Arabic as a Foreign Language
Curriculum
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
1
Directorate for Quality and Standards in Education
Curriculum Management and eLearning Department
To access the pages click on the page title below
CURRICULUM FOR ARABIC AS A FOREIGN LANGUAGE
ARB 7.1
Let’s Get Started: Script Decoding and Encoding
ARB 7.2
The Arabic Alphabet: Combining Sounds/Letters into Syllables and Words
ARB 7.3
All About Me: Common greetings and introducing oneself
ARB 7.4
Identifying Yourself and Others: Countries and Nationalities
ARB 7.5
Sentence Structure and Punctuation
ARB 7.6
My Family and Relatives
ARB 7.7
Colours, Shapes and Description
ARB 7.8
My house
ARB 7.9
Numbers 0 – 10, Days of the Week and the Months
ARB 7.10
My School
ARB 7.11
Can you tell me where is…..?
ARB 7.12
What I have learnt this year
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7.1 Let’s Get Started: Script Decoding and Encoding
Strand: Listening, Reading, Writing, Speaking
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1. become acquainted with the Arabic writing system from right to left and all the different positions of the letters. (Reading and Writing).
2. identify, recognize and pronounce the phonetic alphabet correctly. (Listening and Speaking).
3. distinguish and pronounce clearly between the emphatic and non emphatic letters. (Listening and Speaking).
4. copy and reproduce all the letters of the alphabet in their various positions and recognize all the diacritical codes of the written language. (Writing and
Reading).
5. appreciate Arab Art through Calligraphy and pictorial paintings of Arab calligraphy. (Reading and Writing).
Key Words
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Points to note
Resources
At this initial stage the teacher should allow the students to
explore and experiment with new sounds, style of writing,
signs and marks. The teacher should allow enough time to
let the students hear and say the sounds of the alphabet in
the order in which they occur and also in the different
position that the letters are written in words. Teach
techniques for studying, imitating, memorizing sounds and
spellings, eg. Look, say, cover, write and check. The teacher
should pronounce out loud the letters while being written
on the board and also gives individual attention for the
correct pronunciation. Students work under teacher’s
guidance to choose their own tasks to attain the learning
objectives.
Textbook: The 100 Word Exercise Book, with its CD.
Sabrine Kiswani, Activity Book, Arabic Letters, IQRA’ International
Educational Foundation, 2005, USA.
Alif Ba Ta & Yaseen, Arabic for Beginners by A. Brockett,
Darlington 1996. An Interactive CD-ROM.
Flash cards, Charts, Colours, game boards Alphabet songs and
authentic newspapers, magazines and goods wrappers.
On-line Sites: http://www.arabicgenie.com/arabicletters.html
http://learnarabicalphabet.com/
http://www.discoverislamicart.org/exhibitions/ISL/
http://www.uga.edu/islam/IslArt.html
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
The teacher will guide the
students to:
become acquainted with the
Arabic writing system from right to
left and all the different positions
of the letters. (Reading and
Writing).
Possible teaching experiences and activities
Learning outcomes
The teacher invites a native student to present the alphabet and explain
the writing system. Students are invited to clarify their queries with the
native student in class using their native language.
Students can identify, memorize and read the
letters in all their various positions. (Level 4
Reading)
The teacher introduces the alphabets of similar shape in groups and asks
the students to spot and point the difference in the shapes of the similar
letters from the given flashcards. The two way connectors should be
presented first and then the one way connectors later.
Students can recognize symbols, signs, letters
and words of the written language. (Level 4
Reading)
Students can write from right to left using the
Naskh script. (Level 4 Writing)
By means of games and differentiated Handouts students choose to
either trace, copy, fill-in, colour, match or join the similar sets of letters.
The teacher may also use the IWB and asks the students to play a simple
game of letter recognition on the IWB. Students use the Interactive CDs
provided by the teacher to read and write the alphabet on their
computers.
Letter Bingo: In groups students have in a small cloth bag all the 28
Letters of the alphabet in Independent Position written on flashcards.
Students also have a small A4 size print out with the Letters. One from
each group draws a letter, shows it to peers in group and students must
cross out the letter that is drawn/shown. The student who marks all the
letters calls “Bingo” wins the game and it is his/her turn to draw the Bingo
again.
Arabic Keyboard: Students are introduced to the Arabic Keyboard on the
Computer. They get used to it and to find or recognize letters of the
alphabet by typing out the letters and by copying words to see the
changing position of the letters in the beginning, medial and final.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can write the Arabic alphabet
correctly in their various forms at the initial,
medial and final position and connected form.
(Level 4 Writing)
Students can identify, memorize and read the
letters of the alphabet. (Level 4 Reading)
Students can identify, memorize and read the
letters in all their various positions and also
copy them. (Level 4 Reading and Writing)
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identify, recognize and pronounce
the phonetic alphabet correctly.
(Listening and Speaking)
Show an on-line website that drills phonetically the students on all the
letters of the alphabet. The teacher asks the students to repeat aloud the
names and sounds of the letters and monitors their pronunciation closely.
Students can listen to and demonstrate
knowledge of sounds and names of letters.
(Level 4 Listening)
The students then play an oral game in pairs where they alternate to say
the letters in alphabetical order.
Students can identify the sounds which
represent the letters of the Arabic alphabet.
(Level 4 Listening)
Spelling aloud: Students recall the letters learned and use the acquired
letters of the alphabet to spell aloud their names in Arabic letters or
those of their class mates or of famous pop stars or of members of their
family.
Students can spell, associate graphically and
phonetically the letters of the alphabet. (Level
4 Speaking)
Students listen to a rhyming song in Arabic about the phonetic alphabet.
They are encouraged to repeat and sing together the song.
Students can reproduce the sounds of the
letters of the Arabic alphabet clearly in
singing, repetitions and refrains (Level 4
Speaking)
Students play a class quiz where the teacher shows a letter on the IWB or
Computer screen and the students are to name and sound that particular
letter.
Students can recognize and identify the
letters, name and sound them and say them
in alphabetical order. (Level 4 Speaking)
Circle Activity: Students form a circle all of them have three different
letters of the alphabet. One student stays in the centre of the circle and
begins by asking for 3 different letters. Student in the centre of the circle
must collect 12 letters in 2 minutes. Teacher monitors the game and
times against the clock the assigned task so that students learn to work
within a specific time frame.
Students can recognize and identify the
letters, name and sound them. (Level 4
Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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From the textbook and various Handouts the teacher shows lists of
similar words to emphasizes the difference in pronunciation and letter
shape between:
distinguish and pronounce clearly
between the emphatic and non
emphatic letters (Listening and
Speaking)
copy and reproduce all the letters
of the alphabet in their various
positions and recognize all the
diacritical codes of the written
language (Writing and Reading)
Students listen to an audio passage with lists of words that have similar
sound but different letter. On a specific Handout students are to tick the
correct one that they hear. Eg.
Peer checking of work should be done. Then reading aloud in turns of the
given words of the same Handout. Students are to be encouraged to
think of other emphatic and non emphatic words.
Students can identify the sounds which
represent the letters of the Arabic alphabet.
(Level 4 Listening)
Letter/Word Identification: Using the IWB/Computer in pairs students
take roles to show a word that begins with the similar sounding
phoneme. The student that sees the letter/word written on the Board
must say the letter, and read the word. Teacher must monitor
pronunciation. Meanwhile some other student draws the meaning of
that word that h/she heard.
Students can identify the sounds which
represent the letters of the Arabic alphabet.
(Level 4 Listening)
Students can pronounce correctly similar
sounding phonemes (Level 4 Speaking)
Students will show understanding of some
letters and 3 basic words. (Level 3 Listening)
In Plenary teacher uses scaffolds and various examples to introduce and
explain the usage of all the diacritical codes and punctuation in Arabic.
(The IWB or the Computer is ideal for this teaching strategy). Teacher
clarifies any queries and revises.
Students are able to identify, recognize
symbols, signs, and letters of the written
language. (Level 4 Reading)
Students play with word puzzles and board games to identify and
recognize the letters including words with the Long and Short vowels,
Tanwin and other diacritical codes.
Students can recognize and use the
punctuation marks, accents, symbols, the
tanwin, shadda, madda and the short vowel
signs. (Level 4 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can pronounce correctly similar
sounding phonemes (Level 4 Speaking)
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Trace over, colour differently, copy or fill-in letters to form correct words
from the differentiated H/Os.
From Arab magazines, newspapers, food or detergent wrappers students
are asked to cut different words, stick them on their worksheets, identify
the letters and attempt to read them. The meaning of the words is not
important at this stage.
Students can write clearly and appropriately
in connected and legible handwriting. (Level 5
Writing)
Students use knowledge of symbols to read
and try to understand words (Level 5 Reading)
Students can identify, recognize symbols,
signs, letters and words of the written
language. (Level 4 Reading)
Line Up: Flashcards with all the letters of the alphabet plus cards with the
short and long vowels, sukun and tanwin are distributed among students.
One student starts saying the letters in alphabetical order and students
have to come to the front of the class and line up in order. Another
student then asks for identification/recognition only of the diacritical
marks. Another group of students writes the letters alphabetically with
the Tanwin and Harakat. Other students trace or colour in the letters.
Students will be able to reproduce the letters
and or words. (Level 4 Writing)
Word Snakes: Students are given a Handout with unconnected letters
that form a word. Students are to join these disconnected letters to form
a connected word. (Meaning of words is not important at this stage
although words from the Key word list should be used.
Students can write clearly and appropriately
in connected and legible handwriting. (Level 5
Writing)
Word or Sentence Building: Depending on the students abilities teacher
gives out an envelope/bag containing a mixture of letters and words.
Students have to see how many words/sentences they can build within a
given time. For this task students work in groups. When words/sentences
are formed students must copy them.
Students can identify and recognize letters or
words of the written language. (Level 4
Reading)
Students copy and reproduce letters or words
or sentences. (Level 4 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can trace, colour or copy the letters
and symbols of the alphabet. (Level 4
Writing)
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appreciate Arab Art through
Calligraphy and pictorial paintings
of Arab calligraphy (Reading and
Writing)
Watch a brief DVD documentary from You Tube on the beauty of Arab
Calligraphy. Afterwards the teacher engages in a discussion in the native
language to explain the religious intentions behind calligraphic art in the
Muslim world. Students are encouraged to find other Virtual Arab
Calligraphic Exhibitions on-line.
Some other students can use their creativity to draw their own Arabic
calligraphy designs and read the letters they used for their paintings.
Students can identify, recognize symbols,
signs, letters and words of the written
language. (Level 4 Reading)
Students can identify the subject matter of a
text through illustrations, titles and extra
clues (Level 4 Reading).
Field Trip: Students are taken to the Roman Domus in Mdina to visit and
see the ancient Arab Tomb Stones written in different Arabic Calligraphy
like the Kufi, Diwani, Thulthi, Farsi, Ruq’i or Naskhi styles. Students are
encouraged to copy and elicit any words they can read or write from
these ancient Arab Tomb stones. They also visit the Mdina Archpishop’s
Museum to see and try to read the Arabic numismatic collection.
Students can write the Arabic alphabet
correctly in their various forms at the initial,
medial and final position and connected form.
(Level 4 Writing)
Students can organize and present selected
information within familiar context. (Level 6
Writing)
Learning Diary (
) : Students must have their own Learning Diary to
record all that they have learnt in this Unit. Teacher must initiate in them
the habit to start recording and writing down (in class or at home) all that
they have learnt after each lesson. The Learning Diary serves as a
Revision and Record of Work. Other students may copy from peers onto
their Learning Diary.
Students will be able to keep a learning diary
with correct models for referencing and
revising. (Level 6 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Form 1
Unit code and title: ARB 7.2 The Arabic Alphabet: Combining Sounds/Letters into Syllables and Words
Strand: Listening, Reading, Writing, Speaking
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1. discriminate between the phonetic letters of the alphabet and start combining the sounds of letters into syllables and words. (Listening and Speaking)
2. identify, spell and read the new key words of the same letter in its different writing positions while relating them to specific meanings. (Listening, Reading and
Speaking).
3. write simple theme related monosyllabic or polysyllabic words in connected form; reproduce and respond to basic courtesy phrases. (Writing and Speaking)
4. follow, reproduce and respond to short directions and instructions. (Reading, Writing and Speaking).
Key Words
Points to note
Resources
Teachers are to refer to the Approach to teaching and learning as
given in the Strands and Definitions Section. A multi skill
approach is recommended in order to develop the students’
receptive and productive skills, exposing them to the language
and guiding them towards initial understanding of aural, spoken
and written Arabic at this crucial stage. To support learning the
teacher should give the students the opportunities to imitate,
repeat and practice the new letters and vocabulary. Other
teaching techniques for memorizing the Arabic script, including
rhyme, rhythm, self-generated mnemonics and visualization
should also be applied. To enhance the reading skill the teacher
should use the graphophonic system while questioning
techniques and role plays would consolidate the acquired skills.
Simple verbs, nouns, adjectives together with the ( ) should be
introduced.
Daily courtesy greetings and introducing
male/female Arab names would instill cultural awareness and
encourage the students to start talking in Arabic even at this
initial phase. Students work under teacher’s guidance to choose
their own tasks to attain the learning objectives.
Textbooks: The 100 Word Exercise Book with its CD.
My Little World, Foundation 1, MM Books
Shape and Forms of Arabic Letters, IQRA International Series
Let’s Read and Write Arabic, IQRA International Series
Alif Ba Ta & Yaseen, Arabic for Beginners by A. Brockett, Darlington 1996. An
Interactive CD-ROM.
Flash cards, Charts, Colours, game boards Alphabet songs and authentic
newspapers, magazines, CDs and DVDs.
http://www.islamicplayground.com/scripts/prodList.asp?idCategory=22
http://dilap.eu/arabic-alphabet/dal.html
http://www.guidedways.com/lessons/unit2_wordlist.php
http://lexiorient.com/babel/arabic
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
The teacher will guide the
students to:
discriminate between the
phonetic letters of the alphabet
and start combining the sounds
of letters into syllables and
words. (Listening and Speaking)
Possible teaching experiences and activities
Learning outcomes
The teacher revises the alphabet and its pronunciation by showing
the students a DVD clip with the alphabet song from You Tube.
Students listen to and watch the Arabic alphabet with examples of
words starting with each letter of the alphabet. Students are
encouraged to repeat several times and sing along the alphabet
rhyming song. The teacher then repeats the letters clearly and
makes sure that the entire class has heard and repeated correctly.
Students can listen to and demonstrate knowledge
of phonemes and names of letters in words. (Level 4
Listening)
Using either a PPP or the IWB the teacher shows the students how to
combine the consonants with the long or short vowels to form
monosyllabic or polysyllabic words. Students are expected to repeat
and imitate the set of new words. The meaning is not important at
this stage. The teacher must monitor closely their pronunciation.
Students can spell, associate graphically and
phonetically the letters of the alphabet. (Level 4
Speaking).
Students can imitate and reproduce accurate
pronunciation. (Level 5 Speaking)
Students are asked to use the interactive websites to drag and drop,
or match the suitable letters to form words which are also read out
aloud to them.
Students will make use of mostly memorized
vocabulary. (Level 6 Speaking)
Students enjoy listening and repeating songs, or
rhymes which they understand. (Level 4 Listening)
Using a multimedia interactive CD-Rom, students can play aural
games and record their own voice with monosyllabic and polysyllabic
words.
Voice Drop Box: Students play in pairs and teams. One team phones
(to set up a fictitious telephone system in class) up the opposite
team to ask the other end for a word. The other team over the
phone gives a word, repeated three times (always use words from
the given key word list). The other team must confirm that it heard
the correct word by repeating it, then spell it out and the other mate
in the team must indicate the spelled letters from an alphabet class
chart. The game is played until ideally all the 28 letters have been
covered. Teams swap roles accordingly.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can spell, associate graphically and
phonetically the letters of the alphabet. (Level 4
Speaking).
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identify, spell and read the new
key words of the same letter in
its different writing positions
while relating them to specific
meanings. (Listening, Reading
and Speaking).
Word Quiz Game: by using either the Flashcards or the IWB the
teacher shows pictures with the Arabic word for the students to
recognize and repeat. The teacher should use theme-related words
and also invites students to try to compare the new Arabic words
with those of the Maltese language that they know. Students can
work in pairs on this word quiz game by listening, saying and
checking with the teacher and each other.
Students recognize features of the written language
as a representation of sound. (Level 4 Listening)
Students can be given two types of Handouts for listening and word
recognition. Some students have a list of words, some of them not
all used by the teacher, they listen to an audio recording and tick
from the list the words they recognize. Some other students have a
Handout with pictures with the meaning of the word together with
its equivalent written in Arabic. They tick from the list of pictures the
words that they hear.
Students demonstrate comprehension to match
spoken word, pictures or actions with the printed
words. (Level 4 Reading)
Working in pairs, students are given a number of thematic words
flash cards. One student attempts to spell and read aloud the set of
given words while the other gives the meaning. Students would get
used to sound out and blend the phonemes all through the words
from right to left.
Students use a variety of strategies to elicit meaning
from a written text. (Level 5 Reading)
Students can identify, memorize and read the letters
in all their various positions. (Level 4 Reading)
Jumbled Letters Word Puzzle: students are given various and several
different letters which they have to identify and put in order to form
the correct word with each letter used in the appropriate joined
positioned. When each word is formed other students must read
them aloud and specify/guess whether it is a verb, noun, adjective,
proper name, feminine or masculine.
Students can apply grammar knowledge to adapt
and substitute words and phrases. (Level 7 Reading)
Following prior arrangements students connect via Skype with other
local native speakers of Arabic in another school. The native
speaking students read out the familiar thematic set of words.
