AC9LT10U01 Year 9 Languages

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.

apply features and conventions of spoken Turkish to extend fluency in responding to and creating texts in familiar and unfamiliar contexts

Elaborations

• 1

  understanding the use of lexical stress in Turkish, and the relationship between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede

• 2

  using elision in informal interactions, for example, Napcaz? Gelcen mi? Naber?

• 3 experimenting with different registers, vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, such as speeches, songs, letters to the editor
• 4 knowing when to pause and what tone to use for required effects such as emphasis or persuasion
• 5

  identifying and applying features such as repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects

• 6

  using challenging word combinations in spoken Turkish tongue twisters, for example, Kartal kalkar dal sarkar, dal sarkar kartal kalkar.

• 7 experimenting with intonation and stress, improving coherence and increasing expressive range by reading out loud from unfamiliar texts, such as newspapers, novels, reports

Related Achievement Standards