3-4 Content Descriptions - Communicating meaning in Turkish
Content Descriptions
Interacting in Turkish
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
- sharing information about themselves, such as details of their daily routines, family, friends and things they like to do, for example, Şarkı söylemeyi severim, Akşam kitap okurum, Sabah erken kalkarım, Bazen kardeşim ile oyun oynarım, Hafta sonunda futbol oynarım. Uyumadan önce dişlerimi fırçalarım. Uyandıktan sonra kahvaltı yaparım
- asking and responding to questions about themselves and others, such as Adın ne? Nerelisin? Ailen Avustralya’ya nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi.
- asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? Adresim...
- expressing and responding to good wishes associated with key events in their community such as, Bayramınız kutlu olsun! Sizin de, Mutluluklar dilerim.Teşekkür ederim. Elinize sağlık! Afiyet olsun! Çok yaşa! Sen de gör!
- exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Yarınki doğum günü partime gelir misin? Doğum günün kutlu olsun! Anneler/Babalar günün kutlu olsun! Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun!
- following directions while moving in the classroom or in the playground, for example, Sağa dön. Önüne bak. Geri gel, İleri git.
- comparing preferences, for example, Futbol yerine tenis oynamak istiyorum. Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.
- exchanging positive and encouraging comments on their own and others’ learning, for example, Başardım! Artık ben de yapabiliyorum. Sen bunu çok iyi yapıyorsun. Bana da gösterir misin?, and seeking advice and help from others, for example, Tekrar edebilir misin, lütfen? Bu ne demek? O ne demektir? Anlamıyorum. Yardım edebilir misin? Bana yardım eder misin?
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
- exchanging opinions when negotiating roles and responsibilities for a class activity or performance, for example, Ben söyleyeyim sen yaz olur mu? Ben çizmesem olur mu?
- working collaboratively and sharing decisions about content and vocabulary when designing a poster for a specific event, creating a picture book or word wall, for example, 29 Ekim Cumhuriyet bayramı için bir poster hazırlayalım. Nasreddin Hoca ile ilgili resimli, büyük bir kitap yapalım. Öğrendiğimiz yeni kelimeleri panoya asalım.
- participating in a group game, taking turns and using appropriate expressions, for example, Hadi bunu beraber yapalım. Sıra sende. Ben bunu daha iyi yapabilirim.
- participating in group recitals of poems on special occasions such as Mother’s Day, national days and cultural celebrations
- participating in group activities such as role-plays, organising a class birthday party, and designing a treasure hunt, for example, Sen hangi karakter olmak istersin? Senem’e doğum günü pastası alalım. Yumurtaları nereye saklayalım?
- preparing together and displaying a set of class rules, for example, Konuşmak için elini kaldır, Birisi konuşurken dikkatli dinle, Herkese karşı saygılı ol.
- designing a class survey in groups, agreeing on the questions to ask and presenting the findings in spoken or written form, for example, Haydi anket için konumuzu belirleyelim. Ne soralım? Sınıfımızda en sevilen meyve muz oldu.
- preparing, rehearsing and presenting a Turkish-themed item at school assembly
- working collaboratively, using digital applications to make games to practise Turkish vocabulary, phrases or expressions
Mediating meaning in and between languages
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
- recognising vocabulary, key phrases and sentences when listening to or viewing simple community texts such as sports programs or announcements, for example, spor, takım, sporcular, oyunun kuralları; Gösteri saat 7’de başlayacak. Kapılar bir saat sonra açılacak. Kapıda lütfen biletlerinizi gösterin.
- obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
- collating information about aspects of Türkiye or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın dünya haritasındaki konumu, turistik yerleri, yöresel yemekleri
- participating in shared and guided reading of texts such as cartoons, poems, fairytales, and fables, responding to questions about characters, ideas and events
- learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Turkish
- collecting information from texts such as advertisements of school and community events, canteen and restaurant menus and presenting on school notice board
- responding to words of songs through movement and dance, for example, Kırmızı balık gölde..., Ellerim tombik tombik..., Pazara gidelim...
- acting out elements of classic texts narrated by the teacher, such as Şirin Kız ve Üç Ayı, İki İnatçı Keçi, using facial expressions and actions to mirror emotions and emphasise meaning
- responding to traditional songs and folk music such as halay, Erik dalı, Silifke’nin yoğurdu, for example, using wooden spoons to mark rhythm and creating and narrating their own versions of the dance
develop strategies to comprehend and adjust Turkish language in familiar contexts to convey cultural meaning
- predicting the meaning of unknown words and expressions by using context in texts such as greeting cards, invitations or public signs
- finding cognates in texts to expand vocabulary knowledge, for example, üniversite, televizyon, tren, telefon
- matching words to describe family members and relatives in Turkish and English, noticing words that have no English equivalents, such as dayı/amca/enişte, hala/yenge/teyze, ağabey/abla
- matching Turkish and English words and phrases used in everyday conversations, for example, ev ile ilgili kelimeler, yiyecekler, nesneler, haftanın günleri, aylar ve mevsimler, and sorting the matched pairs into groups based on equivalence or non-equivalence
- using multimodal resources to design word banks to talk about areas of personal interest or to compile common Turkish expressions, sayings and idioms that convey Turkish cultural practice
- learning to use print and digital dictionaries to assist comprehension by discovering the meaning of unknown words in texts
- translating and comparing familiar Turkish and English expressions, using bilingual and monolingual dictionaries, and identifying those that have no literal translation, such as Başın sağolsun. Darısı başına. Güle güle kullan. Gözün aydın. Hoş bulduk.Allahaısmarladık.
- devising simple activities that involve alternating or combining repeated words or phrases in Turkish and English, for example, using questions, idiomatic expressions and responses to develop skills in adjusting language to cultural contexts
- collecting and classifying words, phrases and expressions in Turkish that also exist in English, such as televizyon, radyo, prens, prenses, identifying any differences in meaning or usage, for example, köşk – kiosk, Osmanlı – Ottoman
- finding ways to express meaning in Turkish of Australian-English terms and expressions, for example, ‘bushwalking’ and, “Good on you!” to newly arrived migrants
Creating text in Turkish
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences and modelled textual conventions
- presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts, for example, Futbol ve Ben, Ailemle Piknik, Bayram Kahvaltısı, Folklor Klubündeki İlk Günüm
- presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır oyunu
- explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
- creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü
- creating simple descriptions in Turkish and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- creating bilingual signs, posters, notices and labels in print and digital forms to be displayed in the classroom and around the school
- developing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git
- creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Çevremizdekibitkiler, çarşıdaki dükkanlar, parklar...
- writing a script in Turkish for a role-play about aspects of their daily routine and presenting to a Turkish-speaking audience
- composing simple dialogues between imagined characters in challenging or amusing situations, using expressions and gestures that convey emotion or humour and capture elements that are typical of the context or character
- using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme