Curriculum guide for Arabic

The Curriculum guides for community languages provide a flexible outline for planning the design and delivery of language courses in mainstream and complementary schools. The series draws on recent policy developments in language teaching, including the Key Stage 2 Framework for Languages, the Key Stage 3 National Strategy and the Languages Ladder, and interprets them in a practical way for teachers.

The framework charts plot a clear path of linguistic progression across topics, suggesting a wide variety of activities that will help the development of both oracy and literacy in the target language.

Throughout the guides there is a major focus on intercultural awareness and creativity, alongside support for assessment, grammar and the development of learner independence.

Up-to-date resources and information supporting the guides can be found at http://community.gold.ac.uk.

‘These guides offer a real opportunity to bring community languages into the mainstream of education where they belong, and to value the long unrecognised achievements of children who use them every day.’

Dr Terry Lamb, Director, Initial Teacher Education, University of Sheffield

Dr Jim Anderson is Lecturer in Modern Languages in Education in the Department of Educational Studies at Goldsmiths College, University of London. He has many years’ experience working in London comprehensive schools where a wide range of languages has been taught. His research interests lie in the field of bilingualism and new media literacies. Jim is co-ordinator of the Flexible PGCE in Community Languages (Arabic, Mandarin Chinese, Panjabi and Urdu) at Goldsmiths and is a member of the National Community Languages Advisory Group.

Sawsan Saffaf has teaching qualifications from both Syria and the UK. She has taught Arabic for many years in mainstream and independent schools, as well as in community schools. She is currently Head of Arabic at Paddington Academy in West London. For several years she has worked as school mentor and visiting tutor for Goldsmiths College, University of London. She is also an item writer with Cambridge Assessment (Asset Languages).

Nazek Abdel-Hay has taught Arabic for many years both in the UK and abroad. She has a PGCE in Modern Languages from Goldsmiths College, University of London, and currently teaches at the King Fahad Academy and at the Arabic Community School in Hounslow. She is an item writer with Cambridge Assessment (Asset Languages).

Curriculum

Guide for A

rabic

CILT

العربية

ISBN-13 978-1-904243-56-4

Curriculum guide for Arabic

Project Director Jim Anderson

Authors Sawsan Saffaf

Nazek Abdel-Hay

Curriculum guide for Arabic

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Curriculum Guides for Community Languages first published 2007 by:sCILT, the National Centre for Languages20 BedfordburyLondon WC2 N 4LB

www.cilt.org.uk

Copyright © CILT, the National Centre for Languages 2007

Curriculum Guide for Arabic ISBN-13 978-1-904243-56-4

A catalogue record for this book is available from the British Library

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical, photocopying, recording or otherwise without priorpermission in writing from CILT, the National Centre for Languages or under licence from the CopyrightLicensing Agency Limited, of 90 Tottenham Court Road, London W1T 4LP.

Jim Anderson, Sawsan Saffaf and Nazek Abdel-Hay have asserted their right to be identified as authors of this work, in accordance with the Copyright, Designs and Patents Act, 1988.

Printed in Great Britain by Hobbs the Printers Ltd.

CILT Publications are available from Central Books, 99 Wallis Rd, London E9 5LN.Tel: 0845 458 9910 Fax: 0845 458 991 Web: www.centralbooks.com

The Nuffield Foundation is a charitable trust established by Lord Nuffield. Its widest charitable object is 'the advancement of social well-being'. The Foundation has long had an interest in education and has supported this project to stimulate public discussion and policy development. The views expressed are, however, thoseof the authors and not necessarily those of the Foundation.

Other titles in the series:

Curriculum guide for ChineseAmy Thomson, Katherine Li and Eileen Lee978-1-904243-57-1

Curriculum Guide for PanjabiNaresh Chandla and Paramjeet Grewal978-1-904243-58-8

Curriculum guide for ArabicSiva Pillai and Kristhuraja Nithiya978-1-904243-59-5

Curriculum guide for UrduKausar Ali and Hamida Syed978-1-904243-60-1

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Contents

Preface .............................................................................................. 6

Acknowledgements ............................................................................. 7

Part 1: The Context and Aims1.1 Rationale and links to government policy .......................................... 11

1.2 Key findings from research into bilingualism andimplications for policy-makers, teachers and families....................... 14

Part 2: The Framework 2.1 Introduction to the framework charts ................................................. 23

– Format and structure of the charts ...................................................... 23– Topic overview ...................................................................................... 25– Language learning strategies checklists .............................................. 26– Using ICT effectively ............................................................................ 28

2.2 The framework charts ........................................................................... 29Level 1...................................................................................................... 30Level 2...................................................................................................... 35Level 3...................................................................................................... 40Assessment at Levels 1–3 ...................................................................... 45Level 4...................................................................................................... 49Level 5...................................................................................................... 53Level 6...................................................................................................... 60Assessment at Levels 4–6 ...................................................................... 65Level 7...................................................................................................... 69Level 8...................................................................................................... 74Level 9...................................................................................................... 79Assessment at Levels 7–9 ...................................................................... 82

2.3 Creating a scheme of work based on the guide ................................ 86

Resource list for the teaching of Arabic ............................................... 89

References and further reading ........................................................... 92

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PrefaceI am delighted to have been asked to write a few words of welcome to this series of curriculum guides. Thoseresponsible have for many years been devoted advocates for the languages of the communities living in our country, whether in the formal educational system, in supplementary schools, or more generally in civil society. I am pleased also that CILT, the National Centre for Languages, with which I have had such a long association,has played its part in offering this support to an under-resourced area of educational provision.

The publication of these guides marks an important further step in such advocacy and support. As theauthors are gracious enough to point out in their introduction, such support for community languages is given a new and hopefully more propitious context by the existence of the National Languages Strategy. Inevitablythe Strategy has a great deal to say about the teaching and learning of languages traditionally taught in mainstream schools and of the need to address the limitations of monolingualism. It is, however, important tounderstand that the Strategy is a ‘languages’ strategy and that our interpretation of languages is an inclusive one, which seeks to promote multilingualism in all its forms as a central objective for citizens in the 21st century. Such promotion is given further, and more practical, representation in the strategy’s Key Stage 2 Framework for Languages, which supports community languages in two quite specific ways. Firstly it recognises the eligibility (hence equality) of all languages – our definition of the primary languages ‘entitlement’ is inclusive not restrictive. Secondly it encourages the valuing of all languages and in particular the languages spoken inlocal communities through its intercultural understanding strand.

This new context may recognise the equal status of languages. That is of course not at all the same thing assaying that all languages (and their learners) need the same kind of support. This too is recognised by theauthors of these guides. The learners of community languages in particular are likely to have a very wide range of linguistic backgrounds and learning needs and in many cases these will be different from the needs of learners of languages traditionally taught in schools – the so called ‘Modern Foreign’ Languages such asFrench, German and Spanish. There are also very important shared needs (for example in the sphere of methodology) as well as areas where ‘community’ language teachers and Modern Foreign Language teachers can support and learn from each other.

What seems to me important about the new context is that it should provide a framework – let us call it the ‘framework of equal status’, within which teachers, educators, parents and learners should be able to negotiate appropriate kinds of support and to exchange both expertise and resources - mutual support rather than homogeneity. There is a parallel here with the ongoing consideration of a better and more mutually beneficial relationship between mainstream and supplementary schools. How do we best support such a wide range of language needs? How do we ensure that the very rich linguistic resources of our society are properly supported and developed? I very much hope that over the coming years such questions will be taken further to enable us to develop a truly comprehensive policy for languages education in this country.

In this process publications such as the Curriculum Guides will make an important contribution. Most immediately they will support an under-resourced group of teachers and enhance the learning and achievement of many thousands of learners. More long-term I am convinced that such practical guidance will make its contribution to the policy discussion and debate about languages in the 21st Century.

Dr. Lid King (National Director of Languages, DfES)

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AcknowledgementsWe are very grateful to the Department of Educational Studies at Goldsmiths, to CILT, the National Centre forLanguages and to the Nuffield Foundation for supporting this project.

In creating the guides we have drawn ideas from various sources, in particular the Key Stage 2 Framework for Languages (DfES, 2005) and the Framework for teaching Modern Foreign Languages: Years 7,8 and 9(DfES, 2003).

We have also enjoyed valuable collaboration with colleagues in the Asset Languages team which has allowedus to make links to their assessment framework.

Helpful feedback and advice has been received from a number of colleagues at different stages of the projectand we would like to express particular gratitude to the following:

Nadia Abdelaal (Middle Eastern Studies, University of Manchester)

Claire Dugard CILT, the National Centre for Languages

Vee Harris Department of Educational Studies, Goldsmiths College

Dr Charmian Kenner Department of Educational Studies, Goldsmiths College

Dr Terry Lamb School of Education, University of Sheffield

Ann Swarbrick CILT, the National Centre for Languages

Part 1 The context and aims

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1.1 Rationale and links to government policyIn the knowledge society of the 21st Century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen. Language skills are also vital in improving understanding between people here and in the wider world, and in supporting global citizenship by breaking down barriers of ignorance and suspicion between nations.

Learning other languages gives us insight into the people, culture and traditions of other countries, and helps us to understand our own language and culture. Drawing on the skills and expertise of those who speak community languages will promote citizenship and complement the Government’s broader work on the promotion of social cohesion.

DfES (2002) Languages for all: Languages for life. London: DfES

RationaleThe vision for language learning proposed in the National Languages Strategy is one which recognises theimportance in the modern world of thinking beyond traditional boundaries and of understanding how we arenow more globally connected than ever before. It is a vision which looks outwards beyond Europe, but at thesame time inwards so that the potential of the linguistic and cultural resources present in our own communities are seen as something to be valued and supported. It is hoped that this curriculum guide will contribute to providing such support.

An ongoing issue in relation to community languages has been the need to define an appropriate pedagogical approach which takes account of the bilingual and bicultural background of the majority of learners studyingthem. Within the National Curriculum, community languages fall under the umbrella of Modern ForeignLanguages, where the assumption is that the language and culture represent something new and unfamiliar. Clearly this an inappropriate starting point for bilingual learners.

On the other hand the idea that the majority of such learners have high levels of competence with regard bothto oracy and literacy in the community language and that they should therefore be regarded as mother tonguelearners is not appropriate either. Exposure to the language in the home is in fact often limited especiallywhere parents have been educated in this country. Moreover, the exposure generally relates more to thespoken rather than the written form of the language and this is especially significant where, as in the case of Arabic, a non-Latin script is involved. In creating this curriculum guide, we have recognised that learnersof community languages cover a very wide spectrum, but that, even amongst students from a ‘bilingual’ background, English is often the dominant language and competence in the community language may berestricted to a few specific domains of use.

Given this background and the need to work within the national frameworks for the teaching and assessment of Modern Foreign Languages, we have created a structure built around the broad topic areas which feature in government schemes of work and examination specifications for MFL (See Topic overview on page 25). 55However, within this, we have highlighted opportunities for cross-cultural comparison and for making links to other areas of the curriculum, such as Art, Geography, Citizenship and PSHE. The Office for Standards in Education (Ofsted) has emphasised the importance of building more meaningful content into language courses and reported favourably on initiatives taking place in some schools where subjects, or modules withinsubjects, such as Geography, Science and Citizenship are taught through another language. This approach, known as Content and Language Integrated Learning (CLIL) is one which we believe community languagescould lend themselves to particularly well. It may in fact represent a bridge between the conflicting ‘foreign language’ and ‘mother tongue’ models of language teaching referred to above. Whilst the framework proposedhere is not focussed on subject teaching through Arabic it does support teachers in introducing strategies which enable students to access a more content focussed language curriculum.

A wide range of activities are suggested for the development of oracy and literacy skills leading from contextualised practice to meaningful use. They are intended to promote active engagement of students in

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the learning process by encouraging, for example, collaborative group work and problem-solving. The need tosupport students in learning a new script means that literacy activities are less ambitious at the lower levels.

Here too though the emphasis is on reading and writing for a purpose. It is assumed that the majority ofstudents of community languages begin formal study at primary level, mainly in the complementary school. Thus language focus and activities may need to be adapted to some extent where older age groups are involved.

Teachers of community languages need to be particularly aware of a range of strategies to enable differentiation in their classrooms. This relates in part to knowing the stage students are at in their learning and providing appropriate levels of challenge to help move them on, but it is about far more than this. Most fundamentallyit involves creating a learning environment which values and draws upon students’ background and interests, which supports different learning styles, builds confidence and encourages independence. Activities suggestedin the framework charts seek to assist teachers in establishing and maintaining such an environment.

Throughout the framework charts in this guide we have encouraged the use of stories and other texts in the target language. Work around stories can provide a more stimulating, if less controlled, way to cover the vocabulary and grammar of topics and to build up fluency and sophistication in language use more naturally.They can also provide an excellent context for developing insights into culture as well as higher order thinkingskills such as analysis, comparison and interpretation.

Mapped onto the charts are points at which particular grammar points might be addressed naturally withincontext. It is important, however, that teachers also help students to apply their developing knowledge of grammar in different situations as the need arises. Similarly, points are identified where it may be appropriateto focus with students on certain learner strategies, such as skimming and scanning texts, using mnemonics to assist recall or identifying common errors in written work and developing a checking system to identify and correct them.

We see the range of ICT tools as having a valuable role to play in teaching and learning community languages. This is because they represent an up-to-date and increasingly versatile resource and are central to way young people learn, play and most of all communicate with each other. Hitherto, there have been technical and other difficulties in use of non-Latin fonts on computers, but these have now largely been overcome.There is detailed advice for teachers of community languages relating to technical and pedagogical matters on the Languages-ICT and BECTA websites. Whilst we appreciate that access to computers is an issue for many community languages teachers, especially those working in the complementary sector, we have felt itimportant to signal in the framework charts where use of ICT could enhance teaching and learning.

A central concern in creating this guide has been to support recognition of students’ achievement. This is why a progression pathway across levels is clearly mapped out which corresponds broadly both to AttainmentLevels identified in the National Curriculum and to stages in the new Asset Languages framework (see below).wThis transparency is important, because it facilitates effective communication between complementary and mainstream schools and at transfer from primary to secondary phases. Unless children’s achievements in their language learning are valued and encouraged in school in the same ways as other achievements, there is areal danger that motivation and self-confidence may be negatively affected.

To sum up then, this guide aims to provide practical support for teachers of Arabic in planning and delivering coherent and stimulating courses for their students. It is not a scheme of work, but is intended to support colleagues in creating their own scheme, tailored to their own teaching context and the needs of their pupils.Colleagues should read carefully the Introduction to the framework charts (pp 23–8) as well as the advice oncreating a scheme of work based on the guide (pp 86-8).

Please note that this curriculum guide is available to download via the CILT and Goldsmiths College websites http://community.gold.ac.uk and k www.cilt.org.uk. This includes a generic version of the guide in English for interested parties who may not speak the language. Additional resources linked to the guide can also befound on the Goldsmiths website.

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Links to government policy In developing this guide, we have drawn upon a number of government initiatives aimed at supportinglanguage learning in the UK. The most important of these are:

The National Curriculum for Modern Foreign LanguagesIntroduced in 1992 the National Curriculum document sets out both how languages should be taught(Programme of Study) and how performance should be measured (Attainment Targets). Although designed for foreign language teaching with European languages (French, German, Spanish) primarily in mind, thedocument applies to the teaching of all languages.

The National Languages StrategyThree key measures emerge from the Strategy, all of which have implications for community languages:1 Primary entitlement to language learning.

By 2010 it is expected that the opportunity to learn another language will be provided in all primary schools. It is up to the school to decide what language(s) it wishes to offer and some are choosing to offer community languages. In complementary schools, language classes for primary age pupils are wellestablished. Please note that the framework in this guide is based on courses beginning in the primary phase. For courses beginning in the secondary phase some adaptation would be required at the lower levels to take account of the greater maturity of learners.

2 Expansion in the number of specialist Language Colleges.These are mainstream secondary schools, which are given additional funding to specialise in languages. Awider range of languages are generally taught in such schools and they have a remit to engage in outreach work in the local community. Some language colleges provide facilities for complementary school classesas well as professional development opportunities for teachers of community languages. The importance ofcloser collaboration between mainstream and complementary sectors is widely recognised and this guidecan provide a useful focus for opening up a dialogue.

3 The Languages Ladder and Asset Languages qualificationsAsset Languages is a voluntary assessment scheme, which supports the National Languages Strategy byproviding recognition of achievement and associated accreditation options, against the DfES Languages Ladder. The scheme allows pupils to develop unique languages profiles, by separately assessing the four skill areas: listening, speaking, reading and writing. It is built around an adaptable combination of teacherassessment and external assessment, offering classroom-based ‘assessment for learning’ and demand-led external testing, throughout the year. Asset languages qualifications are available for over twenty languages, including Arabic, and can be used by learners of all ages and attainment levels. The levels of progression upon which the framework in this guide is based correspond broadly to those set within AssetLanguages and links are made in the assessment pages which follow Levels 3, 6 and 9.*

The Key Stage 2 and 3 Frameworks for Modern Foreign LanguagesThe aim of the frameworks is to support teachers and managers in planning and teaching languages atthe two key stages. Objectives are identified for each year in relation to oracy and literacy development, knowledge about language and intercultural understanding. A focus on the development of language learningstrategies to support effective learning and enable students to operate more independently in their studies is also included. Whilst these frameworks were developed with European languages in mind (and includeexemplification for French, German and Spanish), they contain much that is useful for language teaching generally. Thus, in creating this guide for Arabic, it has been possible to draw on or adapt some ideas from the Framework documents.

Literacy and LearningStrategies to support literacy development across the curriculum have been developed over a number of yearsby the government. These have focussed in part on ensuring that pupils gain a better understanding of grammar and grammatical terminology, but have also covered group talk, active reading and writing strategies linked toan awareness of genre and the development of research skills (including those involving use of the Internet). These strategies are now very much part of a pedagogical approach embedded across the curriculum whichrecognises the interdependency of thought and language and the importance of students’ active involvement

*References to both Can Do statements and the nature of Asset Languages tasks are accurate at the time of going to press, but may be subject to future amendments. When using the Languages Ladder and/or Asset Language material you are advised to check the latest versions with DfES and OCR respectively.

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in the learning process. It is an approach which has clear relevance to the teaching of community languagesand is reflected strongly in activities and teaching strategies suggested in our framework.

Assessment for Learning (AfL) This initiative is aimed at encouraging teachers to integrate assessment fully into the teaching and learning cycle by helping students to understand where they are in their learning, what the next goals should be and how they can make progress towards achieving them. It involves making expectations explicit as well as including activities such as peer assessment which can stimulate valuable reflection and help students understand relationships between different areas of their learning. Within the framework proposed in this guide the importance of ongoing informal assessment is fully recognised and activities suggested in the pagesdevoted to this are consistent with the principles underlying AfL.

The European Languages Portfolio (junior version)This takes the form of a portfolio in a ring binder which belongs to the student and where a record is kept of achievements and progress relating to the range of languages, European and non-European, which make up that individual’s language repertoire. It contains samples of work, reports from teachers and copies of anycertificates achieved. The document can be particularly useful as a means of informing mainstream teachersof children’s achievements in the complementary school and enabling those achievements to be recognised and celebrated.

1.2 Key findings from research into bilingualism and implications for policy-makers, teachers and families

Whilst there is growing recognition that Britain’s linguistic and cultural diversity represents a valuable resource,the way in which bilingualism impacts on children’s intellectual, cultural and social development is not always well understood. Fortunately, there is now a large body of research from the UK and many other countrieswhich can help educators and parents make informed decisions on these matters. Some key points from this research are summarised here. However, there are many factors which can affect bilingual development and, for a fuller understanding, further reading is recommended in the reference section.

Contrary to popular belief, we know that when young children develop confidence in using one language in the home, and especially when this includes learning to read and write in that language, they are quickly able to acquire another language in the school context. This can be explained in part by the strong support andencouragement from parents and teachers as well as the powerful social need to interact and form friendshipswith peers. However, there are other factors which contribute significantly. Most importantly, we know that when children start to learn the second language, it is not as though they are returning to point zero. They have already gained important insights into the nature of language and the way it works as a tool of communication. They know, albeit unconsciously, that language serves important functions such as asking and answering questions, giving commands, expressing opinions, relating events.

Moreover, the development of language has at every stage been interwoven with broader conceptual understanding and the development of important cognitive skills such as categorisation and comparison. As children learn to communicate in the second language, therefore, there are many valuable insights and skills already gained that they can draw upon.

Bilinguals are not two monolinguals inside one person. They own a unique combination of two languages that are both separate and integrated within the thinking system. While the two languages are visible in production (e.g. speaking), in the thinking quarters of the brain, one feeds the other. One language helps the other to grow.

Baker 2000: 33

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The effect of this transfer is nowhere more evident than in the area of literacy. Progress in learning to read in a second language, even in one which uses a different script, is greatly accelerated if there is a foundationof reading and writing skills in the first language. In other words, contrary to the ‘common sense’ view that exposure to the first language should be limited in favour of English, it is in fact by extending its use into more abstract and sophisticated domains including literacy, that the basis for rapid acquisition of the secondlanguage and for meeting the cognitive demands of school learning in that language is established.

We should remember also that contrasting and experimenting with different languages is something thatyoung children do naturally. They enjoy playing with different sounds and symbols and, as they explore anddevelop confidence in using two languages, so they gain both in their awareness of language and in theflexibility of their thinking.

The research findings show clearly that, where there is encouragement and a supportive environment forchildren to use and develop both their languages, their educational achievement is at least as good as andfrequently better than monolingual children. The findings also show that in addition to the benefits of beingable to communicate in two languages, bilinguals are at a significant advantage when it comes to learningother languages.

Beyond the linguistic and cognitive benefits associated with bilingualism there are other important factors tobe considered. Language cannot be separated from culture and a sense of identity. There is wide agreementthat a sound foundation in the language(s) of the home increases children’s self-esteem and confidence intheir own ethnicity. Moreover, use of the home language can be important in supporting relationships within the family and in the wider community. There is, incidentally, no evidence to support the view that speakinglanguages other than English in the home is socially divisive or that it is incompatible with a British identity. Rather the evidence would suggest that bilingualism promotes a respect for diversity and an ability to navigatedifferent cultural realities.

A point not always recognised is that the ability to communicate in two languages can extend vocational and life options. The forces of globalisation and the increasingly diverse nature of our own society have created ademand for people with skills in a wide range of languages in fields ranging from business and media to socialservices. Bilinguals are well placed to take advantage of such opportunities both because of their languageskills and because of their sensitivity to cultural difference which can be crucial in relating to people fromdifferent backgrounds.

Bilinguals bring considerable linguistic and cultural ‘capital’ with them to the job market. In addition to the opportunities in international business, they have a growing edge in the domestic market in areas such as tourism, social services and education.

Edwards 2004: 86

There are, then, good reasons, based on a solid body of research, for believing that bilingualism can bring significant benefits both for the individual and for society. What is also clear from the research, however, is thatlanguage is not learnt in a vacuum and that its development depends crucially on the creation of a supportiveenvironment in the home, at school and in the wider community. Such support requires the active involvement and collaboration of policy makers and educators at all levels as well as parents and, drawing again on research findings, we turn now to look at implications for each of these.

There is a need to recognise the particular benefits which competence in community languages represents for the children themselves, for their communities and for wider British society, and to identify ways in which their potential as linguists can best be realised.

CILT, the National Centre for Languages (2005) Language Trends 2005: Community language learning in England, Wales and Scotland

Local and regional government levelsFigure 1 below identifies the key players involved in providing for and supporting community languagesand highlights potential ways in which partnerships might be developed between schools, across sectors (mainstream/complementary) and across phases (primary/secondary). Partnerships are needed to enable

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mutual understanding, joint planning, sharing of resources and training opportunities as well as coherencebetween provision in different settings.

Figure 1. Building coherent, flexible and inclusive provision for language learning through local partnerships.

The diagram reflects the situation in a local community with a particular linguistic profile. At the centre of the diagram are the schools, some of which (Primary Pathfinders, Secondary Specialist Language Colleges)have an enhanced role in relation to the promotion of language learning and ensuring coherence in provision. Encompassing the schools themselves is the local authority which can play an important part in facilitating dialogue and developing a shared policy. Such joined-up thinking in relation to the teaching of languages in mainstream and complementary sectors is, in fact, essential to the success of the government’s recent EveryChild Matters initiative and the policy on Extended Schools. Finally the outer circle of the diagram reflects the potential for government supported agencies, independent associations and exam boards to contribute to thebuilding of partnerships and the development of inclusive and flexible provision for language learning.

Worth pointing out here also is the importance of making information about bilingualism available in thecommunity through libraries, community centres, etc. In Wales, where many children grow up speaking Welshand English, the Welsh Language Board is active in promoting bilingualism. Much of the advice provided on its Twf website (see References and further reading) is relevant to parents of whatever background wishing to ggbring their children up bilingually.

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… complementary schools are an important site where the ‘different worlds’ of the children can be brought together, and different languages can be juxtaposed, not only to create learning opportunities, but to signal and construct identities.

Bhatt, Bhojani, Creese and Martin. 2004: 5

Successful schools reach out to their communities. They often make premises available for community use, which builds bridges and can develop dialogue. Many people have benefited greatly from out-of-school-hours learning in community-run initiatives such as complementary schools. Some complementary schools focus on the curriculum, others on cultural, mother tongue or religious faith instruction. Attendance can enhance pupils’ self respect, promote self-discipline and inspire pupils to have high aspirations to succeed.

DfES 2003: 26

School levelAt the school level similar strategic thinking needs to take place to ensure that the importance of communitylanguages is reflected in school policies and management structures.

Successful provision for community language learning requires the full support of the school’s senior management team to create an environment where teachers and students recognise and celebrate cultural and linguistic diversity.

QCA 2005: 2

Language policy

This should make clear:The benefit to all of recognising and exploring language diversity;The school’s commitment to supporting bilingual learners in developing first language as well as English;Ways in which the policy can be put into practice, including through parental involvement.

… by encouraging the use of community languages, teachers are sending powerful messages about the value which they attach to other languages to all the children in the class: they are also enhancing the status of bilingual children. Monolingual children, for their part, are able to increase their knowledge of and sensitivity towards other languages and cultures.

Edwards 1998: 5

Bilingual children perform better in school when the school effectively teaches the mother tongue and, where appropriate, develops literacy in that language. By contrast, when children are encouraged to reject their mother tongue and, consequently, its development stagnates, their personal and conceptual foundation for learning is undermined.

Cummins 2003: 62

Positive school ethos

This will reveal itself in a number of ways including:First language development is strongly encouraged in policies on language/inclusion and clearly communicated to parents;The school prospectus makes clear not just what languages it is possible to study at the school, but alsowhat support there is for other languages through clubs, library and ICT resources, opportunities to sitfor exams, etc.Home language discussed at initial interview (if necessary through an interpreter) and informationobtained about level of competence in oracy and literacy, whether the child is attending a complementary school, whether the child has friends who share the same home language, whether the family still has links to country of origin, etc.An annual language audit providing accurate information about the language profile of the school;Staff aware of and showing that they value the languages spoken by pupils in the school;Pupils feeling comfortable about using the home language in school;Different languages and cultures reflected in the physical environment of the school;

•••

••

•

•

••••

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Holidays and festivals celebrated and all pupils encouraged to take part regardless of their religion or background;Competitions organised such as Teach a Friend a Language;Opportunities provided for pupils to make use of their language skills (e.g. on work experience or through projects such as story-telling with younger children);Achievement in community languages recognised in the same way as in other areas, e.g. throughdisplays, assemblies, newsletters to parents, school award ceremonies;Links formed with local complementary schools which may involve exchanging information about pupilsand sharing expertise, resources and training opportunities;Parents and complementary school colleagues invited into the school to take part in international daysand other events;Use of the European Languages Portfolio as a means of recognising and celebrating pupils’ achievement across all languages (and as a possible channel of communication between complementary andmainstream schools);Library resources reflecting the multilingual, multicultural nature of the school community/British society.

Clear location of community languages within the school curriculum and management structures

Community languages at secondary level should be a part of the Modern Languages Department. This allows community languages staff to become full members of the departmental team, sharing ideas and resources and contributing to curriculum planning and development. It also gives them greater opportunitiesfor professional development.

(In section covering good practice)The (community languages) teachers are integrated into the modern languages departments and some have positions of responsibility. There is good cross-language coordination and they attend departmental meetings regularly, take part in training sessions and share best practice with their colleagues. Lesson observation of different languages is also encouraged. In the main the classes are mixed ability with a very wide spread of ability and the teachers have developed strategies for effective differentiation. Some of the schools benefit from the growing number of PGCE courses for community languages and offer placements to PGCE students. This gives community language teachers the experience of acting as mentors and provides the schools with the opportunity to recruit NQTs.

QCA 2005: pp5–6

Although part of the Modern Languages Department, it is important that community languages teachersshould work in close cooperation with colleagues supporting pupils with EAL. The opportunity for pupils to use their home language at certain times in lessons and for homework can be a major support both in accessingthe curriculum and in developing competence in English.

In some schools courses are offered in one or more community languages either on the main timetable or as an enrichment activity after school. Sometimes classes are set up not just for pupils attending a particularschool, but also for children at other local schools.

Other support

A way to provide encouragement and support for learning a wide range of languages can be through a languages club, which a member of the Modern Languages Department takes responsibility for running, sometimes with the help of a bilingual classroom assistant or foreign language assistant. Such clubs can offer a variety of activities ranging from creating a multilingual page for the school newspaper using ICT to planning a school assembly on a cultural theme. They can also be a place where pupils go to get advice and support when wishing to enter for an exam in a language not taught at the school. It is useful to build up a range of resources such as exam specifications and specimen papers, pupil guides and other support materials.

Bilingualism in the home The key players in supporting children’s bilingual development are the parents. However, parents aresometimes uncertain about how much they should encourage their children in using the ‘first’ language.

•

••

•

•

•

•

•

19

… community languages may suffer from the same negative attitudes among pupils as European languages, when young people fail to recognise the relevance and value of language learning. Parents may share these attitudes and may have little or no awareness that maintaining competence in their first language can help their children to learn another language. These language skills can also have a positive effect on overall cognitive development and academic achievement.

QCA 2005:2

In a context which may not always be favourable to language learning and where English is seen to be all important, it requires a strong commitment on the part of parents to bring their child(ren) up bilingually. Most importantly an environment needs to be created in which using the first language is felt to be a natural andpositive experience. This means using the first language consistently as a means of communication in thehome in as wide a variety of ways as possible.

To support this, families try to ensure that the culture associated with the language is reflected in everydayfamily life, for example at meal times, as well as in the physical environment through pictures, photographs, games, ornaments, etc. Radio and television are important means of bringing language and culture into the home and many families access satellite channels.

The cultural context and a strong emotional relationship to the language can be further supported throughteaching traditional nursery rhymes and songs. Sharing stories is another very valuable way of helpingchildren to develop their language skills and gain important cultural insights at the same time. This should bean interactive process with questions prompting associations with children’s lives and experience and helping them to develop their understanding of characters and plot.

When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue vocabulary and concepts, children come to school well prepared to learn the school language and succeed educationally.

Cummins 2003: 62

It is also important for parents to create as many opportunities for children to come into contact with the language outside the home as possible, Typically this happens by getting together with family members and friends who speak the same language. However, it can also occur through attending cultural and other events organised in the community.

To support children in achieving a strong foundation in the first language, it can be very beneficial for them toattend a community school, usually run at weekends. Such schools perform a valuable role in helping childrento develop their language skills particularly in the area of literacy, but often also provide other classes with acultural or religious focus.

Part 2 The Framework

23

2.1 Introduction to the framework charts

Format and structure of the chartsThe following is a summary of key features to be aware of:

Flexibility within a nine level structureThe framework is built around nine levels, corresponding broadly to National Curriculum Attainment Levels for Modern Foreign Languages and to the first three stages in the Asset Languages scheme (Breakthrough,Preliminary and Intermediate). Progression across the levels is based both on content and on the range andcomplexity of language involved. However, it is recognised that there needs to be flexibility to take account ofsignificant differences in pupils’ backgrounds, abilities and learning styles. It is also recognised that learningdoes not generally take place in neat, linear fashion, that pupils progress at different rates and tend to perform better in some skill areas than others. This applies particularly to languages which use a different script, where it is likely to take some time before pupils are able to communicate as effectively in literacy as in oracy relatedtasks. Thus whilst the nine level structure provides a useful means for mapping overall progression and settinglong-term goals, it is not suggested that the content and activities set out at each level represent an exactfit. Clearly many of the activities and texts can be worked on at different levels in relation both to cognitivechallenge and linguistic complexity.

It must also be emphasised here that the charts should not be seen as offering detailed lesson plans. Teachersare not expected to follow the language models to the letter or to systematically work through every activity.The charts simply offer a starting point for teachers in devising schemes of work and lesson plans for theirparticular classes. Teachers should select what is useful for them in their teaching situation, adapting andadding ideas as appropriate. It is also for teachers to decide how much time and emphasis to devote todifferent topics and texts suggested in the charts. As in the Asset Languages assessment scheme, there isno prescribed time for each level to be completed. However, it would generally be expected that children whohave a background in the language and culture and exposure to the language at home should be able to makemore rapid progress than those studying it ab initio.

A range of themes, topics and textsThere is systematic coverage of the range of topic areas identified in the National Curriculum Programme of Study and GCSE Specifications with opportunities for review and extension as pupils progress from thelower to higher levels (The Topic Overview, which follows this section, demonstrates how this works). Whereappropriate, topics are linked to broader cultural or cross-curricular themes as well as to short stories andother imaginative works. It is recognised that work based around broad themes (such as celebrations or health) or imaginative works (stories, dramas, songs) can provide a different way into topics. Importantly theyalso provide stimulating learning contexts and encourage transfer of understandings and skills across differenttopic areas.

Clear linguistic objectives Key structures and vocabulary are identified in relation to each topic. When creating schemes of work colleagues may find it useful to distinguish within the lists between core language that all pupils are expectedto know by the end of any particular unit and extension language intended for higher attainers (See page 86 on Schemes of work). Opportunities to focus on particular areas of grammar are highlighted in the ‘Key structures kkand vocabulary’ column.

Challenging activities which promote learner engagementA range of activities are offered to support the development of oracy and literacy. Some activities aim to support pupils in acquiring and practising language, others are focussed on enabling pupils to use the language inmeaningful ways. Many of the activities can be adapted for different topics and different levels.

24

Identification of key language learning strategies Some suggestions to assist pupils in developing language learning strategies to suit their own learning styleare included in the Oracy and Literacy columns. There is evidence that explicit teaching of strategies can help learners take greater control of their learning and lead to improvements in performance. A checklist of learningstrategies to support pupils across the levels follows on pages 26–27.

Suggestions for resources including ICT Attractive, up-to-date resources enhance teaching and learning and improve motivation. In the framework charts reference is made to a range of published material including textbooks, stories, magazines, etc. Where resources are referred to in the charts, they are identified by title. Full details are provided in theResource List at the end of the guide. A list of useful websites is also provided in this section. Some activities involve use of special equipment such as mini-whiteboards or sets of dice. Opportunities are highlighted for drawing on ICT and there is general advice on use of ICT on page 28. Readers should note that a range ofresources to support activities suggested in the framework can be downloaded from the Goldsmiths Collegehttp://community.gold.ac.uk website.k

Integrated assessment adviceFollowing Levels 3, 6 and 9 there are assessment sections, focussing both on informal and formal aspects. A page within each of the assessment sections is devoted to the Asset Languages scheme. This includes the Can Do statements for each level, broad profiles of performance at each stage and information on the types of task included in tests.

Topic overviewSee next page.

25

Top

ic o

verv

iew

sh

ow

ing

pro

gre

ssio

n a

cro

ss t

he

leve

ls.

