Course: Arabic
Year Group: Year Two
Length of Unit: 1-10 weeks
Unit Topic: Free Time
Unit Aim / Principal Focus: this unit focuses on developing the knowledge, understanding and skills that will enable students to discuss Free Time.
Students acquire vocabulary, expressions and language structures within the context. Student activities relate to 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 incorporate modelled linguistic structures in order to produce a
series of linked sentences.
Outcomes
A student :
1.UL.1: recognises and responds 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 systems.
1.MLC.2: explores ways in which meaning is conveyed in Arabic.
1.MBC.2: identifies cultural practices in Arabic-speaking communities.
Language:
 identifying different types of hobbies, ‫ جمع الطوابع‬،‫ الرسم‬،‫ الركبي‬،‫السباحة – كرة القدم – الركض – كرة السلة‬
 enquiring and telling about spare time
 ‫أين ذهبت في عطلة نهاية األسبوع؟ ذهبت في نزهة الى شاطئ البحر – الى الحديقة العامة‬
 enquiring and expressing preferences, likes and dislikes about spare time activities and hobbies
 ‫ما هي هوايتك المفضلة؟ أنا أحب السباحة – أنا ال أحب الركض‬
 Identifying days of the week in Arabic
 ‫ الجمعة‬- ‫السبت – األحد – االثنين – الثالثاء – األربعاء – الخميس‬
Assessment :
- Oral assessment: the students will try to read letters and types of sport using flash cards.
- Portfolio work samples: students will match letters and words to pictures, copy the Arabic letters.
- Design days of the week poster in Arabic and list down activities students do during free time

Outcomes
Knowledge &
Understanding
Student learn about:
Skills
Students learn to:
Teaching / Learning Strategies

The teacher presents new
vocabulary, using flashcards of
hobbies pictures, and models
pronunciation
Resources
Flash cards
Pictures

1.UL.4

1.UL.2
ways of organising and
presenting information
in context
different ways of
showing
comprehension


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
answering questions,
matching words to
pictures, actions


Students label different pictures
Students define the word hobby
and explain the benefits of free
time
،‫السباحة – كرة القدم – الركض – كرة السلة‬
‫ جمع الطوابع‬،‫ الرسم‬،‫الركبي‬

Students read text the hobbies
‫ اليوم الرياضي‬and discuss key
features of the text, identifying
the purpose and overall meaning
Students book
Annotation
Outcomes
1.UL.3
Knowledge &
Understanding
Student learn about:
 working in teams to
communicate
effectively with others

1.UL.2

1.UL.4
different ways of
showing
comprehension
symbol formation
when writing words
and phrases
Skills
Students learn to:



Teaching / Learning Strategies

use Arabic in classroom
activities, eg songs,
games, role-plays

Read, choose and write the
correct picture. Students have to
select the correct picture for that
they will circle the image that
matches the reading.

Then they have to write the
correct sentence on the line.

Match each word to the correct
picture.

Students have to join with a line
each word to the correct picture.
demonstrate
comprehension, eg by
answering questions,
matching words to
pictures, actions
reproduce symbols,
words and phrases by
tracing, copying and
colouring in
Game with the dice. Students
have to cut out a dice, following
the instructions indicated in the
worksheet. Then they have to
throw it, look what picture it is
and say what he/she or they are
doing.
Resources
Dice
Pictures
Activity book
Work sheets
Annotation
Outcomes
Knowledge &
Understanding
Student learn about:

1.UL.3

1.UL.1
working in teams to
communicate
effectively with others
Skills
Students learn to:

the variety of contexts
in which familiar
words can be identified 
use Arabic in classroom
activities, eg songs,
games, role-plays
Teaching / Learning Strategies
Flash cards
Memmory game. Put different
flashcards of hobbies upside down on
the floor, they have to be repeated
(two equal flashcards of the
same hobby). Students, one by one,
choose a flashcard, put it face up and
say the word. Then they choose
another flashcard and say that word.
The teacher asks, “are they the same
or different?” If these two flashcards
are the same, children get that pair. If
they are different, they are put upside
down in the same place.
Days of the Week
identify and respond to
key words and phrases
in context, eg songs,
rhymes, dance, actions
and games
Resources

