Elaboration (4) ACLHIC047
comparing observations about how interacting in Hindi feels different to interacting in English, identifying ways of socialising or communicating that they see to be culture-specific
Elaboration (4) | ACLHIC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLHIU048
understanding that the Hindi language varies from region to region as it is influenced by local culture, practices and customs, and that this variation impacts on pronunciation but is not represented in written Hindi; for example, the word for ‘much/many’ …
Elaboration | ACLHIU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLHIU048
recognising the Hindi pronunciation and Devanagari spelling of old loan words from English into Hindi, such as -अस्पताल/हस्पताल; अफ़सर; पलस्तर
Elaboration (1) | ACLHIU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLHIU048
understanding the conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and ways in which English vowels such …
Elaboration (2) | ACLHIU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLHIU048
recognising and practising the spelling of words in Devanagari script that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word such as उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb …
Elaboration (3) | ACLHIU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLHIU049
knowing how to place adverbs correctly in sentences, for example, धीरे-धीरे, जल्दी में, दौड़ते हुए
Elaboration | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLHIU049
using ordinal numbers such as पहला, दूसरा
Elaboration (1) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLHIU049
distinguishing between questions and requests, for example, क्या मैं पानी पीने जा सकता हूँ? कृपया मुझे पानी पीने जाने दीजिए।
Elaboration (2) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLHIU049
situating actions or events through the correct use of past, present and future tenses, for example, जाता था, जाता हूँ, जाऊँगा
Elaboration (3) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (4) ACLHIU049
using conjunctions to connect different elements of a sentence, for example, राम ने खाना खाया और सो गया।
Elaboration (4) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIU049
using the singular and plural forms of nouns and pronouns, for example, मैं, हम, यह, ये
Elaboration (5) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (6) ACLHIU049
using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
Elaboration (6) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (7) ACLHIU049
distinguishing between intonation patterns of statements, questions and exclamations, for example, वह पास हो गया! क्या आप वहाँ जाएँगे? तुम अच्छे बच्चे हो।
Elaboration (7) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (8) ACLHIU049
locating events in time, for example, by using days of the week and months and correct tenses
Elaboration (8) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (9) ACLHIU049
extending knowledge of negative constructions, such as कभी नहीं, सोचना भी मत
Elaboration (9) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (10) ACLHIU049
recognising and understanding how Hindi verbs indicate the idea of actions happening or being made to happen बनना, बनाना, बनवाना
Elaboration (10) | ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLHIU050
experimenting with language appropriate to particular types of texts, such as descriptive language in recounts or narratives, persuasive language in advertisements and humorous language in comic verse
Elaboration | ACLHIU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLHIU050
comparing the use of imagery or satire in a range of imaginative texts, discussing how these features are used to convey meaning and engage/entertain the audience
Elaboration (1) | ACLHIU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLHIU050
understanding the significance and cultural importance of features of different types of texts, such as language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर, महोदय (formal), प्रिय मित्र (informal)
Elaboration (2) | ACLHIU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLHIU050
considering how the choice of language features and text organisation reflect the purpose and audience of different types of text, for example, the use of suspense and vocal effects in children’s stories or the use of instructions and lists of ingredients …
Elaboration (3) | ACLHIU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum