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- Arabic - Australian Curriculum
- Arabic - Australian Curriculum
- Arabic - Years 7 to 10
- Years 7-8 Arabic Syllabus
- 7-8 Content Descriptions - Understanding language and culture
- 7-8 Strand Understanding language and culture
7-8 Strand Understanding language and culture
Understanding systems of language
recognise and use features of the Arabic sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
- recognising and pronouncing the 28 sounds of the Arabic sound system
- noticing and practising different mouth and tongue positions to reproduce sounds such as the 4 emphatic consonants, articulated with the tongue in a high position
recognising that letters are joined in different ways to make words, for example, باب، خال، حال، هذا، هي
- discriminating between short vowels, for example, تْ ت تِ تُ long vowels such as تا تي تو and consonant letters in a syllable block
- recognising the different ways of sounding ا و ي consonants, for example, بي/ بابا، وَلد/ توت
recognising the double sound and consonants with shadda دَرَّسَ، أحبَّ، أحسَّ
noticing that vocalisation such as harakat may change the function of the word depending on where it is placed, for example, كَتَبَ، كُتُب، لَعِبَ، لُعَب
reciting tongue twisters to practise pronunciation خيط حرير على حيط خليل
understanding how intonation and tone are used to change the meaning of speech, and how the purpose of interactions such as to command or invite, would change the emphasis on words being used, for example, !ندى، تعالي! تعالي يا ندى، ضع الكتاب على الطاولة، الكتاب، ضعه على الطاولة الآن
- understanding that the sounds of the letters depend on the mood of the sentence in Arabic, and the need to memorise the pronunciation of the sun and moon letters
identifying Arabic sounds that do not exist in spoken English, for example, ح and غ, and articulating reasons why some Arabic sounds may be hard for English speakers to vocalise, such as the rolled r and kh sound
develop knowledge of the Arabic alphabet, and use structures and features of Arabic letter positions, vowel marks, and grammatical systems, to understand and create spoken, written and multimodal texts
- exploring the characteristics of Arabic script, such as writing right to left, letter shapes, diacritic marks and connected letters for example, حصان، صحن، صباح
recognising the shape of laam alif and comparing the different ways to write the letter أ, for example, أَ، أُ، إِ، ى، آ
comparing the different ways of writing hamza أ، ؤ، ئ، and recognising definite, hamza wasel and indefinite articles with the moon and sun letters, for example, مُعلّمة / المعلمة، أستاذ / الأستاذ، طاولة / الطّاولة، البيت، الولد، المدرسة، اللؤلؤ، مليئة
using definite and indefinite articles to identify grammatical endings such as تنوين ٌ ٍ ً and placing emphasis on the tanween Al-Fatih “تنوين الفتح اً ” سيارةٌ، عفواً، في مطعمٍ
recognising masculine and feminine words, and “التاء المربوطة” with feminine words مدرسة، أستاذة، تلميذة / تلميذ، طاولة، سيارة
using sound masculine plural, feminine plural and plural pronouns أنتم، أنتنّ، هم، هنّ، نحن هم مهندسون، هنّ مدرّسات، أنتم خبّازون
understanding gender agreement in singular feminine and masculine form adjectives, for example, أمي طويلة وأبي وسيم، صديقي سعيد ومعلمتي حزينة، أخي ظريف وأختي مزعجة ، هو أبٌ حنونٌ، هذه الأمُّ جميلةٌ، هذه طاولةٌ كبيرةٌ
using singular and possessive pronouns with non-verbal sentences such as أنأ، أنتَ، أنتِ، هو، هي هو تلميذٌ، هي مُجتهدةٌ،
using prepositions such as في، على، من، إلى، عن، تحت، فوق، أمام، وراء، بجانب، بينالمدرسة على اليسار، هذا كلب تحت الطاولة، القلم في الحقيبة
forming questions using interrogatives such as ماذا، متى، أين، لماذا، كيف، كم، بكم، أيّ/أيّة، هل، ماما اسمك؟ كيف حالك؟ أنت من أين؟ متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟
using modelled past, present, future and irregular verbs related to home and school contexts, for example, قدمت فرضي للمعلمة، تأخرت عن الدرس، نمت متأخرا، نسيت كتبي في البيتأنتَ تدرس كثيرا، أنتِ تلعبين مع غيري، هو يمشي على الشاطئ، هي ترجو أمها
using simple negation such as for expressing dislikes, for example, لا أحب السفر، ليس لدي إخوة،أحب طعام أمي أحب الرياضة ولا أحب الرسم
