AC9LA2C04

Elaborations

• AC9LA2C04_E1<p>noticing the use of titles to address teachers and older people, and first names or surnames with adults, to show respect, for example, <bdi>أستاذ ...، عم ...، خالة ... سيدة... ، آنسة</bdi></p>
• AC9LA2C04_E2using prior knowledge to identify hand gestures, body language and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement, right hand on chest when greeting, hand and finger gesture to indicate waiting, come here, go or no
• AC9LA2C04_E3<p>translating when necessary to help others understand simple instructions, words or expressions such as <bdi>يا عادل افتح الحاسوب ، يا ليلى انظري للجمل ، أنا أحب الكيوي.</bdi></p>
• AC9LA2C04_E4<p>noticing that some common Arabic words and expressions may be difficult to explain in English, for example, <bdi>نعيماً، بتموني، تسلم ايديك، صحتين على قلبك</bdi></p>
• AC9LA2C04_E5<p>identifying culturally appropriate ways of communicating and acting in familiar contexts and incorporating these into their own interactions, for example, to show politeness and respect such as <bdi>عدم وضع الركبة فوق الأخرى أمام المعلم، الوقوف عند تحية كبير السن، الصغير يمنح الأكبر مقعده، استخدام الألقاب عند مناداة الأشخاص</bdi></p>
• AC9LA2C04_E6<p>engaging in different Arabic cultural practices, events or traditional activities held at different times of the year, using related vocabulary, greetings and expressions such as <bdi>ما شاء الله، مبروك، مبارك، كل عام وأنتم بخير، يوم ميلاد سعيد</bdi></p>