AC9LT10EC01 Year 9 Languages

AC9LT10EC01 – 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 and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, opinions and experiences about their own and others’ personal worlds

Elaborations

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using strategies to sustain interactions, to excuse and apologise, clarify and make requests, for example, Affedersiniz. Özür dilerim. Lütfen tekrar eder misiniz? Bakar mısınız? Aa öyle mi? Onu hiç düşünmemiştim.
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asking and responding to questions, expressing opinions and clarifying statements in structured discussions or debates, for example, örnek verir misin? bana göre …, şöyle ki, seninle aynı fikirde değilim
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using evaluative language to acknowledge strengths in others’ arguments or challenge views in a courteous manner, for example, İnanıyorum ki …, Haklısın ama bence …, Seninle tamamen aynı fikirdeyim, hemfikiriz, katılıyorum
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sharing with peers aspects of own identity and personal worlds, for example, describing significant events, role models and pastimes, for example, doğum günün ne zaman? Tatilde ne yaptın? Basketbol oynamaktan hoşlanır mısın? Okuldan sonra yüzmeye giderim. En sevdiğin sanatçı/kahraman kimdir?
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communicating through secure digital spaces such as text messages, using informal abbreviations, for example, görüşürüz: grsrz. Selam: slm. Kendine iyi bak: kib.
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discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media or the nature of parental expectations, and identifying points of agreement or disagreement, for example, Okula alıştım çünkü arkadaşlar edindim. Türkçe’yi sevmeye başladım çünkü gerçek hayattan konuşuyoruz. Türkçe öğrenmeye seneye devam edebilirim. Gece dışarı çıkmak tehlikeli olabilir, Sosyal media yanlış yönlendirebilir. Ailelerin bizden beklentileri vardır.
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participating in discussions on local issues that they see impacting on their current or future lives such as environmental change, by focusing on questions such as Çevremizi korumak için neler yapmalıyız? Arkadaşlarınla sosyal medyayı nasıl kullanıyorsun?

Show 2 more elaborations

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engaging in online discussions with Turkish-speaking students in different contexts and expressing preferences in shared-interest-topics, such as music, sports, fashion and travel, for example, Ben futbol oynamaktan hoşlanıyorum ama müzik dinlemekten hoşlanmıyorum. Antalya’ya gitmek isterim ama önce Istanbul’u gezmek isterim.
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comparing their aspirations in terms of personal and professional opportunities, for example, Liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum. Sen nerede okumak istersin? Okulu bitirdikten sonra seyahat etmek istiyorum. Mühendis olmak istiyorum.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANTUR7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Turkish language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Turkish or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Turkish to create texts. Students apply features and conventions of spoken Turkish to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Turkish, to discuss how this learning influences their ideas and ways of communicating.