AC9LAF02

Elaborations

• AC9LAF02_E1<p>observing that written Arabic uses different letters from English. and that Arabic is always written in cursive and letters usually connect to their neighbouring letters, unlike English which can be written in either print or cursive form, for example, <bdi>ب ي ت - بيت</bdi></p>
• AC9LAF02_E2tracing and practising writing Arabic letters and numbers starting from the right side of the page
• AC9LAF02_E3<p>noticing when Arabic or English is being spoken in the classroom, and comparing some familiar words or expressions such as, “Hello, how are you?” <bdi>مرحبًا، كيف حالكم اليوم؟ نحن بخير، بخير الحمد لله</bdi> <bdi>ازَّيكم؟ كيفكن؟ بخير</bdi></p>
• AC9LAF02_E4making or drawing pictures to represent Arabic letter shapes, using tactile materials such as modelling clay or pipe cleaners, for example, the letter س looks like a boat on the sea with waves beside it
• AC9LAF02_E5<p>describing in their own words, using pictures and gestures as support, observable differences between Arabic and English, such as letters, text direction, diacritic marks, letter shapes, with the teacher transcribing findings on a poster or the whiteboard, for example, <bdi>s - س</bdi></p>
• AC9LAF02_E6<p>making connections with the Arabic origins of words and phrases used in everyday life in Australia, for example, identifying food names such as <bdi>تبولة، فلافل، بابا غَنّوج، حمص</bdi></p>
• AC9LAF02_E7experimenting with sounds used in Arabic, for example, animal noises عوعو, بقبق بيق, ماء ماء and comparing these with sounds in English and other languages represented in the class
• AC9LAF02_E8<p>noticing that the Arabic language spoken at home, with relatives, or in the local community, may sound different from the Standard Arabic language learnt in the classroom, for example, <bdi>هُنا- هون/هِنا، نحنُ – نِحْنا/إحنا</bdi></p>