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Elaboration (2) ACLARC028

noticing how they communicate with one another, their teachers and families, noticing how they see themselves differently in different contexts, for example, as Arabic-speaking person, less traditional than parents

Elaboration (3) ACLARC028

reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts

Elaboration ACLARU029

distinguishing the pronunciation of (الشدة) and (التنوين)

Elaboration (1) ACLARU029

using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression

Elaboration (2) ACLARU029

recognising that certain letters in Arabic appear in different variations, for example, ت؛ ة

Elaboration (3) ACLARU029

applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts

Elaboration (4) ACLARU029

making choices in relation to the use of punctuation such as (؛) and adjusting the flow of ideas, increasing text cohesion and enhancing expression

Elaboration (5) ACLARU029

recognising the need for pauses or changes of tone in complex sentences with embedded clauses

Elaboration (6) ACLARU029

understanding that there are variations in both spoken and written Arabic across different countries and regions, and analysing the reasons for such variations, for example, سوريا/سورية؛ ناديا/نادية؛ فاديا/فادية

Elaboration (7) ACLARU029

noticing how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! تعال إلى هنا حالاً!

Elaboration (8) ACLARU029

using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression

Elaboration ACLARU030

using سوف in addition to the present tense to express future plans, for example, سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم

Elaboration (1) ACLARU030

using the conditional mood as a formulaic expression, for example,لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً

Elaboration (2) ACLARU030

understanding and using the conjunctions لكن to compare people and actions, expanding on their expression, for example, خالي غني لكن عمّي فقير؛أخي يلعب كثيرا لكن أختي تدرس دائم

Elaboration (3) ACLARU030

using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟

Elaboration (4) ACLARU030

expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

Elaboration (5) ACLARU030

using expressions to indicate preference and compare, for example,هذا أقل من هذا؛ الكتاب أخف من الكرسي؛ العلوم أفضل من الرياضة

Elaboration (6) ACLARU030

creating compound and complex sentences by using embedded clauses such as الكتاب المفضل لدي (والذي أحبه كثيرا) هو ...

Elaboration (7) ACLARU030

understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,هذان كتابان جديدان؛ هاتان صديقتان وفيتان

Elaboration (8) ACLARU030

understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, أُنهيت المباراة سريعاً ؛ دُق الجرس متأخراً

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