AC9LA6C04 Year 5 Languages

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.

apply strategies to interpret and convey meaning in Arabic language in familiar non-verbal, spoken and written cultural contexts

Elaborations

• 1 interpreting Arabic expressions in familiar texts such as greeting cards, menus and stories, and considering how these expressions reflect aspects of Arabic language and culture
• 2

  creating Arabic versions of school signs, notices and class rules, considering why some words and expressions such as ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’, require flexibility in translation, for example, الملعب، مكتب الإدارة، المقصف (دكان/ كافيتيريا المدرسة)، ممنوع اللعب في هذه المنطقة، اللعب غير مسموح بدون قبعة

• 3 creating a word bank or vocabulary list with Arabic words, making connections between the degree of formality of a situation and the form of Arabic that must be used
• 4

  understanding and discussing why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of Arabic dialect at home, in the community, overseas or with friends, for example, بُص/شُوف/اطلع، في الفصحى (انظر إلى) استنى/ لحظة / وَأف/ أٌنطُور ( انتظر)

• 5 reflecting on instances when moving between Arabic- and English-speaking contexts has felt easy, awkward, or challenging and explaining why this might be the case, for example, translating to relatives what the teacher is saying, helping a community member who cannot speak English reach a destination
• 6

  understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Aramaic Sifr (zero), mamlaka (Kingdom) and Phoenician Tannin (dragon) and Berber tajma (gathering), and regional languages such as Persian, bazaar (market), Turkish baklava (baklawa) and Kurdish chay (tea).

• 7 learning responsible use of bilingual dictionaries and electronic/online translation tools, recognising the limitations of such technology and problems associated with translation and equivalence
• 8 exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘no worries’
• 9

  translating texts such as public signs, advertisements and food packaging from Arabic into English and vice versa, for example, ‘please recycle,’ ‘do not walk on the grass’ ‘buy one, get one free’ الكلاب ممنوعة، ممنوع الوقوف، المشي على العشب ممنوع، يرجى إعادة التدوير

• 10

  exploring the meaning of famous names of people and places and reflecting on their origin and naming conventions such as ما معنى؟ ما أصل هذه الكلمة؟ ما معنى إسم سمر/ سعيد/ مريم هل تعرف معنى اسمك؟ العراق، قطر، لبنان، مصر، المغرب، البحرين

• 11 recognising changes made when interacting in an Australian-English context, for example, using different forms of address, expressions or different ways of showing politeness, and discussing why these adjustments are appropriate

Related Achievement Standards