Stage 5 (Year 9) Arabic
Language: Arabic
Target group: Stage 5 (Year 9)
What are the key ideas or concepts you want the students to learn?
 Different cultures have different perceptions about Eating and Drinking
 Health and nutrition are important to consider when deciding about the food and
drink that we consume
 There is a range of language structures that can be used when communicating in
Arabic about food, eating and drinking
Unit of work: Eating & Drinking
Estimated duration: 3-4 weeks
Why does that learning matter?
 Being able to compare and contrast different perspectives about eating and drinking
enriches the students’ cultural knowledge and understanding
 Knowledge and understanding about health and nutrition promotes healthy
lifestyles
 Knowledge of specific terminology allows students to competently interact in
discussions and share their ideas and opinions
Targeted outcomes
A student:
5.UL.1 selects, summarises and analyses information and ideas in spoken texts and responds appropriately
5.UL.2 selects, summarises and analyses information and ideas in written texts and responds appropriately
5.UL.3 uses Arabic by incorporating diverse structures and features to express own ideas
5.UL.4 experiments with linguistic patterns and structures in Arabic to convey information and to express own ideas
5.MLC.1 demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages
5.MLC.2 uses linguistic resources to support the study and production of texts in Arabic
5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts
5.MBC.2 identifies and explains aspects of the culture of Arabic-speaking communities in texts.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Students learn about:
5.UL.1
 ways in which texts are constructed for specific purposes
 ways of identifying relevant details when listening for specific information
5.UL.2
 the use of multimedia for communicative purposes
5.UL.3
 responding to factual and open-ended questions
 collaborative and inclusive ways to achieve communication goals
5.UL.4
 the manipulation of structure, format and choice of vocabulary to achieve
specific purposes
 application of known linguistic structures in new contexts
 resources available to enhance or promote independent learning
5.MLC.1
 ways to support and sustain communication in extended text
 the need for consistent application of grammatical rules and conventions to
achieve effective communication
5.MLC.2
 the importance of being aware of the choices that are made to convey precise
meaning
 the effect of linguistic choices on intended meaning
5.MBC.1
 the contributions of diverse cultures to the local and global community
5.MBC.2
 cultural attitudes that add meaning to texts
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Students learn to:
 identify purpose, e.g. to inform, persuade or entertain, and distinguish between
main points and specific and supporting details
in text
 make judgements about the relevance of detail in understanding text, eg
extracting ideas and issues referred to in text
 participate in discussions with speakers of Arabic, eg by using email,
discussion forums on the internet
 maintain an interaction by responding to and asking questions and sharing
information
 interact with reference to purpose, audience or participants, eg making
arrangements
 select and incorporate particular structures to achieve specific purposes
 reconstruct information from a range of sources
 develop skills in accessing appropriate additional information to expand and
enhance communication
 access websites to transfer and manipulate data to produce a specific text
 describe features of text structure, textual coherence and cohesion in
sequencing ideas
 use metalanguage to explain linguistic structures and textual features
encountered in text
 evaluate the accuracy and appropriateness of structures when constructing and
editing text
 make linguistic choices to enhance their intended meaning, drawing on a range
of linguistic structures
 reflect on attitudes and practices that differ from their own
 recognise appropriate intercultural behaviour in diverse settings
 identify and discuss cultural influences in specific texts
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Structures
Introducing and describing food
‫هذه تفاحة طيبة‬
Discussing likes, dislikes and preferences
‫تشرب؟‬/‫ماذا تحب أن تأكل‬
‫أفضل‬/‫ال أحب‬/ ‫أحب‬
Eating out and entertainment
‫هل تحب أن تذهب معي إلى مطعم؟‬
Interrogative particles (revision)
‫لماذا؟ هل؟ ماذا؟ من؟ متى؟ أين؟‬
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Socio-cultural content:

expressions for inviting people to eat out

expressions for agreeing to an invitation

expressions for booking a restaurant/ordering
food/paying the bill

Arabic cuisine
Cross-curriculum content & policies:

ICT – Microsoft PowerPoint, Smart Notebook,
Word, Audacity

Design and Technology - healthy food vs junk
food

Creative and Performing Arts - Role play - going
to a restaurant

Multiculturalism

Numeracy

PDHPE- health and nutrition
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Resources
 Eating and Drinking: Arabic Support Documents
for 7-10, Board of Studies NSW 1997
 A New Method To Speak, Read and Write
Arabic, (2006) Dar El Chimal, (Tripoly:
Lebanon)
 ‫ • السهلة العربية‬Level 2 Book and CD (2005) Dar El
Ilm Lilmalayin, (Beirut, Lebanon)
 Arabic verbs and Essentials of Grammar, Jane
Wightwick and Mahmoud Gaafar(1998) Passport
Books USA
 Isma'a. http://www.tale.edu.au/
 http://lrr.dlr.det.nsw.edu.au/Web/arabic_listening/
 Hayya Natakallam! http://www.tale.edu.au/
http://lrr.dlr.det.nsw.edu.au/Web/arabic_speaking/
Time
 http://www.curriculumsupport.education.nsw.gov
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Building the field
Stimulus material – DVD segments depicting eating habits
Brainstorm: What is your favourite food?
(national/ international dishes, fast food, healthy food, special occasion food, popular food, likes/dislikes)








Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
.au/secondary/languages/languages/arabic/k_10/in
dex.htm
http://www.hsc.csu.edu.au/arabic/
A New Method To Speak, Read and Write
Arabic, (2006) Dar El Chimal, (Tripoly:
Lebanon)
BOS syllabus and support documents
http://www.xmarks.com/site/afl.sakhr.com/freeto
ur/menu/menu.html
http://www.funwitharabic.com/
Online Arabic-English & English-Arabic
dictionary http://dictionary.sakhr.com/
‫ العربية السهلة‬Level Two Book and CD (2005) Dar
El Ilm Lilmalayin, (Beirut, Lebanon)
Websites:
http://free.lessons.l-ceps.com/learn-arabic-freelesson-2.html
http://www.ummah.net/family/recipes.html
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Suggested teaching and learning activities:
Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment tasks.
1.
Introduction to vocabulary for types of foods and meals:
2.
3.
Students complete and discuss a survey on eating habits. (Speaking, Listening and Responding, Writing)
Students discuss preferences relating to eating, using structures such as
‫ماذا تأكل في الصباح؟ الغداء؟ العشاء؟ إلخ‬
.... ‫ تعجبني أكلة‬/‫ يعجبني طعم‬،‫ أفضل‬،‫ال أحب‬/‫أحب‬
(Speaking, Listening and Responding, Writing)
4.
5.
6.
Students research some typical Arabic dishes and compile a recipe folder. As a whole class, students use Microsoft
Publisher 2007 with Adobe Presenter 7 to publish their recipes. (Reading, Writing)
Students view a video segment on healthy eating and discuss the content. (Speaking, Listening)
*Students debate the topic:
‫جميع الوجبات السريعة مضرة بالصحة‬
(Speaking, Listening and Responding)
7.
8.
*Using Microsoft PowerPoint, students prepare a presentation to the class promoting healthy eating.
Students discuss eating habits on various occasions such as celebrations. Students comment on customs relating to specific
food items such as coffee.
9.
Using the Internet, students research Arabic eating traditions and present a talk on how these traditions have or have
not been maintained. (Speaking, Reading and Responding)
10. Students view a video segment on eating out. Students answer related questions.
11. Students read a variety of advertisements and analyse the language features used in these advertisements. Students discuss
how these language choices are made to create meaning. (Reading and Responding)
12.
*Students design an advertisement for an Arabic restaurant using software such as SMART Notebook or Microsoft
Word. (Writing)
13. *Students role play dining out at an Arabic restaurant. In their role play, they are required to demonstrate their ability to
book a table, order food and ask for the bill (Speaking, Listening and Responding).
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Evidence of learning and ongoing feedback
for students throughout unit of work
 Class discussion and teacher
feedback on student contributions.
 Student use of appropriate
vocabulary and structures.
 Student ability to sequence ideas.
 Teacher observation of level of
participation in class discussion and
oral feedback.
Ongoing feedback through:

teacher observation

oral/written feedback

student self-evaluation

peer evaluation.

Listening activities: teacher observation and
oral feedback on purpose and content
Speaking activities: teacher provides oral
feedback on correct pronunciation and
vocabulary and ability to maintain an
interaction
Discussion activities: teacher observation and
oral feedback on how well students
participate, recognise and use the vocabulary
Reading activities: teacher gives oral/written
feedback on identifying general or specific
information, purpose and content
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
They may use structures such as
‫ أريد حجز طاولة‬،‫ من فضلك‬Written activities: teacher observation and
‫ هل عندكم عصير برتفال؟‬،‫ أريد أن أطلب دجاج وسلطة‬،‫ لو سمحت‬written feedback on purpose and content; peer
evaluation
‫ أرجوك‬،‫ أريد الفاتورة‬،ً‫ عفوا‬،ً‫شكرا‬
14.
*Students write an email to a friend inviting them to eat out. Students send the email to a partner in class and also
submit a reply to the partner’s invitation. (Writing)
Variation:
15.
ICT activities: use of Microsoft to enhance
students’ skills in editing, publishing and
recording texts, and use of a variety of
websites to provide opportunities for students
to develop research skills using the internet.
Extension: Students write a diary entry reflecting on an eating experience that had been a disaster. Students record their
reflection using Audacity.
Evaluation and variation
(Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of
ICT/laptop activities; literacy/numeracy links)
Date commenced:
Date completed:
Class Teacher signature:
Head Teacher signature:
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
resources; suitability of