AC9LT6C04 Year 5 Languages

This Content Descriptor from Year 5 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 strategies to interpret and convey meaning in Turkish language in familiar non-verbal, spoken and written cultural contexts

Elaborations

• 1

  gathering information from a range of print and digital resources about social and cultural activities in their community, making a list of terms, expressions such as Bayramınız kutlu olsun! Geçmiş olsun! Kolay gelsin!Tebrik ederim!, or behaviours such as welcoming the guests by standing up and waiting for those older than themselves to start eating

• 2

  identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yogurt

• 3

  identifying loan words and phrases used in domains, such as food, music or social media and discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of İnternet sitesi, rap yapmak, fast food, part-time, miting

• 4

  finding expressions used in advertisements, shop signs or folktales in English that convey similar meanings to Turkish phrases such as ateş pahası, darısı başına, kulakları çınlamak, pabucu dama atılmak, demli çay

• 5

  explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations such as gözüne girmek, dikkat kesilmek, dolap çevirmek

• 6 learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal
• 7

  considering English words and expressions used in other curriculum areas, such as drought, bushfires, famine, flood, snowstorm, and earthquakes, and applying strategies to convey the meaning in Turkish, for example, kuraklık, orman yangınları, açlık, kıtlık, sel, kar fırtınası, depremler

• 8

  understanding how language is adapted to reflect levels of politeness and formality, and to reflect relationship, age and intention, for example, comparisons such as: using the pronoun siz and the second plural indicator -iz to indicate greater politeness in requests such as Gelir misiniz lütfen? rather than Gelsene; using titles such as Hanım/Bey/ Sayın instead of sevgili, canım, and using first names to address family and friends in informal letters

• 9 using movement, facial expressions and actions to interpret meaning in texts such as Karagöz ve Hacivat or Nasrettin Hoca, identifying key messages and amusing moments
• 10

  collecting examples of proverbs used in their families and discussing how to explain their meaning to non-Turkish speaking friends, for example, Damlaya damlaya göl olur. Ağaç yaş iken eğilir. Güneş giren eve doktor girmez... Denize düşen yılana sarılır.

• 11 reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this, for example, offering cologne to guests to refresh themselves may be misinterpreted by non-Turkish visitors

Related Achievement Standards