AC9LA8EU01 Year 7 Languages

AC9LA8EU01 – Year 7 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 7 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

recognise and use features of the Arabic sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts

Elaborations

• recognising and pronouncing the 28 sounds of the Arabic sound system
• noticing and practising different mouth and tongue positions to reproduce sounds such as the 4 emphatic consonants, articulated with the tongue in a high position
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recognising that letters are joined in different ways to make words, for example, باب، خال، حال، هذا، هي
• discriminating between short vowels, for example, تْ ت تِ تُ long vowels such as تا تي تو and consonant letters in a syllable block
• recognising the different ways of sounding ا و ي consonants, for example, بي/ بابا، وَلد/ توت
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recognising the double sound and consonants with shadda دَرَّسَ، أحبَّ، أحسَّ
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noticing that vocalisation such as harakat may change the function of the word depending on where it is placed, for example, كَتَبَ، كُتُب، لَعِبَ، لُعَب

Show 4 more elaborations

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reciting tongue twisters to practise pronunciation خيط حرير على حيط خليل
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understanding how intonation and tone are used to change the meaning of speech, and how the purpose of interactions such as to command or invite, would change the emphasis on words being used, for example, !ندى، تعالي! تعالي يا ندى، ضع الكتاب على الطاولة، الكتاب، ضعه على الطاولة الآن
• understanding that the sounds of the letters depend on the mood of the sentence in Arabic, and the need to memorise the pronunciation of the sun and moon letters
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identifying Arabic sounds that do not exist in spoken English, for example, ح and غ, and articulating reasons why some Arabic sounds may be hard for English speakers to vocalise, such as the rolled r and kh sound

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANARA7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Arabic language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Arabic or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language and modelled sentence and grammatical structures to create texts, with conventions of letter position and vowel marks in writing. Students approximate pronunciation and intonation in spoken Arabic. They demonstrate understanding that Arabic has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Arabic and English language structures and features, using metalanguage. They demonstrate awareness that the Arabic language is connected with culture and identity, and that this connection is reflected in their own language(s), culture(s) and identity.