9-10 Content Descriptions - Understanding language and culture
Understanding systems of language
apply features and conventions of spoken Arabic to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
understanding that certain sounds in Arabic words can be dropped from pronunciation, such as the t sound in السماء صافية and tashkeel in الشمس مشرقة، البنت مريضة
- recognising the need for a pause or change of tone in complex sentences with embedded clauses, for example, شاهدت الحادث الأليم عندما كنت مع صديقي عماد
- reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to own interactions
- using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts
- reciting challenging and unfamiliar language to develop pace, accuracy and fluency, for example, from poems and traditional literature
developing control of regular and irregular elements of spoken and written Arabic, such as the influence of accents and expression on pronunciation and spelling, for example, the use of the letter noon instead of tanween ِتابًا/ كِتابن or the use of haa instead of the taa marbouta َمَدرسة /ه مَدرس
- listening to authentic texts such as public announcements, radio advertisements or recorded phone messages and recognising challenges associated with clarity and pace in audio texts
- understanding how intonation and tone can convey emotions and modify meaning such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! معقولة؟ تعال إلى هنا حالًا
- experimenting with intonation and stress, improving coherence and increasing expressive range by reading out loud from unfamiliar texts, for example, newspapers, novels, reports
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
understanding that sentences can contain one or more verbs and can be joined with و or other cohesive devices such as connectives and conjunctions to sequence ideas, for example, أمَّا عن، بالإضافة إلى، بالرغم من في البداية أود أن أحدثكم عن يوم النّظافة العالمي، وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم، ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة
- understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example, أنتما تلعبان، هذان كتابان، الوردتان الجميلتان
understanding nouns and adjectives formed from verbs such as verbal nouns, for example, صنع/ مصنع، كسر/ مكسور، زار/ زيارة
understanding and applying the different types of adverbs, cognate adverbs المفعول المطلق and locative adverbs المفعول فيه for example, أدرس كثيراً قبل الامتحان، ضربت ضربة واحدة، عملت في المدرسة دهراً
manipulating interrogative verb forms to ask a range of questions, for example, قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟
understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, مُنعَ الكتاب بسبب أفكاره الجريئة، خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية
negating a range of verbal sentences, for example, لم، لن، لا، ليس، مالا أحبُّ مُشاهدة الأفلام القديمة،لن أستمع إلى كلام أحد، ليس كل ما يتمناه المرء يدركه
using cardinal numbers from 13 onwards ثلاثة عشر طالباً، ثلاث عشرة طالبة، أربعة عشر بيتاً
using complex ordinal numbers to count hours, minutes and seconds, and half and quarter past the hour, for example, الساعَة حَوَالَيْ الثانِيَة وثَلاثونَ دَقيقَة، إنَّها الخامِسَة إلّا عِشر دقائق
using إلاّ to express exceptions, for example, جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا
using the conditional mood as a formulaic expression, for example, لو نجحت في الإمتحان هذا العام فسوف يشتري لي أبي لعبة إلكترونية جديدة
understanding and using the conjunction بينما to compare people or actions, and enhance expression, for example, رياضة السّباحة ممتعة ومفيدة خاصة هنا في أستراليا، بينما لعبة كرة القدم أكثر شعبيّة
using a range of comparative and superlative forms of adjectives to describe people and objects, for example, صديقتي هناء هي أجمل فتاة رأيتها في حياتي، هي أحنّ صديقة، واكثرواحدة تحب مساعدة الآخرين ، إِنها أيضاَ موهوبة أكثر مِني في الرسم
using imperative verb tenses to persuade, encourage and advise others, for example, شاركوا في الردّ على الموقع الإلكتروني، لا تنسوا شاهدوا الفيلم الأسطوري، سيعجبكم جداً، هيّا تشددوا وحاولوا أن تكملوا البحث بجدارة ، إتّصلوا على الرقم المذكور في الإعلان
using subjunctive mood to express doubt, uncertainty, or emotion, for example, قد يكون كلامك صحيحاً ولكني لست متأكّداً منه، ربما تقبل أمي أن أذهب معك إلى الحفل لست متأكدة
using definite/indefinite articles and embedded clauses in a range of complex sentences, for example, سأختار كتابي القادم عن علم النفس، سأختار كتاب أخيأحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز، لا أعرف لماذا أصدقائي والّذين أصولهم عربية، لا يحبون الأغاني العربيّة!
reflect on and evaluate Arabic texts, using metalanguage to analyse language structures and features
- analysing how language choices help achieve particular purposes and effects in particular types of Arabic and English texts, such as descriptive language in documentaries, reflective language in personal, secure blogs, diary or journal entries, and persuasive language in advertisements and speeches
- discussing the use of diacritics in Arabic texts for decorative purposes in items such as book titles, letter heads and nameplates, and comparing with English text aesthetics such as fonts and cursive styles
- examining a range of spoken and written Arabic and English texts, discussing similarities, differences and connections between context, purpose and audience, and what the texts reveal about social relationships and processes, for example, reflections of status, authority, or concepts of respect and politeness
- understanding and using metalanguage to discuss grammatical features of texts and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
- using prior knowledge of Arabic and English grammatical structures and language functions, and explaining these to others, to develop and learn further language, for example, noticing and remembering grammatical patterns
- being the teacher or buddy and annotating peers’ draft work, offering suggestions such as sequencing of ideas, grammatical structures, paragraphs and layout
Understanding the interrelationship of language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values and how these affect ways of communicating
- examining how the English language is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry – films and television programs, in online contexts, and in global contexts – language to express concepts such as الّليبر اليّة الدّيمقر اطيّة
- recognising the importance of learning and maintaining Arabic and other languages to develop intercultural understanding and appreciate the values, beliefs and mindsets of others
- recognising Modern Standard Arabic as the ‘lingua franca’ for people who speak Arabic, and that it allows for communication across cultural and international barriers within and beyond the Arab nations
- reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations’ Australian, to present in Arabic to a group of Arabic-speaking visitors at a school assembly
- analysing contemporary lifestyles and cultures in diverse Arabic-speaking countries and reflecting on similarities and differences from own lifestyle, practices and traditions
- appreciating that many Arabic speakers may be multilingual, and use other colloquial language variations or dialects, and this may form part of their identity, values and beliefs, for example, Modern Standard Arabic, Masri and English
- analysing their own bicultural and bilingual biographies to discover more about family heritage, migration and history and reflecting on how this can contribute to their identity and understanding the origin of family traditions and practices such as celebrating festivals or spiritual beliefs
- discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
- understanding and discussing the importance and influence of the Arabic language in the world, for example, as the language of Islam and sacred scripture, to showcase global networks and citizenship, in business and trade, and as an official language of the United Nations
researching and classifying terms associated with customs, traditions, practices and values that have cultural significance or history and whose profound meanings are difficult to convey in other languages, for example, طهوراَ، عشق، أم، رحمة، صديق
researching various cultural elements and customs in Arabic-speaking communities, such as family loyalty and obligations, roles, family structures and factors determining personal status, and commenting on how these may be different from their own, for example, الأبناء يعيشون مع الأباء ولا ينفصلون عنهم قبل الزواج، الأباء كبار السن يعيشون مع الأبناء
- using a reflective journal to record and compare when they consciously choose to use one language rather than the other, considering whether their ways of thinking and communicating change between languages and why, for example, being mindful of different perspectives and traditions