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Course: Arabic
Year Group: Kindergarten
Length of Unit: 1-10 weeks
Unit Topic: Farm animals
Unit Aim / Principal Focus: this unit focuses on developing student' skills, knowledge and understanding within the context of planning a
farms animals. Students acquire vocabulary, expressions and language structures within the context. Students activities relate to the learn
about and learn to statements and form the basis of the unit of work. Students listen, read and respond to texts and learn to experiment with
linguistic structures in order to express their own ideas.
Outcomes
A student :
1. UL .1: recognises and respond to words, phrases and simple sentences in spoken Arabic.
1. UL .2: identifies and responds to features of written Arabic.
1. UL .3: uses known words in Arabic to interact in everyday activities.
1. UL .4: demonstrates developing writing skills by recognising and copying Arabic.
1. MLC.1: recognises the diversity of language system.
1. MLC.2: explores ways in which meaning is conveyed in Arabic.
1. ML.C3: identifies cultural practices in Arabic-speaking communities.
Language:
Briefly introducing vocabulary and pictures related to farm animals.
Drawing students’ favourite farm animals.
Names of babies animals. )‫ الحمل للخروف‬،‫ الجدي للماعز‬، ‫ العجل للبقرة‬، ‫(الصوص للدجاجة والبطة‬
Animals food ) ‫الخروف يأكل العشب‬، ‫ األرنب يأكل الجزر أو العشب‬، ‫( الدجاجة تأنل الحبوب‬
Animals production.) ‫ الحليب‬، ‫ البقرة تعطي اللحم‬، ‫ الخروف يعطي اللحم والصوف‬،‫( الدجاجة تعطي البيض ولحم الدجاج والريش‬
Animals bodies covers. ) ‫ الصوف يغطي الخروف‬، ‫ الديك والبطة‬، ‫( الريش يغطي الدجاجة‬
Likes and dislike farm animals.
Assessment :
Oral assessment: the students will try to read letters and farm animal’s names from the board.
Portfolio work samples: Draw or create a collage of farm animals, label, and orally describe them
Teacher observation through the unit.
Outcomes
1.UL.3
Knowledge &
Understanding
Student learn about:
 the importance of
correct
pronunciation,
intonation and
stress for effective
communication
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1.UL.3
1.UL.4

the importance of
correct
pronunciation,
intonation and
stress for effective
communication
symbol formation
when writing
words and phrases
Skills
Students learn to:
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Annotation
Teaching / Learning Strategies
develop
pronunciation and
intonation skills by
singing and reciting,
and repeating words
and phrases in
context
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develop
pronunciation and
intonation skills by
singing and reciting,
and repeating words
and phrases in
context
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reproduce symbols,
words and phrases
by tracing, copying
and colouring in
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Resources
* Class discussion- are
animals important in our
lives?
discuss different types of
animals and classify
which animals live in the
farm and their
importance in our life
Farm animals
poster
students describe animals
by size and colour
students express likes
and dislikes about the
shape of farm animals in
Arabic
The farm animals’
booklet, flash cards,
photographs,
colouring pencils
and crayons.
* Group activity:
students draw their
favourite animal as a
group and copy the name
of some farm animals.
copy and colour some of
the Arabic letters e.g. ‫ف‬
–‫–ق–ك–ل–م–ن–ه‬
‫ي‬-‫و‬
Pictures of farm
animals and beanie
babies.
Outcomes
1.UL.4
1.MLC.2
Knowledge &
Understanding
Student learn about:
Skills
Students learn to:
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ways of organising
and presenting
information in
context
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develop writing
skills in context,
eg matching words
with pictures,
labelling objects
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elements of the
spoken language
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recognise and
reproduce sounds in
Arabic,
eg
،‫ط‬/‫ ت‬،‫ ق‬/‫ك‬
‫ص‬/‫س‬،‫ض‬/‫د‬
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1.MLC.2
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features of the
written language
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recognise features of
the written language
as representations of
sound, eg print
written from right to
left, script, accents,
changing shape of a
letter in the word
Annotation
Teaching / Learning Strategies
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students using the smart
board will match names
of different farm animals
to the correct pictures
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Students will trace and
copy some of the Arabic
alphabets and simple
words focusing on the
Arabic print from write
to left and how the shape
of the letter will change
in the beginning, middle
and end.
Hand out farm themed
"Connect the Dots"
sheets
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The teacher discusses
Resources
Smart board
Work book
Outcomes
1.UL.1
1.UL.1
1.UL.3
Knowledge &
Understanding
Student learn about:
Skills
Students learn to:

the importance of
listening and
observing
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listen activity to aid
comprehension
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the variety of
contexts in which
familiar words can
be identified
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identify and respond
to key words and
phrases in context,
eg songs, actions
and games
working in teams
to communicate
effectively with
others
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use Arabic in
classroom activities,
eg songs, games,
role-plays
Annotation
Teaching / Learning Strategies
with children the sounds
that different farm
animals make, inviting
volunteers to make the
sounds. Review the
sounds by singing Old
MacDonald (the Arabic
version), including the
following animals: cow,
dog, duck, hen, horse,
pig, rooster, and sheep.
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ICT: using the smart
board, playing listening
game using the animal
sounds discussed and
they need to name the
animal according to its
sound
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Students learn related
songs and poems to farm
animals
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‫ألف أرنب يجري يلعب يأكل‬
‫جزرة الال يتعب‬
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students read, pronounce
Resources
Outcomes
Knowledge &
Understanding
Student learn about:
Skills
Students learn to:
Annotation
Teaching / Learning Strategies
and drill simple
sentences in Arabic
1.UL.2
1.UL.4
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1.UL.2
1.UL.3
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the relationship
between printed
text and
corresponding
sound and
meanings
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ways of organising
and presenting
information in
context
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different ways of
showing
comprehension
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working in teams
to communicate
effectively with
others
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recognise symbols
words and phrases
of the language in
print
develop writing
skills in context,
eg matching words
with pictures,
labelling objects,
completing speech
bubbles, writing key
words in a greeting
card
demonstrate
comprehension, eg
by sorting different
animals
use Arabic in
classroom activities,
eg songs, games,
role-plays
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* Portfolio work
samples: Draw or create
a collage of farm
animals, label, and orally
describe them
Setup two trays, one
decorated with a barn
scene and the other
which is decorated like a
zoo. Use toy animals that
come from a farm and a
zoo and the children sort
them.
Field trip to a farm: the
farm animal (HSIE) unit
integrates well with the
Arabic language, as
students will learn and be
able to identify the
names of the animals in
Resources
Outcomes
Knowledge &
Understanding
Student learn about:
Skills
Students learn to:
Annotation
Teaching / Learning Strategies
ENES1
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gathers information
about natural and
built environments
and communicates
some of the way
which they interact
with, and care for,
these environments
identify and respond
to key words and
phrases in context,
eg songs, rhymes,
dance, actions and
games
use Arabic in
classroom activities,
eg songs, games,
role-plays

1.UL.1
1.UL.3

the variety of
contexts in which
familiar words can
be identified


working in teams
to communicate
effectively with
others

Resources
Arabic and match their
corresponding pictures.
The vocabulary that
students learn in class
will also be applied
during the excursion to
an animal farm. Students
will be able to recall
information about their
experiences in the farm
and complete a booklet
read The Wolf and the
seven sheep story. Divide
the class into 5 groups
and assign each group to
be an animal.
This document was produced by the staff at Al Faisal College with funds from the Commonwealth Government through the School Languages Program.