using simple imperatives to give and respond to instructions, for example, إفتح الباب، أجلس في مكانك، لا تتكلم دون إذن، نظّف غرفتك، اكمل عملك
using simple adverbs of place and time, for example, تَحْتَ، فَوْقَ، أَمَامَ، بَيْنَ، أحياناً، جداً، دائماً، عادة
counting and writing the numbers 1–100, and using ordinal and cardinal numbers from 1-10, for example, واحد، اثنان / أول، ثاني، هذه تفاحة واحدة، هذا كرسي واحد
using simple linking words and expressions, for example, و، أو، أيضا، كذلك
using word order and sentence structures with verbal and nominal sentences, for example, كتب عادل رسالة، هو أخي، جَدّي ودود
compare Arabic language structures and features with English, using familiar metalanguage
- understanding that Arabic texts are written and read from right to left, using a cursive script
- recognising that Arabic has borrowed words from English, for example, إنترنت، كومبيوتر، تلفاز , and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’
- comparing common text types in Arabic and English, observing similar patterns and features, for example, the opening and the signature of an email or traditional story or rhyme
- analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches and compare with similar text types in English
- recognising that there is no distinction between lower and upper case in Arabic, and the rules on the use of punctuation are less strict compared with English
- identifying similarities and differences in word order and syntax, for example English subject+verb+object and Arabic verb+subject+object
- noticing specific differences in Arabic sentence structure, including the absence of verbs in nominal sentences, such as verb ‘to be’ الطقس جميل، السيارة حمراء
- building metalanguage to describe grammatical concepts by developing learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives محب، سامح، يد، لين، سامي،
Understanding the interrelationship of language and culture
recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values
- exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible aspects such as how people live, what they value and how they think of themselves and others
discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Arabic people express disagreement بالرغم من إحترامي لك، لا اتفق معك
identifying cultural practices that are important when interacting in Arabic, for example, using the correct personal pronouns to address older people أنتَ/أنتِ, shaking or not shaking hands depending on gender, and the number of kisses on the cheek, for example, حضرتك، أستاذ، المهندس، دكتور
- examining, in Arabic or English, how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared with language variation across Arabic-speaking communities
- explaining gestures and facial expressions that can be used without language to convey meaning such as in greetings, for example, shaking hands, or hand to the heart, kissing 3 times on the cheeks
connecting the history of Arab migration to Australia with the formation of communities of speakers of Arabic who identify as Arab-Australian and noticing language variation and the influence of English, for example, كمبيوتر، انترنت، موبايل
recognising and explaining to others the significance of some common cultural practices and customs in Arabic-speaking societies, such as traditional hospitality and exchanging well wishes, for example, تفضل صحة وهنا، بالهناء والشفاء، سلامتك، الله معك
exploring the importance of music and traditional dance in some Arabic cultures, as an expression of identity and emotions, for example, الدبكة الفلسطنية والعراقية واللبنانية، الرقص الفلكلوري
- researching Arabic-speaking communities of the world, and how cultural identity, traditions and dialects may vary between countries, regions and communities
- examining their own personal and community practices, beliefs and values to identify connections with Arabic heritage, language and culture, for example, customs, festivals, cooking, history, sports clubs, associations
- participating in cultural experiences such as Arabic film festivals, attending Arabic restaurants and performances, or wearing traditional clothing, and reflecting on cultural similarities and differences in own language, practices and behaviours