AC9LT8EC04 Year 7 Languages

AC9LT8EC04 – Year 7 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Turkish

Substrand

Mediating meaning in and between languages

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

locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience

Elaborations

• listening to video or audio texts and responding to true or false questions
• listening for key facts in short live or recorded spoken texts, such as announcements, phone messages or television advertisements, and transposing them to note form in order to communicate to others
• identifying the speakers and the setting of a conversation
• listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Turkish
• compiling details of their family biographies through interviewing and recording family members, presenting key elements in oral, visual or digital presentation modes
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sequencing instructions and actions in texts, for example, ilk önce, sonra, daha sonra
• identifying factual or personal information in an email and responding in spoken or written Turkish

Show 7 more elaborations

• identifying specific information in texts, for example, identifying items and costs in menus and shopping catalogues from Türkiye, and making comparisons with menus and catalogues from Australia
• classifying data collected via class surveys on issues such as school subjects, music preferences or favourite foods, and presenting findings in table or graph form
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locating facts and statistics on famous sites, from sources such as websites, documentaries, travel brochures and magazine articles, for example Kapadokya, Pamukkale, Kapalıçarşı, Ayasofya, Galata Kulesi
• navigating secure online applications to find out about transport and services in Türkiye, and using this information to create a simulated conversation with a taxi driver or person in a hotel
• listening to, reading and viewing a range of simple imaginative texts such as folktales, shadow puppetry or short stories and noticing ideas and comparing aspects of cultures represented in the class
• reading and viewing cartoons, comics and stories in Turkish, and manipulating the images or captions for an Australian context accessing fictional and imaginative texts and representing physical or character traits in digital profiles of characters
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recognising the many different ways a story can be told, for example, through Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions and designing a story sequence for their own rug or carpet

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.