AC9LT10U02 Year 9 Languages

AC9LT10U02 – Year 9 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas

Elaborations

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applying knowledge of a range of noun, verb and adjective endings, such as -daş, -lik and -cı, -li that can be used to form new words, for example, yoldaş, kalemlik, simitçi, özenli
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using compound words, for example, hanımeli, kahvaltı, başrol, denizaltı, yapboz
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using nominal compounds, for example, cep telefonu, yolun sonu, okul çantası, Türkiye Cumhuriyeti
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learning about nominalisation to form complex words such as iş deneyimleri, çocuk gelişimi, test çözme teknikleri in a range of sentence structures
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identifying how adverbs/determiners are used for describing people, places and objects, for example, Çamaşırlar kar gibi beyaz oldu. Kendimi turp gibi hissediyorum. Çocuk gibi ağladı. Buz gibi su içtim. Saray gibi bir evde yaşıyor. Senin kadar temiz kalpli bir insan görmedim.
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analysing how some adverbs derived from verbs, and adverbial phrases can modify time and manner of action, for example, the adverb arak indicates whether the action expressed by another verb is taking place at the same time or before the action it denotes, as in koşarak geldi, gülerek gitti; and adding the suffix -ce/-ca to the adjective as in dikkatlice and hızlıca
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distinguishing between the different uses of de as a suffix and a conjunction, noting the impact on meaning if they are used inaccurately, for example, Araba da ev de senin olsun. Arabada ve evde sigara içmek yasaktır.

Show 6 more elaborations

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explaining different uses of the suffix ki as a relative pronoun in relative clauses, such as Yunus’unkinden, benimki; as a locative suffix, yanımdaki and evdeki; and as a conjunction as in halbuki, mademki, oysaki, görüyorum ki, biliyorum ki, tabii ki
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analysing the use of optative endings –(y)eyim, -(y)elim, -(y)in and -sin in first person, for example, alayım, alalım, alın and alsın in different tenses and in sentences to express a request
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distinguishing between the use of the simple past tense -di, as in, geldi, gitti and the evidential past tense miş, as in gelmiş,gitmiş,uyuyormuş
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comparing the use of the progressive form –(i)yor and the simple present –(i)r and past tense -d(i) of verbs that describe actions, for example, geliyorum, gelirim, geldim
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using a range of complex and complex-compound sentences with different tenses, for example, Ali eşyalarını toplayıp, odasını temizledikten sonra yola çıkmış. Ali yola çıkmadan önce eşyalarını topladı ve odasını temizledi.
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using subordinate clauses, for example, Cumartesi oynanan maçta Atatürk Kupası’nı kazanan Beşiktaş, Galatasaray’ı 89’uncu dakikada 1-0 yenerek kupayı 5’inci kez evine götüren takımoldu.

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.