Students on the receiving end write down the indicated dictated
Students can recognize and understand the sounds
and meanings of signs and symbols. (Level 5
Listening). Students show growing confidence to
listen to spoken language. (Level 6 Listening).
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students are able to follow a few familiar spoken
keywords and phrases which are carefully
articulated. (Level 4 Listening)
Students use knowledge of symbols to read and
understand words. (Level 5 Reading)
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words; some others repeat in Arabic and guess the meaning. Other
students read out aloud what their peer classmates have written.
Arabic Hopscotch: (Il-Passju) This game gives the students the
opportunity to practice recognition and verbal production of the
letters that they have learnt. It also serves as a revision and
consolidation of the letters. Hopscotch may be played inside the
classroom with coloured tape for setting up the court or ideally
outside and the court is drawn with chalk. It is a self-paced activity
for students with different abilities. A student throws a coin or a
small stone onto a space on the hopscotch court. The student hops
on one foot from space to space until reaching the coin/stone. The
student must read out the letter each time h/she lands on a space.
The letters in Arabic must be written in each different square shaped
space of the court. The student must hop on one foot from space to
space until reaching the end of the court. The student then turns
around and hops back again calling out the letters for each space. At
then end of the court the student must say two different whole
words in Arabic beginning with the first letter marked in the space of
the hopscotch court.
write simple theme related
monosyllabic or polysyllabic
words in connected form;
reproduce and respond to basic
courtesy phrases. (Writing and
Speaking)
From the familiar key words tackled earlier the teacher and the
students produce a brief written text/story. This self-generated text
is presented on the IWB or the Computer in written and aural
formats. From this text students are asked to identify and write a list
of all the nouns, verbs, adjectives or prepositions used in the
passage. Other students are given the same text printed but have to
look for and underline the key words instead.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can imitate and reproduce accurate
pronunciation and intonation. (Level 5 Speaking).
Students can identify, memorize and read the letters
in all their various positions. (Level 4 Reading)
Students recognize features of the written language
as a representation of sound. (Level 4 Listening)
Students can produce and respond with single
words. (Level 4 Speaking)
Students can write the alphabet correctly in their
various forms. (Level 4 Writing). Students can use
theme-related words and modelled strategies to
spell monosyllabic and polysyllabic words correctly.
(Level 5 Writing).
Students use scaffolds to experiment with language
to start producing their own texts. (Level 6 Writing).
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The teacher highlights some of the familiar words identified by the
students. Students then use the context to discuss and decide
whether they appear to mean the same as when they first met them
separately.
Students copy familiar words and select appropriate
words to complete meaning. (Level 5 Writing).
Students are encouraged to choose 2 nouns, 2 verbs, 2 adjectives etc
and create and write down their own short simple sentences with
them. Some other students are given a Handout where they have to
choose the correct word from the bracket to form a sentence.
Students organize and present information to
compose or complete their own sentences. (Level 6
Writing).
Brainstorming: The teacher invites students to think of any other
words on a given theme that are alike in Maltese and Arabic and try
to write them down on the IWB with the participation of the whole
class.
Students produce and compose grammatically
correct sentences about familiar topics with familiar
keywords. (Level 6 Writing)
Basic Courtesy Phrases:
Students develop writing skills in context. (Level 4
Writing)
Students can use theme-related words and
modelled strategies to spell monosyllabic and
polysyllabic words correctly. (Level 5 Writing).
Role Play, questioning techniques and scaffolds: Teacher greets the
students by using initially some of the above phrases with an
advanced student. The teacher then pairs up with other students to
make them repeat the greetings so that they become confident with
the phrases used and also the intonation. Through role play and
questioning techniques all the phrases are gradually introduced and
used.
Students share very basic personal information and
respond to daily routine greetings. (Level 4
Speaking)
Students start to interact with peers or adults with
very short utterances that are drawn from frequent
and consistent teacher‘s scaffolds. (Level 4
Speaking)
DVD clips of people greeting each other and real situations are
shown and played several times to the students. Students are then
paired up and invited to participate in imaginative role plays to
Students respond with single words or phrases to
communicate in familiar contexts with cues and
visual help. (Level 4 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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follow, reproduce and respond
to short directions and
instructions. (Reading, Writing
and Speaking).
practice and try out verbally the courtesy phrases.
Students start using some culturally specific
gestures in greetings in a limited range of contexts.
(Level 4 Speaking)
The teacher demonstrates a brief DVD clip from real life situations of
one or two word instructions or directions such as
.
From repeated viewings of this clip students are expected to guess
the meaning of these instructions. They are invited to discuss them
and compare the meanings with their peers.
Students distinguish the forms and conventions of
language in text such as commands and instructions.
(Level 5 Reading)
Students match with confidence the written text to
the images and identify the main points or ideas.
(Level 5 Reading)
Students can reproduce in writing these instructions in Arabic either
on their computers or create their own coloured Flashcards and
Icons. Some other students are given a Handout where they have to
match the Arabic instruction with the correct meaning or icon. The
student produced Arabic flashcards are to be used in a class game for
reading and acting out (kinetic method) accordingly.
Students can write simple memorized words on
familiar topics. (Level 5 Writing). Students can
organize, select and present information. (Level 6
Writing)
Students produce simple conversations using
scaffolds. (Level 5 Speaking)
Students are invited to play and act in pairs an imaginative situation
whereby they give instructions in Arabic to each other so as to feel
confident using them and responding to instructions in Arabic.
Students start and join in simple interactions on
familiar topics. (Level 6 Speaking)
Learning Diary (
) : Students must use their own Learning Diary
to record all that they have learnt in this Unit. Teacher must
encourage them to the habit of recording and writing down (in class
or at home) all that they have learnt after each lesson. The Learning
Diary serves as a Revision and Record of Work. Other students may
copy from peers onto their Learning Diary.
Students will be able to keep a learning diary with
correct models for referencing and revising. (Level 6
Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Form 1
Unit code and title: ARB 7.3 All About Me: Common greetings and introducing oneself
Strand: Listening, Reading, Writing, Speaking
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives: The teacher will guide the students to:
1.
2.
3.
4.
Key Words
talk about themselves in short declarative statements. (Listening and Speaking).
become familiar with the customary greetings, introduce themselves and their personal characteristics, using correct gender. (Listening and Speaking)
express basic written categories of self-description and personal information. (Reading and Writing)
understand cultural protocols and manners for introducing oneself and leave-taking. (Reading, Listening and Speaking).
Points to note
Resources
A student-centered learning approach is recommended in
order to enable the students to acquire skills leading to the
acquisition of Arabic as a foreign language and to equip them
with autonomous learning skills, through enjoyable and
varied tasks. Students should be given the opportunity to
develop their language skills, awareness of language and
intercultural diversity, and to be able to express themselves
with increasing confidence independence and creativity. The
teacher should foster in the students the direct
communicative approach in the target language so that they
deal with the practical challenges of meeting and getting to
know people and maintaining social relations in the Arab
way of life. Students will further learn to ask and answer
questions about personal information and their physical
characteristics which will lead them to use and apply the
correct gender form in grammar and when describing
themselves in written texts. At the end of each lesson the
teacher should allow time for review or revision..
Textbooks: The 100 Word Exercise Book with its CD.
My Little World, Foundation 1, MM Books
Mahdi Alosh, Ahlan wa Sahlan, Yale University, Lesson One with its CD-ROM
and Audio Pack.
Talk with Me, MM Books, Part 2 Lesson One with its audio CD.
Flash cards, Charts, Colours, soft toy, self-portrait photo, CDs and DVDs.
http://www.youtube.com/watch?v=zCLDB19Sp3Q&feature=
BF&list=PL5A592F36E2097EDA&index=50
http://www.youtube.com/watch?v=DYAdiajvdDg&feature=related
http://www.youtube.com/watch?v=cRCWYSWucLM&tracker=False&NR=1
http://www.youtube.com/watch?v=OUHT43BnL5s&feature=mfu_in_order&list=UL
Grammar Focus: Personal Pronouns, Gender, Question words.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
15
Teaching objectives
The teacher will guide the
students to:
talk about themselves in short
declarative statements.
(Listening and Speaking)
Possible teaching experiences and activities
Learning outcomes
Myself
In Plenary: Teacher must always present the learning objectives
to the students and leave them written on the Board together
with the Key Words. Teacher explains the aspects that will be
dealt with in the whole Unit and invites any queries from the
students for clarification.
Students watch several short DVD clips and from YouTube
situations of Cartoon characters, animals and humans who all
talk and introduce themselves in Arabic. Students are asked to
practice and take turns with their teacher on:
Students demonstrate comprehension of simple words,
greetings and familiar expressions. (Level 5 Listening)
Students play the game Pass it On: Circle activity or along rows.
Teacher says to first student in Arabic: ‘My name is….What’s
your name? Student answers and then puts the same question
in Arabic to the next person.
Students make use of mostly memorized vocabulary. (Level
6 Speaking)
Students can produce simple conversations using scaffolds.
(Level 5 Speaking)
In the Aural and Oral exercises the teacher has to focus on the
grammatical points of Masculine and Feminine, Singular
Personal Pronouns and the Question Words by using the IWB,
and CD-Roms. Students are to be divided into a group of
females and a group of males. They are encouraged to make
use of the given key words and create their own conversations
about themselves and exchange them with each other to
understand the difference between feminine and masculine.
Students can apply grammar knowledge to adapt and
substitute words and phrases for their brief conversations.
(Level 7 Speaking)
Listen and Show: As teacher reads out a short story or sings a
song. One student at a time must mime or hold up flash cards
when s/he hears particular words or descriptions.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can imitate and reproduce accurate pronunciation.
(Level 5 Speaking)
Students will listen with enjoyment and show
understanding with support stories or songs. (Level 4
Listening)
16
become familiar with the
customary greetings,
introduce themselves and
their personal characteristics,
using correct gender.
(Listening and Speaking)
Customary Greetings and Personal characteristics
The teacher expands the role play of the conversation by
introducing other traits about one’s physical traits such as
Students can follow a few familiar spoken keywords and
phrases which are very slow and carefully articulated.
(Level 4 Listening)
Students engage in role-play in pairs to talk and act out to each
other about themselves in Arabic. Teacher and Arabic native
speaking parents are invited to listen, monitor and prompt
students for better pronunciation and interaction in Arabic
between the students.
Students can produce simple conversations using scaffolds.
(Level 5 Speaking)
Using ICT the teacher shows the students a prepared lesson or
from You Tube on Arab introductory greetings where the
singular personal pronouns are used including gender
differentiation.
Students can understand simple questions and follow brief
directions related to immediate needs. (Level 5 Listening)
Circle game: teacher uses a pre-named soft toy in Arabic to act
as a character. The teacher throws this soft toy to different
students and says a greeting. Students echo and throw the toy
back to the teacher or to another student to repeat and drill in
the greetings as listed in the Key Word Section.
Students can respond to and make simple basic requests
reliant on modelled language. (Level 5 Speaking)
Some other students can engage themselves in a much longer
conversation whereby they recapitulate all the phrases,
greetings and personal details previously used as a dialogue and
revision to the whole class.
Students can produce short and effective oral presentations
about a specific topic. (Level 6 Speaking)
Puppet Show to hold short conversations: Two or four students
wear finger puppets. They are to create and act out their own
conversation using the key words of this Unit.
Students can produce simple conversations using scaffolds.
(Level 5 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
17
express basic written
categories of self-description
and personal information.
(Reading and Writing)
Sequence Pictures to show meaning of a story, poem, song or a
dialogue. Using the IWB/Computer students listen to a brief
narrative during which they have to sequence the pictures. If
they need to ask questions on the narrative (song/poem etc.)
students must clarify their queries in Arabic.
Students will be able to recognize and recall main points or
ideas in a story or dialogue and can sequence images
accordingly. (Level 6 Listening).
Students are asked to use the interactive websites to drag and
drop, or match the suitable phrase, expression or greetings
which are electronically read out aloud to them to an image.
Students demonstrate comprehension to match spoken
word, pictures or actions with printed word. (Level 4
Reading)
For some other students the teacher uses large charts with
pictures related to this topic. Students are to pick the correct
laminated labels to stick them to the appropriate image/picture
on the chart. Another group of students then do peer
assessment of the fixed labels.
Students match with confidence the written text to the
images and identify the ideas. (Level 5 Reading)
Students contribute to shared reading to develop
comprehension skills. (Level 4 Reading)
Students can be given two types of Handouts for reading and
writing. Some students have a list of words, some of them not
all used by the teacher, from which they have to choose to fill in
the blanks for the correct meaning of the sentences. Some
other students have a Handout with pictures with the meaning
of the word together with its equivalent written in Arabic. They
match from the list of pictures with that of the words.
Students use knowledge of symbols to read and understand
words. (Level 5 Reading)
Students can copy familiar short phrases and select
appropriate words to complete short phrases or sentences
to complete meaning. (Level 5 Writing)
Producing a Personal Photo Album: All students are to bring
different photos of themselves when they were babies, toddlers
and a recent full photo. On a two sided page they fix their
photo and on the other side they write about themselves and
all the personal details in Arabic.
Students can organize and present information by selecting
from options to label pictures and complete sentences.
(Level 6 Writing)
Some students have to simply fill in the correct word from a set
of flashcards provided by the teacher as a guided short
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students use scaffolds to experiment with language to start
producing their own texts. (Level 6 Writing)
Students can produce and compose grammatically correct
18
paragraph. Other students can write full sentences describing
themselves in a longer paragraph.
sentences about familiar topics. (Level 6 Writing)
Complete the Dialogue Bubbles: Working in Pairs students are
given different Handouts to fill in Arabic the correct greetings
and response of a Dialogue. Some other students are expected
to simply copy, colour or trace the correct sequence of the
greetings and response.
Students can match words with pictures, label objects, or
complete speech bubbles. (Level 4 Writing)
Students can reproduce symbols, letters, words and phrases
by tracing, copying and colouring in. (Level 4 Writing)
Teacher uses IWB/Handouts with prepared different reading
levels short materials about Myself and with the customary
greetings. Students are expected to choose the level Set that
they wish and read it aloud to the class. Peer and teacher
assessment for correct reading should be applied here.
Students can read with some fluency and diction simple
phrases and sentences of familiar contexts. (Level 5
Reading)
Simple Dictation: The dictation can be conducted as a team
work or as whole class participation. As a team one student
reads out first different letters and of each letter s/he calls out
s/he then dictates a word starting with that letter. As whole
class dictation teacher says the letter and words and students
have to write down on a mini-whiteboard (or paper). Then they
hold up their boards so teacher can check. Peer assessment can
also take place.
Students can spell correctly all the letters of the alphabet
and familiar words and phrases already dealt with. (Level 5
Writing)
Mini-Whiteboard Activity: Teacher shows how to write a letter/
a word/ or a greeting. Students copy what teacher wrote, then
rub out and try to re write independently.
Students can write simple memorized letters, words or
phrases. (Level 5 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
19
understand cultural protocols
and manners for introducing
oneself and leave-taking.
(Reading, Listening and
Speaking)
A short documentary clip is shown to the students about the
Arab way of greetings when meeting, introducing oneself and
leave-taking in different parts of the Arab World in the native
language or even in the target language depending on the level
of competency. Students are asked to observe and make a list
of the different language used, gestures and body language
used by different Arab nationals when they greet. From that
observed list the students then plot out in which Arab country
certain greetings and gestures are used. Some other students
prepare flash cards in Arabic with the greetings heard while
others read and stick these flash cards on a big class map of the
Arab world.
Students are able to listen actively to aid comprehension
and understand diversity in such a way that they can sift or
select content which refers to the Arab culture with respect
to traditions. (Level 4 Listening)
Students can act out the basic greeting phrases in Arabic using
Puppets or finger Puppets.
Students start using some culturally specific gestures (Eg.
Shaking hands or cheek kissing when greeting) in a limited
range of contexts. (Level 4 Speaking)
Simon Says Game: Teacher begins the game by saying: “Shake
your hands and greet your friend in Arabic” etc. Taking turns
each student plays in the game. (The name Simon may be
changed into Ali to make the game more Arabicized).
Students start using some culturally specific gestures (Eg.
Shaking hands or cheek kissing when greeting) in a limited
range of contexts. (Level 4 Speaking)
Teacher can round up by inviting the students to compare the
appropriate way of greeting and leave taking in Arabic and
Maltese culture, emphasizing politeness and respect.
Students start exploring cultural symbols and practices
through gestures, greetings and traditions. (Level 5
Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students demonstrate comprehension of simple words,
greetings and familiar expressions. (Level 5 Listening)
Students become acquainted with the ways in which the
Arabs express their culture and traditions. (Level 5 Reading)
20
Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Form 1
Unit code and title: ARB 7.4 Identifying Yourself and Others: Countries and Nationalities
Strand: Listening, Reading, Writing, Speaking
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1. ask and respond to personalised questions and general information about self. (Listening and Speaking).
2. recognize and utilize confidently short familiar words and phrases on personal information. (Writing and Speaking).
3. learn the basic structure of Arabic sentences . (Reading and Writing)
4. identify Arabic speaking countries on a world map, nationalities and names of countries. (Reading, Writing, Listening and Speaking).
Key Words
Points to note
Resources
In this Unit it is important to make use of authentic tasks,
contextualized activities whereby students feel that there
is a real purpose for working with the target language.
Students are to be encouraged to express their own
identity and that of others in Arabic, namely the notions
of full name, country of origin and nationality. This
communicative
approach
fosters
a
classroom
environment that promotes interaction among all
students. Since authentic material is used this entails
repetition through various and simple class or home
activities. By becoming acquainted with the numerous
Arabic speaking nations students have the opportunity to
recognize cultural diversity.
Textbooks: Read and Speak Arabic for Beginners with its CD, McGraw Hill, New
York, 2004. (First two Units only)
Grammar Focus: The Definite and Indefinite Article, the
Nisba for describing one’s nationality, feminine and
masculine adjectives in the singular and attached
pronouns in the singular.
Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM and Audio
Pack.
ALESCO, Al-Kitāb Al-Asāsi, Tunisia, 1983, with its Audio Pack.
Flash cards, Colours, a coloured map of the Arab World, CDs and DVDs.
http://www.youtube.com/watch?v=UcQw9p0fVk0&feature=relmfu
http://www.youtube.com/watch?v=lbg26Z6Ycwo&feature=related
http://www.youtube.com/watch?v=pf5X2XmlRXQ&feature=related
http://www.youtube.com/watch?v=-iyXBVXvC3A&feature=related
http://www.happychild.org.uk/freeway/arabic/vocab/countries00.htm
http://www.youtube.com/watch?v=f4kTNk31Tk4
http://www.youtube.com/watch?v=GEtcdYAdEBQ&feature=related
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
The teacher will guide the
students to:
ask and respond to
personalized questions and
general information about
self. (Listening and
Speaking).
Possible teaching experiences and activities
Myself and Others
Teacher as always presents the Lessons Objectives.
Students are invited to recall and recycle learnt
expressions and questions from previous Unit and discuss
what further vocabulary they need to learn to be able to
identify themselves and inquire about others and their
nationality. Students report in plenum their vocabulary
while teacher writes on the class board.
Learning outcomes
With some repetition students can extrapolate and respond
to general ideas and information of specific areas. (Level 6
Listening)
Students can share basic personal information and respond
to daily routine tasks and greetings. (Level 4 Speaking)
Students watch several short DVD clips or authentic
material from YouTube how to introduce themselves in
Arabic and how to respond and seek further personal
information. Students are asked to practice, imitate and
take turns with their teacher on a conversation compiled
by the students themselves.
Students will demonstrate comprehension of simple
words, greetings and familiar expressions. (Level 5
Listening)
Students can imitate and reproduce accurate
pronunciation. (Level 5 Speaking)
Welcoming a guest from an Arab country to the Class. (A
Parent or an older native student from a higher grade).
Students can interact in Arabic with this Arab guest to
practice their dialogues and seek information.
Students can produce simple conversations using
scaffolds. (Level 5 Speaking)
Students will make use of mostly memorized
vocabulary. (Level 6 Speaking)
Letter sound Identification: To revise and recall the new
vocabulary of this Unit teacher plays a game by selecting
one of the letter sounds, repeats it twice and tells the
students to concentrate on that sound. Teacher then calls
out words and students have to put up hand when they
hear a word which has the sound in it.
Students will demonstrate that they can identify the
sounds which represent the letters of the Alphabet.
(Level 4 Listening)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
22
recognize and utilize
confidently short familiar
words and phrases on
personal information. (Writing
and Speaking)
Listen and Note: Students listen to an audio recording of
people talking about themselves and giving personal
information. Students are to tick off in a box true or false.
Students can listen to an audio text type of a brief
length and show understanding of key-words. (Level 6
Listening)
Putting the key words and sets of words in alphabetical
order. Some other students have this worked out sheet
and they have to identify the first letter and match it with
its correct picture. Others may rewrite and copy the list.
Students can recognize and identify the letters, name
and say them in alphabetical order. (Level 4 Speaking).
Students can identify and reproduce symbols, letters
and words. (Level 4 Writing)
For Auditory Students: One student writes a word on the
IWB/class whiteboard while another student stands up
and says the word as it is being written aloud.
Students can recognize, identify, name and sound the
letters. (Level 4 Speaking).
Dictionary race: students find the English equivalent of
the Arabic words used in their conversation and the key
words.
Students can use a bilingual dictionary to experiment
Teacher explains through various examples on the Class
Board the grammatical applications of the Grammar in
Focus in this Unit. Students analyse and drill from CDRoms or teacher prepared PPP or from Handouts the
Article in Arabic, types of endings for the Adjectives and
the Nisba. All task work must be related with the Unit
topic in question and using the same key words.
Students use scaffolds to experiment with language to
start producing their own texts. (Level 6 Writing)
Students can produce and compose grammatically
correct sentences about familiar topics. (Level 6
Writing)
Teacher supplies students with authentic Embarkation
cards from the airport or seaport. Students are asked to
fill in their personal details in Arabic in this Card. This
should be worked out in groups for peer assistance in
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
with the language and to review their writing. (Level 9
Writing)
Students can produce simple phrase texts and fill in
personal details. (Level 5 Writing)
Students can produce simple conversations using scaffolds.
(Level 5 Speaking)
23
filling in the details. Peer interactions while working on
the Form should be in Arabic.
Acting out: Students play and pretend that they are
visitors and that their teacher is the Police Officer at the
airport. Questioning and responding techniques are
practised through role-play.
Brainstorming: How would you describe your friend’s
character/occupation, personal traits and nationality? Let
students work their writings in pairs first, even using an
English Arabic Dictionary and then allow them to give their
written feedback orally to the class. Imagination and
creativity should also be accepted and fostered by the
teacher.
SMS Writing: Students write an (SMS) in class or for
homework using the Units Key words and also
incorporating greeting forms from previous unit. Students
send message to each other, or native speaking partner
class and are to answer messages received.
Forum Chat room: Students enter a forum/chat room set
up by the teacher. Or start a conversation related topic
on a class website such as Wiki or Blog to greet and ask
others about their nationality and seek further personal
basic information.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can respond to and make simple basic requests
reliant on modelled language. (Level 5 Speaking)
Students can produce and compose grammatically correct
sentences about a familiar topic. (Level 6 Writing)
Students can produce short and effective oral presentations
about a familiar topic of interest. (Level 6 Speaking)
Students write a short message independently, using
language they have learned and vocabulary already
dealt with. (Level 5 Writing)
Students can correlate sounds and words in their
written form. (Level 4 Writing)
24
In a plenary session with the teacher students present,
share or discuss their work, difficulties encountered and
any new vocabulary they required.
learn the basic structure of
Arabic sentences. (Reading
and Writing)
The teacher explains to the whole class the basic types of
sentence structure in Arabic mainly the Nominal sentence
:
and their rules. Students engage in
reading and writing tasks using related grammar games on
the CD-Roms to reinforce the rules.
Students can read and respond to a text in a variety of
ways. (Level 6 Reading)
Students can match words with pictures, label object
and complete sentences. (Level 4 Writing)
Card Game: Students work in two groups with four types
of nominal sentences as indicated in Arabic above. Each
group decides which type of sentences they wish to be
custodians of. The Set of mixed cards is placed with the
sentences in Arabic faced down. Students take turns to
view two cards at a time. If the cards form part of the
collection they need they keep the cards, if not the cards
are placed back in their original place and the next group
has a go, until all the cards are taken and worked out
accordingly.
Students can distinguish the forms and conventions of the
language in text. (Level 5 Reading)
Sentence Building: Students work in pairs. Teacher gives
out a bag or envelope containing a mixture of words from
the key words/vocabulary already dealt with. From the
given words students have to build sentences within a
given time. Then they write/copy the sentences formed in
their
Students can read, match and identify the grammatical
aspects. (Level 5 Reading)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can read, match and identify the grammatical
aspects. (Level 5 Reading)
Students can trace and copy the words or sentences
correctly. (Level 4 Writing)
25
Jigsaw Puzzle matching: Students are provided with 3
different large pictures related to the grammar in focus of
this Unit together with a set of various words that
students have to fix and form together to build a correct
grammatical sentence that matches the descriptive image
provided.
Students can match with confidence the written text to the
images to identify the main points, ideas or grammar rules.
(Level 5 Reading)
For Kinesthetic Students: Some other students are given a
set of words and grammatical phrases on flashcards.
Students are to Trace the shape of the word or
grammatical phrases first in the air and then with their
finger on the IWB.
Students can write from right to left and can trace and copy
the words or sentences correctly. (Level 4 Writing)
ICT: Students use the interactive websites to drag and
drop, or match the suitable noun or adjective to form a
correct nominal sentence which is electronically read out
aloud to them. (The teacher may prepare such electronic
grammatical drills for differentiated teaching).
Some other students can write a paragraph or prepare a 4
slide PPP as a Profile about themselves in Arabic or about
their favourite TV character. These students should then
present it to their Peers orally using the IWB or
Computer/Projector.
To identify Arabic speaking
countries on a world map,
nationalities and names of
countries. (Reading,
Countries and Nationalities
The teacher reinforces the Unit by showing the students
brief documentary clips from YouTube on the Arabic
speaking countries that form part of the Arab League
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can match with confidence the written text to the
images to identify the main points, ideas or grammar rules.
(Level 5 Reading)
Students can use ICT to support production of their original
texts. (Level 7 Writing)
Students can produce short and effective oral presentations
about a specific topic. (Level 6 Speaking)
Students are able to listen actively to aid comprehension
and understand diversity in such a way that they can sift or
select content which refers to the Arab culture with respect
to traditions. (Level 4 Listening)
26
Listening, Speaking and
Writing).
(Teacher explains briefly about the political role of the
Arab League and where is its HQ). Teacher allows for any
queries ideally in Arabic about the videos they watched.
Students start exploring cultural symbols and practices
through films, maps and traditions. (Level 5 Speaking)
Map of the Arab World: Using the IWB/PPP/Computer or
Big Wall Map with the names of the countries in Arabic
together with their capital cities, students play a Quiz
Game to find and pinpoint the countries and their capitals
as asked by the teacher.
Students can match with confidence the written text to the
images and identify the meaning. (Level 5 Reading)
Set Up a Postcard: Students work individually to reflect on
their cultural learning. Each student prepares either
electronically or manually from magazines or own painting
a Postcard from an Arab country to a member of their
family. On one side they draw or produce an image or
some landmark from an Arab country and at the back of it
they write a few short sentences or phrases as greetings
from the Arab country they visited together with the name
and address to who it is addressed including the name of
the country.
Students can organize and plan their creative writing skills
focusing on narrative or descriptive writing styles and can
develop their ideas in a sequence of grammatically correct
sentences organized in short paragraphs. (Level 6 Writing)
Sequence Pictures according to the Story: Depending on
the abilities in class a student/the teacher reads a story
about children coming from different Arab countries.
Students are to sequence the images according to the
story together with a sentence beneath each image.
Students will be able to recognize and recall main points or
ideas in a story or dialogue and can sequence images
accordingly. (Level 6 Listening).
Students match confidently the written text to the images
and identify the main ideas. (Level 5 Reading)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students use available resources to support the
construction of their new texts, such as dictionaries, word
lists, internet or sentence models. (Level 7 Writing)
27
Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7.5 Sentence Structure and Punctuation
Strand: Listening, Reading, Writing, Speaking
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1.
2.
3.
4.
listen attentively to people speaking about familiar topics already dealt with and recognize different structures. (Listening)
exchange basic information on familiar and everyday matters previously dealt with. (Speaking).
learn to use the various structures of Arabic sentences and punctuation. (Reading and Writing)
highlight, compare and contrast the Arabic sentence structures with that of the Maltese language. (Reading, Writing, Listening and Speaking).
Key Words
Points to note
Resources
An integrated skills approach where the language is
presented in a motivating meaningful context and where
the teacher tries as much as possible to elicit linguistic
responses by using appropriate questioning techniques
that challenge the students’ potential. Through a choice
of various activities and sources teachers are to elicit
from students recognition of the new structures and
when they are used. Teachers have to ascertain that
students are given ample time for role play, interaction,
practice for consolidation and re-enforcement. All
previously learnt vocabulary should be utilized to form
realistic brief passages for this Unit. By focusing on
students’ strategies at appropriate stages the teacher
helps students take better control of their learning and
students learn to choose the best tasks that suit their
particular learning style.
Textbooks: Read and Speak Arabic for Beginners with its CD, McGraw
Hill, New York, 2004.
Grammar Focus: The Definite and Indefinite Article, introducing the 3
case endings, the verbal and nominal sentences and the prepositional
phrase.
Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM and
Audio Pack for Drills and grammar tasks.
My Little World, Foundation 1, MM Books
Flash cards, Colours, CD-Roms and DVDs.
http://www.youtube.com/watch?v=I-2KXykC_tY
http://www.youtube.com/watch?v=NGMQT-VRi2c
http://www.youtube.com/watch?v=It6gCUsH_OU
http://www.youtube.com/watch?v=GvWURu89WHY
http://www.youtube.com/watch?v=liJLkjId1CQ
http://www.youtube.com/watch?v=6u_dPNUhPRQ
http://www.youtube.com/watch?v=hk-nrSk8a_A
http://www.madinaharabic.com/Arabic_Language_Course/Lessons/L00
4_012.html
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
28
Teaching objectives
The teacher will guide the
students to:
listen attentively to
people speaking about
familiar topics already
dealt with and recognize
different structures.
(Listening)
Possible teaching experiences and activities
Learning outcomes
In Plenary teacher explains at length the grammatical
elements of the nominal sentence structure first and then
the verbal sentence while pointing out the importance of
the Definite and Indefinite article usage. Students then
listen to an Audio CD in Arabic with the grammatical
structures tackled. They are expected to answer graded
multiple choice questions, true/false statements on a
prepared Handout by ticking/identifying the correct
answer. Students report in plenum their answers while
teacher writes/correct on the class board their answers.
Students can listen to various text types of a brief length and
demonstrate understanding of the key-words. (Level 6
Listening)
Students are able to listen to and progressively understand
the spoken language at times with repetition. (Level 6
Listening)
IWB/Computer: Students watch a brief teacher prepared
thematic story using vocabulary or themes already
previously dealt with. Students watch and listen to this
brief clip repetitively. Then they work out a listening
comprehension by ticking, choosing or identifying the
correct answer on a graded separate Handout. Peer
correction monitored by the teacher to be encouraged.
Students can recognize and recall the main points and ideas in
a short story or dialogue and can respond to general ideas or
questions. (Level 6 Listening)
Students will show understanding of the main points from
aural familiar texts with some repletion and can choose the
correct answer. (Level 7 Listening)
Quiz Game/Interpreting: Students work in groups and
compete against each other in a quiz game while at the
same time do interpreting skills with the grammar drills on
the nominal and verbal sentences. Teacher reads a set of
graded and various sentences in Arabic and in English and
students have to interpret them. Teacher plays the role of
the quiz master with the groups.
Students will extrapolate and respond to general ideas and
information of specific areas. (Level 6 Listening)
Listen and Move: To focus attention while listening to a
story or a song related to the grammatical structures
Students will show comprehension of simple words and
familiar grammar structure. (Level 5 Listening )
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
29
involved, get students to join in by responding to the
grammar phrases by dancing, moving or miming.
Listen and Clap: Students listen for 3 times a recorded text. When
they hear and identify a grammatical aspect explained previously
Students will show comprehension of simple words and
familiar grammar structure. (Level 5 Listening )
by the teacher they clap and gain marks.
exchange basic information
on familiar and everyday
matters previously dealt
with. (Speaking)
The teacher presents or describes a character profile by
visual cues on the IWB/Computer always using the
grammatical elements that are in focus. Some students are
then asked to draw the traits of that character on the Board
or put the pictures into the correct sequence on the IWB
while saying in Arabic the correct grammatical
sentence/phrase about that character. Some other
students take turns to speak and describe themselves or
their friend using the acquired grammatical elements
explained. Some other students listen repetitively to the
teacher’s presentation and then they read it aloud to the
class for pronunciation monitoring.
Lottery Draw: Students work in pairs with a common bag
full of graded words or set of phrases in Arabic of familiar
vocabulary. Each group draws a flash card and they must
compose orally a verbal or nominal sentence with that
drawn word or phrase. The key words must always remain
written on the Class Board so that students can easily refer
to them in this drill.
Pass it on along rows: Teacher begins the game by saying
two words and the student has to form a nominal/verbal
Students can share basic information with peers with very
short utterances from teacher’s scaffolds supported by visual
cues. (Level 4 Speaking)
Students can apply grammar knowledge to adapt and
substitute words and phrases. (Level 7 Speaking)
Students can imitate and reproduce accurate pronunciation.
(Level 5 Speaking)
Students can apply grammar knowledge to adapt and
substitute words and phrases. (Level 7 Speaking)
Students start producing simple conversations using scaffolds.
(Level 5 Speaking)
Students can apply grammar knowledge to adapt and
substitute words and phrases. (Level 7 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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sentence or use the Definite article with them etc. Then
the same student chooses another set of words and passes
them on to the next classmate for the same grammar drill.
Re Telling a Short Story: Teacher reads a short story.
Students re tell the same story by changing the
grammatical structures. Eg.
into
learn to use the various
structures of Arabic
sentences and
punctuation. (Reading and
Writing)
Teacher revises through various examples on the Class
Board the grammatical applications of the Grammar in
Focus in this Unit. Students analyse and drill from CDROMs or teacher prepared PPP or from Handouts the
Article in Arabic, the nominal and verbal sentences. All task
work must be related with the Unit topic in question and
using the same key words.
Making Flash Cards: From the various vocabularies already
tackled working in groups some students compose verbal
and nominal sentences with the correct punctuation on
their own flash cards. When these Flash cards are correctly
done these are cut in a specific way and given to another
group to re use them. This group uses these jumbled
sentences from the flashcards to form correct grammatical
sentences/phrases while the other group that made them
monitors and assesses the work of rebuilding them.
Students will retell a short story or reproduce grammatically
correct sentences based on scaffolds from memorized or from
previously dealt vocabulary. (Level 5 Speaking)
Students can match with confidence the written text to the
images and identify the main points or ideas. (Level 5
Reading)
Students can copy familiar short phrases and select
appropriate words to complete short phrases or sentences to
complete meaning. (Level 5 Writing)
Students use scaffolds to experiment with language to start
producing their own texts. (Level 6 Writing)
Students can produce and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
Students can distinguish the forms and conventions of the
language in text. (Level 5 Reading)
Students can produce and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Some other students may write a short paragraph on a
specific theme they wish to write about as long as they use
the grammatical elements in focus in this Unit.
Dictation/Spelling Practice: A group of students writes or
chooses 5 sentence/phrases that should be given as a
Dictation to their peers. The procedure is then swapped
and redone in a graded manner to the other group
(depending on the student’s competency).
Students work on a Cloze Text with various grammatical
aspects covered in this Unit. Differentiated Cloze Texts are
to be provided by the teacher.
Students can compose own texts by using available resources
to support their write up. (Level 7 Writing)
Students can read with some fluency and diction simple
phrases and sentences of familiar contexts. (Level 5 Reading).
Students can write with correct spelling and use appropriate
punctuation. (Level 6 Writing)
The students use the knowledge of word order, conjugation of
verbs and sentence structure and grammatical aspects to find
the meaning of a sentence or text. (Level 5 Reading)
Students can fill in and select appropriate words to complete
short phrases or sentences to complete meaning which are
grammatically correct. (Level 5 Writing).
Graffiti Board: From the vocabulary learnt in this Unit,
students try out the grammatical structures imaginatively
and creatively in their own way. They may use coloured
pens, bold thick colours and shading to indicate the
definite/indefinite article, the nominal/verbal sentence,
punctuation etc. They may use their Learning Diary or the
ICT for this task.
Students will use scaffolds to experiment with language to
start producing their own texts. (Level 6 Writing).
Read and Highlight: Students are given either a short story
or various sentences and they must highlight with their
coloured pens the grammatical sentence structures given
as a list by the teacher.
Students can identify, find and distinguish grammatical
structures in short stories, paragraphs or sentences. (Level 6
Reading)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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highlight, compare and
contrast the Arabic
sentence structures with
that of the Maltese
language. (Reading,
Listening, Speaking and
Writing)
ICT: Students use the interactive websites or CD-ROMs to
drag and drop, fill in, match/choose the suitable word or
phrase to form correct nominal/verbal sentences which are
electronically read out aloud to them. (The teacher may
prepare such electronic grammatically related drills for
differentiated teaching).
With some repetition students can extrapolate and respond
to general ideas and information of specific areas. (Level 6
Listening)
Brainstorming: This should serve as a reflection on what
they learnt. Teacher invites the students to find out and
discover whether there are any similarities or differences in
the sentence structure in Arabic and Maltese and how?
Students should be given time to think and then as a class
they should all discuss and present their findings/examples
orally and even in writing on the Class Board. Speaking in
Arabic should be encouraged when the students present
their findings to the class.
Students start exploring cultural symbols and practices. (Level
5 Speaking)
Students build upon their immediate awareness of the
existence of the Arabic language and culture other than their
own and those of their peers. (Level 6 Listening)
Students can produce short and effective oral presentations
about a familiar topic of interest. (Level 6 Speaking)
Students can read and identify similarities and differences in
the life of Arab communities. (Level 6 Reading)
Students will make use of mostly memorized vocabulary.
(Level 6 Speaking)
Students can organize and present written information. (Level
6 Writing)
Acting out a Story: Students act out a story as it is
narrated. They can join in with the telling by adding more
elaborate descriptions or giving in more information and
again act out what they add in. This may serve as a revision
of the grammar structures in focus in this Unit. Teacher
also monitors the students’ pronunciation during this task.
Students will show comprehension of simple words and
familiar grammar structure. (Level 5 Listening )
Students will make use of mostly memorized vocabulary.
(Level 6 Speaking)
Students can apply grammar knowledge to adapt and
substitute words and phrases. (Level 7 Speaking)
Students can match with confidence the written text to the
images to identify the main points, ideas or grammar rules.
(Level 5 Reading)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7.6 My Family and Relatives
Strand: Listening, Reading, Writing, Speaking
Objectives
1
2
3
4
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
The teacher will guide the students to:
listen to, understand and follow words related to family ties and relationships and listen to others describe their family lifestyle. (Listening)
interact and participate in discussions about their family and ask others about their respective families. (Speaking).
improve their reading with fluency and expression and to write guided descriptive short essay/presentation about their family. (Reading and Writing)
demonstrate understanding of different cultural values, gender roles and lifestyles in Arab families. (Reading, Writing, Listening and Speaking).
Key Words
Points to note
Resources
As always the Arabic language must be taught in a
motivating and meaningful context. Various audio visual
resources make the students familiar with the spoken
language, accent and pronunciation. Using a studentcentred methodology, the teacher helps the learner to
move from the known to the unknown. Questioning
techniques and role-plays are ideal for this Unit.
Questioning keeps students engaged and involved while
role-play gives the student the opportunity to gradually
overcome the communicating language difficulties and
practice in different contexts. As for cultural awareness
this Unit would help the students to learn of different
family patterns when compared to the local family set up.
The gender roles, extended family type and polygamous
marriages as practiced among Arabs should be presented
to the students for cultural reflection.
Textbooks: Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM
and Audio Pack.
My Little World, Foundation 1, MM Books
Wightwick & Gaafar, Read and Speak Arabic, New York,McGraw Hill, 2004. Use
its CD.
Flash cards, Colours, CDs and DVDs.
http://www.enchantedlearning.com/themes/family.shtml
http://wn.com/arabic_language_lesson_12_as-sokoun?orderby=viewCount
http://www.youtube.com/watch?v=XdOSv1vtAM0&playnext=
1&list=PLC220849B5A5EA81D
Film: en.wikipedia.org/wiki/A_New_Day_in_Old_Sana’a
http://www.internetpolyglot.com/lesson-1202101045
Grammar Focus: Plural Personal Pronouns, Possessive Pronouns,
Plural Demonstrative Pronouns.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
Possible teaching experiences and activities
The teacher will guide the
students to:
Plenary: Teacher explains Objectives and aspects to be
tackled during this Unit. Objectives to be copied in
o enable the students to
listen to, understand and
follow words related to
family ties and relationships
and listen to others
describe their family
lifestyle. (Listening)
Teacher introduces the Key words and leaves them written
on the Board. Teacher reminds students that they have to
choose the assigned Tasks in class according to their own
level and manageable ability.
Learning outcomes
Family relationships: Use generic family tree to introduce
vocabulary for family relations. Famous cartoon
characters or a fictitious family tree spread out on the
IWB/Computer/PPP would make understanding faster and
easier. Teacher to repeat this presentation several times
until students show clear signs of understanding the new
vocabulary.
Students can listen to various text types of a brief length
and demonstrate understanding of the key-words. (Level 6
Listening)
Students watch several short DVD clips or authentic
material from YouTube about family members,
acquaintances and relations. They are expected to listen
and watch repetitively a family description in Arabic to
become familiar with the vocabulary and its usage.
Various listening tasks are carried out: tick in on a
Handout the family members they hear, fill in a family tree
according to what they hear or mark true/false grids for
listening comprehension skills.
Students are able to listen to and progressively understand
the spoken language at times with repetition. (Level 6
Listening)
With some repetition students can extrapolate and respond
to general ideas and information of specific areas. (Level 6
Listening)
Picture Bingo: Students draw/select 6 pictures of different
male/female family members. Teacher calls out the family
member in Arabic eg.:
at random. On a
Students can follow a range of utterances and vocabulary in
a familiar context with the help of visuals. (Level 5
Listening)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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handout students tick off their family members as they are
called out. When all six have been called out, students
shout ‘Bingo’.
Students can follow a range of utterances and vocabulary in
Listen and Show: Students are given several flashcards
a familiar context with the help of visuals. (Level 5
with pictures of different members of the family. Students
Listening)
listen to an audio recording about a Family and each time
they hear a family member being mentioned they stand
up and show the picture of the flashcard.
Listen and Note: Students listen to another audio
recording about a typical family life (excerpt to be
prepared by teacher). Students complete a Grid or mark
True/False.
guide the students to interact
and participate in discussions
about their family and ask
others about their respective
families. (Speaking).
Produce a Micrologue: Teacher uses IWB/Computer to set
up the micrologue using visual cues to help memory recall.
Students can draw or prepare six to eight different
drawings arranged in a circle with a list of related key
words. Teacher introduces the micrologue by guiding the
students through the pictures and words by choral reading
for three times. Students are then invited to recite their
micrologue as individuals or tag team with a partner.
Role-Play: Students take turns to describe their own
family members orally while others seek further
information from their peers and inform them
reciprocally. Some other students may need assistance
with visual cues and flashcards with printed words to
participate in role-play. Some other students may be able
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will be able to listen to concrete text types, show
comprehension and respond to questions or general ideas
accordingly. (Level 6 Listening)
Students can share basic personal information and respond
to daily routine tasks and greetings. (Level 4 Speaking)
Students can imitate and reproduce accurate pronunciation.
(Level 5 Speaking)
Students can produce simple conversations using scaffolds.
(Level 5 Speaking)
Students make use of mostly memorized vocabulary. (Level
6 Speaking)
36
to add further information to their description about their
family members and their roles or by even describing
them physically.
Acting out: Students play and pretend that they are a
particular member of the family who meets another
relative and they talk and exchange information about
family events or family descriptions. Questioning and
responding techniques are practised through this class
drama. Some other students are invited to come up with
a plot about a family (eg. a distant relative who came from
abroad, or having a new born) and act out by exchanging
family news.
Students can start and join in simple interactions on familiar
and less familiar topics. (Level 6 Speaking)
Students can ask for and provide additional information on
immediate and familiar topics. (Level 6 Speaking)
Story-telling: Teacher reads chorally a story about a family
for three times. Then teacher asks questions orally about
the story and students are expected to participate and
also answer orally.
Students can respond to questions on aural texts or
pictures. (Level 5 Speaking)
Pass it On: Students play in a Circle activity to practice
questions and answers based on this topic.
Teacher/student asks a question and then throws a soft
toy (or the mascot for Arabic in that class) to student in
the circle who has to answer. This student then asks a
question and throws the soft toy to another student and
so on.
Students will respond to and pose questions on familiar
topics reliant on scaffolds. (Level 5 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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improve their reading with
fluency and expression and to
write guided descriptive short
essay/presentation about
their family. (Reading and
Writing)
From the aural stories or micrologues used previously in
this same Unit, the teacher elicits and points out the
grammatical aspects encountered in the aural texts and
explains at length their grammatical usage. Students
analyse and drill from CD-Roms or teacher prepared PPP
or from Handouts the types of endings for the personal
pronouns, the possessive pronouns and the demonstrative
pronouns. All task work must be graded and related with
the Unit topic in question by using the same key words.
Students can write correct answers to questions of written
simple texts with familiar vocabulary. (Level 5 Writing)
Individual and Class Reading: Teacher and some other
students prepare/research various length stories about
different families from Europe or the Arab countries
accompanied by pictures. Teacher asks students to read
them first on an individual basis and then to the whole
class. Reading material must be matched to the student’s
reading abilities. Individual reading must be teacher
monitored while classroom reading must be peer
assessed. Fluency and intonation should be given
attention here.
Students can identify the subject matter of a text through
illustrations. (Level 4 Reading)
ICT: Students use the interactive websites to drag and
drop, or match the image with the suitable grammatical
phrases or terms used and explained by the teacher in this
Unit to form a correct grammatical sentence which is
electronically read out aloud to them. (The teacher may
prepare such electronic grammatical drills for
differentiated teaching always using the grammatical
items in focus here).
Students can match with confidence the written text to the
images to identify the main points, ideas or grammar rules.
(Level 5 Reading)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can copy familiar short phrases and select
appropriate words to complete short phrases/sentences to
complete meaning. (Level 5 Writing)
Students can produce and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
Students can contribute to shared reading to develop
comprehension skills. (Level 4 Reading)
Students can match words with pictures, label object and
complete sentences. (Level 4 Writing)
38
demonstrate understanding
of different cultural values,
gender roles and lifestyles
in Arab families. (Reading,
Writing, Listening and
Speaking).
Guided Essay or Picture Sequencing: As a pre-writing
activity, in pairs, students describe a picture of a family
member/or a whole family (depending on the students’
level) provided by the teacher. Then students
complete/fill in a description of that family/family member
in a provided graded handout using the prompts that the
teacher provided together with the key words of this unit.
Some other students use the Computer/IWB to sequence
pictures and the provided sentences describing the family,
which then they copy. Some other students write a 150200 words essay about their own family.
Students can produce simple phrase texts and fill in
personal details. (Level 5 Writing)
Presentation: Some students may produce an IT
presentation about their own family or about an Arab
family structure and lifestyle in general. This is then
exchanged for individual or class reading.
Students can use ICT to support production of their original
texts. (Level 7 Writing)
Students can read and identify similarities and differences in
life in diverse Arab communities including gender roles.
(Level 6 Reading).
The teacher reinforces the Unit by showing the students
brief documentary clips from YouTube or BBC
documentaries in English or Arabic about the gender roles
in an Arab family in different Arab countries, the extended
type of family in a polygamous structure and Arab family
lifestyles (modern and traditional). Teacher allows for any
queries ideally in Arabic about the videos/DVD
documentary they watched.
Students are able to listen actively to aid comprehension
and understand diversity in such a way that they can sift or
select content which refers to the Arab culture with respect
to traditions. (Level 4 Listening)
Discussion Panels: Students are divided into two panels.
One group represents the Arab family and the other
Students can present and request information for places of
cultural significance, Arab traditions or socio-cultural
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can match words with pictures, label object and
complete sentences. (Level 4 Writing)
Students can copy familiar short phrases and select
appropriate words to complete short phrases/sentences to
complete meaning. (Level 5 Writing)
Students use scaffolds to experiment with language to start
producing their own texts. (Level 6 Writing)
Students start exploring cultural symbols and practices
through films and traditions. (Level 5 Speaking)
39
represent the Western type of family. Each group
exchanges the information orally, compares and contrasts
the two different types of families in a discussion panel
with the teacher Chairing the forum. Discussion should be
mainly descriptive and ideally in Arabic.
practices. (Level 6 Speaking)
Students can build upon their immediate awareness of the
existence of the Arabic language and culture other than
their own and those of their peers. (Level 6 Listening)
Students can spell and write correctly and use appropriate
Dictation: Teacher dictates a brief story about an Arab
family followed by a song in Arabic. Students are expected punctuation accordingly (Level 6 Writing)
to write the dictation and identify the title of the song.
Students do peer checking for spellings while teacher
shows the correct answers on the class board.
Project: Students produce a brief photo album about their
own families with two or more sentences written in Arabic
under each photo. Each student then reads out to the
class his/her album. Other students would only read what
their peers produced.
Learning Diary (
) : Students must use their own
Learning Diary to record all that they have learnt in this
Unit. Teacher must encourage them to the habit of
recording and writing down (in class or at home) all that
they have learnt after each lesson. The Learning Diary
serves as a Revision and Record of Work. Other students
may copy from peers onto their Learning Diary.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students use available resources to support the
construction of their new texts, such as word lists, internet
or sentence models. (Level 7 Writing)
Students can match with confidence the written text to the
images and identify the meaning. (Level 5 Reading)
Students will be able to keep a learning diary with correct
models for referencing and revising. (Level 6 Writing)
40
Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7.7 Colours, Shapes and Description
Strand: Listening, Reading, Writing, Speaking
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1. learn and understand the colours, shapes and related descriptions. (Listening)
2. tell the different names of the colours and shapes in Arabic , ask and answer about colours and shapes, and recognize their grammatical usage.
(Speaking).
3. engage and respond to texts and write sentences to communicate descriptive meaning. (Reading and Writing)
4. explore the various colours that enrich the Arabs’ way of life. (Reading, Writing, Listening and Speaking).
Key Words
Points to note
Resources
In this Unit teachers have the opportunity to expand the
students’ knowledge and skills on the use of the
masculine, feminine nouns and adjectives especially on
the rule of diptotes in colours and defects. Students
should be given all the possibilities to learn how to
describe coloured objects and different shapes from their
everyday life. Eliciting should be given priority as there
will be students who already know the related vocabulary
because they are native speakers or through the Maltese
language since the basic colours in Maltese are the same
in Arabic. Thus linguistic comparison and cross cultural
reference should also be referred to. The teacher should
be on the lookout for any students who suffer from
colour blindness. In this case the activities should be
structured in such a way as to allow such students to
understand the difference. The teacher should use a
code to distinguish between colour schemes. Grammar
Textbooks: Read and Speak Arabic for Beginners with its CD, McGraw Hill, New
York, 2004 by Wightwick & Gaafar,
Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM and Audio
Pack.
My Little World, Foundation 1, MM Books
EuroTalk Interactive CD-Roms, Learn Arabic, Vol. 1 & 2, London.
Flash cards, Colours, Flat coloured shapes, palettes, CDs and DVDs.
http://www.youtube.com/watch?v=F6zT8N0iwio&NR=1
http://www.youtube.com/watch?v=qTb5D0K12Fg&feature=related
http://www.youtube.com/watch?v=MOgOuRvsrr4&NR=1
http://www.youtube.com/watch?v=BwxJr2osRw8&feature=related
http://www.youtube.com/watch?v=PTV6EWpLWig&feature=related
http://www.youtube.com/watch?v=o9qMCaoaJNI&feature=related
Focus: Colours and Defects, simple trilateral verbs in the
singular present tense.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
The teacher will guide the
students to:
learn and understand the
colours, shapes and related
descriptions. (Listening)
Possible teaching experiences and activities
Students are introduced to the basic colours, some of the other
secondary colours together with the shapes by watching
YouTube Clips and by listening/watching a video clip of a Song
in Arabic that rhymes about the colours. They are expected to
listen and watch repetitively such video clips in Arabic to
become familiar with the vocabulary and its usage.
Listening comprehension skills: Students listen to audio
recorded material which slowly says a specific coloured shape.