The lesson will start with a song
Cd
to introduce the days of the week.
The students will listen to the
song.
‫أغنية أيام األسبوع سبعة‬
Annotation
Outcomes
1.UL.2
Knowledge &
Understanding
Student learn about:
 the relationship
between printed text
and corresponding
sounds and meanings

1.UL.1
appropriate ways to
respond using
language and gesture
Skills
Students learn to:
Teaching / Learning Strategies


recognise symbols,
words and phrases of the
language in print, eg as
labels, captions and in
charts

respond to greetings,
questions, commands in
verbal/nonverbal ways
in familiar social
interactions such as
games, role-plays,
classroom instructions


appropriate
expressions used in
social interaction

participate in social
exchanges with teacher
and peers, eg greetings,
introducing self and
others,
Handout

Monthly calendar
Using a current monthly
calendar, point to each of the
days of the week asking for
responses from the class. (Draw a
calendar on the board if
necessary.)

Explain the vocabulary word
“today”. ‫يوم‬
Ask the students, “What day is
today?” Have them give answers
orally and ask them to put a
check mark next to the day on
Handout: Days of the Week ‫أيام‬
‫األسبوع‬. Ask each student and
have him/her respond orally.

1.UL.3
Give students Handout: Days of
the Week to refer to. Explain that
there are seven (7) days in a
week. Write the days of the week
in sequence on the board or flip
chart and read each day to the
students.
Repeat the above exercise except
this time, ask for individual
responses.
Resources
Handout
Annotation
Outcomes
Knowledge &
Understanding
Student learn about:

1.UL.4
1.UL.4
1.UL.1


ways of organising and
presenting information
in context
Skills
Students learn to:


produce texts, eg
greeting cards, posters,
using a range of media

identify and respond to
key words and phrases
in context, eg songs,
rhymes, dance, actions
and games
features and functions
of multimedia used to
access and produce
text
the variety of contexts
in which familiar
words can be identified
develop writing skills in
context, eg matching
words with pictures,
labelling objects,
completing speech
bubbles, writing key
words in a greeting card
Teaching / Learning Strategies

Ask the students, “What day(s)
do we have class?” Have students
circle the day(s) that you have
class on Handout: Days of the
Week.

Give students Handout: Writing
the Days of the Week. This
exercise gives students the
opportunity to write the days of
the week. Review orally.

Students design days of the week
poster and display it in class

Listening activity: students
listen to a dialogue on the smart
board then answer
comprehension questions in
Arabic
‫متى تذهب الى النادي الرياضي؟ أذهب الى‬
‫النادي الرياضي يوم الجمعة‬
Resources
Poster
Smart board
CD
Annotation
Outcomes
Knowledge &
Understanding
Student learn about:

1.MLC.2
1.UL.4
1.UL.3


Skills
Students learn to:
features of the written
language

symbol formation
when writing words
and phrases

appropriate
expressions used in
social interaction

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
Teaching / Learning Strategies

Write the Arabic letters of the
week with long and short vowels
from right to left paying attention
on letter formation and changing
shape of a letter in the word

‫ األربعاء‬- ‫غ – غرفة – صغير – نابغ‬
 ‫ الجمعة‬- ‫ع – عم – جوعان – راع‬
Separate the words into letters

reproduce symbols,
words and phrases by
tracing, copying and
colouring in
Students identify action words
associated with hobbies and
activities and write them down
Cards
List of action verbs
‫أسبح – ألعب – أصلي – أرسم – أركض – أحب‬

appropriate expressions
used in social
interaction
Resources
Students survey each other to see
how many students play soccer
during the weekdays and how
many students play soccer during
the weekend using the language
‫متى تلعب كرة القدم؟ ألعب كرة القدم يوم‬
‫ او في عطلة نهاية األسبوع‬، ‫السبت‬
Survey paper
Annotation
Outcomes
Knowledge &
Understanding
Student learn about:

1.MBC.1
Skills
Students learn to:
characteristics that all

people share as well as
some of the differences
Teaching / Learning Strategies
1.UL.1

the importance of
listening and observing
Annotation
recognise ways in which  Discussion: students discuss
people express their
sport games people play in
culture, eg music, dance,
Australian and games in the
food, games
Arabic countries
‫الركبي – الغولف‬


Resources
listen actively to aid
comprehension
CD
Listening activity: students
listen to a dialogue then circle the
Smart Board
correct answer
This document was produced by the staff at Al Faisal College with funds from the Commonwealth Government through the School Languages Program.