AC9LT10C02 Year 9 Languages

AC9LT10C02 – 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

contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences

Elaborations

• negotiating a particular course of action, for example, planning a day out with a homestay guest, creating an itinerary for a group of Turkish-speaking visitors, or celebrating an important Turkish festival with the school community
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working collaboratively to raise awareness of environmental, social or ethical issues by organising a secure real or simulated forum with students from Turkish-speaking communities, for example, Çevre kirliliğini önlemek hepimizin görevidir. Toplum olarak daha duyarlı ve bilinçli olmalıyız. Tüm canlıların yaşam alanlarına saygı göstermeliyiz
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evaluating a ‘Turkish language and culture day’, discussing what was a success, what needs to be changed or improved, etc., for example, Özellikle Türk mutfağından ikramlar ziyaretçilerin ilgisini çekti. Gelecek sene çocuklar için oyun köşesi hazırlanabilir. Türk halk dansı gösterisi öğleden sonraya alınabilir.
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participating in discussions on issues that affect their school, home or community lives by making suggestions or checking on progress, for example, zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, bence, bana göre
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participating in simulated interviews, alternatively taking the role of prospective employer and job applicant, for example, İş tecrübelerinizden bahseder misiniz? Daha önce bir yıl oyun parkında çalıştım. Şu anda bir markette kasiyer olarak çalışıyorum.
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negotiating compromise or alternate ways of achieving common outcomes, for example, Kafede buluşalım diyorsun fakat orası çok uzak. İstersen bize gel ama Pazar günü müsait oluruz, hem beraber öğle yemeği yemiş oluruz.
• discussing issues related to their own and each other’s experiences, such as diversity, identity, health and wellbeing or technology, and sharing their views in terms of values and expectations

Show 2 more elaborations

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negotiating arrangements, weighing up alternatives and reaching shared decisions, for example, Yarın sinemaya mı gidelim parka mı? Daha serin bir günde parka gidilebilir. Hem sinemada vizyona giren yeni filmi izleriz. Haklısın, bence de iyi fikir.
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using persuasive language to encourage a change of opinion, such as writing an essay or creating a targeted advertisement, for example, Zehirli atıklar kesinlikle doğaya bırakılmamalıdır. Çevreye arar verenler cezasız mı kalacak? Bu muhteşem tarihi yerleri mutlaka ziyaret etmelisiniz!

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.