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Elaboration (1) ACLARU182

understanding that sentences can contain one or more verbs and can be joined with و or other cohesive devices

Elaboration (1) ACLARU183

understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ

Elaboration (1) ACLARU184

analysing a range of expository texts such as news reports and feature articles, identifying language features and any elements of bias or objectivity

Elaboration (1) ACLARU185

reflecting on how various Arabic speakers’ views on social or cultural roles and relationships are reflected in texts such as traditional sayings, idioms, proverbs, poetry and song lyrics

examining how English is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry, such as in films and television programs; in online contexts; and in language used to express global concepts such …

Elaboration (1) ACLARU187

reflecting on personal encounters with cultural practices that have impacted on own ways of thinking and reacting and have helped to shape their attitudes to and views of the world around them, and discussing ways to increase intercultural understand …

Elaboration (1) ACLARC001

exchanging information about a range of topics, such as family, friends, routines, school and leisure activities, for example,أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبةأستيقظ باكراً؛ آكل الفطور؛ ألبس ثيابي؛ أشاهد …

Elaboration (1) ACLARC002

planning, rehearsing and presenting a group activity for class or school relating to a familiar situation or event such as Mother’s Day, using expressions such asاليوم سوف نقدم لكم عرضاً عن عيد الأم؛ شكراً لاستماعكم؛ أنا كامل وهذه لينا وهذا محمود؛ نرجو …

Elaboration (1) ACLARC003

making polite requests such as attracting attention and asking for help in classroom situations, requesting repetition, asking for and providing clarification, asking permission and responding appropriately, for example,ممكن أن أتكلم؟ عندي فكرة رائعة!ممكن …

Elaboration (1) ACLARC004

identifying letters, words and phrases in written Arabic, for example, titles, labels and captions

Elaboration (1) ACLARC005

reporting on information gathered from peers using simple structures such asوليد لا يحب الرياضيات ولا القراءة؛ عند فادية أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات

Elaboration (1) ACLARC006

responding to imaginative texts such as stories, rhymes and songs through play-acting, or using illustrations, captions and movement, or miming favourite characters

Elaboration (1) ACLARC007

creating and presenting own story in digital form based on imaginary scenarios, using familiar contexts and modelled language, for example,في يوم من الأيام؛ كان هناك...؛ كان يوجد مرة...

Elaboration (1) ACLARC008

using a picture or digital dictionary to find the meanings of words and expressions used in class, comparing English and Arabic versions of each word

Elaboration (1) ACLARC009

making bilingual greeting cards for family celebrations such as Mother’s Day, using greetings in Arabic alongside English ones, for example,عيد أم سعيد؛ عيد أم مبارك؛ كل عام وأنت بخير؛ كل عام وأنت بألف خير؛ دمت لي سالمة

Elaboration (1) ACLARC010

sharing with peers how it feels to use Arabic and English in different contexts, for example, at home, at school and in the Arabic-speaking community, reflecting on instances when these interactions have felt comfortable, awkward or difficult and explaining …

Elaboration (1) ACLARC011

identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example,مكان الولادة؛ جنسية الأهل؛ أسس القيم التي تربّى عليها؛ المجموعات أو الفرق التي ينتمي إليها مثل فريق كرة القدم؛ …

Elaboration (1) ACLARU012

discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels such as تا؛ تي؛ تو, and consonant letters in a syllable block

Elaboration (1) ACLARU013

understanding the effect of word order in phrases and sentences, for example,الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار

Elaboration (1) ACLARU014

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 …

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