AC9LA4U01 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.

recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Arabic to form words and phrases

Elaborations

• 1 understanding that Modern Standard Arabic has 28 consonant phonemes and 6 vowel phonemes
• 2

  discriminating between the long and short sounds when forming words, for example, كَتَبَ / كتاب ، سعة / ساعة، فَرَشَ / فراشة

• 3

  noticing that vocalisation such as، ــْ ــَ ، ــُ ، ــِ may change the meaning of a word depending on where it is placed, for example, كَتَبَ / كُتُب، شَعَرَ/ شِعْر/ شَعْر

• 4 developing pronunciation when speaking and reading texts aloud, applying appropriate pauses
• 5

  noticing how differences in intonation and tone are used to adjust meaning in spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used, for example, قُل/ كُل الطعام، خبر سار/ صار، سوس / صوص

• 6

  distinguishing between statements and questions using intonation and tone, for example, عيد ميلادك اليوم؟، عيد ميلادك اليوم. لديك قلم أحمر؟، لديك قلم أحمر.

• 7

  understanding that colloquial Arabic and Arabic dialects may sound different from spoken Modern Standard Arabic used in the classroom, for example, بحب آكل البَندورة / القوطه، بالفصحى ( أحب ان أكل الطماطم / البندورة). بيؤل / يجول، بالفصحى ( يقول). اشمعنى / ليه / علاش / ليش، بالفصحى ( لماذا؟ ) ازيك / إشلونك / كيفك / شاكو ماكو/ كيف داير، بالفصحى ( كيف حالك ). بكام / بقد ايش / شحال، بالفصحى ( بكم ).

• 8 using prior knowledge of familiar sounds and contexts to predict spelling of new words, for example, predicting how to spell شادي، هادي، وادي having learnt how to spell فادي

Related Achievement Standards