Elaboration ACLARU151

understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of سيد ماجد؛ أستاذ هاني؛ سيدة عبير؛ خالتي رانيا؛ عمي حسين حضرتك؛ عم كريم؛ خالة سامية with adults, both close relatives and …

Elaboration | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU151

recognising how language use reflects the mood, feelings, attitudes or relationships of the people involved, for example,إنها أمي تتصل على المحمول مرة ثانية! سعاد، ماذا تريدين الآن؟

Elaboration (1) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU151

experimenting with different vocabulary and language structures in Modern Standard Arabic, and making comparisons with Arabic dialects spoken by themselves and peers, discussing similarities and differences

Elaboration (2) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU151

comparing spoken and written texts, for example, a spoken and a print advertisement, or a spoken conversation and an email, and explaining how mode relates to linguistic structures and features and how this affects meaning

Elaboration (3) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARU151

recognising differences in language use between class presentations and everyday conversations

Elaboration (4) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLARU151

explaining why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of …

Elaboration (5) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU152

recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ب؛ج؛د is based on the Aramaic alphabet

Elaboration | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU152

understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب …

Elaboration (1) | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU152

exploring the meaning of famous names of people and places and reflecting on their origin and on naming systems, such asبابل؛ بحرين؛ سوريا؛ بيت لحم؛ موصل؛ لبنان؛ أور؛ بيروت ؛

Elaboration (2) | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU152

investigating the influence of Arabic on other languages such as Berber, Kurdish, Amharic, Tigrinya, Persian, Pashto, Urdu, Punjabi, Portuguese, Sindhi, Tagalog, Turkish, Spanish, Hindi, Swahili, Somali, Malay and Indonesian, for example, the Arabic word …

Elaboration (3) | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARU152

identifying languages that were derived from Arabic, for example, Maltese and Nubi

Elaboration (4) | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU153

describing own and others’ ways of communicating, and identifying aspects that reflect traditions, values and practices in Arabic-speaking communities

Elaboration | ACLARU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU153

exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘fair dinkum’

Elaboration (1) | ACLARU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU153

noticing similarities and differences between own ways of communicating and interactions between young Arabic and English speakers in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting …

Elaboration (2) | ACLARU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARC154

initiating conversations, including face-to-face and virtual conversations, by asking peers about personal interests, for example,هل تحب المأكولات العربية؟ ما هو طعامك المفضّل؟ أنا أيضاً أحب الوجبات السّريعة ؛ هل تريد أن تأتي معي إلى مطعم الوجبات السّريعة …

Elaboration | ACLARC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC154

developing and sustaining conversations with peers, including online or virtual conversations, on topics of interest, such as sport, games and music, for example,هل شاهدت أمس مباراة كرة القدم؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت الّلعبة …

Elaboration (1) | ACLARC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC154

exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا أحب …

Elaboration (2) | ACLARC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC154

expressing hopes and feelings, and describing personal plans for school holidays and the weekend, for example,في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر لأن الطّقس سيكون حاراً؛ أتمنّى أن نسافر إلى كوينزلاند في العطلة المدرسية. أنا سعيد لأننا سوف نسافر …

Elaboration (3) | ACLARC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARC154

using communication strategies such as apologising, inviting and praising when interacting in social situations, for example,عفواً؛ تفضل؛ أنت بنت ذّكية

Elaboration (4) | ACLARC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARC155

expressing preferences for plans, comparing and contrasting alternatives, and negotiating solutions, for example,أفضل من ...؛ الأفضل...؛ الأحسن...أفضل ان نشتري هذه اللعبة لأنّها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة …

Elaboration | ACLARC155 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum