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Elaboration (4) ACLARC021

reading texts and extracting key points and ideas on an issue or topic, such as the weather or leisure activities for young people, and discussing information with peers using expressions such asالطقس هذه الأيام بارد جداً؛ الصيف هذا العام سيكون حاراًيحب …

Elaboration (5) ACLARC022

conveying information relating to significant events, people or places in different formats, such as a poster for a concert, a profile of a famous Arabic actor, or a digital guide to a place of interest

Elaboration (2) ACLARC023

analysing how people, places and experiences are described in imaginative texts, and comparing how key messages and beliefs are communicated in a variety of texts, such as fables

Elaboration (1) ACLARC027

reflecting on own language choices and communicative gestures in different cultural contexts, considering how own ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, …

Elaboration (4) ACLARC027

discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness

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 (12) ACLARU030

describing people and objects using comparatives and superlatives, for example, رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل

Elaboration ACLARU032

understanding the importance of using appropriate forms of address when interacting with different people, for example, the use ofسيد ماجد؛ أستاذ هاني؛ سيّدة عبير؛ خالتي رانيا؛ عمي حبيب حضرتك؛ عم كريم؛ خالة ساميةwith both close adult relatives and unknown …

Elaboration (1) ACLARU032

noticing that variation in language use often reflects the mood, feelings, attitudes or relationships of the people involved

Elaboration (2) ACLFRC011

noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people

Elaboration (3) ACLFRU013

using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?

Elaboration ACLFRU015

noticing that different kinds of language are used in different situations and with different people, for example, exchanges between children and parents (Un bisou, Papa! Je t’aime, ma puce!) and exchanges between children and unfamiliar adults (Bonjour, …

Elaboration ACLFRU017

understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language

Elaboration ACLFRU018

exploring the meaning of ‘culture’, how it involves visible elements (such as ways of eating or symbols such as flags) and invisible elements, such as how people live, what they value, and how they think about themselves and others

Elaboration (1) ACLFRU033

reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

Elaboration ACLFRU034

considering differences in how groups of people communicate, such as younger or older people, girls and boys, and how new words and expressions are constantly being invented or borrowed from other languages

Elaboration (1) ACLFRU036

understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, French terms of affection used with children often relate to either food or animals (mon petit chou, mon …

Elaboration (3) ACLFRU036

learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? …

Elaboration (1) ACLFRC041

constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures

Elaboration ACLFRC046

observing interactions between French speakers and comparing them with interactions in similar Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un dessert; and people interacting in the street, …

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