F Strand Communicating meaning in Arabic

using simple greetings and gestures relevant to the time of day, for example, صباح الخير، مساء الخير، نهارك سعيد

using puppets to introduce themselves or share simple information, for example, صباح الخير أنا  اسمي ليلى، أنا ليلي مساء الخير أنا اسمي عادل، انا عادل

sharing likes and dislikes using modelled language and keywords, for example, أنا أحب أمي، أنا أحب معلمتي، أنا أحب التفاح، أنا لا أحب الموز

participating in class activities and following instructions, using movement and actions, for example, قف/ قفي، اجلس/اجلسي،  اجلس في دائرة، افتح الباب

imitating Arabic pronunciation and copying gestures, body language and the mouth shape and tongue position of the teacher, for example, ثَ – ثَعْلَب،   ذ – ذِئِب

participating in a range of songs and rhymes, using musical instruments and clapping to chant Arabic letters and words, for example, أنشودة الحروف العربية، أغنية الأرقام، أغنية الألوان، أنشودة الفواكه

responding to simple descriptive language to guess a concealed item in a bag or box such as a pencil, spoon, ball, soft toy or fruit, for example, إنه ناعم/خشن، إنه  كبير/صغير، إنه طويل/قصير، إنه مستدير

listening to simple instructions and keywords in Arabic to build an object or add body parts, shapes or colours to a drawing or sculpture, for example, ارسم دائرة، ارسم الشعر، لونه أحمر

engaging in play with blocks, props, toys or concrete materials to construct items, using simple Arabic to talk about number, colour and shape, for example, صغير، كبير، أحمر، أخضر، مكعّب

identifying familiar objects in the classroom by labelling, naming, pointing, matching, clicking and dragging, drawing and tracing قلم، دفتر، كتاب، مسطرة، ممحاة، ورقة، طاولة، كرسي، لوح، شاشة

playing digital games to count, sort, order, match and imitate language, for example, واحد، اثنان، ثلاثة في الأول، في الاَخر

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, ب ي ت - بيت

noticing when Arabic or English is being spoken in the classroom, and comparing some familiar words or expressions such as, “Hello, how are you?” مرحبًا، كيف حالكم اليوم؟ نحن بخير، بخير الحمد لله ازَّيكم؟ كيفكن؟ بخير

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, s - س

making connections with the Arabic origins of words and phrases used in everyday life in Australia, for example, identifying food names such as تبولة، فلافل، بابا غَنّوج، حمص

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, هُنا- هون/هِنا، نحنُ – نِحْنا/إحنا

exploring the different languages, dialects and gestures used by class members and listening to the different sounds and ways of saying common words or expressions such as “Good morning”, “My name is …” صباح الفل/صباح النور/صباح الخير اسمي ...

observing, through a variety of authentic resources and materials, that members of various Arabic-speaking communities may say and do everyday things differently from themselves such as المصافحة، التقبيل على الخد، بدء وجبة الطعام مع  ذكر الله

exchanging ideas, feelings and understandings of language and culture through play-based learning experiences such as playing dress-ups, making a pretend restaurant or market stands, with props, realia and puppets, for example, ماذا لديك؟ طبق فتوش (لبنان)، كشري (مصر)، كبسة (الخليج) ماهذا العَلم؟ أعلام البلدان