AC9LT4C03 Year 3 Languages

AC9LT4C03 – Year 3 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Turkish

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 3 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

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

Elaborations

•
recognising vocabulary, key phrases and sentences when listening to or viewing simple community texts such as sports programs or announcements, for example, spor, takım, sporcular, oyunun kuralları; Gösteri saat 7’de başlayacak. Kapılar bir saat sonra açılacak. Kapıda lütfen biletlerinizi gösterin.
•
obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
•
collating information about aspects of Türkiye or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın dünya haritasındaki konumu, turistik yerleri, yöresel yemekleri
• participating in shared and guided reading of texts such as cartoons, poems, fairytales, and fables, responding to questions about characters, ideas and events
• learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Turkish
• collecting information from texts such as advertisements of school and community events, canteen and restaurant menus and presenting on school notice board
•
responding to words of songs through movement and dance, for example, Kırmızı balık gölde..., Ellerim tombik tombik..., Pazara gidelim...

Show 2 more elaborations

•
acting out elements of classic texts narrated by the teacher, such as Şirin Kız ve Üç Ayı, İki İnatçı Keçi, using facial expressions and actions to mirror emotions and emphasise meaning
•
responding to traditional songs and folk music such as halay, Erik dalı, Silifke’nin yoğurdu, for example, using wooden spoons to mark rhythm and creating and narrating their own versions of the dance

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANTURF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Turkish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. Students imitate sound combinations and rhythms of spoken Turkish. They demonstrate understanding that Turkish has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Turkish and make comparisons between Turkish and English. They understand that the Turkish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).