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Elaboration (2) ACLARC020

explaining actions and responses, for example,وضعت الصورة هنا لأنها صغيرة ومناسبة؛ تأخرت في الصباح كثيراً؛ أنا متعب اليوم لأنني نمت الساعة العاشرة ليلاً. إن ساعدتني في البحث، سنحصل على درجة عالية

using concept maps, charts and tables to organise, summarise and evaluate information from spoken, written and visual texts that reflect different aspects of Arabic culture related to topics such as entertainment and special occasions, for example,حفلات …

Elaboration (2) ACLARC022

organising information for an Arabic-speaking audience, for example, creating a presentation comparing different cultural perspectives on a particular topic or a video recording of a cooking demonstration

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 (2) ACLARC024

creating alternative versions of traditional Arabic stories and films by introducing new characters and contexts and alternative endings

Elaboration (2) ACLARC025

translating texts, identifying culture-specific vocabulary and expressions, such as والله ولي التوفيق؛ تقبل فائق الإحترام, discussing strategies for choosing words that best reflect the intended meaning and context

Elaboration (2) ACLARC026

designing menus or programs for Arabic-themed events, with key items/information in Arabic and explanatory notes in English

Elaboration (2) ACLARC027

exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality, politeness and directness, use of personal …

Elaboration (2) ACLARC028

noticing how they communicate with one another, their teachers and families, noticing how they see themselves differently in different contexts, for example, as Arabic-speaking person, less traditional than parents

Elaboration (2) ACLARU029

recognising that certain letters in Arabic appear in different variations, for example, ت؛ ة

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 (2) ACLARU031

exploring a range of imaginative texts to compare the use of language features such as imagery and exaggeration, and discussing how these are used to convey meaning to and entertain the audience

Elaboration (2) ACLARU032

identifying how emotions and attitudes, such as embarrassment or respect, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts

Elaboration (2) ACLARU033

reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media

Elaboration (2) ACLARU034

identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations

Elaboration (2) ACLFRC001

recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est …

Elaboration (2) ACLFRC002

participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? …

Elaboration (2) ACLFRC003

asking for information or for a turn, for example, Madame … Qu’est-ce que c’est? Et moi?

Elaboration (2) ACLFRC004

shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events

Elaboration (2) ACLFRC005

using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur …

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