They must use their own colour pencils and draw the shape on
their sheet in the colour indicated.
Learning outcomes
Students will:
Be able to listen to, recognise and understand the colours
and shapes. (Level 4 Listening)
Listen with enjoyment, understand and respond with ease
about colours and shapes. (Level 5 Listening)
Rainbow Song: Students watch and listen to the song about the
colours of the rainbow repetitively. Then students are provided
with Flashcards with various and numerous colours from which
they have to pick only the colours of the rainbow.
Follow with confidence the new vocabulary in a familiar
context with the help of audio-visuals. (Level 5 Listening)
Lucky School Bag: The teacher mentions a colour and a shape
and students are to search in their school bags that specific
colour and or shape as requested by the teacher. When found
they are to place the matching coloured shapes on their desk
and whoever has the most items mentioned wins.
Be able to listen to, recognise and identify the colours and
shapes. (Level 4 Listening)
AudioTreasure Hunt: Students listen to a recorded grouped list
of coloured items usually found in the classroom. Students
work in teams to try to find and locate the mentioned items in
their own classroom.
Be able to listen actively to aid comprehension and to select
appropriate content. (Level 4 Listening)
Draw what you hear according to the description: The teacher
describes items using vocabulary taught according to colours
and shapes taught. Students are to draw what the teacher
describes on paper or on their mini-whiteboards in full colour.
Extrapolate and respond to general ideas and information
of specific descriptions. (Level 6 Listening)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Students then do peer assessment or countercheck their work
with each other and their teacher.
tell the different names of the
colours and shapes in Arabic,
ask and answer questions
about colours and shapes, and
recognize their grammatical
usage. (Speaking).
Teacher uses IWB/Computer to reinforce the names of the
colours and shapes using visual cues to help memory recall
while at the same time introduces and explains the grammatical
rule of the diptotes for colours and defects, the
feminine/masculine adjectives usage in Arabic. Students are
invited to ask and clarify any queries they have about the
grammar rules with their teacher. Then students engage
themselves in quizzing each other in the Native language or in
Arabic about the grammar rules taught with the teacher
monitoring their discussions.
Students will:
Be able to share, interact with peers basic grammatically
loaded memorized words. (Level 4 Speaking)
Guessing game-What’s in the Box? Some students organise two
different large cartoon boxes with various coloured objects
including the shapes taught. Students work in groups to ask
and answer simple questions to each other what’s in the box?
Students have to fully describe the items giving the colours and
shapes keeping in mind the grammar rules taught.
Be able to make use of mostly memorized vocabulary, apply
the grammar rules and use the adjectives correctly in
descriptions. (Level 7 Speaking)
Touch, Hold up and Describe a coloured shape/object: Students
are to bring with them from home or to look for objects of
different colours and shape in the class. Each one of them is to
show the item to the classmates and is to fully describe it in
Arabic.
Be able to produce short descriptive sentences making use
of memorized vocabulary. (Level 6 Speaking)
Look and describe: Some students find or cut coloured pictures
from magazines/internet which then they show and hold up for
10 seconds to the other students. Then they ask questions
about the pictures, e.g. what were the colours of the clothes, or
Flags, hair, flowers, shapes? etc. Other students must reply by
Be able to respond to questions on aural texts or pictures.
(Level 5 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Be able to ask for and provide information on familiar
topics. (Level 6 Speaking)
43
describing what they saw.
I Spy: Students play the game I Spy with my Eyes. They take
turns to describe and guess what they are seeing around them.
Role-Play: Students engage themselves to talk about their
favourite colours and shapes orally while others seek further
information from their peers and inform them reciprocally.
Some other students may need assistance with visual cues and
flashcards with printed words to participate in role-play. Some
other students may be able to add further information to their
descriptions.
engage and respond to texts
and write sentences to
communicate descriptive
meaning. (Reading and
Writing)
Be able to produce descriptive sentences in connecting
discourse using scaffolds. (Level 5 Speaking)
Perform a role play using the new vocabulary and structures
learnt in this unit (Level 5 Speaking)
Ask for and provide additional information about likes, talk
about their interests and participate in role-plays. (Level 6
Speaking)
Teacher uses IWB/Computer to reinforce the names of the
colours and shapes using visual cues to help memory recall
while at the same time introduces and explains the grammatical
rule of the diptotes for colours and defects, the
feminine/masculine adjectives usage in Arabic.
Grammar Drills: Students analyse and drill from CD-Roms or
teacher prepared PPP or from Handouts the types of vowel
endings for the colours, defects and masculine and feminine
adjectives. All task work must be graded and related with the
Unit topic in question by using the same key words.
Students will write and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
Reading Comprehension: The teacher prepares differentiated
reading comprehension texts with questions. Students work
and answer separately according to their ability on these
Handouts.
Students will be able to read, respond and write correct
answers to questions of written simple texts with familiar
vocabulary. (Level 5 Reading and Writing)
Colour, write and select: From differentiated handouts some
students can colour either shapes or familiar taught objects,
then they write the full word in Arabic under the picture. Other
students may put a circle around the correct word they choose.
Students will be able to copy familiar short phrases/words
and select appropriate words to complete meaning. (Level
5 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
44
Individual and Class Reading: Teacher and some other students
prepare/research various length stories about colours, shapes
and various descriptions accompanied by pictures. Teacher
asks students to read them first on an individual basis and then
to the whole class. Reading material must be matched to the
student’s reading abilities. Individual reading must be teacher
monitored while classroom reading must be peer assessed.
Fluency and intonation should be given attention here.
Students will be able to read and identify the subject matter
of a text through illustrations. (Level 4 Reading)
ICT: Students use the interactive websites to drag and drop, or
match the image with the suitable grammatical phrases or
terms used and explained by the teacher in this Unit to form a
correct grammatical sentence which is electronically read out
aloud to them. (The teacher may prepare such electronic
grammatical drills for differentiated teaching always using the
grammatical items in focus here).
Students can match words with pictures, label object and
complete written sentence structures. (Level 4 Writing)
Colour Mixing for Artwork: Teacher provides reading material
for colour mixing. Students work in groups, read the colour
mixing instructions, they actually mix with water colours or
poster colours and are then required to write down the findings
of the colour produced when two or more colours are mixed
together. Then they are to read out to the whole class their
sentences or findings as a result of colour mixing.
Writing sentences: Some students are given jumbled sentences
and they are expected to put them in order. Some other
students create their own sentences to describe their favourite
colours of cars, flowers, fruit, shapes, soft furnishings, candy,
hair etc.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will be able to contribute to shared reading to
develop comprehension skills. (Level 4 Reading)
Students will match with confidence the written text to the
images and identify the main points. (Level 5 Writing)
Students can match with confidence the written text to the
images to identify the main points, ideas or grammar rules
while reading. (Level 5 Reading)
Students will be able to read and understand brief
instructions. (Level 6 Reading)
Students will be able to write and produce simple phrase
texts or short sentences to produce their own written texts.
(Level 6 Writing)
Students will label objects, put into sequence and complete
sentences. (Level 4 Writing)
Students will use scaffolds to experiment with language to
start producing their own written texts. (Level 6 Writing)
45
explore the various colours
that enriches the Arabs’ way
of life.
(Reading, Writing, Listening
and Speaking).
The teacher reinforces the Unit by showing the students brief
documentary clips from YouTube or BBC in English or Arabic
about the multi-coloured traditional Arab doors of Tunisia, a
virtual visit to the Arab spice market, or a documentary on the
coloured Bedouin Jewellery, mosaic and traditional costumes.
Teacher allows for any queries ideally in Arabic about the
videos/DVD documentary they watched.
Dictation: Teacher dictates some descriptive sentences using
colours, shapes and taught adjectives. Students do peer
checking for spellings while teacher shows the correct answers
on the class board.
Translating Quiz: students are divided into two groups. One
group says a descriptive sentence using the theme of this Unit,
ideally describing something that they watched from the
documentaries in the Native/English language while the other
group has to translate it and write it in Arabic. Roles between
groups are to be swapped in such a way that both groups have
turns in translating, reading and writing in Arabic.
Project: Working in groups students produce a class chart
related to colours, shapes, and Arab socio-cultural aspects from
the documentary watched. Some other students may produce
a PPP in Arabic about a topic from the watched documentary
related to colours from the Arab world. Then some other
students would be asked to read only what their peers have
produced.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will be able to listen actively to aid comprehension
and understand diversity in such a way that they can sift or
select content which refers to the Arab culture with respect
to traditions. (Level 4 Listening)
Students will start exploring and discussing cultural symbols
and practices through films and traditions. (Level 5
Speaking)
Students will spell and write correctly and use appropriate
punctuation accordingly (Level 6 Writing)
Students can present, request and translate information of
cultural significance, Arab traditions or socio-cultural
practices. (Level 6 Writing)
Students can use ICT or other resources to support
production of their original written texts. (Level 7 Writing)
Students can read and identify similarities and differences in
life in diverse Arab communities. (Level 6 Reading).
Students will be able to listen attentively and build upon
their immediate awareness of the existence of the Arabic
language and culture other than their own and those of
their peers. (Level 6 Listening)
46
Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Form 1
Unit code and title: ARB 7.8 My house
Strand: Listening, Reading, Writing, Speaking
Objectives
1.
2.
3.
4.
Key Words
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
The teacher will guide the students to:
identify speakers, grammar and specific vocabulary related to residential accommodation. (Listening)
describe the interior living accommodation, rooms, furnishings and type of one’s house. (Speaking).
skim through a text for the main ideas, understand the meaning of words and to use the grammar rules in focus in writing. (Reading and Writing)
highlight, compare and contrast the local residential houses with those of the Arab countries. (Reading, Writing, Listening and Speaking).
Points to note
Resources
Listening is a constructive process which implies that it is
active and conscious. Students must be taught how to
listen attentively and what to listen for. By means of
various audio-visual aids and repetition students have the
opportunity to recall vocabulary, activate it, acquire
further knowledge and apply it to the speaking tasks.
This should enhance their production skills in both
speaking and writing. By acquiring the correct receptive
skills, the students become confident in reading with the
appropriate accent, pronunciation and fluency. The
teacher should encourage students to develop their
cultural awareness by challenging their thinking skills and
research skills. Class discussions, group work, role-plays,
presentations and games are essential examples of
language learning strategies.
Grammar Focus: The Possessive Pronouns, the negative
form ( ), adverbs of place, introduce the Genitive of
Possession.
Textbooks: Read and Speak Arabic for Beginners with its CD,
McGraw Hill, New York, 2004.
Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM
and Audio Pack for Drills and grammar tasks.
My Little World, Foundation 1, MM Books, Surrey, 2004.
Talk with Me, MM Books, Surrey, 2004, with its audio CD.
Carnival Book 1 plus its Workbook, MM Books, Surrey, 2008.
ALESCO, Al-Kitāb Al-Asāsi, Tunisia, 1983, with its Audio Pack.
http://www.youtube.com/watch?v=7f_Fos-_Nfs&feature=fvwrel
http://www.youtube.com/watch?v=vV98vziZSwI
http://www.youtube.com/watch?v=CJ_7r189imY&feature=watch_r
esponse_rev
http://www.youtube.com/watch?v=xzXEf_y0fxM&feature=related
http://www.youtube.com/watch?v=8nmXlWHd2Ic&feature=related
http://www.youtube.com/watch?v=CtgICmGq12w&NR=1
http://www.youtube.com/watch?v=GCsOTt1oSBQ&feature=related
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
47
Teaching objectives
The teacher will guide the
students to:
To identify speakers,
grammar and specific
vocabulary related to
residential
accommodation.
(Listening)
Possible teaching experiences and activities
Learning outcomes
Plenary: Teacher explains Objectives and aspects to be tackled
during this Unit. Objectives to be copied in
Where’s the cat?: A listening game using the PPP/IWB with
diagram of a house showing different rooms and the outside
surrounding premises. A visual of a cat is moved around the
screen/whiteboard in each and every room while the talking cat
says in which room or section of the house it is each time it
moves. Teacher starts this game and then students can take
turns to move the cat around and listen repetitively to its
different location and new vocabulary.
Teacher explains at length the grammatical elements of the
possessive pronouns and then the adverbs of place. Students
then listen to an Audio CD in Arabic with the grammatical
structures tackled. They are expected to answer graded multiple
choice questions, true/false statements on a prepared Handout
by ticking/identifying the correct answer. Students report in
plenum their answers while teacher writes/corrects on the class
board their answers.
IWB/Computer: Students watch a brief teacher prepared
thematic story using vocabulary or themes describing a house
and its interiors. Students watch and listen to this brief clip
repetitively. Then they work out a listening comprehension by
ticking, choosing or identifying the correct answer on a graded
separate Handout. Peer correction monitored by the teacher to
be encouraged.
Listen and Guess: Teacher uses the PPP/IWB by gradually
revealing parts of the picture (which has to be a room in a house,
the garage or garden etc.) while the recorded audio describes
that particular room. Students have to guess what the picture
Students can listen to various text types of a brief length and
demonstrate understanding of the key-words. (Level 6
Listening)
Students are able to listen to and progressively understand
the spoken language at times with repetition. (Level 6
Listening)
Students can recognize and recall the main points from a
short spoken passage or story and can correlate text to
images. (Level 6 Listening)
Students show understanding of the main points from aural
familiar texts with some repetition and can choose the correct
answer. (Level 7 Listening)
Students can extrapolate and respond to general ideas,
questions and information of specific areas. (Level 6
Listening)
Students can recognize, recall the main points and ideas in a
short story or aural description, can sequence and correlate
the aural text to images. (Level 6 Listening)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
48
description of the room is and tick it in their Handout. Class
correction takes place.
To describe the interior
living accommodation,
rooms, furnishings and
type of one’s house.
(Speaking)
Students watch a video of different houses in Malta.
The teacher then presents various pictures to set the students
thinking about the topic while repeating the related key words.
Students reinforce their vocabulary by recalling and discussing
what they watched in the video and exploring further needs to
be able to describe their own house. Each student then
describes orally or through a PPP presentation or a class made
chart about his/her type of residence, giving internal and also
external description of the house.
Some other students work with the aid of cue cards or flash
cards to focus on pictures and to give a brief description of a
room in their house.
Students can share basic information with peers with very
short utterances from teacher’s scaffolds supported by visual
cues. (Level 4 Speaking)
Students can apply grammar knowledge to adapt and
substitute words and phrases. (Level 7 Speaking)
Students can imitate and reproduce accurate pronunciation.
(Level 5 Speaking)
Students can apply grammar knowledge to adapt and
substitute words and phrases. (Level 7 Speaking)
The teacher explains the negative form for likes and dislikes of
rooms, furnishings and types of houses. Through repetitive
questioning techniques students ask and answer according to
the cues assigned to them using the .
Students can respond to questions on aural texts. (Level 5
Speaking)
Students will demonstrate ability to pass on simple messages.
(Level 5 Speaking ).
Renting or Buying a House: Students play and pretend that they
phone an estate agent asking and describing what type of house
they want. One student/teacher plays the estate agent while the
other plays the buyer.
Students can respond to and make basic requests reliant on
modeled language. (Level 5 Speaking)
Students start producing simple conversations using scaffolds.
(Level 5 Speaking)
Interior Design and Furnishing: Students play and pretend that
they meet up with an Interior Designer with whom they discuss
about furnishing their room, furniture items, soft furnishings,
Students will start and join in simple interactions on familiar
topics. (Level 6 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
49
To skim through a text for
the main ideas, understand
the meaning of words and
to use the grammar rules in
focus in writing. (Reading
and Writing)
colours, likes and dislikes etc. Teacher monitors the
conversations for pronunciation and vocabulary usage.
Students can use appropriate intonation and pronunciation.
(Level 6 Speaking)
Improve your room/house: Students are to bring a photo of a
particular room in a house or their house. They can also use ICT
for this speaking exercise. Each student describes that photo
and then express his/her opinion of how and what s/he wants to
change in that room or the house.
Students can produce short and effective oral presentations
about a specific topic. (Level 6 Speaking)
Using the listed textbooks, students are directed to read a text
dealing with a house layout/description. The teacher/CD
recording reads the text first and then students read it in small
groups or individually. The teacher may need to use various
texts and these are graded according to the students’ reading
ability. Having read the text assigned to them, students are
asked to indicate the main idea of the text (and of each
paragraph). The teacher explains that this exercise is skimming
and points out the importance of this skill in reading. As an
activity students may work out the exercises of the textbooks
that follow the reading texts or else students may identify the
target vocabulary and reproduce it on a sketched room.
Students will start to recognize, read and understand the
meaning of keywords in a familiar well rehearsed context.
(Level 4 Reading)
In small groups students re-read the same assigned texts while
teacher monitors their fluency, intonation and expression.
Students then choose what type of drill they are to work out on
the reading text. For such drills some students may opt to fill in
the blanks, information gaps, list out the number of rooms in the
house, circle all the prepositions, match the image to the words,
find the words with the possessive pronouns, match given
headings to the paragraphs, put sentences in the negative form
with , write the word under the picture, or translate words,
sentences or the whole text into the English or Maltese.
Students can read with some fluency and diction phrases and
sentences of familiar contexts. (Level 5 Reading)
Students can read and match with confidence the written text
to the images and identify the main points or ideas. (Level 5
Reading)
Students can write and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
Students can provide additional information and express own
opinions on likes and dislikes. (Level 6 Speaking)
Students will be able to skim and scan text for the global
meaning by making use of titles or visuals accompanying the
text in familiar context. (Level 5 Reading)
Students can copy and write familiar short phrases and select
appropriate words, short phrases or sentences to complete
meaning. (Level 5 Writing)
Students can translate and revise own written texts. (Level 7
Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
50
Some other students may be asked to write what the text is
about after reading it again on their own, while some other
students may be asked to identify the subject of a sentence or
the main protagonist of the text.
