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Elaboration (4) ACLHIC022

using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

Elaboration (4) ACLHIC023

creating a class book or digital display about topics they have been studying in Hindi and/or other curriculum areas, for example, इस्तेमाल की जा चुकी वस्तुओं से कुछ और बनाना; जीवन-चक्र; विश्व संगीत

Elaboration (4) ACLHIC024

describing favourite animal characters in Panchatantra Stories, comparing with the role of animals in stories from other world cultures

Elaboration (4) ACLHIC025

imitating the style and structure of a favourite song to create their own song that explores different combinations of sounds and rhythms

Elaboration (4) ACLHIC026

translating lines from cartoon or comic-strip characters such as पिंकी और बबली, noticing how meanings sometimes get changed or confused when translated into another language

Elaboration (4) ACLHIC027

matching and sequencing words and pictures in Hindi and in English to complete speech bubbles in digital or print versions of short conversations or picture stories

Elaboration (4) ACLHIC028

comparing how they communicate in Hindi, English or other languages when they are interacting with different people, such as elders, friends, strangers, parents, small children

Elaboration (4) ACLHIC029

considering the importance to their identity of speaking Hindi to some people, such as older relatives or members of the wider Hindi-speaking community

recognising how to distinguish between nasal vowel sounds and nasal consonants, and the rules that govern how to represent nasal consonant combinations in words such as गंगा, पंजाब, ठंड/ठण्ड, बंद/बन्द and तुम्हारा

Elaboration (4) ACLHIU031

using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता

Elaboration (4) ACLHIU033

making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world

Elaboration (4) ACLHIU036

noticing that some Australian terms and expressions are only meaningful in the Australian context and have no equivalent in Hindi, for example, ‘fair go’, ‘she’ll be right’

Elaboration (4) ACLHIC037

engaging in conversations and discussions with guest speakers, using active listening behaviours and contributing ideas, questions and opinions

Elaboration (4) ACLHIC038

carrying out real or simulated transactions and exchanges that involve Indian and Australian currencies, comparing values and associated transactional behaviours

Elaboration (4) ACLHIC039

reflecting on the process of learning and using Hindi in the classroom context, for example, मुझे हिंदी पढ़ना अच्छा लगता है लेकिन सबके सामने बोलने में झिझक होती है।

Elaboration (4) ACLHIC040

viewing documentaries that reflect lifestyles in Hindi-speaking communities in different regions of the world, for example, Fiji, Mauritius or Trinidad, recording key facts and noting unfamiliar vocabulary or expressions

Elaboration (4) ACLHIC041

creating an interactive presentation for younger children, friends or members of their extended families to highlight the benefits of operating in two or more languages and cultural worlds

Elaboration (4) ACLHIC042

creating short plays, performances or stories based on extracts from familiar texts about historical events, such as श्रवणकुमार और राजा हरिश्चन्द्र, सीता हरण, दांडी यात्रा

Elaboration (4) ACLHIC043

experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

Elaboration (4) ACLHIC044

providing a literal translation of commonly-used expressions such as the greeting नमस्ते, and comparing with greetings used in English

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