Lev

el2

34

56

78

9

TopicSel

f an

d ot

hers

: m

ysel

f, fa

mily

and

frie

nds

Sel

f an

d ot

hers

: m

eetin

g pe

ople

,re

latio

nshi

ps,

fam

ous

peop

le

Hom

e lif

e an

d da

ily

rout

ine

Hom

e lif

e an

d da

ily

rout

ine

Hom

e lif

e an

d da

ily r

outin

e:re

spon

sibi

litie

s at

ho

me

Sch

ool l

ifeS

choo

l life

Sch

ool l

ife

Hea

lth a

nd w

elfa

re:

food

and

drin

k H

ealth

and

wel

fare

Free

tim

eFr

ee t

ime

Dre

ss a

nd fa

shio

nD

ress

and

fash

ion

Env

ironm

ent:

loca

l ar

eaE

nviro

nmen

t: tr

ansp

ort

Env

ironm

ent:

coun

try

prof

ileE

nviro

nmen

t:po

llutio

n

Trav

el a

nd t

ouris

m:

shop

ping

Trav

el a

nd t

ouris

m

Wor

ld o

f w

ork:

type

s of

jobs

, jo

bpr

efer

ence

s

Wor

ld o

f w

ork:

care

ers

and

futu

repl

ans

Med

ia/a

rts:

pai

ntin

g,cr

afts

, sc

ulpt

ure,

m

usic

, fil

m,

liter

atur

e

Med

ia/a

rts:

pai

ntin

g,cr

afts

, sc

ulpt

ure,

m

usic

, fil

m,

liter

atur

e

Med

ia/a

rts:

pai

ntin

g,cr

afts

, sc

ulpt

ure,

m

usic

, fil

m,

liter

atur

e

Med

ia /

arts

:pa

intin

g, c

rafts

, sc

ulpt

ure,

mus

ic,

film

,lit

erat

ure

Med

ia/a

rts:

pain

ting,

scu

lptu

re,

mus

ic,

film

lite

ratu

re

Soc

ial i

ssue

s:

bully

ing

and

anti-

soci

al b

ehav

iour

Soc

ial i

ssue

s:

Equ

ality

and

gen

der,

smok

ing,

dru

gad

dict

ion,

alc

ohol

ism

, cu

rren

t af

fairs

Soc

ial i

ssue

s:

law

and

ord

er,

raci

sm,

curr

ent

affa

irs

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons:

rite

s of

pa

ssag

e

Lang

uage

lear

ning

str

ateg

ies

chec

klis

tS

yste

mat

ical

ly s

uppo

rting

pup

ils i

n m

akin

g us

e of

stra

tegi

es f

or t

heir

lang

uage

lea

rnin

g is

a v

alua

ble

mea

ns o

f in

volv

ing

them

in

the

lear

ning

pro

cess

and

of

enco

urag

ing

grea

ter i

ndep

ende

nce.

Hen

ce s

trate

gy in

stru

ctio

n of

ten

begi

ns b

y ra

isin

g pu

pils

' aw

aren

ess

of th

e st

rate

gies

they

or t

heir

peer

s al

read

y us

e. It

is im

porta

nt

to r

emem

ber

that

the

stra

tegi

es th

at a

re m

ost u

sefu

l for

any

indi

vidu

al w

ill de

pend

to s

ome

exte

nt o

n th

eir

pref

erre

d le

arni

ng s

tyle

and

the

stag

e th

ey a

re a

t in

thei

r le

arni

ng. T

he s

tate

men

ts b

elow

, alth

ough

not

exh

aust

ive,

can

be

used

as

a ch

eckl

ist b

oth

for t

he te

ache

r, in

term

s of

new

stra

tegi

es to

mod

el, a

nd fo

r the

pup

il as

an

aide

-mem

oire

to r

evie

w th

eir

prog

ress

in s

trate

gy u

se. T

hey

draw

on

rese

arch

into

lear

ning

stra

tegi

es in

clud

ing

by V

ee H

arris

(D

epar

tmen

t of E

duca

tiona

l Stu

dies

, G

olds

mith

s C

olle

ge).

It sh

ould

be

note

d th

at fo

r chi

ldre

n w

ho a

re e

xpos

ed to

the

targ

et la

ngua

ge a

nd c

ultu

re a

t hom

e (a

nd in

the

loca

l com

mun

ity) t

here

are

gre

atly

enh

ance

d op

portu

nitie

s to

dev

elop

ling

uist

ic a

nd c

ultu

ral u

nder

stan

ding

. Stra

tegi

es fo

r su

ch c

hild

ren

wou

ld in

clud

e: li

sten

ing

to a

nd p

artic

ipat

ing

in c

onve

rsat

ion

with

fam

ily a

nd fr

iend

s bo

th

face

to fa

ce a

nd o

ver

the

tele

phon

e; li

sten

ing

to r

adio

pro

gram

mes

, mus

ic a

nd s

ongs

and

wat

chin

g (s

atel

lite)

TV

pro

gram

mes

and

DV

Ds

with

fam

ily m

embe

rs a

nd

frien

ds; r

eadi

ng le

tters

, lea

flets

, com

ics,

mag

azin

es, s

torie

s, n

ewsp

aper

s w

ith fa

mily

mem

bers

and

frie

nds;

writ

ing

lette

rs, g

reet

ing

card

s, e

mai

ls to

fam

ily m

embe

rs a

nd

frien

ds. T

he s

trate

gies

in th

e ch

eckl

ists

sho

uld

enab

le th

em to

exp

loit

such

opp

ortu

nitie

s m

ore

effe

ctiv

ely

as w

ell a

s be

ing

of u

se in

mor

e fo

rmal

lear

ning

in s

choo

l. A

cl

ass

disc

ussi

on a

roun

d th

e w

ay in

whi

ch in

form

al u

se o

f the

lang

uage

at h

ome

can

supp

ort f

orm

al s

tudy

of t

he la

ngua

ge in

the

scho

ol c

onte

xt m

ight

be

a go

od w

ay to

sh

are

the

rang

e of

way

s in

whi

ch p

upils

use

the

lang

uage

in th

e ho

me

and

com

mun

ity. P

art o

f thi

s m

ight

rela

te to

and

dev

elop

und

erst

andi

ng o

f the

diff

eren

t var

ietie

s of

lang

uage

incl

udin

g sl

ang.

Cle

arly

ther

e ar

e im

porta

nt im

plic

atio

ns h

ere

for t

he ro

le o

f par

ents

as

wel

l as

the

scho

ol's

role

in p

rom

otin

g pa

rent

al a

war

enes

s.

List

enin

g st

rate

gies

Bef

ore

liste

ning

1 I c

heck

that

I un

ders

tand

the

task

I ha

ve to

do.

2 I

look

car

eful

ly a

t th

e tit

le a

nd a

ny p

ictu

res

to s

ee if

I c

an g

uess

wha

t it

will

be

abou

t.3

I try

to r

emem

ber

as m

any

wor

ds a

s I c

an to

do

with

this

topi

c.�

I thi

nk a

bout

wha

t is

likel

y to

be

said

in th

is s

ituat

ion

and

pred

ict t

he w

ords

I a

m li

kely

to h

ear.

Whi

le li

sten

ing

� I w

ork

out i

f it i

s a

conv

ersa

tion,

an

adve

rt, a

new

s bu

lletin

etc

.6

I pay

atte

ntio

n to

the

tone

of v

oice

and

any

bac

kgro

und

nois

es fo

r cl

ues.

� I u

se o

ther

clu

es li

ke k

ey w

ords

to id

entif

y th

e ro

ugh

gist

.8

I use

my

com

mon

sen

se to

mak

e se

nsib

le g

uess

es.

9 I l

iste

n ou

t for

the

nam

es o

f peo

ple

or p

lace

s.10

I l

iste

n ou

t for

gra

mm

ar c

lues

like

tens

es, p

rono

uns.

Aft

er li

sten

ing

11

I che

ck b

ack

to s

ee if

my

first

gue

sses

wer

e rig

htan

d st

ill m

ake

sens

e.12

I

thin

k ab

out

why

som

e of

the

stra

tegi

es I

use

d di

d no

t w

ork

and

wha

t I

coul

d do

nex

t tim

e.

Rea

ding

stra

tegi

es

Bef

ore

read

ing

1 I w

ork

out w

hat I

am

rea

ding

; e.g

. if i

t’s in

stru

ctio

ns, a

lette

r, an

adv

ert o

r a

broc

hure

. 2

I try

to g

et c

lues

from

any

pic

ture

s an

d th

e tit

le to

hel

p m

e gu

ess

wha

t it

will

be

abou

t.

3 I t

ry to

pre

dict

all

the

wor

ds a

nd in

form

atio

n th

at I

mig

ht fi

nd in

the

text

.

Whi

le r

eadi

ng�

I try

to

spot

wor

ds t

hat

I do

und

erst

and

from

whe

n w

e le

arne

d th

em in

cl

ass.

� I j

ust t

ry to

get

the

mai

n id

eas

first

and

then

rea

d it

agai

n fo

r th

e de

tails

.

6 I l

ook

out f

or th

e na

mes

of p

eopl

e or

pla

ces

and

for

punc

tuat

ion

clue

s.�

If I d

on’t

unde

rsta

nd, I

use

my

com

mon

sen

se to

gue

ss th

e m

eani

ng fr

om

the

rest

of t

he w

ords

in th

e se

nten

ce a

nd w

hat I

hav

e w

orke

d ou

t so

far.

8 I b

reak

the

wor

d or

sen

tenc

e up

into

bits

that

I m

ay r

ecog

nise

. I u

se m

y in

dex

finge

r to

follo

w th

e w

ords

.9

If I d

on’t

unde

rsta

nd o

ne b

it, I

go b

ack

to it

and

rea

d it

over

sev

eral

tim

es

slow

ly.

Aft

er r

eadi

ng10

I c

heck

bac

k to

see

if m

y fir

st g

uess

es w

ere

right

and

stil

l mak

e se

nse.

11

I th

ink

abou

t w

hy s

ome

of t

he s

trate

gies

I u

sed

did

not

wor

k an

d w

hat

I co

uld

do n

ext t

ime.

Stra

tegi

es fo

r m

emor

isin

g vo

cabu

lary

1 I v

isua

lise

the

way

the

lette

r is

form

ed in

my

min

d.

2 I

asso

ciat

e th

e le

tter

with

ide

as t

hat

trigg

er h

ow i

t is

for

med

(le

tters

&ر

,ز

hav

e a

bana

na s

hape

and

no

corn

ers,

whi

le l

ette

rsذ

& د

bot

h ha

ve

corn

ers)

.3

I ass

ocia

te th

e le

tter ي

with

the

shap

e of

a d

uck.

� I

mak

e up

sto

ries

to h

elp

me

rem

embe

r th

e sh

apes

of

lette

rs (

lette

r ج

is

expe

ctin

g a

baby

in h

er tu

mm

y, le

tter

حth

en h

as th

e ba

by (

no d

ots)

then

le

tter خ

hol

ds th

e ba

by o

n he

r he

ad.

� I

rem

embe

r th

at 2

2 le

tters

hav

e 2

hand

s to

hol

d to

geth

er,

6 on

ly h

ave

one.

6

I m

ake

two

sets

of

card

s, o

ne w

ith t

he w

ords

on

and

the

othe

r w

ith

trans

latio

ns o

r pi

ctur

es. T

hen

I pla

y ga

mes

with

them

(e.

g. H

ide

‘n’ S

eek:

se

e Le

vel 5

).�

I say

the

wor

ds o

ut lo

ud o

r w

rite

them

ove

r an

d ov

er a

gain

.8

I mak

e up

sen

tenc

es in

my

head

with

the

wor

d in

.9

I ass

ocia

te th

e w

ord

with

one

that

look

s or

sou

nds

the

sam

e in

Eng

lish.

10

I use

look

-cov

er-te

st-c

heck

.11

I g

et m

y fri

end/

my

pare

nts

to te

st m

e.12

I t

each

the

new

wor

ds to

my

pare

nts/

bro

ther

/ sis

ter.

Spe

akin

g st

rate

gies

Prac

tisin

g sp

eaki

ng1

I lo

ok a

t th

e te

ache

r or

at

nativ

e sp

eake

rs a

nd im

itate

the

sha

pe o

f th

eir

mou

ths.

2

I lis

ten

to th

e ra

dio/

tape

cas

sette

s an

d re

peat

out

loud

use

ful e

xpre

ssio

ns

I hea

r.3

I thi

nk a

bout

wha

t I w

ould

like

to s

ay a

nd lo

ok u

p an

y w

ords

I do

n’t k

now

in

the

dict

iona

ry.

� I c

heck

that

I am

pro

noun

cing

sim

ilar

lette

rs c

orre

ctly

, e,g

ض ,ظ,

or

ح .ه,

Bef

ore

spea

king

� I t

hink

abo

ut w

hat I

wan

t to

say.

6 I r

emin

d m

ysel

f of w

ords

and

exp

ress

ions

that

I al

read

y kn

ow a

nd p

ut th

em

into

sen

tenc

es.

Whi

le s

peak

ing

� If

I am

rea

lly s

tuck

, I a

void

topi

cs th

at I

don’

t hav

e en

ough

lang

uage

for.

8 I l

iste

n ou

t for

wor

ds a

nd e

xpre

ssio

ns th

at I

have

just

hea

rd th

e te

ache

r say

an

d try

to u

se th

em m

ysel

f.

And

if I

do n

ot k

now

the

wor

d fo

r so

met

hing

9 I

desc

ribe

it, e

.g.

wha

t it

look

s lik

e, w

hat

you

can

use

it fo

r, w

heth

er y

ou

wea

r, ea

t or

drin

k it!

10

I use

opp

osite

s lik

e ‘n

ot m

arrie

d’ fo

r ‘s

ingl

e’.

11

I us

e a

wor

d th

at h

as r

ough

ly t

he s

ame

mea

ning

lik

e ‘b

oat’

inst

ead

of

‘shi

p’.

Afte

r sp

eaki

ng12

I w

rite

dow

n w

ords

or

gram

mar

rul

es th

at I

did

not

know

and

I lo

ok th

em

up in

a d

ictio

nary

.

13

I th

ink

abou

t w

hy s

ome

of t

he s

trate

gies

I u

sed

did

not

wor

k an

d w

hat

I co

uld

do n

ext t

ime.

Writ

ing

stra

tegi

esB

efor

e w

ritin

g1

I th

ink

abou

t w

hat

the

task

req

uire

s an

d br

ains

torm

ed s

ome

idea

s th

at I

w

ant t

o ex

pres

s.2

I ga

ther

mor

e in

form

atio

n by

rea

ding

, ta

lkin

g to

oth

ers,

rem

embe

ring

rele

vant

wor

ds o

r ph

rase

s th

at I

have

pre

viou

sly

lear

ned.

3 I l

ist s

ome

key

idea

s.�

I dec

ide

how

to o

rgan

ise

and

com

mun

icat

e m

y id

eas;

if th

e ta

sk r

equi

res

desc

ribin

g, s

eque

ncin

g, e

xpla

inin

g or

just

ifyin

g.�

I writ

e a

roug

h pl

an to

sho

w th

e or

der

in w

hich

I w

ill p

ut m

y id

eas.

Whi

le w

ritin

g1

I rem

embe

r to

writ

e fro

m r

ight

to le

ft.2

I rem

embe

r th

e 6

lette

rs jo

inin

g on

ly fr

om o

ne s

ide.

3 I r

emem

ber

diffe

rent

sha

pes

of le

tters

(be

ginn

ing,

mid

dle,

end

).�

I pa

y at

tent

ion

to a

ccur

acy,

e.g

. th

at I

put

dot

s co

rrec

tly (

posi

tion

and

num

ber)

ب ,

ت ,

ثج/

, ح

خ,.

� If

I do

not k

now

a w

ord

or p

hras

e th

at I

need

, I lo

ok it

up

or th

ink

of a

n ea

sier

w

ay o

f say

ing

it.6

I add

idea

s as

I w

rite.

� I

try t

o in

clud

e as

muc

h de

tail

as p

ossi

ble,

for

exa

mpl

e us

ing

lots

of

adje

ctiv

es w

hen

I am

des

crib

ing

som

ethi

ng o

r so

meo

ne.

8 I u

se c

lear

‘mar

kers

’ lik

e ‘fi

rst,

then

’ or ‘

on th

e on

e ha

nd, o

n th

e ot

her h

and’

.

Afte

r w

ritin

g1

I writ

e a

first

dra

ft, c

orre

ct it

usi

ng s

trate

gies

for

‘che

ckin

g m

y w

ritte

n w

ork’

an

d th

en w

rite

a se

cond

dra

ft.2

I ask

a fr

iend

or

the

teac

her

to r

ead

it.3

I writ

e a

final

dra

ft.�

I th

ink

abou

t w

hy s

ome

of t

he s

trate

gies

I u

sed

did

not

wor

k an

d w

hat

I co

uld

do n

ext t

ime.

Stra

tegi

es fo

r ch

ecki

ng w

ritte

n w

ork

1 I r

ead

the

text

all

the

way

thro

ugh

to s

ee if

it m

akes

sen

se.

2 I c

heck

that

I am

writ

ing

sim

ilar

lette

rs c

orre

ctly

: e.g

. س

ص, ك/

ق, .

3 I r

ead

each

wor

d se

para

tely

to s

ee if

the

spel

ling

‘look

s rig

ht’.

� I s

ay e

ach

sent

ence

to m

ysel

f to

see

if it

'sou

nds

right

’.�

I re

ad t

he t

ext

over

aga

in,

payi

ng a

ttent

ion

to t

he g

ram

mat

ical

mis

take

s I

usua

lly m

ake

e.g.

wor

d or

der.

6 I

mak

e su

re t

hat

the

styl

e is

app

ropr

iate

and

I u

se g

ood

‘link

ing’

wor

ds

(con

nect

ives

).�

I try

to s

pot w

hat I

am

stil

l not

sur

e of

.8

I loo

k it

up.

9 I l

eave

it fo

r a

day

and

then

com

e ba

ck to

rea

d it

‘with

fres

h ey

es’.

26

List

enin

g st

rate

gies

Bef

ore

liste

ning

1 I c

heck

that

I un

ders

tand

the

task

I ha

ve to

do.

2 I

look

car

eful

ly a

t th

e tit

le a

nd a

ny p

ictu

res

to s

ee if

I c

an g

uess

wha

t it

will

be

abou

t.3

I try

to r

emem

ber

as m

any

wor

ds a

s I c

an to

do

with

this

topi

c.�

I thi

nk a

bout

wha

t is

likel

y to

be

said

in th

is s

ituat

ion

and

pred

ict t

he w

ords

I a

m li

kely

to h

ear.