Students can read confidently and identify the main points,
ideas or grammatical aspects. (Level 5 Reading)
Moreover, according to their abilities, in small groups students
answer referential/inferential questions (open-ended or multiple
choice or closed-ended questions) on a given text with this Unit’s
topic in question.
Students can write correct answers to questions of written
comprehension texts with familiar vocabulary. (Level 5
Writing)
From the given reading text the teacher then explains and
indicates the adverbs of place (eg.
) and shows
the students the structure of the genitive of possession while
comparing it to the same grammatical structure in the Maltese
grammar for better understanding and grasping of this structure.
From graded Handouts or Interactive CD-ROMs specifically on
the theme of this Unit students drill on exercises involving the
usage of the adverbs of place to indicate position in relation to
objects and also on the genitive of possession.
Students can read confidently and identify the main points,
ideas or grammatical aspects. (Level 5 Reading)
Students are given the same reading text dealt previously in this
Unit but in a jumbled manner. They are to reorganise it to
develop their sequencing skill. Some students rearrange jumbled
up sentences/questions, others will rearrange the paragraphs
and pictures. Ideally sentences/questions which need to be
rearranged contain all the grammatical elements that are in
focus in this Unit.
Students can read, identify salient points, sequence ideas and
written texts. (Level 6 Reading)
Other students may prefer to write a 150 word paragraph/essay
about their favourite room or about their present house or their
future house.
Students can write and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
Students can compose own texts by using available resources
to support their write up. (Level 7 Writing)
Students can start producing grammatically correct sentences
about a familiar topic. (Level 6 Writing)
Students can start producing grammatically correct sentences
about a familiar topic. (Level 6 Writing)
Students can organize, rearrange, select, label pictures and
complete sentences. (Level 6 Reading and Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
51
To highlight, compare and
contrast the local
residential houses with
those of the Arab
countries. (Reading,
Listening, Speaking and
Writing)
Teacher sets the scene through a video clip, a documentary film
from Discovery Channel, BBC or Al-Jazira, song or PPP about
types of fixed or nomadic residences (The Bedouin Houses made
of Hair) in the Arab countries or about famous rich Arabs’
accommodation. An architectural house plan from history to
modern times PPP or documentary film would also be very
beneficial for the students to watch and understand the different
building styles or similarities between the Arabs’ houses and
local ones. Discussion of the learning objectives of the lesson:
Students will be able to listen to various concrete brief aural
text types and show understanding of key words. (Level 6
Listening)
Students will actively listen and build upon their immediate
awareness of the existence of the Arab culture other than
their own and those of their peers. (Level 6 Listening)
-
discovering different types of accommodation;
Students will start exploring cultural symbols and practices
during their discussions. (Level 5 Listening)
-
students work on an internet search and find
information needed from different texts;
Students can read, research and select relevant information
even from unfamiliar texts. (Level 7 Reading)
-
in a plenary session students discuss what they have
found out;
Students will be able to discuss, present and request
information about Arab socio-cultural practices. (Level 6
Speaking)
-
students decide which aspect they will present and
how they will present it. Ideally they contact students
from an Arab country to discuss types of houses in
Malta and in the Arab countries;
Students can produce short effective oral presentations.
(Level 6 Speaking)
-
students present their work/share it with others
through tasks they set for their peers or through a
presentation of their work;
Students will make use of mostly memorized vocabulary in
their oral presentations. (Level 6 Speaking)
-
students display their work on the school or class
notice board or website.
Students can ask for and provide additional information about
a familiar topic. (Level 6 Speaking)
Students can organize and present written information. (Level
6 Writing) while others can write simple memorized words,
phrases or sentences on familiar pictures. (Level 5 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
52
Speaking in Arabic should be encouraged when the students
present their findings to their classmates.
Students will be able to listen to, understand and appreciate
the similarities and differences in the life of Arab
communities. (Level 6 Listening)
A local architect or anthropologist who is very familiar with the
Arab housing styles and interior decoration may also be invited
as a guest speaker either in the classroom or via Skype. Guest
talk is allowed in the native language.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
53
Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7.9 Numbers 0 – 10, Days of the Week and the Months
Strand: Reading, Writing, Speaking and Listening
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1. recognize, read, write and say the numbers in Arabic in the numerical and word formats. (Reading, Writing, Speaking and Listening)
2. seek and give information in quantifiable terms. (Listening and Speaking)
3. learn the days of the week , some prepositions, question words and other grammatical structures in relation to quantities and timeframes. (Listening,
Reading and Writing)
4. learn the months and cultural diversity pertaining to the Muslim Calendar. (Listening, Speaking, Reading and Writing)
Key Words
–
Points to note
-
-
–
-
–
-
-
–
-
-
-
-
–
–
-
–
-
–
-
-
-
-
-
–
-
–
-
-
An integrated skills approach should be used whereby the
language serves as a motivating meaningful context and
where the teacher is expected to tap into the students’
knowledge of the topic in question. Culture is an asset
contextualizing foreign language learning. It is preferred
that the teacher may begin the lesson by utilizing higher
achievers’ prior knowledge to attain the teaching
objectives. The teacher should allow students enough
time to talk and interact while creating an informal
relaxed ambience in the classroom so that students
would not feel inhibited in attempting to ask or
participate in conversations. The teacher should
appreciate progress and sees that correction should not
restrict verbal communication. The teacher should ensure
- that students manage to handle, organize, label and
apply effectively the Arabic numbers in everyday life
within an Arabic speaking context.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Resources
Textbook: My Little World, MM Books,
Flash Cards, Pictures, PP Presentation, Pencil Colours and
Papers, Calendar, Year Planner, Skype, You Tube
Selections,
www.youtube.com/watch?v=RIBdMpvgtQI
Handouts, A Song by the teacher: Abu Ali Lost His Donkeys
and its story, available online.
Online practice of numbers and months:
http://www.languageguide.org/im/num/ar
http://www.madinaharabic.com/Arabic_Language_Course/
Lessons/L020_001.html
Interactive CD-ROMs:
Learn Arabic, EuroTalk Interactive 1 and 2,
Editions
(www.eurotalk.co.uk)
Talk Now
54
Teaching objectives
The teacher will guide the
students to:
recognize, read, write and say
the numbers in Arabic in the
numerical and word formats.
(Reading, Writing, Speaking
and Listening)
Examples of teaching experiences and activities
Indicators of learning outcomes
Plenary: Teacher explains Objectives and aspects to be tackled during this Unit.
Objectives to be copied in
by the students.
Teacher introduces the Numbers: Use flashcards and an accompanying listening
text to present the numbers in Arabic. Use also any relevant clips from You Tube.
Teacher may prepare own PPP on Numbers on the IWB/Computer. Students watch
and listen repetitively how to say the numbers in Arabic. A sing along Song on
numbers is also ideal.
Students will learn to listen to and demonstrate
knowledge of sounds and symbols in words.
(Level 4 Listening)
Students will be able to recognize and name the
numbers orally. (Level 4 Speaking)
Look and Say: Students are given flashcards with different numbers from 0 to 10
written in figures. Students take turns to show their 2 cards to the class while the
teacher asks another student to say the numbers in Arabic as seen on the
flashcards.
Students will be able to recognize and name the
numbers orally. (Level 4 Speaking)
Hunt for Numbers: Students are to find numbers around them at school and at
home, count the number of pens, colours, and own textbooks in Arabic. They are
to report back in writing to the class their task. The teacher should use their
findings as a questioning conversation and counting activity.
More Numbers: Students watch repetitively an online clip on how to pronounce,
read and write the numbers. Teacher may prepare own PPP or use a CD-Rom.
Students copy the numbers in their word format.
Get into Groups: All students stand up. Teacher/Student calls in Arabic ‘Get into
groups of 5’ (for example) and students form a group of that number being called.
The Student calling must find the flashcard that has the number called on it written
in figures and also in script which s/he must fix on a wall chart. Students take turns
to play this game.
Dictation: Teacher dictates numbers tackled. Teacher/peer assessment correction
takes place.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will write theme related words. (Level 5
Writing) and students will respond to basic
requests reliant on modeled language. (Level 4
Speaking).
Students will learn to demonstrate
comprehension of simple words (Level 5
Listening) and they will also read and understand
words. (Level 5 Reading)
Students will be able to recognize and name the
numbers orally. (Level 4 Speaking)
Students will write and spell correctly simple
memorized words on familiar topics. (Level 5
Writing)
55
seek and give information in
quantifiable terms. (Listening
and Speaking)
learn the days of the week,
some prepositions, question
words and other grammatical
structures in relation to
quantities and timeframes.
(Listening, Reading and
Writing)
Match words to pictures: Students use Handouts to match numerical items to
corresponding word format of that number, other activities may include labeling
numerical items or colouring in or tracing over the numbers in word format and
copying for several times.
Students will start developing writing skills in
context by matching and labeling.(Level 4
Writing)
Simple Sudoku: Students choose a simple Sudoku game card with Arabic numerals
prepared by the teacher or downloaded from the Internet. They fill in the missing
numbers in Arabic for practice. Other students may work out an arithmetic
Handout of addition and subtraction in Arabic numerals.
Students will recognize and use symbols to
complete answers. (Level 4 Writing)
Role-Play: Students choose a situation of buying items, counting chairs in class or
windows or cars etc. They play and pretend to ask and answer in quantifiable terms
taking turns.
Students will make use of mostly memorized
vocabulary and can substitute it to vary questions
and answers. (Level 6 Speaking)
Listen, Count and Say: Students listen to a song or a short story about quantifiable
items (e.g. there were 2 horses, 5 cats, 9 ducks in a farm). Students must take note
of the number of items mentioned and then they must say in Arabic what they
counted and noted. This can be a class activity or in a group. A recorded audio
would help the student to work at his/her pace. Teacher/peer checking for
correction. For reinforcement teacher or student may ask questions to verify the
number of items mentioned in the song or story.
Students will recognize and understand the
sounds and meanings of signs and symbols in
everyday life, eg number (Level 5 Listening).
Students Log on the Internet and interact on the given websites on days of the
week. Any suitable You Tube clip can be used. Students listen to songs or clips that
provide them with the days of the week in Arabic.
Students will be able to listen to various concrete
text types of a brief length and demonstrate
understanding of key-words (Level 6 Listening).
Students will produce simple conversations using
scaffolds. (Level 5 Speaking)
The teacher shows large pictures while narrating different basic daily chores and
routine on each picture. Support is provided by the pictures, body language and
tone of voice. Parts of the day (adverbs of time) are explained.
Students use the textbooks for reading and writing the days of the week and to
work out written exercises as indicated by the teacher.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will use knowledge of symbols to read
and understand words (Level 4 Reading).
Students will recognize and use words or symbols
56
to complete answers. (Level 4 Writing)
Students work on Cloze Texts to learn the days of the Week and daily routine
activities. The Handouts are to be various and graded according to the students’
abilities so that they have a wider choice.
Students will write and spell correctly simple
memorized words on familiar topics. (Level 5
Writing)
Story Telling: The teacher narrates a short simple story on the topic in accessible
language. (The story must be about the daily chores of a person) Following the
listening narrative, students are asked to work on a handout to match words with
pictures, fill in grid, or true/false.
Students will be able to listen to concrete text
types of a brief length and demonstrate
understanding of key-words. (Level 6 Listening).
Students will fill in and select appropriate words
to complete short phrases or sentences. (Level 5
Writing)
Shared Reading: Students work in groups to read and work out the meaning of the
new words encountered in the story, they draw on one another’s knowledge, use
clues such as cognates and word families. A Picture glossary provided by the
teacher may be used in this task.
Students demonstrate comprehension to match
spoken word or actions with printed word. (Level
4 Reading) Students will contribute to shared
reading to develop comprehension skills (Level 4
Reading)
The teacher presents various grammatical structures and examples of certain
prepositions and question words
that are best used with timeframes and quantities.
ICT: Students use the interactive websites to drag and drop, or match the suitable
number or day of the week or preposition which are electronically read out aloud to
them with the pictures. (The teacher may prepare such electronic grammatical
drills for differentiated teaching related to the grammatical aspects of this Unit).
Picture and text Sequencing: Introduce random pairs of activities with visuals.
Which of the pair do the students do first during the day? Put e.g. four activities in
order. This task can be used as listening and reading activity which includes
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will match words with pictures, label
object and complete written sentence structures.
(Level 4 Writing)
Students will match with confidence the written
text to the images to identify the main points,
ideas or grammar rules while reading. (Level 5
Reading)
Students can use knowledge of symbols to read
and understand words (Level 5 Reading)
57
matching text to pictures. The IWB is ideal for this task or else use the Computer or
Flashcards. When sequencing is done class reading follows. Teacher asks students
to read aloud their texts and asks peers to approve or disapprove the correct
reading task to promote self-correction.
learn the months and cultural
diversity pertaining to the
Muslim Calendar. (Listening,
Speaking, Reading and
Writing)
Students to write a few sentences about their daily chores on different days of the
week. Some other students can draw their chores and write the day of the week on
each drawing, or trace over the written days of the week in Arabic.
Students will produce simple phrases/sentences
(Level 5 Writing)
Students start developing writing skills in context
(Level 4 Writing)
Teacher will present a brief animated PPP or a DVD Clip on the IWB/Computer with
the new vocabulary of the months. Then by oral drills students answer to teacher’s
questions on the months.
Students will respond to and ask questions on
aural texts. (Level 5 Speaking)
Listen and Note: Students listen to a short story of events from an Audio recording
or teacher’s voice that deals with days and months. Students are to circle the
correct day or month in the H/O according to the story. Some other students are to
write down the correct answer in full.
Students will be able to listen to concrete text
types of a brief length and demonstrate
understanding of key-words. (Level 6 Listening).
Students will fill in and select appropriate words
to complete short phrases or sentences. (Level 5
Writing)
ICT: Students use an interactive CD-ROM to play a computer game of days and
months by targeting the correct answer.
Students will match words with pictures, label
object and complete written sentence structures.
(Level 4 Writing)
Students will match with confidence the written
text to the images to identify the main points,
ideas or grammar rules while reading. (Level 5
Reading)
Bingo: Students write in secret any three months from a given list on their mini
white boards or sheets. Teacher calls out the months at random, the first student
to hear and tick his/her three chosen months calls ‘Bingo’.
Students will write and spell correctly simple
memorized words on familiar topics. (Level 5
Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Individual and Class reading: Students take a set of flashcards with the months
written on them. They have to put them in chronological order. Task to be worked
out in a set time. Students are then to stand up and read their task. Peer
assessment takes place.
Students will use a variety of strategies to elicit
meaning from a written text. (Level 5 Reading)
Writing a Personal Card: Students prepare a personal student card with full name,
date of birth, place of birth, role/occupation and phone number. For the less able
students, teacher provides them with a ready made personal card to fill in with
support from peers or prompting from teacher. Some other students will be given
a tailor-made one for them but they must copy or underline their personal details.
Students can produce simple phrase texts and
write personal data. (Level 5 Writing)
Pass it On Activity: Students play in a Circle activity to practice questions and
answers based on this topic. Teacher/student asks a question and then throws a
soft toy (or the mascot for Arabic in that class) to student in the circle who has to
answer. This student then asks a question and throws the soft toy to another
student and so on.
Students will make use of mostly memorized
vocabulary and can substitute it to vary questions
and answers. (Level 6 Speaking)
Muslim and Levantine Months and Feasts: Using various visual resources ideally
from the Websites, teacher talks about different names for months in the Muslim
and Levantine Calendars. Teacher prepares a PPP to show students the festivals or
celebrations that both the Christian and Muslim Arab communities celebrate in a
calendar year. Students are then provided with a Handout or an electronic copy of
all these celebrations with pictures and their titles beneath in Arabic including the
month of celebration.
Role-Play: Work in groups or pairs to hold conversations about each other’s date of
birth, holidays, feasts and religious events during the year in both Muslim and
Christian calendars. The teacher must monitor and support students in this task.
Students can start and join in simple interactions
on familiar topics. (Level 6 Speaking)
Students use Skype to interact with other Arab students for speaking and
responding in Arabic on this topic. Through direct interaction students will
exchange cultural information and traditions of home countries.
Students can start and join in simple interactions
on familiar topics. (Level 6 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Students use ArabicPod101.com to listen and read more about this cultural topic.
Students click on their preferred level to do this task from the iPod.
Students can use knowledge of symbols to read
and understand words (Level 5 Reading)
Class Project: Students prepare a class year planner with the different celebrations
or feasts that are celebrated among the Arab communities. Students may plot,
mark or use the blue tack to indicate on the year planner these celebrations such as
Easter, Christmas, Ramadan, Eid al-Fitr etc.
Students can organize and present own
information (Level 6 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7.10 My School
Strand: Listening, Reading, Writing, Speaking
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1.
2.
3.
4.
identify aural, visual and context clues related to the school and its environment. (Listening)
describe one’s school, classroom, objects, subjects and people and express personal opinions. (Speaking)
learn to write familiar words and grammatically correct sentences in context and read about school life and events. (Reading and Writing)
explore, research, compare and contrast Arab Muslim school setups with the local schools. (Reading, Writing, Listening and Speaking)
Key Words
-
–
–
–
–
–
-
-
–
–
–
–
–
–
Points to note
Resources
In this Unit an integrated-skills approach is recommended
where the language is presented in a motivating
meaningful context and where the teacher tries to elicit
linguistic responses by using various teaching techniques
that foster enjoyment. A differentiated teaching
opportunity for individual attention should always be
kept in mind. The teacher must always allot enough time
for repetition and for students’ queries towards the end
of each lesson. By focusing on students’ strategies at
appropriate stages the teacher helps students take better
control of their learning and students learn to choose the
best tasks that suit their particular learning style. By
visiting Arab Muslim schools in Malta students have the
opportunity to recognize cultural diversity and also put
their language skills into practice with the Arab students
of these schools.
