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Elaboration (2) ACLARC129

developing metalanguage for describing experiences of intercultural exchange in different contexts, for example,أتكلم العربي في البيت مع جدي وجدتي ولكن مع إخوتي أتكلم الإنجليزي؛ أمي تتكلم معي بالعربيوأنا أرد عليها بالإنجليزي؛ عربيتي ليست قوية؛ أحب التكلم …

Elaboration ACLARC130

discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity

Elaboration (1) ACLARC130

creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas …

Elaboration (2) ACLARC130

mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special …

Elaboration (3) ACLARC130

noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

Elaboration ACLARU131

discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels or the three vowel letters ا؛و؛ي, such as تا؛ تي؛ تو and consonant letters in a syllable block

Elaboration (1) ACLARU131

using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)

Elaboration (2) ACLARU131

recognising that letters change form depending on their place in the word, for example,ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

Elaboration (3) ACLARU131

noticing that vocalisation such as َ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب

Elaboration (4) ACLARU131

experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ …

Elaboration (5) ACLARU131

using basic pronunciation and intonation rules when speaking and reading aloud

Elaboration (6) ACLARU131

deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي

Elaboration (7) ACLARU131

comparing different forms of writing for the letter أ, for example, أ؛إ؛آ

Elaboration ACLARU132

using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ …

Elaboration (1) ACLARU132

understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example,معلم- معلمون؛ معلمة - معلمات

Elaboration (2) ACLARU132

using singular, second person and plural possessive pronouns to describe relationship or ownership, for example,هذا دفترك يا سمير؛ لينا هذه حقيبتك؛ أمي أليس هذا مفتاح سيارتك؟ أبي أين نظارتك؟ كتبهم؛ لعبكم؛ غرفنا

Elaboration (3) ACLARU132

using a range of adjectives in singular and plural form to describe appearance, feelings and personalities, for example,أختي طويلة وأخي قصير؛ عين أخي واسعة؛ أبي طويل القامة؛ امي نحيفة الجسم؛ أنا سعيد جداً؛ أختي حزينة لأنها أضاعت كتابها المفضل؛ أمي مرحة …

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