Elaboration (2) ACLARC126
modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme
Elaboration (2) | ACLARC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC127
identifying words that change meaning according to the context and Arabic-speaking region, for example, لبن/حليب؛ مبسوط
Elaboration (3) | ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC128
producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible
Elaboration | ACLARC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLARU131
experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ …
Elaboration (4) | ACLARU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (9) ACLARU132
understanding and using simple question words in interactions, for exampleمتى أتيت إلى البيت؟ من أعد لك الفطور؟؛ ماذا احضرت للغداء؟ كيف أتيت إلى المدرسة؟
Elaboration (9) | ACLARU132 | 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 (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 (1) ACLARC127
comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities and words and expressions that do not translate easily, for example,مرحبا؛ صباح الخير/صباح النور؛ …
Elaboration (1) | ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC129
comparing their interactions in Arabic and English, noticing different behaviours and language used, for example, adding the words عمو؛ خالة before the names of older family members and other adults to show respect, compared with addressing friends in …
Elaboration | ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (6) ACLARU131
deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
Elaboration (6) | ACLARU131 | 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