AC9LT8C05 Year 7 Languages

AC9LT8C05 – Year 7 Languages: Creating text in Turkish

Strand

Communicating meaning in Turkish

Substrand

Creating text in Turkish

This Content Descriptor from Year 7 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

create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, features and conventions appropriate to text type and context

Elaborations

• presenting information gathered from different media sources to raise awareness or invite action on a social or community issue such as language learning in Australia, a healthy lifestyle, or environmental pollution, using a combination of print, sound, visual images and hyperlinks
• reporting on good news items, such as successful fundraising activities, academic or sporting achievements, via posts on the school website or segments on local radio
• combining modes of presentation such as displays, videos or music to present an overview of Turkish cultural themes such as family life, hospitality and marriage
• creating a print or digital poster in Turkish to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
• creating subtitles, captions or commentaries for texts such as video clips, displays or slide shows which introduce the school community to significant aspects of Turkish cultural and national celebrations
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developing a glossary of ICT terms and using the terms in their own texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı,aktarma, sanal alem, uygulama, tablet, özçekim
• creating menus or programs for Turkish-themed events, with key items or information in Turkish and explanatory footnotes or glossaries in English

Show 6 more elaborations

• collaborating with peers to create imagined scenarios between contemporary versions of characters or events encountered in traditional Turkish literature or songs
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selecting an imaginative text that they enjoy, such as a poem or song, and adapting it to a different text genre, such as a rap or children’s story, for example, Süt içtim dilim yandı, Mavi Boncuk, Sev kardeşim, Domates biber patlıcan- Barış Manço
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creating texts to share with younger learners, such as big books, comics or Vokis, incorporating humorous and expressive language
• planning and performing a short play or skits which contain references to familiar stories, legends, drama or film scripts
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telling the story of Türk halıları ve kilimleri in their own words, comparing their interpretations of the design, symbols and colours in the rug
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experimenting with alliteration, repetition and word play by creating their own poems, raps or songs on selected topics, such as mevsimler, milli bayramlar

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANTURF10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students initiate and maintain interactions in Turkish language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Turkish to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures and expressions to create texts. Students apply the conventions of spoken Turkish to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They comment on structures and features of Turkish text, using metalanguage. They reflect on how the Turkish language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.