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Elaboration ACLARU014

understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions

understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an …

Elaboration (2) ACLARU014

recognising how elements of texts such as the title, layout and the size of the script all combine to make meaning

Elaboration (3) ACLARU014

identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and the signature of an email and a letter, a description in a recount and in a diary entry

Elaboration (4) ACLARU014

identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips

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 (6) ACLARU014

describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something

Elaboration (7) ACLARU014

analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches

Elaboration ACLARU015

recognising that forms of address and greetings may vary according to the time of day, gender, a person’s background and the social status of the participants, for example,مرحبا؛ أهلاً؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ …

Elaboration (1) ACLARU015

recognising that informal forms of address are commonly used and are accepted as the norm in various Arabic-speaking communities, for example,عم جوزيف؛ عمة سناء؛ خالة عبير؛ ست صباح؛ عم سليم

Elaboration (2) ACLARU015

identifying how they communicate with their family and friends and with people less close to them, noticing differences in word choice and language use and communicative behaviour

Elaboration (3) ACLARU015

explaining how their spoken language at home may differ from the language spoken in class, and recognising similarities and differences between various dialects represented within the classroom

Elaboration (4) ACLARU015

understanding that the Arabic language has a standard form called Al Fusha, اللغة العربية الفصحى, which is mainly used in writing, and a range of oral dialects that differ greatly from region to region, for example, regional dialects from Lebanon, Palestine, …

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؛ …

Elaboration ACLARU016

recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز؛, and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’

Elaboration (1) ACLARU016

recognising that Arabic as a language has experienced many changes over time and that classical Arabic is only used in ancient literature and religious texts

Elaboration (2) ACLARU016

understanding that Arabic, like all languages, is constantly expanding to include new words and expressions through interaction with other languages and cultures, for example, التواصل الإجتماعي؛ دردشة على الإنترنت؛

Elaboration (3) ACLARU016

recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ ب؛ ج؛ د is based on the Aramaic alphabet

Elaboration (4) ACLARU016

recognising that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world such as Aramaic, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب, and that many colloquial words, for example, …

Elaboration ACLARU017

exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible aspects, such as how people live, what they value and how they think of themselves and others

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