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AC9LA10EU02: Year 9 Languages Content Descriptor – Understanding systems of language
AC9LA10EU02 Year 9 Languages

AC9LA10EU02 – Year 9 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

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

select and use structures and features of the Arabic grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts

Elaborations

  • • applying punctuation and spacing rules between words and using their knowledge of writing conventions such as paragraphing and sequencing to create texts, and typing in Arabic
  • • recognising that certain letters in Arabic appear in different variations, for example, ة ،ت
  • •

    using plural demonstrative pronouns and pronouns such as ‘we, you and they’ in Arabic نحن مدرّسون، هم طلّاب، هذا طالب مجتهد، هؤلاء الطلاب

  • •

    expanding their knowledge of noun-adjective agreement, for example, هؤلاء معلّمون بارعون، هؤلاء طالبات مجتهدات

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    identifying possession idaafa and attached possessive pronouns for singular and plural, for example, هذا بيتُ يوسف/ هذا بيته، هذا سريري، هذه غرفتكَ، كتابكِ، حقيبة نور/هذه حقيبتها، صف التلاميذ/ صفوفكم، سيارة العائلة

  • •

    using س /سوف with the present tense to express future plans, for example, سوف أذهب إلى الجامعة، سأسافر مع أهلي، ،سوف أشتري سيارة، سوف أعمل في مطعم

  • •

    using a range of conjunctions such as أو ,ف ,لكن, to connect sentences, for example, ما ذهبت سارة لكن هيفاء كل فطيرة أو كعكة

Show 9 more elaborations
  • •

    using interrogative words and expressions, for example, لِمَ أنتَ هُنا؟ هل تريد هذا الكتاب؟

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    using subjunctive mood to express doubt, uncertainty, or emotion, for example, قد أسافر في العطلة، ربما نذهب يوم السبت إلى السينما

  • •

    describing people and objects, using comparatives and superlatives, for example, هذا أقلّ من ذاك، الكتاب أخفّ من القاموس، الماء أفضل من المشروبات الغازية

  • •

    applying rules of negation in a range of sentences, for example, لن أتصل بك، لم أتأخرعن الدرس، ليس عندي وقت

  • •

    using imperative verb forms to persuade, encourage, and give advice, for example, تابع مجهودك، حاولْ مرَّة ثانية، هيَّا يا سامر لنذهب إلى المعلم ونسأله، لا تعاشر اصحاب السوء لأنهم يضيعون وقتك

  • •

    using a range of irregular adjectives to describe number, shape and colour, for example, تقميص أحمر، حقيبة حمراء، قلم أخضر، ممحاة خضراء، شكل مدور، مثلث، مربع، مستطيل

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    using adverbial phrases to expand on ideas and provide further information, for example, متأخراً ، باكراً، دائماً، مسرعاً

  • •

    applying gender and number agreement, for example, خمسة أقلام، خمس ساعات، ثلاث طالبات، ثلاثة طلاب

  • •

    using ordinal numbers to count the hours, minutes and seconds with half and quarter past the hour, for example, أُريدُ أَن أَحجُز طاوِلَة في الساعَة الوَاحِدَة والرُبع، في الساعة التاسعة إلا عشر دقائق

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.