AC9LHF02

Elaborations

• AC9LHF02_E1observing that Hindi uses the Devanāgarī script for writing that looks very different from English and has more letters than English
• AC9LHF02_E2<p>tracing Hindi letters, or creating letter artwork using tactile materials such as chalk, pipe cleaners, pebbles, noodles, using the Hindi <em>Varnmala</em> chart as a visual support tool</p>
• AC9LHF02_E3engaging with mnemonic devices to recall the appearance and sound of letters, associating images or clues with written script and sounds
• AC9LHF02_E4experimenting with Hindi sounds and pronunciation through rhyming, singing, imitating, using instruments, music, movement and sound-letter matching games
• AC9LHF02_E5participating in group reading of familiar stories or sensory books read in Hindi, repeating key words and simple descriptions such as नहीं-नहीं, कभी नहीं। मैं यहाँ हूँ!
• AC9LHF02_E6playing outside using Hindi nature vocabulary to interact, play eye spy or make letters and pictures on the ground with leaves, sand or rocks
• AC9LHF02_E7making connections with words of Hindi origin used in Australian English, for example, yoga, bangle, shampoo
• AC9LHF02_E8listening to and using onomatopoeia such as sounds of animals and of objects, for example, भौं–भौं–bhon-bhon (woof-woof), मैं–मैं-mein-mein (baa-baa), म्याऊँ–म्याऊँ-meow-meow (meow-meow), and comparing these with sounds in English and other languages represented in the class
• AC9LHF02_E9using a combination of English and Hindi in the classroom and noticing different ways that the teacher and peers may say some greetings, words or phrases, for example, सुप्रभात (good morning), जन्मदिन की बधाई (happy birthday), पानी (water), खाना (food)