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Elaboration (2) ACLARU118

exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

understanding that some Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ or ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of culture in the Australian context

Elaboration (2) ACLARC120

using common expressions and appropriate body language when responding to frequently used comments and questions, for example,يبدو أنك متعب؛ متى نمت البارحة؟ لماذا تأخرت هذا الصباح؟ كيف تأتي إلى المدرسة؟ هل عندك طعام للفرصة؟

Elaboration (2) ACLARC121

participating in role-plays, such as buying goods from a shop, using props, for example, هل عندك حليب؟, to engage in conversation

Elaboration (2) ACLARC122

requesting repetition, for example,ممكن أن تعيدي السؤال؟ لم أفهم السؤال؟ من فضلك، أعد السؤال. ما معنى ...؟

Elaboration (2) ACLARC123

comparing profiles and stories in print and digital form about different people and their daily routines, and creating a display with names and short descriptions, for example,هذه فادية؛ عمرها سبع سنوات؛ تسكن مع والديها وعندها أربع أخوات. تحب فادية المدرسة …

Elaboration (2) ACLARC124

creating a class book or visual/digital display relating to a school event such as an excursion to the zoo or museum, for example,رحلة إلى حديقة الحيوان؛ في حديقة الحيوان؛ شاهدنا الأسد وهو نائم؛ كان هناك دبّ كبير وقردة بأحجام مختلفةرحلة المدرسة إلى المتحف؛ …

Elaboration (2) ACLARC125

discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts

Elaboration (2) ACLARC126

modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme

Elaboration (2) ACLARC127

translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary

Elaboration (2) ACLARC128

creating texts in print, digital or online formats, such as descriptions in both Arabic and English on familiar topics, selecting from word lists vocabulary that best conveys the intended meaning in both languages

Elaboration (2) ACLARC129

developing metalanguage for describing experiences of intercultural exchange in different contexts, for example,أتكلم العربي في البيت مع جدي وجدتي ولكن مع إخوتي أتكلم الإنجليزي؛ أمي تتكلم معي بالعربيوأنا أرد عليها بالإنجليزي؛ عربيتي ليست قوية؛ أحب التكلم …

Elaboration (2) ACLARC130

mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special …

Elaboration (2) ACLARU131

recognising that letters change form depending on their place in the word, for example,ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

Elaboration (2) ACLARU132

using singular, second person and plural possessive pronouns to describe relationship or ownership, for example,هذا دفترك يا سمير؛ لينا هذه حقيبتك؛ أمي أليس هذا مفتاح سيارتك؟ أبي أين نظارتك؟ كتبهم؛ لعبكم؛ غرفنا

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) 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) 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) 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) 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؛ …

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