Whi

le li

sten

ing

� I w

ork

out i

f it i

s a

conv

ersa

tion,

an

adve

rt, a

new

s bu

lletin

etc

.6

I pay

atte

ntio

n to

the

tone

of v

oice

and

any

bac

kgro

und

nois

es fo

r cl

ues.

� I u

se o

ther

clu

es li

ke k

ey w

ords

to id

entif

y th

e ro

ugh

gist

.8

I use

my

com

mon

sen

se to

mak

e se

nsib

le g

uess

es.

9 I l

iste

n ou

t for

the

nam

es o

f peo

ple

or p

lace

s.10

I l

iste

n ou

t for

gra

mm

ar c

lues

like

tens

es, p

rono

uns.

Aft

er li

sten

ing

11

I che

ck b

ack

to s

ee if

my

first

gue

sses

wer

e rig

htan

d st

ill m

ake

sens

e.12

I

thin

k ab

out

why

som

e of

the

stra

tegi

es I

use

d di

d no

t w

ork

and

wha

t I

coul

d do

nex

t tim

e.

Rea

ding

stra

tegi

es

Bef

ore

read

ing

1 I w

ork

out w

hat I

am

rea

ding

; e.g

. if i

t’s in

stru

ctio

ns, a

lette

r, an

adv

ert o

r a

broc

hure

. 2

I try

to g

et c

lues

from

any

pic

ture

s an

d th

e tit

le to

hel

p m

e gu

ess

wha

t it

will

be

abou

t.

3 I t

ry to

pre

dict

all

the

wor

ds a

nd in

form

atio

n th

at I

mig

ht fi

nd in

the

text

.

Whi

le r

eadi

ng�

I try

to

spot

wor

ds t

hat

I do

und

erst

and

from

whe

n w

e le

arne

d th

em in

cl

ass.

� I j

ust t

ry to

get

the

mai

n id

eas

first

and

then

rea

d it

agai

n fo

r th

e de

tails

.

6 I l

ook

out f

or th

e na

mes

of p

eopl

e or

pla

ces

and

for

punc

tuat

ion

clue

s.�

If I d

on’t

unde

rsta

nd, I

use

my

com

mon

sen

se to

gue

ss th

e m

eani

ng fr

om

the

rest

of t

he w

ords

in th

e se

nten

ce a

nd w

hat I

hav

e w

orke

d ou

t so

far.

8 I b

reak

the

wor

d or

sen

tenc

e up

into

bits

that

I m

ay r

ecog

nise

. I u

se m

y in

dex

finge

r to

follo

w th

e w

ords

.9

If I d

on’t

unde

rsta

nd o

ne b

it, I

go b

ack

to it

and

rea

d it

over

sev

eral

tim

es

slow

ly.

Aft

er r

eadi

ng10

I c

heck

bac

k to

see

if m

y fir

st g

uess

es w

ere

right

and

stil

l mak

e se

nse.

11

I th

ink

abou

t w

hy s

ome

of t

he s

trate

gies

I u

sed

did

not

wor

k an

d w

hat

I co

uld

do n

ext t

ime.

Stra

tegi

es fo

r m

emor

isin

g vo

cabu

lary

1 I v

isua

lise

the

way

the

lette

r is

form

ed in

my

min

d.

2 I

asso

ciat

e th

e le

tter

with

ide

as t

hat

trigg

er h

ow i

t is

for

med

(le

tters

&ر

,ز

hav

e a

bana

na s

hape

and

no

corn

ers,

whi

le l

ette

rsذ

& د

bot

h ha

ve

corn

ers)

.3

I ass

ocia

te th

e le

tter ي

with

the

shap

e of

a d

uck.

� I

mak

e up

sto

ries

to h

elp

me

rem

embe

r th

e sh

apes

of

lette

rs (

lette

r ج

is

expe

ctin

g a

baby

in h

er tu

mm

y, le

tter

حth

en h

as th

e ba

by (

no d

ots)

then

le

tter خ

hol

ds th

e ba

by o

n he

r he

ad.

� I

rem

embe

r th

at 2

2 le

tters

hav

e 2

hand

s to

hol

d to

geth

er,

6 on

ly h

ave

one.

6

I m

ake

two

sets

of

card

s, o

ne w

ith t

he w

ords

on

and

the

othe

r w

ith

trans

latio

ns o

r pi

ctur

es. T

hen

I pla

y ga

mes

with

them

(e.

g. H

ide

‘n’ S

eek:

se

e Le

vel 5

).�

I say

the

wor

ds o

ut lo

ud o

r w

rite

them

ove

r an

d ov

er a

gain

.8

I mak

e up

sen

tenc

es in

my

head

with

the

wor

d in

.9

I ass

ocia

te th

e w

ord

with

one

that

look

s or

sou

nds

the

sam

e in

Eng

lish.

10

I use

look

-cov

er-te

st-c

heck

.11

I g

et m

y fri

end/

my

pare

nts

to te

st m

e.12

I t

each

the

new

wor

ds to

my

pare

nts/

bro

ther

/ sis

ter.

Spe

akin

g st

rate

gies

Prac

tisin

g sp

eaki

ng1

I lo

ok a

t th

e te

ache

r or

at

nativ

e sp

eake

rs a

nd im

itate

the

sha

pe o

f th

eir

mou

ths.

2

I lis

ten

to th

e ra

dio/

tape

cas

sette

s an

d re

peat

out

loud

use

ful e

xpre

ssio

ns

I hea

r.3

I thi

nk a

bout

wha

t I w

ould

like

to s

ay a

nd lo

ok u

p an

y w

ords

I do

n’t k

now

in

the

dict

iona

ry.

� I c

heck

that

I am

pro

noun

cing

sim

ilar

lette

rs c

orre

ctly

, e,g

ض ,ظ,

or

ح .ه,

Bef

ore

spea

king

� I t

hink

abo

ut w

hat I

wan

t to

say.

6 I r

emin

d m

ysel

f of w

ords

and

exp

ress

ions

that

I al

read

y kn

ow a

nd p

ut th

em

into

sen

tenc

es.

Whi

le s

peak

ing

� If

I am

rea

lly s

tuck

, I a

void

topi

cs th

at I

don’

t hav

e en

ough

lang

uage

for.

8 I l

iste

n ou

t for

wor

ds a

nd e

xpre

ssio

ns th

at I

have

just

hea

rd th

e te

ache

r say

an

d try

to u

se th

em m

ysel

f.

And

if I

do n

ot k

now

the

wor

d fo

r so

met

hing

9 I

desc

ribe

it, e

.g.

wha

t it

look

s lik

e, w

hat

you

can

use

it fo

r, w

heth

er y

ou

wea

r, ea

t or

drin

k it!

10

I use

opp

osite

s lik

e ‘n

ot m

arrie

d’ fo

r ‘s

ingl

e’.

11

I us

e a

wor

d th

at h

as r

ough

ly t

he s

ame

mea

ning

lik

e ‘b

oat’

inst

ead

of

‘shi

p’.

Afte

r sp

eaki

ng12

I w

rite

dow

n w

ords

or

gram

mar

rul

es th

at I

did

not

know

and

I lo

ok th

em

up in

a d

ictio

nary

.

13

I th

ink

abou

t w

hy s

ome

of t

he s

trate

gies

I u

sed

did

not

wor

k an

d w

hat

I co

uld

do n

ext t

ime.

Writ

ing

stra

tegi

esB

efor

e w

ritin

g1

I th

ink

abou

t w

hat

the

task

req

uire

s an

d br

ains

torm

ed s

ome

idea

s th

at I

w

ant t

o ex

pres

s.2

I ga

ther

mor

e in

form

atio

n by

rea

ding

, ta

lkin

g to

oth

ers,

rem

embe

ring

rele

vant

wor

ds o

r ph

rase

s th

at I

have

pre

viou

sly

lear

ned.

3 I l

ist s

ome

key

idea

s.�

I dec

ide

how

to o

rgan

ise

and

com

mun

icat

e m

y id

eas;

if th

e ta

sk r

equi

res

desc

ribin

g, s

eque

ncin

g, e

xpla

inin

g or

just

ifyin

g.�

I writ

e a

roug

h pl

an to

sho

w th

e or

der

in w

hich

I w

ill p

ut m

y id

eas.

Whi

le w

ritin

g1

I rem

embe

r to

writ

e fro

m r

ight

to le

ft.2

I rem

embe

r th

e 6

lette

rs jo

inin

g on

ly fr

om o

ne s

ide.

3 I r

emem

ber

diffe

rent

sha

pes

of le

tters

(be

ginn

ing,

mid

dle,

end

).�

I pa

y at

tent

ion

to a

ccur

acy,

e.g

. th

at I

put

dot

s co

rrec

tly (

posi

tion

and

num

ber)

ب ,

ت ,

ثج/

, ح

خ,.

� If

I do

not k

now

a w

ord

or p

hras

e th

at I

need

, I lo

ok it

up

or th

ink

of a

n ea

sier

w

ay o

f say

ing

it.6

I add

idea

s as

I w

rite.

� I

try t

o in

clud

e as

muc

h de

tail

as p

ossi

ble,

for

exa

mpl

e us

ing

lots

of

adje

ctiv

es w

hen

I am

des

crib

ing

som

ethi

ng o

r so

meo

ne.

8 I u

se c

lear

‘mar

kers

’ lik

e ‘fi

rst,

then

’ or ‘

on th

e on

e ha

nd, o

n th

e ot

her h

and’

.

