AC9LA4C03 Year 3 Languages

This Content Descriptor from Year 3 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.

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

Elaborations

• 1 responding to a story, song, cartoon, comic or simple narrative by retelling, re-enacting the main events or taking on the role of a character, using props, movement and dance
• 2

  interviewing peers, using modelled questions regarding their routines, likes, interests or pets, and presenting the results in charts, Venn diagrams, graphs, graphic representations or reports, for example, هل تحب التفاح أم الكيوي؟ ما هي فاكهتك المفضلة؟ فادي يحب التفاح ، ليلى تحب الخوخ

• 3

  reading profiles and stories in print and digital form about people, animals and imagined characters, and creating a display or poster with character names, short descriptions and pictures, for example, هذا حيوان الكنغر، يقفز على أرجله الخلفية، لونه ... جحا، حمار جحا، أمير بغداد، حارس الأمير، جحا يصطاد السمك

• 4 learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Arabic
• 5

  identifying and recording keywords obtained from short spoken texts with some unfamiliar language, such as keywords for some items on a recorded shopping list, ingredients for a recipe, or a phone message, for example, غاب الطالب يوم ...رقم الجوال هو ...، اسم العميل ...

• 6

  sequencing written, spoken or visual information in logical order, such as placing pictures in a sequence of events, numbering jumbled sentences or filling gaps in sentences, for example, استقيظ عادل مبكراً، تناول فطوره وذهب إلى المدرسة، بعد ذلك ...، بعد الظهر عاد عادل إلى البيت درس دروسه وساعد أمه ولعب قليلاً، في المساء تناول عادل العشاء و فرشى أسنانه ثم ذهب إلى السرير لينام.

• 7

  listening to or viewing short texts such as weather reports or event timetables, deciding what day to invite a friend to go to the park or attend the event, and writing a short invitation message, for example, وم السبت سيكون مشمساً، لم لا نذهب لزيارة حديقة الحيوان الطقس رائع يوم الأحد، فلنذهب للعب كرة القدم.

• 8

  listening to, reading and viewing stories in various formats, such as fables, folktales and stories by contemporary Arabic authors, and discussing and responding to questions about characters, culture, settings, themes and events, for example, جحا وحماره، لماذا حمل جحا الحمارعلى ظهره؟ حمل جحا الحمار على ظهره لأنه...، ماذا تعلمت من هذه القصة؟

• 9

  obtaining information from various sources and deciding which facts to include in a text about the school or community, such as a labelled school or neighbourhood map, timetable or canteen menu, that would be useful for Arabic-speaking visitors, for example, مرحبًا بكم في مدرستنا تفتح المدرسة من الساعة الثامنة صباحًا إلى الرابعة بعد الظهر يوجد في المدرسة ...

Related Achievement Standards