AC9LT10C05 Year 9 Languages

AC9LT10C05 – Year 9 Languages: Creating text in Turkish

Strand

Communicating meaning in Turkish

Substrand

Creating text 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

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

Elaborations

• creating a multimedia self-profile that captures elements of the experience of learning a language or living across languages, communities and cultural traditions
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documenting their experience of learning/using Turkish in the school context, for example, by maintaining a reflective journal that records responses to stimulus questions – Türkçe öğrenmek aynı zamanda Türk kültürünü öğrenmeme yardımcı oluyor. Dil eğitimi hafızamızı güçlendirir ve beynin çok yönlü çalışmasına yol açar.
• keeping a journal of humorous, satisfying or challenging experiences associated with learning and using Turkish, noting personal reactions and reflections over time and insights gained into their own communicative behaviour
• writing a journal entry, or contributing to a school newsletter in Turkish reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• creating a bilingual virtual tour of the school for new or intending students
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designing texts such as video clips, memes or magazine covers to draw attention to an issue of concern to their peer group and discussing selection of the most effective language, images and cultural references, for example, kadın hakları, hayvan hakları, küresel ısınma, geri dönüşüm, enerji birikimi
• creating digital presentations to report on events such as a Turkish Film Festival, Tulip Festival, coffee festival or theatre production, including excerpts from interviews with actors, singers or directors

Show 6 more elaborations

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creating digital clips or social media posts designed to persuade, dissuade, inform or inspire, for example, sağlıklı yaşamı destekleyen posterler, doğal felaketler için yardım kampanyası, seyahat broşürü, geri dönüşüm projesi
• composing expressive texts, such as protest statements, personal letters or persuasive speeches, selecting emotive or powerful language
• creating spoken, written, and multimodal texts, such as digital profiles, timelines or journals, to describe significant milestones in their lives, influential people, events or experiences that have helped shape their sense of identity
• collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
• composing and performing poems, songs or dramatic monologues that incorporate elements of either contemporary or traditional literary or musical forms
• creating riddles to entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Turkish literature and folklore

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.