Elaboration (2) ACLARU133
identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and signature in an email and a letter, a description in a story and a diary entry
Elaboration (2) | ACLARU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARU133
classifying a range of texts in print, digital and online formats, such as stories, digital greeting cards, recipes, advertisements (print and online versions) and posters, according to their purpose(s), for example, to entertain, to describe, to inform …
Elaboration (3) | ACLARU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU134
reflecting on how they communicate with their family and friends and with people less close to them, noticing differences in word choice, language use and communicative behaviour
Elaboration | ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU134
understanding that Arabic as a language has a standard form called اللغة العربية الفصحى, which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi …
Elaboration (1) | ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARU134
understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used
Elaboration (2) | ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU135
identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
Elaboration | ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU135
understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,دردشة على الإنترنت
Elaboration (1) | ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARU135
recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
Elaboration (2) | ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARU135
understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
Elaboration (3) | ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU136
examining aspects of Arabic culture in familiar contexts, for example, identifying language use such as كل عام وأنتم بخير؛ أهلاَ وسهلاَ؛ شرفتونا and behaviours such as eating sweets at different celebrations and occasions
Elaboration | ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU136
reflecting on and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, and serving sweets during special occasions, or coffee in times of mourning
Elaboration (1) | ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARU136
comparing the cultural importance of music and traditional dance in different Arabic-speaking communities as expressions of identity and emotions, for example,الدبكة اللبنانية والجوبية العراقية؛ والرقص الصعيدي الفلكلوري
Elaboration (2) | ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC137
exchanging information about everyday experiences, for example,ماذا تفعل بعد المدرسة؟ متى تأكل طعام العشاء؟ أين تلعب الرياضة؟بعد المدرسة ألعب كرة القدم؛ في الساعة الثامنة أذهب إلى النوم؛ وأنت متى تنام؟أقرأ قصة قبل النوم؛ وأنتِ هل تقرأين قبل النوم؟
Elaboration | ACLARC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARC137
describing friends and family members, including physical appearance and personal characteristics/qualities, for example,أمي إمرأة طويلة ورشيقة؛ تحافظ على صحتها؛ أبي شخص منتظم في عمله ومسؤول في بيته؛ صديقي سامي مهذب ولكنه لا يهتم بدراسته ولا بصحته؛ أصدقائي …
Elaboration (1) | ACLARC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC137
sharing feelings about weekend activities, using different modes of communication such as text messages, email or social media, and giving reasons for choices made, for example,يوم السبت ألعب التنس مع أبي؛ في العطلة الأسبوعية أذهب مع عائلتي إلى المطعم؛ …
Elaboration (2) | ACLARC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC137
recounting experiences with family and friends in a variety of ways, for example, in conversations, diaries or digital presentationذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة الركبي ممتعة؛ كانت رحلة المدرسة إلى …
Elaboration (3) | ACLARC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC138
making collaborative decisions and arrangements using expressions for counting, ordering and organising ideas, for example,أوّلاً؛ نختار أفراد الفريق؛ ثانياً نوزّع الأدوار؛ ثالثاً؛ نعرض الأفكار؛ أخيراً نعمل على دورنافي البداية سوف أجمع الصور ؛ بعد ذلك …
Elaboration | ACLARC138 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARC138
engaging in transactions by asking for and providing information, such as giving prices and asking for goods and services, for example,ما سعر ...؟ بكم هذه اللعبة؟ ما سعر كيلو البرتقال؟ بكم كيس الخبز؟ ربطة الخبز بدولار ونصف؛ سعر كيلو التفاح ثلاثة دولاراتأحتاج …
Elaboration (1) | ACLARC138 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC138
making suggestions and choices in the allocation of roles and explaining the reasons for such choices, for example,أنا أحب أن أكون الطبيب؛ لماذا لا تكون أنت المعلم؟ لماذا لا تأخذ دور النادل في المطعم؟ دوري طبيب لأنني أحب أن أكون طبيباً في المستقبل؛ خذي …
Elaboration (2) | ACLARC138 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC138
creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic
Elaboration (3) | ACLARC138 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum