AC9LA6C02 Year 5 Languages

AC9LA6C02 – Year 5 Languages: Interacting in Arabic

Strand

Communicating meaning in Arabic

Substrand

Interacting in Arabic

This Content Descriptor from Year 5 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

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas 

Elaborations

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making collaborative decisions and arrangements, using expressions for numbers, ordering and organising ideas, for example, أولاً، ثانيًا، ثالثًا، أخيرًا نختار فريقين، نختار الأدوار، أنت الحارس، من سيكون الحكم؟، واحد، اثنان، ثلاثة، ابدأ !
•
engaging in transactions by asking for items such as goods and services, and providing information such as giving prices, for example, بكم هذه ...؟، هل هذا هو السعر الأخير؟، هذا القلم بدولار، سعر التفاح دولاران، ما سعر ...؟ هل ممكن أن تساعدني، أنا أبحث عن حذاء أسود مقاس ٨ من فضلك
•
contributing ideas to develop class rules and guidelines to foster a bilingual, multicultural classroom environment, for example, إحترم الجميع، حاول أن تتكلم في اللغة العربية، تحدث بوضوح
•
making suggestions and choices in the allocation of roles and explaining the reasons for such choices, for example, ما رأيك لو...؟، أنا سأكون الطبيب وأنت ستكون المريض، من الأفضل أن أكون أنا حارس المرمى، أنا سأكون حارس المرمى لأنني طويل
•
creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic مسرحية، في السوق

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANARAF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Arabic language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Arabic or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures, and conventions of letter position, to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules for pronunciation and intonation in spoken Arabic. They apply conventions of spelling and punctuation and use modelled structures, when creating and responding in Arabic. They compare language structures and features in Arabic and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.