Textbooks: My Little World, Foundation 1, MM Books, Surrey, 2004.
Grammar Focus: Adverbs of time, verbs in the present
tense, the negation with
and conjuncations
Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM and Audio
Pack.
Talk with Me, MM Books, Surrey, 2004, with its audio CD.
Carnival Book 1 plus its Workbook, MM Books, Surrey, 2008.
Generalia Multimedia, Arabic Level 1 & 2 for English Speakers, France.
Charts, Flashcards and authentic items from school.
http://www.youtube.com/watch?v=LS-yOpQYrlo
http://www.youtube.com/watch?v=dMOpgEhboPQ
http://www.youtube.com/watch?v=5EVvv36bEGw
http://www.youtube.com/watch?v=VEm9VgX3sjE
http://www.youtube.com/watch?v=YNJC3th4hZQ&feature=mfu_in_order&list=UL
http://www.youtube.com/watch?v=5jIw6uDcuCQ&feature=autoplay&list=
UL9SpD7h7Sd60&index=6&playnext=1
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
Possible teaching experiences and activities
Learning outcomes
The teacher will guide the
students to:
Plenary: Teacher explains Objectives and aspects to be tackled
during this Unit. Objectives to be copied in
identify aural, visual and
context clues related to the
school and its environment.
(Listening)
Students watch repetitively various YouTube Clips about school,
classroom vocabulary and recorded authentic role-plays in
Arabic about the Unit’s theme. Teacher uses Flashcards or
realia to play a listening and identifying game with the students.
From a Handout students have to tick the items they hear being
mentioned or mark true or false the item the teacher says in
Arabic while showing them the flashcards so that they become
familiar with the vocabulary they need for the following tasks.
Some other students may draw/sketch the items they hear
instead of ticking or marking the correct word from the
Handout.
Students can listen to various text types of a brief length
and demonstrate understanding of the key-words. (Level 6
Listening)
Using the IWB or a teacher pre-prepared PPP students watch
repetitively a description by a senior student of his/her school,
school routine, subjects taught and about the subject teachers.
Students then engage themselves in working on this aural
comprehension by circling the correct answers, or filling in the
grid or by simply ticking off.
Students can follow a range of utterances, and brief
discourse in a familiar context with the help of visuals.
(Level 5 Listening)
Students can listen and respond to general ideas and
information of specific areas with some repetition. (Level
6 Listening)
Chart/Table Plotting: Working in groups each team is given an
audio MP3 recording with data on a specific student, which
school s/he goes to and this student’s timetable. After listening
to the MP3 recording each team has a set of flashcards (with
Blue Tack) with words or subjects taught written in Arabic
beneath each image and the team has to place/move the
correct flashcard on the chart timetable according to the
recording data.
Students are able to recognize and recall the main ideas in a
story or aural text and can correlate text to images. (Level 6
Listening)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can listen and respond to general ideas and
information of specific areas with some repetition. (Level
6 Listening)
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describe one’s school,
classroom, objects, subjects
and people and express
personal opinions. (Speaking)
Students then listen to a rhyming SONG in Arabic about the
school. After listening to the song for several times, students
are invited to discuss in plenum what they have understood,
what was the song about and which common repeated words in
Arabic from the song they can remember.
Students can listen to, understand and appreciate cultural
diversity through songs. (Level 6 Listening)
Students watch several short DVD clips or authentic material
from YouTube about students describing their schools and what
subjects they learn. Students are asked to practice, imitate and
take turns with their teacher on a conversation compiled by the
students themselves.
Students will produce simple conversations using scaffolds.
(Level 5 Speaking)
Question and answer practice: using a table ideally on the IWB,
teacher introduces four student characters with their details
such as name, age, place of residence, which school they
attend, what year/class they’re in, exams period, school
holidays and subjects taught. Model questions and answers in
third person with whole class are first carried out, before
getting the pupils to engage in this task in pairs. Teacher must
give own personal details as model for students to talk about
themselves ‘for real’.
Students will share basic personal information and respond
to questions of familiar routine matters. (Level 4 Speaking)
Role-play practice: Using an enlarged timetable or image
projected on the IWB, teacher and students in pairs ask
questions about what subjects are taught on what day and
whether it is in the morning or in the afternoon, before the
break or after the break so that students get used to the
adverbs of time and practice their previous knowledge on the
verbs in the present tense. Pronunciation must be closely
monitored.
Students will be able to respond to and make basic requests
reliant on modeled language. (Level 5 Speaking)
Students can imitate and reproduce accurate pronunciation.
(Level 5 Speaking)
Preferences: Each student is to talk to all the classmates by
classifying his/her subjects into likes and dislikes first and then
Students will make use of mostly memorized vocabulary
and grammar rules in their conversations. (Level 6 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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learn to write familiar words
and grammatically correct
sentences in context and read
about school life and events.
(Reading and Writing)
by listing them in order of preference. This same game can be
played on the teachers, why they prefer some other teachers
than others. During the verbal presentation classmates may
also ask questions for clarification and further explanations so
that during their conversations they use the conjunctions:
Students can produce short but effective oral presentations
about a topic of interest. (Level 6 Speaking)
Teacher explains through various examples on the Class Board
the grammatical applications in focus in this Unit. Students
analyse, read and drill from CD-Roms or teacher prepared PPP
or from graded Handouts. All task work must be related with
the Unit topic in question and using the same key words.
Students can produce and compose grammatically correct
sentences on familiar topics. (Level 6 Writing)
Word building Game: One student holds a letter flashcard while
another student must write a word in Arabic on the class board
or mini whiteboard starting with that letter shown from the
flashcard. Ideally students must try to come up with words
related to the key words of this Unit.
Students can recognize, identify the letters, and read the
letters. (Level 4 Reading)
Students can write simple memorized and theme-related
words. (Level 5 Writing)
Sentence building: Students work in groups. Teacher gives out
a bag or envelope containing a mixture of words. Students have
to select and see how many grammatically correct sentences
they can build from the given words within a given time.
Sentences are to be written, copied/traced and read out.
Students can select appropriate words to form
grammatically correct and meaningful sentences or phrases.
(Level 5 Writing) Students will use knowledge of symbols to
read and understand. (Level 5 Reading). Students can copy
and select sentences. (Level 5 Writing)
Matching: Students are provided with a mixture of captions
and titles in Arabic and they have to match these captions to
pictures showing different areas and locations of school.
Students can match words with pictures and label objects or
images when reading or writing. (Level 4 Reading)
Creating a timetable: Students design and complete their own
timetable in Arabic on a given template.
Students will use scaffolds to experiment with language to
start producing their own texts. (Level 6 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can ask for and provide themselves additional
information about likes and dislikes and classify their
opinions. (Level 6 Speaking)
64
explore, research, compare
and contrast school setups in
Arab countries with the local
schools. (Reading, Writing,
Listening and Speaking)
Internet search: Students have to find a reading passage in
Arabic (length of text according to their ability) about a school,
describing a school or school events. Students must print out
these reading texts and then read them out aloud to their
classmates. Teacher to monitor closely this task.
Students can search for and select relevant information.
(Level 7 Reading).
Students can read correctly and with expression. (Level 6
Reading)
Reading Comprehension: Students read from a school textbook
a passage related to this Unit’s Topic and then answer the
accompanying questions.
Students can read and respond to a text in a variety of
ways. (Level 6 Reading)
The teacher reinforces the Unit by showing the students brief
documentary clips from YouTube, or by pre-arranged Video
Conferencing on different Arab Muslim schools in urban and
rural remote regions. Students in pairs discuss what they
watched and make a list of the similarities or differences they
noticed in these schools.
Research and Contact: Working in pairs of mixed ability
students search the websites of other Arab Muslim schools.
Each group is expected to locate and establish contact with that
school and write a brief email in Arabic that they wish to
communicate with a student from that school. Once this is
established local students can exchange photos or brief clips of
their school with same but from other Arab schools.
Students will be able to listen actively to understand
diversity and to select content which refers to Arab sociocultural aspects. (Level 4 Listening)
Students can organize their written texts. (Level 6 Writing)
Students can use ICT to support production of their original
written texts including e-mails. (Level 7 Writing)
Skype: Students can watch in real time any lesson led in Arabic
from an Arab school abroad after contact has been previously
established. Local students may contact or locate an Arab
school in England, France or Italy if contact with an Arab
country is difficult via e-mail or FaceBook.
Students will gradually show growing confidence in being
able to listen to and progressively understand the spoken
language. (Level 6 Listening). Students can search for and
select relevant information. (Level 7 Reading)
Some other students can write a paragraph or prepare a slide
Students can produce short and effective oral presentations
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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PPP in Arabic with images about their own school, favourite
subjects, time-table, their classmates and why they like their
school. These students should then present it to their Peers
orally using the IWB or the Computer. Some other students
may self record and upload their own PPP on the School
website or on You Tube.
about a familiar topic of interest. (Level 6 Speaking)
Students can write and compose grammatically correct
sentences about a familiar topic. (Level 6 Writing)
Students can use available resources to support the
construction of their texts, such as word lists, internet or
sentence models. (Level 7 Writing)
Students can produce short and effective oral presentations
about a specific topic. (Level 6 Speaking)
Field Trip: Students visit two Arab Muslim Schools in Malta at
Ta’ Giorni, St. Julian’s and Mariam Al-Batool, Paola. During their
school visits Maltese students have the opportunity to mix with
Arab Muslim students during the lessons, exchange views and
interact in Arabic about each others school life and routine,
likes and dislikes.
School invitation: Maltese students through the proper
channels, invite Arab students from local Arab Muslim schools
to their school for their lessons in Arabic. During these lessons
local and native students would have the opportunity to mix,
enquire, share and discuss all their interests together. During
these cultural enrichment lessons, discussions should be
attempted in the target language.
Shared Reading and Peer Assessment: With Native Arab
Students in the classroom, non-native speaking Students may
team up in pairs and read a theme related essay, a story or from
the textbook about School. Peer assessment is to be used.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will start exploring cultural symbols, traditions and
practices through direct encounters and conversations with
native speakers. (Level 5 Speaking)
Students can ask for and provide themselves additional
information about likes and dislikes on familiar topics.
(Level 6 Speaking).
Students will start exploring cultural symbols, traditions and
practices through direct encounters and conversations with
native speakers. (Level 5 Speaking)
Students can ask for and provide themselves additional
information about likes and dislikes on familiar topics.
(Level 6 Speaking).
Students will contribute to shared reading to develop
comprehension skills. (Level 4 Reading). Students will read
with fluency and diction. (Level 5 Reading).
66
Learning Diary (
) : Students must use their own Learning
Diary to record all that they have learnt in this Unit. Teacher
must encourage them to the habit of recording and writing
down (in class or at home) all that they have learnt after each
lesson. The Learning Diary serves as a Revision and Record of
Work. Other students may copy from peers onto their Learning
Diary.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will be able to keep a learning diary with correct
models for referencing and revising. (Level 6 Writing)
67
Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7. 11 - Can you tell me where is…..?
Strand: Listening, Reading, Writing, Speaking
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives The teacher will guide the students to:
1. listen to, identify and understand questions, directions or descriptions related to immediate needs. (Listening)
2. ask and answer questions in context and use the appropriate interrogative particles. (Speaking)
3. read with intonation and expression and learn how to form questions and the imperative structures. (Reading and Writing)
4. familiarise themselves with some Arab Proverbs. (Reading, Writing, Listening and Speaking)
Key Words
Points to note
Resources
An integrated-skills approach is recommended for
this Unit and teachers must assign interesting tasks
to their students so that they are motivated and
remain active learners during the whole Unit.
Questioning techniques and role-plays are ideal for
this Unit. Questioning keeps students engaged and
involved while role-play gives the student the
opportunity
to
gradually
overcome
the
communicating language difficulties and practice in
different contexts. All the question forms in Arabic
must be dealt with and presented in various daily
situations.
During the reading aloud session
intonation for interrogative particles and expression
must be monitored. As for cultural awareness two
proverbs and their social and traditional usage must
be explored and tackled.
Grammar Focus: Question Forms, the Imperative
verb, wind directions and directional phrases.
Textbooks: Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CDROM and Audio Pack.
My Little World, Foundation 1, MM Books
Wightwick & Gaafar, Read and Speak Arabic, New York,McGraw Hill,
2004. Use its CD.
Flash cards, Colours, CDs and DVDs.
http://www.arabicpod.net/video/show/14/Wheres_Khaleel
http://www.youtube.com/watch?v=-yqA4ox6_UU
http://www.youtube.com/watch?v=KXXpMHrxhG4
http://www.youtube.com/watch?v=6SQpYbZwZfo
http://www.youtube.com/watch?v=OPZl-6cmTAU&feature=related
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
The teacher will guide the
students to:
listen to, identify and
understand questions,
directions or descriptions
related to immediate needs.
(Listening)
Possible teaching experiences and activities
Students watch several short DVD clips or authentic material
from YouTube about people asking where are certain internal
house objects situated or where are certain places and how to
get there. They are expected to listen and watch repetitively
these questioning structures and directions in Arabic to become
familiar with the vocabulary and its usage. Various listening
tasks are carried out: tick in on a Handout, circle the correct
answer, match the correct question to the right answer, cross
out the odd one out not mentioned or mark true/false grids for
listening comprehension skills.
Learning outcomes
Students will listen to various text types of a brief length
and demonstrate understanding of the key-words. (Level 6
Listening)
Students will be able to listen to and progressively
understand the spoken language at times with repetition.
(Level 6 Listening)
Listen, Identify and Note: Students listen to a short dialogue
prepared by the teacher where questioning and answering is
strongly involved in the aural text. Students may:
Count and note how many times a particular
interrogative particle is heard in the story. Respond
with piling up counters or by jotting down the number
of times heard.
With some repetition students can extrapolate and respond
to general ideas and information of specific areas. (Level 6
Listening)
Respond by circling the correct number of times.
Students can follow a range of utterances and vocabulary in
a familiar context with the help of visuals. (Level 5
Listening)
Identifying or pointing an object or a picture in the
direction as given in the story.
By marking arrows or plotting on a simple map the
directions indicated in the aural text.
Following Instructions: Teacher places flashcards of certain
places or objects around the classroom. Teacher asks students
eg. Where is the bench? Students must find it and then teacher
gives further instructions, eg. Sit on it, push it to the left, walk 5
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will understand and follow simple instructions and
brief directions. (Level 5 Listening)
Students will recognize and recall main points in a brief
69
ask and answer questions in
context and use the
appropriate interrogative
particles. (Speaking)
steps away from it etc. Students mime instructions.
aural text and correlate text to images. (Level 6 Listening)
Students will understand and follow simple instructions and
brief directions. (Level 5 Listening)
True/False Listening: Students have simplified town maps with
pictures/symbols/images of places. Teacher makes statements
about what there is to see in the town or in a particular street
or house. Some statements are true, others are false. Students
tick off the correct answers.
Students will understand simple questions and follow
directions or instructions with the help of visual cues. (Level
5 Listening)
Using the Computer or IWB teacher explains at length all the
interrogative particles that are required to ask certain type of
questions and then how to answer back. The directional
phrases together with the singular feminine and masculine
imperative strong verbs are also explained. Students then
watch again various video clips from You Tube with questioning
directions for places and situations to reinforce the teacher’s
explanations.
Students will start exploring cultural practices through
songs, films, clips etc. (Level 4 Speaking)
Role-Play: Students take turns to play and pretend a scene of
questioning and answering situation. Eg. In the street, The
family, At school, In the house or Days of the week. Some
other students may need assistance with visual cues and
flashcards with printed words to participate in role-play. Some
other students may be able to add further information to their
descriptions or explanations. Peers/teacher monitors
pronunciation.
Students can share basic information and respond to daily
routine tasks and situations. (Level 4 Speaking)
Airport encounters: students are asked to imagine that they are
at an airport carrying a heavy suitcase. They have to think of
where they are going, who with, why and which gate number.
They then go round greeting as many people as possible at the
airport and asking them where they are going etc. At the end of
Students can produce simple conversations using scaffolds.
(Level 5 Speaking)
Students make use of mostly memorized vocabulary. (Level
6 Speaking)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can imitate and reproduce accurate pronunciation.
(Level 5 Speaking)
70
the activity students form a sitting circle with one of them in the
middle. The student in the middle has to say who that person is
and where they are going.
read with intonation and
expression and learn how to
form questions and the
imperative structures.
(Reading and Writing)
Wheel of Fortune: Circle activity. Resources needed: (a) Set of
cards with prompts/questions (such as phrases to translate,
questions to ask and answer or pictures to describe) on one side
and large bold written numbers on the back. (b) Wheel of
fortune made of cardboard and divided into as many sectors as
there are question cards with spinner made from card and a
brass butterfly fastener. Students sit in one large circle. Cards
are spread face down with numbers clearly visible. A volunteer
spins the wheel, reads number where the spinner stops and
picks up card with that number. S/he responds to prompt,
image or question that appears on the card. If the answer is
correct, then the card is placed back on the floor face up. That
number becomes void. If the answer is incorrect, card is placed
back face down for someone else to try. The wheel passes on
to next student. Gradually more and more cards are turned
face up. When student spins a void number, the wheel is
passed on to the next student and s/he is off the hook.
Questions on cards to be set for differentiated teaching.
Students can start and join in simple interactions on familiar
and less familiar topics. (Level 6 Speaking)
Teacher revises all the questioning structures, giving directions
and the imperative singular verbs and clarifies any queries. ICT:
Students use the interactive websites to drag and drop, or
match the image with the suitable grammatical phrases or
terms used and explained by the teacher in this Unit to form a
correct grammatical sentence which is electronically read out
aloud to them. (The teacher may prepare such electronic
grammatical drills for differentiated teaching always using the
grammatical items in focus here).
