AC9LA6U01 Year 5 Languages

AC9LA6U01 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Elaborations

•
understanding that vowel marks, tashkeel or harakat, influence the meaning and the way words are pronounced, for example, أحب كتابة الشِعر، سارة تفضل الشعرَ الطويل، شَعرتُ بالجوع والعطش جَدّي، جَدي، جَمال، جِمال، دَرَسَ، دَرَّسَ
•
discriminating between the use of the letters alif (ا), waaw (و) and yih (ي) as either consonants or long vowels المدود in words, for example, سال – سأل، سير – سَيْر، بَيْروت - رَوَت
•
applying pronunciation and intonation rules when speaking and reading aloud, for example, تسكين الحرف الأخير عند التوقف عن القراءة، إظهار الشدة والتنوين، إظهار اللام الشمسية وإخفاء اللام القمرية إظهار الجر، استخدام أداة النداء
• recognising the different ways of pronouncing the long vowel ا,ى for example, ،فتى متى، لدى، لذا، ندى، ندا and writing the long vowel ء, for example, قراءة، مسؤول ، شيء
•
applying prior phonic knowledge to predict spelling of unfamiliar words, for example, بُر/ تُ / قا / لي، بَ / نف / سِجي

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.