9 Languages

AC9LT10C01 – Year 9 Languages: Interacting in Turkish

Strand

Communicating meaning in Turkish

Substrand

Interacting in Turkish

This Content Descriptor from Year 9 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.

Content Descriptor

initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others

Elaborations

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using strategies to initiate and sustain interactions and conversations by seeking opinion and agreement, for example, Bugün hava çok güzel değil mi? Bence ceketin fiyatı çok uygun, sence?
• exploring concepts related to their own and each other’s social worlds, such as equity, the environment or gender roles, explaining their views in terms of values and expectations
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comparing aspirations in relation to social, educational and professional futures, including consideration of the role languages will play in these projections, for example, Türkçe öğretmeni olmak istiyorum. Doktor olunca Türkçe konuşmak çok yararlı olacak
• using secure digital technology to communicate with young people in other contexts, discussing aspects of their social lives, such as the importance of popular culture, friendship groups and interests
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posting on a school-created secure blog to share with others their social, cultural and intercultural experiences, for example, Arkadaşımın doğum günü partisinde arar a eşliğinde türküler söyleyip halaylar çektik. Türk kültüründe eve gelen misafirlere ilk önce kolonya ve çikolata ikram edilir. Evimize gelen arkadaşım eve girmeden ayakkabımızı çıkarmamızı çok yadırgadı.
• interviewing their peers about their opinions on effective communication, focusing on issues such as their use of social media and of different languages in different contexts
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acknowledging elements of others’ arguments or challenging ideas in a respectful manner, for example, Bazıları böyle düşünse de ben tamamen farklı düşünüyorum.

Show 4 more elaborations

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asking peers questions that require the use of analytical or comparative language in response, for example, Okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun?
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responding to questions that encourage reflection and require the use of evaluative language, for example, Bugün ilgini çeken neler öğrendin? Ailende en çok kiminle iyi geçiniyorsun?
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apologising for misinterpreting or misunderstanding in interactions, for example, Çok özür dilerim sen beni yanlış anladın, öyle demek istememiştim.
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giving encouragement, criticism or praise to peers in debates or discussions, for example, Sunumun harika olmuş. Soruları daha detaylı cevaplayabilirdin. Ayrıntılara dikkat et.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANTURF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Turkish language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Turkish to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Turkish texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Turkish, to evaluate how this learning influences their ideas and ways of communicating.