Students can match words with pictures, label object and
complete sentences. (Level 4 Writing)
Students can write correct answers to questions of written
simple texts with familiar vocabulary. (Level 5 Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can ask for and provide additional information on
immediate and familiar topics. (Level 6 Speaking)
Students can respond to questions on aural or written texts
or pictures. (Level 5 Speaking)
Students will demonstrate ability to pass on simple
messages. (Level 5 Speaking)
Students can copy familiar short phrases and select
appropriate words to complete short phrases/sentences to
complete meaning. (Level 5 Writing)
Students will produce and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
71
Individual and Class Reading: Teacher and some other students
prepare/research various length texts even from the textbooks
which involve questioning and answering type of situations that
are accompanied by pictures. Teacher asks students to read
them first on an individual basis and then to the whole class.
Reading material must be matched to the student’s reading
abilities. Individual reading must be teacher monitored while
classroom reading must be peer assessed. Intonation and
expression should be given attention here.
Students will read and identify the subject matter of a text
through illustrations or extra clues. (Level 4 Reading)
Students can contribute to shared reading to develop
comprehension skills. (Level 4 Reading)
Read Chart Game: Resources required: (a) An IWB/a Computer Students can read and match with confidence the written
or Huge pre-prepared Chart drawn or stuck to a magnetic
text to the images to identify the main points, ideas or
whiteboard with a city map with streets, landmarks, places and grammar rules. (Level 5 Reading)
faces of famous people or animals or cartoon characters. (b)
Either a mouse if using IT or a magnetic coloured circle as an
indicator. One student reads out aloud an instruction or asks a
question and the other playing student must move the cursor or
magnetic marker to the place as asked by his/her classmate.
(Eg. Show us where is the Bank? Take the taxi in front of the
hotel).
Students will read and identify subject matter of a text
Reading Comprehension with or without images: Individual
through illustrations or extra clues. (Level 4 Reading)
reading short texts describing locations, directions, people
needing to find their ways, how long does it take etc. and then
Students will use a variety of strategies to elicit meaning
students complete table grid/ multiple-choice to show
while reading from a text. (Level 5 Reading)
understanding while other students write and answer the
questions about the reading text. These texts then serve as a
Students will use scaffolds to experiment with language to
scaffold for students to compose their own dialogues in correct start producing their own written texts. (Level 6 Writing)
grammar about asking for assistance, directions and responding
to such questions.
Fill in the Bubbles: Students complete, create or fill in speech
bubbles of a printed Handout or on their Computers in class.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students can copy familiar short phrases and select
appropriate words to complete short phrases/sentences to
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familiarize themselves with
some Arab Proverbs.
(Reading, Writing, Listening
and Speaking)
Other students may use the same completed handouts but they
must sequence the pictures and the speech bubbles
accordingly.
complete meaning. (Level 5 Writing)
From their textbooks they work out the Drills like transforming
statements into questions, working a list of verbs in the
Imperative Mood and composing some sentences with
directional phrases. (Eg. To the left).
Students will produce and compose grammatically correct
sentences about familiar topics. (Level 6 Writing)
Teacher presents and explains two Proverbs using the IWB/PPP.
Students watch and listen to the two short stories (prepared by
the teacher with illustrations) that end with the chosen Proverb.
Students read the proverbs chorally for several times. Then
they read the printed short story in pairs. Teacher monitors
their pronunciation and expression. Proverbs in Arabic:
Students will listen actively to aid comprehension and
understand diversity in such a way that they can sift or
select content which refers to the Arab culture with respect
to traditions. (Level 4 Listening)
Students work out on Cloze text to drill on new vocabulary,
identify verbs, subjects and objects. Some other students mark
true or false, fill in the grids, match words or copy phrases
within the Cloze texts.
Students will use their knowledge of symbols to read and
understand words. (Level 5 Reading)
Some other students draw the story about the learnt proverb
and then copy the proverb beneath their drawing.
Students can reproduce words, phrases by tracing, copying
and colouring in. (Level 4 Writing)
Students search on the Internet about the given proverbs and
find information in English or Arabic (depending on the level)
about the Proverbs in Arabic from Wikipedia, the folklore and
traditions concerned in general.
Students can read, search for and select relevant
information for their topic. (Level 7 Reading)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will contribute to shared reading to develop their
comprehension skills. (Level 4 Reading)
Students can match words with pictures, label objects and
complete sentences when reading and writing. (Level 4
Reading and Writing)
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Quiz: Students form two competing groups and quiz each other
by asking the four learnt proverbs in different ways. Eg. by
beginning the first part of the proverb and the other team must
complete it, or say the missing word, when and how is it used in
context, or translate the proverbs.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students start exploring and talking about cultural symbols
like proverbs through games. (Level 5 Speaking)
Students can present, request information and talk about
places of cultural significance, Arab traditions or sociocultural practices. (Level 6 Speaking)
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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)
Unit code and title: ARB 7.12 What I have learnt this year
Strand: Listening, Reading, Writing, Speaking
Form 1
Unit Duration: 9 sessions of 40 minutes; Total 6 hours
Objectives: The teacher will guide the students to:
1.
2.
3.
4.
consolidate and improve their listening skills and cope with the listening exercises encountered in exam papers. (Listening and Writing)
consolidate and improve the speaking skills, vocabulary and structures learnt throughout the year to produce conversations in Arabic. (Speaking)
clarify queries, discuss and become acquainted with examinations’ format and rubrics. (Speaking, Reading and Writing)
improve their performance and output in an exam through time management, self-checking, cohesion, idiomatic expression, pronunciation and
clarity. (Reading, Writing, Listening and Speaking).
5. revise and consolidate the culture topics covered, drill and practise on various tasks as required. (Listening, Speaking, Reading and Writing).
Key Words
Points to note
Resources
The learning objectives are always to be discussed, made
accessible throughout the unit and copied by the students in
their learning diary. In this last unit the students together with
their teacher look into the areas covered in the previous units
in which students still have certain difficulties and then devise
activities to tackle the outstanding difficulties. Moreover, the
teacher then gives an overview of the various tasks set in the
oral, aural, reading and written sections of the annual
examination. The teacher must explain study skills, identify
each student’s weakest areas from the four strands and guide
them to overcome their difficulties. At different work stations
students work on tasks like the ones set in their exams so that
they learn time management, planning, high quality
production and self-checking. Students must be encouraged
to also identify the areas they feel they need to work on.
Students are presented with tasks from which to choose the
revision areas that they need to work on and are expected to
also create their own. Always set time for completing their
tasks.
Textbooks: My Little World, Foundation 1, MM Books, Surrey, 2004.
Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM and
Audio Pack.
Talk with Me, MM Books, Surrey, 2004, with its audio CD.
Carnival Book 1 plus its Workbook, MM Books, Surrey, 2008.
Generalia Multimedia, Arabic Level 1 & 2 for English Speakers, France.
Several Form 1 Arabic Past papers availble from the Arabic Language Resource
Centre.
For Past Papers:
http://www.kcl.ac.uk/artshums/depts/mlc/olc/pastexam/arabic.aspx
http://www.pageflakes.com/languages
For revision and consolidation:
http://www.uni.edu/becker/arabic.html
Teacher recorded excerpts from past papers
Listed resources from previous Units as required.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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Teaching objectives
The teacher will guide the
students to:
consolidate and improve their
listening skills and cope with
the listening exercises
encountered in exam papers.
(Listening and Writing)
Possible teaching experiences and activities
Learning outcomes
Plenary: Using the IWB/Computer or Print Outs teacher presents
format of the Aural Section of the Half Yearly tests and Annual School
examinations. Weightings and timing of this section are discussed.
Listening Comprehension
Students choose to listen to various models of short listening texts
(recorded/online/teacher read) from topics and vocabulary already
dealt with covering Unit 3 to 4 and from Unit 6 to Unit 11.
Besides the vocabulary students are given the opportunity to revise
the questioning techniques, understanding and how to write the
correct answers. Students have to choose from graded and different
types of aural and written exercises according to their Level and
ability. Listening and writing tasks can vary from simple multiple
choice exercises, true/false questions, ticking in box, continuation of
sentences, to open ended questions.
Students can listen and respond to general ideas and
information of specific areas with some repetition.
(Level 6 Listening)
Students can listen to various text types of a brief length
and demonstrate understanding of the key-words.
(Level 6 Listening)
Examination considerations from Past Papers
Teachers introduce type of questions likely to be asked at school
annual exams in a Listening Comprehension. Presents and explains
the Narrative and Descriptive type of aural texts.
Students practise listening comprehension based on the previously
learnt vocabulary individually within a specific time-frame. Recorded
material preferred so that students work at their pace.
Students are able to recognize and recall the main ideas
in a story or aural text. (Level 6 Listening and Writing)
Students choose to do a Trial run of the Listening Part Exam.
After the drilling students and teacher discuss the marked Paper or
work to analyse why they got the correct answers or what and why
Students will follow and understand with confidence a
variety of spoken discourse and can answer correctly.
(Level 7 Listening and Writing)
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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the answers were incorrect and how to avoid the mistakes.
Dictation: Students choose to practise their spellings and phonetics
by listening to various models of short dictated texts in Arabic either
read by their teacher or CD recordings/online. Drilling in dictation
students will learn to cope with writing phonetically correct phrases
and checking their work.
Students can write clear, their spelling is mostly correct
and they are able to use the appropriate punctuation.
(Level 6 Writing)
Depending on their ability some students will manage to write the full
text while others will manage to fill in the blank spaces with the words
they hear from the dictated full text.
Students will be able to select the appropriate words and
complete short sentences with correct meaning. (Level 5
Writing)
Some other students choose to do a Trial run of the Dictation from a
Students can write and spell correctly and are able to
Past Paper. Same approach for analysing student performance is
carried out. Students are to note the phonetic difficulties encountered revise own written texts. (Level 7 Writing)
including spellings and discuss measures to overcome their aural and
spelling mistakes. Peer assessment and suggestions about strategies
to cope are encouraged and to be shared.
consolidate and improve the
speaking skills, vocabulary and
structures learnt throughout
the year to produce
conversations in Arabic.
(Speaking)
Plenary: Teacher emphasises importance of correct pronunciation,
vocabulary memorization and recall that help develop confidence and
fluency in speaking. Using the IWB/Computer or Print Outs teacher
presents format of the Conversation Section of the Half Yearly tests
and Annual School examinations. Weightings and timing of this
section are discussed.
Conversation topics: Depending on their ability some students may
choose to work in pairs and develop brief thematic conversations from
topics and vocabulary already dealt with covering Unit 3 to 4 and from
Unit 6 to Unit 11.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will produce simple conversations using
scaffolds. (Level 5 Speaking)
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clarify queries, discuss and
become acquainted with
examinations’ format and
Some other students working in pairs practice speaking: questions
within the topic area from the vocabulary and Units tackled this year.
It is up to the students to choose the conversation topics and create
their questions.
Students will share basic personal information and
respond to questions of familiar routine matters. (Level 4
Speaking)
Picture Interpretation: Some other students may need several visual
cues to handle a brief conversation. Thus teacher can provide them
with flashcards, textbook pictures or previously downloaded Internet
images that would prompt students to produce a brief thematic
conversation chosen from the Units covered this year.
Students will be able to respond to and make basic
requests on spoken discourse reliant on visual cues.
(Level 5 Speaking)
Role Play: Working in pairs students choose a topic to question,
answer or describe a situation in a familiar context.
Students start and join in simple interactions on familiar
and less familiar topics. (Level 6 Speaking)
Some other students may use the ICT for more prompting and
interaction in their created dialogues. Some other students may use
the ICT/online dialogues as scaffolds before they create their own.
Teacher should also prepare some own interactive CDs or DVDs to
encourage students’ confidence in speaking.
Students can imitate and reproduce accurate
pronunciation and basic routine dialogues based on
scaffolds. (Level 5 Speaking)
Examination considerations from Past Papers: Students work with
their teacher and in pairs by tackling conversation topics from
authentic Past Papers. During a Trial run of the Conversation part with
two students, other students in the class can work on their own on
other varied strand activities. When all students have done a Trial in
the Conversation Part teacher to hold a plenary session to Brainstorm
Feedback and arising problems and what strategies to use to
overcome them.
Students can initiate, maintain and close discussions of
familiar topics. (Level 7 Speaking)
Teacher presents the format for the written section of the half yearly
and annual examinations. Weightings and timing of this section are
discussed. Students are expected to ask and clarify any difficulties
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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rubrics. (Speaking, Reading
and Writing).
regarding the format of the exam paper by looking at and handling
authentic past papers.
Rubrics: Teacher tackles all the possible rubrics that students will
encounter in their examinations. From the key words and also from
authentic past papers students are to first copy, read and then explain
them to their classmates to reinforce their learning of the rubrics.
Students can read and understand brief instructions.
(Level 6 Reading)
Quiz game: Students use authentic past papers without any rubrics
and they are to identify, say and write or explain which rubric is
missing and what are they expected to deal with in that particular
section and how are they to work on it for optimum performance.
Students will use textual features to support
understanding. (Level 6 Reading)
Identifying and Understanding: Working in pairs some other students
are given a printed list of rubrics in Arabic with its translation and they
are to read them in their team and explain them to peers/teacher.
They may copy them for several times to assist their memory.
Students will identify the main idea or subject matter
and contribute to shared reading to develop
comprehension skills. (Level 4 Reading)
Students will make use of mostly memorized vocabulary
and grammar rules in their conversations. (Level 6
Speaking)
Students will make use of mostly memorized vocabulary
and grammar rules in their conversations. (Level 6
Speaking)
Students will copy familiar instructions or short phrases
or sentences. (Level 5 Writing)
improve their performance
and output in an exam
through time management,
self-checking, cohesion,
idiomatic expression,
pronunciation and clarity.
(Reading, Writing, Listening
and Speaking).
Plenary session Discussion: Teacher and students work and discuss to
identify
a) listening strategies such as gist, detail and selective information;
b) speaking strategies such as pronunciation, intonation, expression,
diction, fluency; conveying meaning, interacting; c) reading strategies
such as skim, scan, underlining key words, main ideas, finding other
expressions with the same meaning in question and text; d) writing
strategies such as clear handwriting, planning, mind maps, sequencing
of ideas, grammar structures, cohesion, idiomatic expression etc.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
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All learning strategies explained or discussed to be copied in students’
learning diary.
Students will copy familiar instructions or short phrases
or sentences. (Level 5 Writing)
Students practise above strategies and strands from past papers or
other similar texts that they find from their textbooks or online. Peer
assessment, self-checking must be encouraged and also drilled. Set
time for finishing tasks.
Students will listen to various concrete text types of a
brief length and demonstrate understanding of keywords. (Level 6 Listening).
Students can initiate, maintain and close discussions of
familiar topics. (Level 7 Speaking).
Students will read with confidence a written text of
familiar topics and can identify the main ideas/points.
(Level 5 Reading).
Students will produce and compose grammatically
correct sentences about familiar topics with correct
spelling. (Level 5 Writing).
Students play classroom games/quizzes/flashcards questioning for
memorising and recalling previously learnt vocabulary from Units
covered. Students are free to choose and identify their weaknesses
and difficulties.
Students engage in end-of-term activities: calligraphy practice, word
games, work on cloze texts, matching words with images, individual
reading, group reading, translating of simple sentences, and writing
short narrative or descriptive paragraphs, writing simple texts such as
an e-mail, SMS, or filling in a form and Presentations. Students may
use their textbooks or they can research the Net for their revision and
drills. Activities and exercises from previously dealt Units may also be
recycled. Teacher must guide the students to choose the appropriate
tasks according to their abilities and difficulties.
Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012
Students will make use of memorized vocabulary and can
substitute it to various questions and answers. (Level 6
Speaking)
Students can recognize, identify the letters, and read the
letters. (Level 4 Reading)
Students can match words with pictures and label
objects or images when reading or writing. (Level 4
Reading and Writing)
Students can write simple memorized and theme-related
words. (Level 5 Writing) Students can produce and
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compose grammatically correct sentences on familiar
topics. (Level 6 Writing)
Students can produce short but effective oral
presentations about a topic of interest. (Level 6
Speaking)
revise and consolidate the
culture topics covered, drill
and practise on various tasks
as required. (Listening,
Speaking, Reading and
Writing).
Plenary: Teacher presents the format for the written section of the
half yearly and annual examinations and where the Culture section is.
Weightings and timing of this section are discussed. Students are
expected to ask and clarify any difficulties regarding the format of this
section in the exam paper by looking at and handling authentic past
papers.
Teacher invites those students who had previously prepared a PPP on
Arab culture or a manual project during other Units of this scholastic
year to present it again to classmates to serve as a revision. Students
may query and discuss on the presented culture topics.
Students can produce short but effective oral
presentations about a topic of interest. (Level 6
Speaking) Students will start and join in simple
interactions on familiar and less familiar topics. (Level 6
Speaking)
Students engage in end of term activities on Arabic culture: colouring,
crosswords, board games, role-plays, quizzes, fill in the blanks,
matching words and phrases from previously covered vocabulary in
the Units. etc.
Students can match words with pictures and label
objects or images when reading or writing. (Level 4
Reading and Writing) Students can read and respond to
a text in a variety of ways. (Level 6 Reading)
Students can write simple memorized and theme-related
words. (Level 5 Writing)
Some other students choose to do a Trial run of the Culture Section
from a Past Paper. Same approach for analysing student performance
is carried out.
Students will be able to read, understand, translate,
write a short essay, spell correctly with minor
grammatical errors within a time-frame. (Level 7
Reading and Writing)
End Task: Trial Run the written part of the Examination Paper. After
trialling students and teacher discuss feedback.
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