AC9LA4C04 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.

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

Elaborations

• 1

  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

• 2

  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

• 3 translating short, simple texts from Arabic into English, and vice versa, using cues such as layout, headings and familiar vocabulary to interpret meaning
• 4

  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

• 5

  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

• 6

  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

• 7

  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

Related Achievement Standards