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Elaboration (5) ACLARU151

explaining why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of …

Elaboration (5) ACLARU166

using ordinal numbers to sequence ideas in oral interactions and written texts, for example,أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

Elaboration (5) ACLARU182

using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts

Elaboration (5) ACLARU183

extending use of negative forms, for example,لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً

Elaboration (5) ACLARC001

sharing experiences with family and friends in a variety of ways, for example, by recounting events such as special celebrations in conversations and through social mediaذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة …

Elaboration (5) ACLARC004

classifying and categorising information gained from others, such as favourite foods and places to visit, for example,سالم يحب التبولة؛ عادل يحب الدجاج؛ سعاد تفضل الخضار؛ علي يحب كرة القدم؛ ماجد يفضل السباحة؛ رامي يفضل العزف على الغيتارتحب البنات الموسيقى …

Elaboration (5) ACLARC005

presenting information in spoken or written form about own and peers` leisure activities, describing experiences and expressing feelings, for example,ألعب كرة القدم جيداً؛ أسبح بمهارة؛ اقرأ بطلاقة؛ ألعب الألعاب الإلكترونية كثيراً؛ سمير يلعب التنسعندما …

Elaboration (5) ACLARC006

describing characters, events or contexts in different types of imaginative texts such as films and cartoons, and listing words or expressions associated with a character’s personality and explaining how they can relate to them, for example,أنا أحبّ دور …

Elaboration (5) ACLARC007

composing, performing or filming texts for own and others’ enjoyment and interest, for example, a description of an imaginary character or animal, a commercial for a new product, a short film, or a poster advertising an event

Elaboration (5) ACLARC008

creating Arabic versions of school signs, notices, timetables and class rules, and considering why some words and expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’

Elaboration (5) ACLARC009

creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family, including expressions drawn from various Arabic dialects represented within the classroom, for example, ‘see you later’, ‘no …

Elaboration (5) ACLARU012

comparing the different ways to write the letter (أ), for example, ى؛ ؤ؛ئ أ, أ؛إ؛آ

Elaboration (5) ACLARU013

describing aspects of own daily activities, using simple present tense verbs, for example, أستيقظ في الصباح؛ اتناول الفطور؛ أستقلّ الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي

Elaboration (5) ACLARU014

comparing texts on a common topic, for example, a print report, a television report and an internet announcement about an accident, and discussing how features of texts assist in making meaning

Elaboration (5) ACLARU015

understanding how gestures 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,زينب؛ تعالي! تعالي يا زينب. ضع الكتاب على الطاولة؛ …

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