About this resource:
By the end of Year 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Students use action-related and rehearsed language to engage in shared activities that involve planning, collaborating, transacting and negotiating, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? They interact in classroom routines and exchanges by asking and responding to questions, for example, Ben ne yapabilirim? Sen not alır mısın?, requesting help or permission, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız? and giving praise or encouragement, such as çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum. When interacting, they use the features of the sound system to their pronunciation of Turkish, including applying stress, rhythm and intonation patterns to statements, for example, kapı açık kaldı, inanmıyorum, and questions, for example, gerçekten mi? Students locate key points of information from a range of spoken, written and visual texts, and present information related to social, cultural and environmental contexts using different modes of presentation. They share their responses to different imaginative texts by identifying and comparing favourite elements and discussing events, characters and messages, for example, beni… çok etkiledi çünkü …, Çok komikti çok sürükleyiciydi, akıcıydı, dili anlaşılırdı, biraz uzundu. Sıkıcıydı, karmaşıktı… Çok üzücüydü, Anlaşılması zordu. Students use imaginative language to create original or adapt familiar imaginative texts in different genres. They use key elements of Turkish grammar in spoken and written texts, such as basic rules of word order, for example, Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?, adjectives, for example, mavi köşkte adverbs, for example, çok dikkatli yürü, postpositions, for example, dün sabah geldi, verb tenses and subject-verb agreement, for example, Defne yemekten sonra ödevini yaptı ve uyudu. They apply rules of agglutination to verbs, for example, bilmiyorum/biliyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş, and nouns, for example, ev-e, ev-i, ev-de, ev-den, kebapçı, simitçi. They translate and interpret familiar texts from Turkish into English and vice versa, identifying words and phrases that are not easily translated, such as imece, hayırlı olsun, nazar değmesin, and create shared bilingual texts to support their own learning. They compare ways of communicating in Turkish and English and explain how being bilingual influences their cultural identity and ways of communicating.
Students apply elements of the Turkish writing system to write and spell unfamiliar words, including symbols and characters, for example, hala-hâlâ, kar-kâr, kitap-kitabı, ağaç-ağacı, vowel harmony and sound assimilation of consonants. They identify how grammatical forms and functions are represented through agglutination. They identify the characteristic features of different types of texts and compare these features with texts in English to identify similarities and differences. They describe how language use varies according to age, gender, social position or region. Students provide examples of how the Turkish language has changed over time due to different influences and interactions, identifying Turkish words that have emerged through contact with other languages, for example, e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek. They identify the relationship between language and culture and describe how languages reflect personal and community experience and values.
About this record:
http://rdf.australiancurriculum.edu.au/elements/2018/05/dd6af4e6-f448-46ef-ae69-a8696f15e020.rdf