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- Arabic - Australian Curriculum
- Arabic - Australian Curriculum
- Arabic - Foundation to Year 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
apply knowledge of conventions of spoken Arabic to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
- distinguishing the sounds of Arabic letters that use dots such as ب، ت، ث or ج، ح، خ، د، ذ، ر، ز، ص، ض , to increase clarity of pronunciation and fluency
- recognising features of the Arabic sound system, discriminating use of tones, rhythm and sound flow, using grammatical knowledge such as roots and إضافة to help predict the meaning of new words
- experimenting with rhythm, voice, emotion and gesture to enhance a performance by conveying the intended sentiment and meaning of songs and rhymes
- using prior knowledge of the Arabic sound system to predict spelling of new and unfamiliar words or transcribing spoken texts such as poems or dialogues
- estimating the sound and meaning of words based on their understanding of the root system and linking them in an organised pattern, for example, دَرَسَ/مَدرسة
- listening to short interactions with unfamiliar voices, different speed, pace and clarity to develop auditory and comprehension skills, including discriminating between the range of vowel and consonant combinations such as التنوين و الشدة والمد , for example, / قرأت كتاباً شيقاً أمل / آمال، دعوة/ دعوى
apply understanding of grammatical structures and expressions to compose and respond to texts
- applying punctuation in texts such as spacing rules, commas, full stops, colons, hyphen
using plural form of personal pronoun, possessive pronouns and nouns in both masculine and feminine forms, for example, هم طلابكم، رأيت إخواتكم في المدرسة
- understanding plural subject pronouns أنتنّ، نحن، هم، هنّ، أنتم, plural verb conjugations نحن نعمل، أنتم تدرسون أنتن تلعبن and noun plurals such as masculine sound plural nouns, هم مصريون broken plurals, هذه بُيوت and feminine plurals هنّ مدرّسات
understanding the rules of prepositions with definite and indefinite nouns, for example, في البيتِ، على شجرةٍ
using سوف in addition to the present tense to express future plans, for example, سوف أدخل إلى الجامعة بعد الثانوية العامة، سوف أشتري سيّارة بعد الامتحانات
using interrogative words and expressions such as لمَ، هل, to ask questions and make requests, for example, لمَ تأخّرت اليوم و عندك امتحان؟ هل فهمت ما قلته لك؟ رجاءًا، أحضر البحث غداً لأنك لم تقدمه أمس، من فضلك هل تستطيع أن تقول لي كيف أذهب إلى البنك؟
expanding their knowledge of noun-adjective agreement, for example, معلمون ملتزمون، مدرّسات ملتزمات
using comparative and superlative adjectives to compare 2 or more nouns, for example, هذا الملعب أكبر من الملعب القديم، إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى، بيتنا هو الأجدّ في المنطقة، سيارة أبي أقدم سيارة رأيتها في حياتيهو الولد الأصغر في العائلة
using a variety of adverbs of time, place, frequency and manner, for example, إِطْلاقَا، أحياناَ، أبداَ، غالباَ، نادراَ ما
using conjunctions بينما to make comparisons between people or actions and to link sentences, for example,
،كذلك كامل صديق ودود بينما مازن شخص غيّور، أمل تلعب التنس بينما علياء تسبح بمهارة، لكن expanding their understanding of ordinal numbers to count hours, minutes and seconds, for example, am – صباحاَ pm – مساءاَ الساعة الخامسة وعشر دقائق وعشرون ثانية مساءً
using the ordinal and cardinal numbers from 3 to 10 with gender-noun agreement خمسة أقلام، خمس ساعات ، ثلاث طالبات، ثلاثة طلاب
- representing Arabic script digitally in texts, using an Arabic keyboard or tools
reflect on similarities and differences between Arabic and English language structures and features, using metalanguage
- examining how the structures and features of a variety of informative Arabic and English texts, including online and digital texts, such as reports and articles, reflect their intended purpose and how the choice of vocabulary reflects ideas and perspectives
- continuing to build metalanguage in Arabic and English to discuss and describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives
- comparing Arabic and English sentence structure, word order and different types of sentences such as nominal and verbal sentences and highlighting particular parts of speech to demonstrate understanding
- comparing Arabic and English text types such as horoscopes, prayers or weather forecasts, explaining the choice of particular language, devices and text organisation
- teaching younger students or Arabic learners about some key differences between Arabic and English language, using a variety of terms and support resources such as flash cards, diagrams, charts or tables
- reflecting on the use of new colloquial or abbreviated Arabic language in technology and social media, and the use of words borrowed from English in Arabic such as الفيس بوك، التويتر
- analysing how texts in both Arabic and English create specific effects by using particular aspects of language such as superlative adjectives and imperative verb forms, in advertisements designed to persuade customers
- understanding the role and the difference between Arabic and English prepositions and cohesive devices, for example, I’m on the bus, أنا في الحافلة , I ate an apple, a lemon and a carrot, أكلت التفاح والليمون والجزر on Sunday يوم الأحد
Understanding the interrelationship of language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values
recognising that Arabic language, cultural practices and spiritual beliefs are deeply interrelated, such as the use of Arabic in religion, ancient texts, ceremonies and sacred duties, for example, العبادات والصلوات في الاحتفالات الدينية باللغة العربية
discussing cultural cues in communication that suggest differences in culture, traditions, ideas or values, for example, التّحية المتكرّرة مثلاً: كيف حالك وكيف العائلة؟ التّعابير الدينية مثل: إن شاء الله، إن شاء الرّب وعشنا عبارات المجاملة التي تقال في المناسبات: ألف مبروك، عقبال المئة سنة/عام، بالأفراح، زواج مبارك.
exploring the importance of music and traditional dance in some Arabic cultures as an expression of identity and comparing with the music and dance of other cultural groups, for example, الدبكة والرقص الفلكلوري، العود، الكمان ،الطبل، الناي / المجوز
- 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 countries and regions
- reflecting on the influence of Arabic culture on their own communication style, for example, using gestures, words or expressions with particular cultural significance in Arabic such as kissing your own right hand, then raising your eyes and your right hand to express thanks, and discussing whether they modify their communication style when interacting in English
- comparing choices of language and behaviours when communicating in Arabic and English, explaining the modifications they make and why, for example, when addressing older people using titles such as Mr or Miss, أستاذ، أستاذه، حضرتك، سيد، سيدة، خال، خالة
- researching and reporting on the influence of Arabic language and culture in local and broader Australian communities, food and entertainment industries, media and education, for example, Lebanese restaurants and bakeries, the Arab Film Festival, SBS Arabic radio and television, Arabic bilingual schools
- reflecting on choices they make when interacting with friends who speak both Arabic and English, identifying instances when they move between different languages or dialects for either practical or cultural reasons
interviewing relatives or community members about changes in the Arabic language and its use over time, such as the emergence and use of ‘Arabish’ or ‘Enlabic’ in younger generations, for example, adding ‘-ing’ to Arabic words or adding ‘s’ to plurals in Arabic معي كل الكتبز، كنت ألعبنغ مع فادي