AC9LA10EC06 Year 9 Languages

AC9LA10EC06 – Year 9 Languages: Creating text in Arabic

Strand

Communicating meaning in Arabic

Substrand

Creating text in Arabic

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences

Elaborations

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presenting persuasive texts such as posters, advertisements or the script of a speech on topics such as recycling, sustainability or circular fashion, for various audiences, for example, إنه من الضروري أن نحافظ على البيئة بعدة طرق، منها إعادة التدوير
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informing others in the school community about an issue of interest, call to action, or upcoming events in texts such as notices and newsletter announcements, for example, إعلان هام ستحتفل مدرستنا بيوم المعلم العالمي يوم الإثنين القادم في صالة المدرسة نرحب بحضور الجميع الرّياضة ضرورية للصحة، المأكولات السريعة وأضرارها، الألعاب الإلكترونية وتأثيرها السلبي على العائلة
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creating a multimodal resource to introduce Arabic-speaking tourists or recent migrants to different features and aspects of Australian life such as cultural and linguistic diversity, local attractions, animals, dangers, and outback exploration, for example, أماكن سياحية رائعة كدار الاوبرا والجبال الزرقاء
• writing a journal entry, or contributing to a school newsletter in Arabic reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
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researching a popular tourist site or attraction in an Arabic-speaking country and writing about a traveller’s experience in the third person, for example, سافر سمير إلى البتراء، وشاهد المعابد التراثية القديمة والجمال في الصحراء
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reporting on own and others’ experiences such as holidays or school camp, for example, بالنسبة لي الرحلة كانت ممتعة بينما بعض التلاميذ شعروا بالملل، بالرغم من الساعات الطويلة التي قضيناها في الطريق إلا إنني لم أشعر بالتّعب لكن أصدقائي كانوا متعبين
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writing a procedure for younger students to follow, with steps and diagrams, for example, dances or recipes تبولة افرم البقدونس والنعنع والبندورة أضف عصير الليمون والملح والزيت والبرغل

Show 3 more elaborations

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creating a video tour of the school for Arabic-speaking exchange students or new students, with commentary about classrooms, subjects, canteen menu and facilities, for example, الطعام في الكافيتريا لذيذ جداً، الرياضة مادة مهمة
• creating alternative versions of traditional Arabic stories by introducing new characters, scenes or different endings, for example, ألف ليلة وليلة، سندباد
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expressing imagined experiences in texts such as poems and video clips that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example, عيد الأم، عيد الأنزاك، العيد الوطني الأسترالي، الأعياد الدينية

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANARA7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Arabic language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Arabic or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Arabic to create texts. Students apply features and conventions of spoken Arabic to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Arabic, to discuss how this learning influences their ideas and ways of communicating.