3-4 Content Descriptions - Understanding language and culture
Understanding systems of language
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Arabic to form words and phrases
- understanding that Modern Standard Arabic has 28 consonant phonemes and 6 vowel phonemes
discriminating between the long and short sounds when forming words, for example, كَتَبَ / كتاب ، سعة / ساعة، فَرَشَ / فراشة
noticing that vocalisation such as، ــْ ــَ ، ــُ ، ــِ may change the meaning of a word depending on where it is placed, for example, كَتَبَ / كُتُب، شَعَرَ/ شِعْر/ شَعْر
- developing pronunciation when speaking and reading texts aloud, applying appropriate pauses
noticing how differences in intonation and tone are used to adjust meaning in spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used, for example, قُل/ كُل الطعام، خبر سار/ صار، سوس / صوص
distinguishing between statements and questions, using intonation and tone, for example, عيد ميلادك اليوم؟، عيد ميلادك اليوم.لديك قلم أحمر؟، لديك قلم أحمر.
understanding that colloquial Arabic and Arabic dialects may sound different from spoken Modern Standard Arabic used in the classroom, for example, بحب آكل البَندورة / القوطه، بالفصحى ( أحب ان أكل الطماطم / البندورة).بيؤل / يجول، بالفصحى ( يقول).اشمعنى / ليه / علاش / ليش، بالفصحى ( لماذا؟ )ازيك / إشلونك / كيفك / شاكو ماكو/ كيف داير، بالفصحى ( كيف حالك ).بكام / بقد ايش / شحال، بالفصحى ( بكم ).
- using prior knowledge of familiar sounds and contexts to predict spelling of new words, for example, predicting how to spell شادي، هادي، وادي having learnt how to spell فادي
recognise some letter positions and language conventions, grammatical structures and basic syntax in familiar texts and contexts
recognising that letters change shape depending on their place in the word, for example, حرف الكاف، كتب / مكتب/ سمك حرف العين، عين/ شعر/ مع
- recognising letter position in words, such as the beginning, middle and end
experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, مكـ/تب، غُر/فة، مد/ ر/سة، شَ/ج/ رة، كُر/سي
- applying basic punctuation marks, including question marks, commas, and full stops
- counting and writing Arabic numerals 1–100 and telling simple time to the hour, for example, الساعة الواحدة
using subject+verb+object word order in simple sentences relating to home and school environments, recognising the use of the definite article and its impact on the meaning of the sentence, for example, إشترى عادل كتابًا وقلمًا ودفتراً، أشترت ليلى الكتاب الورقي والقلم الأحمر والدفتر الذهبيليلى نظفت غرفةً واسعةً وشاهدت فيلماً، ليلى نظفت الغرفة الواسعة وشاهدت الفيلم
understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/ معلمون/ معلمين، معلمة / معلمات طالب / طلاب، طالبة / طالبات
using singular, second-person and plural-possessive pronouns to describe relationship or ownership, for example, هذا كتابك يا عادل، هذه حقيبتك يا ليلى، أين كتبكم يا طلاب؟، ضعوا أقلامكم على الطاولة، هذا الكتاب له وهذا القلم لها
using adjectives in singular and plural forms to describe appearance, feelings and personalities, for example, الفيلة كبيرة الحجم، هي نحيفة الجسم، أبي طويل القامة، الطلاب سعداء بمعلمهم الجديد، الطفلة مرحة، ليلى ودود ة وصبورة.
using simple modelled past tense verbs, to talk about past events or activities, for example, حضرت عيد ميلاد صديقي عادل أمس، ذهبت إلى حديقة الحيوان مع المدرسة، نمت مبكراً البارحة، استيقظت مبكراً اليوم
beginning to use simple conjunctions such as
،أو هل تحب الكلب او القطة؟، أحب الكلب والقطة و expressing negation in simple sentences, for example, لا أحب مادة العلوم، لا أحب الاستيقاظ مبكرًا
using some adverbs of place and time to provide more information, for example, شاهدت المباراة اليوم في الملعب، استيقظت باكراً ولكن وصلت المدرسة متأخراً، وضعت الكتاب فوق الدفتر
using simple prepositions to show direction, time, location, for example, الكتاب على الطاولة، القلم تحت المكتب، الدفتر في الحقيبة، أنام في الساعة الثامنة، أذهب إلى المدرسة بالحافلة
understanding and using simple question words in interactions, for example, هل ذهب إلى الحديقة البارحة ؟، من أين أنت ؟، لماذا تأخرت؟، كيف حالك ؟، ماذا أكلت اليوم؟
recognise familiar Arabic language features and compare with those of English, in known contexts
- recognising some Arabic consonants do not exist in English and vice versa, and why some Arabic speakers may find it difficult to pronounce the ‘v’ sound and use ‘f’ instead
identifying some differences in sentence construction and syntax between Arabic and English, such as nominal and verbal sentences, for example, ‘the apple the red’ التفاحة الحمراء
- comparing similar texts, such as a children’s story in Arabic and English, and noticing how they are the same or different, for example, themes, writing, front covers, text direction and page order
- identifying similarities and differences between Arabic and English pronunciation, and adapting learnt spelling strategies from one language to the other
- finding examples of Arabic words used in English and vice versa, discussing why these words may be used, for example, falafel, hummus, kebab, candy, sofa, موبايل، تليفزيون، كمبيوتر، تليفون
- recognising some differences, such as shape, letter direction and punctuation, between handwritten and typed Arabic and English fonts
- comparing the use of formal and informal language in Arabic- and English-speaking contexts such as greetings, titles and etiquette, for example, Mr and Mrs and حضرة السيد/ السيدة،عم، حضرتك، أستاذة
Understanding the interrelationship of language and culture
identify connections between Arabic language and cultural practices
- exploring the meaning of culture and identity, using a diagram to show the visible elements such as ways of celebrating, dress, traditions, symbols, manners, routines and behaviours, and the invisible elements such as spoken, preferences and values
reflecting on how they communicate with family and friends compared with unfamiliar people in the community, noticing differences in word choice, language use and communicative behaviour, for example, عم/ سيد/ أستاذ/ خال ، عادلعمة / سيدة / أستاذة / خالة، ليلى
- understanding that Arabic as a language has a standard form called اللغة العربية الفصحى, which is mainly used in writing, and can be used as a common language to interact with others across different communities and cultures
- exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Arabic language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and comparing this with Arabic-speaking cultural groups
examining aspects of Arabic culture in familiar contexts, for example, identifying language use and behaviours at different celebrations and occasions such as كل عام وأنتم بخير، عيدكم مبارك، عيد فصح مجيد، البقاء لله، إنا لله وإنا إليه راجعون، رمضان مبارك، مبارك/ مبروك، عيد ميلاد سعيد
- reflecting on and explaining to others the significance of some common Arabic cultural practices and expressions, such as offering visitors food and drink, and serving sweets during special occasions, or coffee in times of mourning
- researching food culture, etiquette and customs in different Arabic-speaking countries and regional foods available in the local community, for example, دولما، ورق عنب
comparing the importance of music and traditional dance in different Arabic-speaking communities, as expressions of cultural identity and emotions, for example, الدبكة اللبنانية، الجوبية العراقية، الرقص الشعبي، الرقص الفلكلوري