Working together
Stage 2
Connected Outcomes Group (D)
Connection focus: communicating with each other and within groups. Learning to negotiate in group work through class-based
decision making activities provides a foundation for understanding democratic process at a whole school, community and local
government level.
Literacy connections:
Texts that discuss and explore choices
Talking and listening: listen to and identify key elements in a group discussion
Reading: texts that describe systems and relate these to their own experience
Writing: scripting a drama scene exploring a relevant issue
KLA Outcomes
2.UL.1 Recognises and responds to
spoken texts in Arabic in familiar contexts
LANGUAGES
2.UL.2 Identifies and responds to key
words, phrases and simple sentences in
context in written Arabic
Numeracy connections:
Time: read and record time using digital notation. Write a script for a drama to be videoed
and include digital timing for the video sequences.
Chance: conduct simple chance tasks e.g. ‘how many different outfits will I have if I take
four T-shirts and two pairs of shorts to my school camp?’
Connections
Content
Existing KLA resources
Students explore ways they can help at school and at
home.
Students learn to:
• identify common household chores and routines in
Arabic
• reflect on the importance of helping out at home
• tell the time, and match time to daily routine.
Flashcards, e.g. household chores
Additional Arabic Resources:
2.UL.3 Uses familiar language to share
information
2.UL.4 Uses models to write text to
convey personal information and ideas
2.MLC.1 Explores relationships between
languages
2.MLC.2 Identifies ways in which meaning
is conveyed by the sounds and symbols of
Arabic
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006)
COGs Languages S2 Working together (D)
Version modified 25/7/06
- 1997 )‫ الكتاب المدرسي الوطني (لبنان‬-1
. ‫القراءة العربية – السـنة األولى االبتدائية‬
. 30 ، 28 ، 21 ‫الدروس‬
– 1995 ‫ المملكة األردنية الهاشـمية‬-2
– ‫لغتنا العربية – الصف األول – الجزء الثاني‬
44 ، 43 ، 41 ، 37 ، 35 ، 32 ، 26 ‫الوحدات‬
. 46 ،
– 1983 ‫ المملكة العربية السـعودية‬-3
- 1 ‫العربية للناشـئين – كتاب التلميذ‬
. 90‫ و‬67 ‫الدرسـان‬
DET resources:
Count me in too resources
Page 1 of 2
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Unit of work
Outcomes
Learning experience
Planned assessment
Languages
Working together in class (Building the field)
• Discussion with students about the importance of getting along with others and making the
classroom run smoothly, e.g.
‫ كيف نتعاون سـويا ً في غرفة الصف ؟ من منكم يسـتمع جيدا ً أثناء الدروس ؟ من يسـاعد في توزيع الدفاتر عادة ً ؟من منكم‬: ‫في المدرسـة‬
... ‫يرفع يده وينتظر دوره لكي يجيب عن األسـئلة ؟ من يسـاعد في جمع الدفاتر عادة ً ؟‬
Working together at home
• Brainstorm with students the ways they help at home, e.g.
‫ أمك في البيت ؟‬/ ‫ تسـاعدين أباك‬/ ‫ كيف يسـاعد أحدنا في األعمال المنزلية ؟ هل تسـاعد‬: ‫في البيت‬
... ‫ يغسـل الصحون ؟ ترتب غرفتها ؟ يعتني بالقطة ؟ تحضر المائدة ؟ يسـاعد في الطبخ ؟ في ترتيب السـرير ؟‬: ‫من منّا‬
Assessment strategy 1
2.UL.1 Recognises and responds to spoken
texts in Arabic in familiar contexts
• listens for meaning
• listens actively using verbal and nonverbal
communication to show comprehension
• repeats sounds, words and phrases with
attention to pronunciation and intended
meaning
• responds to questions and requests.
2.UL.2 Identifies and responds to key words,
phrases and simple sentences in context in
written Arabic
• locates key words and phrases in a text
• responds to text in a variety of ways e.g.
matching words with pictures, sequencing
words/sentences.
2.UL.3 Uses familiar language to share
information
• imitates and reproduces correct pronunciation,
intonation and stress
• produces their own texts using scaffolds.
2.UL.4 Uses models to write text to convey
personal information and ideas
• practises writing symbols using models
• uses scaffolds to experiment with language
and produce their own texts
• organises and presents information.
• Read and/or listen to related Arabic texts and conduct group or individual activities, such as
comprehensions, cloze exercises, sentence completion, multiple choice, written responses.
• Students give short oral presentations about how they help out at home and/or at school.
• Discuss consequences of not helping at home, e.g.
... ‫ قد يؤدي هذا إلى إغضابهما أو إلى عواقب غير حسـنة‬، ‫إن لم نقم بواجباتنا نحو والدينا‬
My daily routines and working to a schedule
• Revise daily routine and time, e.g.
:‫مراجعة األعداد ومعرفة الوقت (السـاعة) عن طريق تمارين مختلفة‬
ً ‫ إالّ ثلثا‬... ... / ً ‫ إالّ ربعا‬... ‫ والنصف‬... / ‫ والثلث‬... / ‫ والربع‬... ‫ مسـا ًء‬/ ً ‫كم السـاعة اآلن ؟ السـاعة اآلن الثالثة صباحا‬
‫متى تنهض من نومك ؟ في أي وقت تتناولون العشـاء ؟ متى تطعمين قطتك ؟‬
• Students write five sentences (or complete five sentences, depending on ability) about their
own daily routine (including time) and present to class orally (see Assessment strategy 2), e.g.
... ‫ أرتدي مالبسـي المدرسـية‬... ‫ آكل المناقيش و أشـرب الشـاي‬... ‫ أتناول فطوري مع‬... ‫ أغسـل وجهي‬... ‫أنهض من نومي في‬
2.MLC.1 Explores relationships between
languages
• identifies and compares connections between
languages, e.g. concepts of time.
Part A – students listen to time
sentences read out in Arabic,
matching clock faces to time
given.
Part B – students read time
sentences in Arabic and draw
hands on clock face to show
correct time.
Assessment criteria
The student:
• listens and responds to short
sentences in Arabic, matching
spoken language to pictures
• responds to written text by
drawing correct time on clock
face.
The criteria relate to outcomes
2.UL.1, 2.UL.2, 2.MLC.1,
2.MLC.2
Assessment strategy 2
Students give a short
presentation about their daily
routine.
Assessment criteria
The student:
• uses familiar language to
share information
• uses appropriate pronunciation
and intonation.
2.MLC.2 Identifies ways in which meaning is
conveyed by the sounds and symbols of Arabic
• recognises formulaic expressions, e.g. telling
the time.
NSW Department of Education and Training
COGs Languages S2 Working together (D)
Students respond to spoken and
written Arabic:
The criteria relate to outcomes
2.UL.3, 2.MLC.2
Version modified 25/7/06
Page 2 of 2
http://www.curriculumsupport.education.nsw.gov.au/timetoteach