Descriptors›Languages›Years 3 to 4›Communicating meaning in Arabic›Mediating meaning in and between languages›AC9LA4C04
AC9LA4C04 Years 3 to 4 Languages

AC9LA4C04 | Years 3 to 4 Arabic: Mediating meaning in and between languages

Content Descriptor

Content descriptor develop strategies to comprehend and adjust Arabic language in familiar contexts to convey cultural meaning

Foundation to Year 10 sequence

Strand
Communicating meaning in Arabic
Substrand
Mediating meaning in and between languages

This content descriptor sets out learning for Years 3 to 4 Arabic · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.

Elaborations

  • • Elaboration identifying some words that change meaning according to the context and Arabic-speaking region, for example, لبن/ حليب، شِعر/ شَعر، جَد/ جِد، طماطم/ بندورة، بطاطس/ بطاطا
  • • Elaboration interpreting signs or phrases in familiar contexts, such as street signs, addresses and food labels, noting that some signs and symbols may be universal, for example, striped pedestrian crossings, do not enter, or symbols for danger يممر المشاة، قف، تحرك، تمهل، محظور، ممنوع التصوير
  • • Elaboration translating short, simple texts from Arabic into English, and vice versa, using cues such as layout, headings and familiar vocabulary to interpret meaning
  • • Elaboration producing a bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents and vice versa, recognising that direct translation is not always possible, for example, نورت البيت، ما شاء الله، البقاء لله/ البقية في حياتك، العقل السليم في الجسم السليم، الصديق وقت الضيق
  • • Elaboration selecting vocabulary from print dictionaries or online translators that best conveys the intended meaning when describing and talking about familiar topics such as طويل، قصير، صغير، كبير، جميل، قبيح، واسع، ضيق
  • • Elaboration creating resources (grammar pattern charts, digital picture dictionary, vocabulary mind map with connected words, board game to practice language, etc.), for themselves and the class, to reinforce learning and exposure to language concepts, for example, أكل/ يأكل/كُل، شَربت/ تشرب/اشربي، لعب/ يلعب/العب هو، هي، هما، هن هذ ا، هذه، هذان، هاتان، هؤلاء
  • • Elaboration comparing Arabic expressions used in everyday interactions, such as greetings with equivalent English expressions, and identifying similarities/differences and words/expressions that do not translate easily, for example, مرحبا، صباح الخير/ صباح النور كيف حالك؟ الحمد لله، نشكر الرب، أنا تمام

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