AC9LT10EC02 Year 9 Languages

AC9LT10EC02 – 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

use Turkish language in exchanges to question, offer opinions and compare and discuss ideas

Elaborations

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participating in discussions and responding to questions about their opinions, for example, Sana katılıyorum. Evet, ama
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interacting with peers to share experiences and opinions about teenage life, such as responsibilities, relationships and aspirations, for example, Her sabah odamı toplarım. En iyi ablamla anlaşırım. Gelecekte başarılı bir insan olmak istiyorum.
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expressing opinions and comparisons about school rules and offering suggestions for changes, for example, Okul kuralları değişmeli, Bence ders programı değişmeli. Salı günü Matematik değil Türkçe olmalı. Beyaz çorap yerine siyah çorap olmalı. Neden peki? Çünkü …
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discussing their responsibilities at home and at school, comparing with those of young people living in Türkiye or other Turkish-speaking communities around the world, noting the relative importance of concepts such as küçük kardeşlere bakmak, derslerde başarılı olmak, Türkçe öğrenmek büyük sorumluluk, iki kültür arasında yaşamak, aile şirketinde çalışmak
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comparing their reflections on the experience of learning Turkish in school, identifying personal learning strategies and preferred learning modes, and using statements such as Ben çok sık tekrar yapıyorum, Yeni kelimeleri defterime yazarım. Şimdi daha rahat Türkçe konuşabiliyorum. Türkçe televizyon programlarını daha rahat anlayabiliyorum. Yazmaktansa dinlemeyi tercih ederim.
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exchanging opinions about significant Turkish events such as Kurtulus Savaşı’nın Türkiye için önemi, 18 Mart Çanakkale Zaferinin Avustralya ve Türkiye için ortak önemi, TBMM’'nin Açılışı’nın demokrasiye etkisi.
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developing skills to debate views on local and global issues such as pollution, mental health, drug and alcohol use in the media, and social media, using descriptive and expressive language to persuade the audience, for example, bana göre …, buradan bakarsak …, bir açıdan böyle öteki açıdan şöyle, bence doğru, çevre kirliliği ve etkisi, akıl sağlığı için günlük rutinin önemi, uyuşturucu ve alkol içeren yayınların yararları/zararları

Show 1 more elaboration

• preparing and presenting an oral or multimodal presentation on different viewpoints about topics such as leisure, shopping, celebrations

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.