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- Arabic - Australian Curriculum
- Arabic - Australian Curriculum
- Arabic - Foundation to Year 10
- Years 1-2 Arabic Syllabus
- 1-2 Content Descriptions - Understanding language and culture
- 1-2 Strand Understanding language and culture
1-2 Strand Understanding language and culture
- mimicking the 28 letter sounds of the alphabet and the 3 short and long vowels
- observing the mouth and tongue position when forming sounds such as خ، ح، ث، ذ
- playing with sounds such as onomatopoeia, for example, animal noises, بق بق بيق
putting 2 fingers on the throat to help produce the sound of letters أ ، هـ ، ع ، ح ، غ ، خ
repeating the names of letters and reproducing their sounds with the short vowel ‘a’ ‘fat-aa الفتحة’, for example, ضاد – ضَ، صاد – صَ، قاف - قَ
- listening to a sound and circling the corresponding Arabic letter in a range of games such as snap, matching cards or ‘sound bingo’
developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently-used words and phrases, noticing that statements and questions have different intonation, for example, غناء الحروف ، غناء الأرقام
recognise that the Arabic alphabet and features of language are used to construct meaning in Arabic
copying and recognising the individual shapes of the 28 letters of the alphabet أ ب ت ث ج ح خ د ذ ر ز س ش ص ض ط ظ ع غ ف ق ك ل م ن هـ و ي
- identifying the 6 letters that do not connect with letters that follow them in a word د ذ ر ز و ا
identifying the 4 different connected shapes of the Arabic letters to form simple words, for example, ج جـ ـجـ ـج، س سـ ـسـ ـس، ب بـ ـبـ ـب
recognising that Arabic words are written from right to left, for example, درس، جرس، نور، يوم
- recognising and writing Arabic digits from one to twenty
using singular possessive adjectives related to self, for example, بيتي، سريري، معلمتي،غرفتك، كتابكِ، حقيبتها، دفتره
noticing the use of the possessive pronoun ي at the end of words, to indicate ownership, for example, معلمتي، سريري، بيتي، دفتري، قلمي
using familiar objects to express location, with prepositions such as الكرة في الصندوق، القلم على الطاولة، الكتب في الحقيبة
using simple, modelled verbs to describe aspects of own daily activities, for example, أستيقظ في الصباح، ألبس ثيابي، أتناول الفطور، أركب الباص، أدخل الصف، أكمل الواجب
beginning to notice that nouns have definite and indefinite articles and gender, for example, تلميذ/التلميذ، معلمة/المعلمة
recognising word order in simple phrases and sentences, for example, نام سليم، وقف الولد، أكل سامي التفاحة، شربت سحر العصير
using the simple sentence structure ‘this is’ to identify people and objects, for example, هذا كتاب، هذه طاولة، هذا أخي، هذه أمي
notice that Arabic has features that may be similar to or different from English
- recognising that the Arabic script is written from right to left and that books and papers are written from back to front and comparing these with equivalent texts in English
- exploring differences in alphabet and writing through play, digital resources and discussions, for example, the number and shape of letters, the way they are written and direction of writing
- understanding that the Arabic alphabet consists of 28 letters that look and sound different from the English (Roman) alphabet which consists of 26 letters
observing some common features of familiar Arabic and English texts such as stories, nursery rhymes and signs, for example, في يوم من الأيام ، في أحد الأيام ، حزورة فزورة، جدي عنده مزرعة، لاءلئي لاءلئي يا نجمة
- noticing that Arabic has borrowed words from English, for example, إنترنت، كمبيوتر، كاميرا، تلفزيون and that English has borrowed words from Arabic such as زرافة، جمل، قطن، جني، قهوة، ليمون
- observing that some sounds in Arabic do not exist in English, for example, خ ح ع غ ض
learning some basic differences in word order in simple sentences and phrases, for example, object before the adjective عيد ميلاد سعيد، قلم أحمر، يوم مُشمس
Understanding the interrelationship of language and culture
notice that people use language in ways that reflect cultural practices
exploring the meaning of culture, and how it involves a range of elements unique to each person such as dress, food, manners, where they live, how they celebrate, and the language(s) they speak, for example, الأكل والشرب باليمين، ذكر الاله قبل الأكل، شكر الإله بعد الأكل
using culturally appropriate manners, greetings, and forms of address in the classroom and community, for example, مرحبًا، أهلًا وسهلًا، السلام عليكم، وعليكم السلام، عم / سيد / أستاذ عادل عمة / سيدة / أستاذة ليلى
noticing how their spoken Arabic language at home may vary from the spoken Arabic language in class, and exploring similarities and differences between various dialects represented within the classroom أزيك؟ إيشلونك؟ كيفك؟ قديش عمرك؟
- exploring symbols and languages used by First Nations Australians and by Arabic-speaking communities in a range of contexts, for example, identifying the colours of flags in Arabic and discussing what the colours represent in English
- recognising that Arabic and Arabic dialects are spoken in many countries and regions around the world, including Australia, and that cultural beliefs and practices may vary depending on location
recognising similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names derived from other cultures and languages إبراهيم ، جوليا ، إسحاق ، يعقوب ، بوسي ، نوح
comparing aspects of their own lifestyles, such as interactions with family and friends, special celebrations, daily practices, main meal of the day and associated language, with children living in Arabic-speaking countries, for example, في البحرين أتناول وجبة الغداء الأساسية بعد صلاة الظهر، في أستراليا أتناول وجبة الغداء الأساسية بعد المدرسة بالهناء والشفاء، صحتين
participating in cultural experiences and celebrations, such as a cooking demonstration, dressing in traditional clothes or learning a new dance, and using some associated language and gestures, for example, تسلم ايديكم، يعطيكن العافية، شكراً