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Elaboration (2) ACLARC107

contributing aspects of personal information to a class digital photo story, for example, writing or reading aloud captions to own photosهذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ صورة أميرة كانت على حقيبتي؛ هاني …

Elaboration (2) ACLARC108

responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement

Elaboration (2) ACLARC109

creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon

Elaboration (2) ACLARC110

playing matching games with Arabic and English words from Big Books and picture books

Elaboration (2) ACLARC111

creating a bilingual personal profile containing information relating to self, family and friends

Elaboration (2) ACLARC112

sharing with peers how it feels to use Arabic, for example, when singing a song in class, speaking Arabic with friends or family members, and using gestures, such as nodding the head slightly when saying نعم أو لا

Elaboration (2) ACLARC113

creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language

Elaboration (2) ACLARU114

recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such asص؛ ض؛ ط؛ ظ؛ ح؛ خ

Elaboration (2) ACLARU115

identifying different parts of speech, for example,الاسم؛ الفعل؛ الصفة؛ الحرف

Elaboration (2) ACLARU116

comparing similar texts in Arabic and English and noticing how they are the same or different, for example, a counting song, street sign, labels at a supermarket, or a cover of a picture book

Elaboration (2) ACLARU117

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

Elaboration (2) ACLARU118

exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

Elaboration (2) ACLARU119

understanding that some Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ or ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of culture in the Australian context

Elaboration (2) ACLARC120

using common expressions and appropriate body language when responding to frequently used comments and questions, for example,يبدو أنك متعب؛ متى نمت البارحة؟ لماذا تأخرت هذا الصباح؟ كيف تأتي إلى المدرسة؟ هل عندك طعام للفرصة؟

Elaboration (2) ACLARC121

participating in role-plays, such as buying goods from a shop, using props, for example, هل عندك حليب؟, to engage in conversation

Elaboration (2) ACLARC122

requesting repetition, for example,ممكن أن تعيدي السؤال؟ لم أفهم السؤال؟ من فضلك، أعد السؤال. ما معنى ...؟

Elaboration (2) ACLARC123

comparing profiles and stories in print and digital form about different people and their daily routines, and creating a display with names and short descriptions, for example,هذه فادية؛ عمرها سبع سنوات؛ تسكن مع والديها وعندها أربع أخوات. تحب فادية المدرسة …

Elaboration (2) ACLARC124

creating a class book or visual/digital display relating to a school event such as an excursion to the zoo or museum, for example,رحلة إلى حديقة الحيوان؛ في حديقة الحيوان؛ شاهدنا الأسد وهو نائم؛ كان هناك دبّ كبير وقردة بأحجام مختلفةرحلة المدرسة إلى المتحف؛ …

Elaboration (2) ACLARC125

discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts

Elaboration (2) ACLARC126

modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme

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