AC9LT8EC03 Year 7 Languages

AC9LT8EC03 – Year 7 Languages: Interacting in Turkish

Strand

Communicating meaning in Turkish

Substrand

Interacting 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

engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment

Elaborations

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participating in imagined scenarios such as visiting a city in Türkiye being lost and taking turns to ask and give directions, for example, … nasıl gidebilirim, tarif eder misiniz? Bankadan sola dön. Düz git. Kütüphaneden sağa dön.
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exchanging details such as time, place, activity and participants when organising events, using texts such as phone conversations, emails and simulated text messages, for example, Saat 6’da tren istasyonunun önünde Emir ile buluşacağım. Selin ile sinemaya gideceğiz.
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participating in group activities such as surveys or interviews which involve asking and responding to questions and collecting data about individual preferences, attitudes and lifestyles, for example, Haftada kaç kez spor yapıyorsun? En sevdiğin yemek ne? Seyahat etmekten hoşlanır mısın? Bilgisayar oyunlarını sevmiyorum.
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engaging in shared planning, creating and negotiating to design displays or resources (timelines, schedules, posters, appeals for a fundraiser, etc.) for an upcoming event such as a visit of a Turkish-speaking guest to the classroom, for example, developing planned interview questions such as Lütfen kendinizi bize tanıtır mısınız? … hakkında ne düşünüyorsunuz? Ne zaman … yapmaya başladınız?
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engaging in a real or simulated interaction at a market such as commenting on the quality and negotiating the price, for example, Domates ne kadar? 36 numara ayakkabı var mı? Kaç beden giyiyorsunuz? Ceketin kalitesi iyiymiş. Dün aynısını daha ucuza almıştım.
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participating in a real or simulated excursion to a Turkish restaurant, such as discussing the menu, food and drink preferences and ordering in a culturally appropriate way, for example, Menüyü alabilir miyim? İlk önce çorbalara sonra da ana yemeklere bakalım. Yemeğin yanında salata ister misin? Fiyatlar biraz pahalı ama yemekler lezzetli.
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planning and participating in activities that combine language and cultural elements, such as an excursion to a Turkish exhibition, film festival, performance, restaurant or community event, for example, Ne zaman gideceğiz? Saat onda, … da buluşalım, Neler getirelim?, Üniforma giymeyelim, Önce biletimizi alalım. Sonra sinemaya gidelim

Show 2 more elaborations

• contributing to school-created secure blog site with other students learning Turkish, and sharing ideas about organising a Turkish cultural day at school
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organising a real or imagined visit to a Turkish home and using culturally appropriate expressions to communicate with the host, for example, hoş geldiniz/hoş bulduk. Elinize sağlık. Her şey için teşekkürler. Yine bekleriz.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANTUR7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Turkish language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Turkish or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language and modelled sentence and grammatical structures to create texts. Students approximate pronunciation and intonation in spoken Turkish. They demonstrate understanding that Turkish has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Turkish and English language structures and features, using metalanguage. They demonstrate awareness that the Turkish language is connected with culture and identity, and that this connection is reflected in their own language(s), culture(s) and identity.