Afte

r w

ritin

g1

I writ

e a

first

dra

ft, c

orre

ct it

usi

ng s

trate

gies

for

‘che

ckin

g m

y w

ritte

n w

ork’

an

d th

en w

rite

a se

cond

dra

ft.2

I ask

a fr

iend

or

the

teac

her

to r

ead

it.3

I writ

e a

final

dra

ft.�

I th

ink

abou

t w

hy s

ome

of t

he s

trate

gies

I u

sed

did

not

wor

k an

d w

hat

I co

uld

do n

ext t

ime.

Stra

tegi

es fo

r ch

ecki

ng w

ritte

n w

ork

1 I r

ead

the

text

all

the

way

thro

ugh

to s

ee if

it m

akes

sen

se.

2 I c

heck

that

I am

writ

ing

sim

ilar

lette

rs c

orre

ctly

: e.g

. س

ص, ك/

ق, .

3 I r

ead

each

wor

d se

para

tely

to s

ee if

the

spel

ling

‘look

s rig

ht’.

� I s

ay e

ach

sent

ence

to m

ysel

f to

see

if it

'sou

nds

right

’.�

I re

ad t

he t

ext

over

aga

in,

payi

ng a

ttent

ion

to t

he g

ram

mat

ical

mis

take

s I

usua

lly m

ake

e.g.

wor

d or

der.

6 I

mak

e su

re t

hat

the

styl

e is

app

ropr

iate

and

I u

se g

ood

‘link

ing’

wor

ds

(con

nect

ives

).�

I try

to s

pot w

hat I

am

stil

l not

sur

e of

.8

I loo

k it

up.

9 I l

eave

it fo

r a

day

and

then

com

e ba

ck to

rea

d it

‘with

fres

h ey

es’.

2�

28

Curriculum guide for Arabic

Using ICT effectivelyUse of ICT has become integral to teaching and learning across the curriculum. From a young age childrenare being encouraged to develop ICT skills and to apply them in a variety of ways to support their learning. As far as language learning is concerned, it is clear that ICT can:

provide a stimulating, interactive multimedia environment which caters for different learning styles (visual,auditory, kinaesthetic);provide access to a wide range of up-to-date, authentic material (world wide web);increase opportunities for genuine communication in the target language, offering new audiences forpupils’ speaking and writing (email, video conferencing with partner school);facilitate differentiation (pupils working on different activities, at their own pace and receiving instantfeedback);assist pupils in facing the challenge of writing in a second language, especially one involving a non-Roman script (drafting and redrafting on the word processor);encourage pupils to take greater responsibility for their learning (working at own pace, collaborating withothers);stimulate creativity and risk-taking (e.g. in multimedia projects);support collaborative learning (e.g. in preparing joint presentations to an audience);support learning outside as well as in the classroom (at home, in after-school clubs, etc);make learning fun.

A range of opportunities for using ICT are highlighted within the framework charts in this guide. Their effectiveness, however, will depend on how well they are integrated into long, medium and short-termplanning and how well technical and organisational issues have been taken into account. At the most basic level, reasonable access to computers, data projectors and appropriate technical support are essential. As well as school provision, good ICT facilities may be available through City Learning Centres and other community organisations. Fortunately, many of the issues associated with use of non-Roman fonts have nowbeen resolved and clear advice for teachers and network managers is contained in booklets which can be downloaded free of charge from the Languages ICT website from CILT and the Association for Language Learning. (See References and further reading).gg

Increasingly classrooms are equipped with data projectors and interactive whiteboards. Language teachersare taking advantage of the possibilities they offer both for developing language skills and for bringing thetarget culture into the classroom (DfES, 2004). Teaching material is shared easily between colleagues in school and more widely on the web (See Useful Websites on Resource list). tt

With regard to pupil use of ICT, there are a range of factors to be considered. Learning to word process in anew, non-Roman script, for example, can become a frustrating and time-consuming activity unless thought isgiven to how the range of skills involved can best be supported within a staged programme. Equally, there are important issues to be considered in use of the Internet: what degree of control should teachers exercise in thechoice of websites?; what kinds of sites are suitable for pupils at different stages of their literacy development?; how can pupils be taught to develop a critical stance towards information provided on websites? In many schools pupils are being encouraged to use ICT to make multimedia presentations to their class or otheraudiences and even to create their own web pages or digital films. Such activities can provide valuable learning experiences as well as motivating pupils, but clear structures need to be established to ensure that all pupils are involved and benefit from the experience (See Atkinson, 2001; Dugard and Hewer, 2003).33

There is much useful information and practical advice about these matters on the Languages ICT website and the Webwatch Languages section of the site provides links to key resource hubs worldwide. Through its Schools Network website the Specialist Schools and Academies Trust is also supporting the sharing ofinformation and resources. This site is linked to CILT’s Community Languages Forum (See CILT website)which supports networking and provides information about training opportunities. Further information andcase studies illustrating effective use of ICT with community languages are available on the Becta website.

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Curriculum guide f Arabiiculum guid rabicre forriculum g iurriculum guiculum guide

2.2 The Framework Charts

Curriculum guide for Arabic

30

Leve

l 1Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy

Gre

etin

gsف(

ارع

)تالم

سوال

ة حي

لتا

ة:حي

لتء ا

قاإل

مك

لي ع

المس

الا /

حبمر

اءلق

الى

إلة /

المس

المع

ل:حا

العن

ل ؤا

سال

ك؟حال

ف كي

هللد

حم،ال

ير،خ

ا بأن

امير

ما ى

علت

سا ل

أنر /

خيت ب

سا ل

أن

رةدائ

البة

لع

Circ

le g

ame:

teac

her t

hrow

s a

soft

toy

to d

iffer

ent p

upils

and

say

s a

gree

ting.

Pup

ils e

cho

and

thro

w th

e to

y ba

ck to

the

teac

her

or

to a

noth

er p

upil.

سرائ

لعم ا

داخ

ست با

تفا

قالث

ف اتال

خ با

يةح

لتف ا

تالخ

ا

Teac

her

com

pare

s ap

prop

riate

w

ay

of

gree

ting

(lang

uage

, ge

stur

es)

in A

rabi

c an

d B

ritis

h cu

lture

, em

phas

isin

g po

liten

ess/

resp

ect.

Pup

ils a

ct o

ut (w

ith p

uppe

ts/fi

nger

pup

pets

).

As

the

scrip

t is

intr

oduc

ed, l

inks

sho

uld

be m

ade

whe

reve

r po

ssib

le to

lang

uage

pup

ils a

re fa

mili

ar w

ith o

rally

and

whi

ch

is r

elev

ant t

o th

em.

A go

od s

tart

ing

poin

t is

to

get

pupi

ls t

o re

cogn

ise

how

th

eir

own

nam

e is

writ

ten

and

to c

ompa

re w

ith n

ames

of

clas

smat

es. A

ctiv

ity f

or b

egin

ning

of

less

on c

an t

hen

be t

o pi

ck o

ut o

wn

nam

e ca

rd/ta

g.

Larg

e (la

min

ated

) la

bels

for

cla

ssro

om o

bjec

ts a

re a

noth

er

good

way

to g

radu

ally

fam

iliar

ise

pupi

ls w

ith s

crip

t. A

ctiv

ity

can

be f

or p

upils

to

stic

k la

bels

on

to a

ppro

pria

te o

bjec

ts

(with

blu

-tack

).

Ensu

re i

nfor

mat

ion/

advi

ce i

s av

aila

ble

for

pare

nts

abou

t de

velo

ping

firs

t la

ngua

ge l

itera

cy i

n th

e ho

me.

Sug

gest

si

mpl

e st

orie

s an

d le

t th

em k

now

wha

t st

orie

s yo

u ar

e re

adin

g in

sch

ool.

Myself أنا

مس

ا

Nam

e

م:س

االن

عال

سؤال

ك؟سم

ا ام

......

ي.سم

ا اأن

مةكل

الية

هاى ن

إلاء

ليف ا

حرة

افض

بإة:

كيمل

الاء

يري

عمي=

ر+عم

ي. سم

=ا+ي

مس

: اال

مث

قدي

صر ل

مر

Pas

s it

on: c

ircle

act

ivity

or a

long

row

s. T

each

er s

ays

to fi

rst p

upil,

'M

y na

me

is…

. W

hat's

you

r na

me?

’ Pup

il an

swer

s, t

hen

puts

qu

estio

n to

nex

t per

son.

مرع

ال

Age

Num

bers

0 –1

0

10–0

م قا

ألرا

مر:لع

ن ا ع

السؤ

الك؟

مر ع

مك

ت.وا

سن٠١

ي مر

عأنا

ة-بع

سة-

ستة-

سخم

ة-بع

-أرثة

ثالن-

نا-اث

حد-وا

فرص

م: قا

ألرا

رةش

-ععة

س-ت

يةمان

ثد:

اعقو

الث

ؤنلم

واكر

مذ ال

ىعل

يز ك

ترال

ة ئل

ساأل

ة يغ

صG

ram

mar

focu

s•

Q

uest

ion

wor

ds

•

Mas

culin

e an

d fe

min

ine

رةدائ

البة

لع

Get

into

gro

ups:

all

pupi

ls s

tand

ing

up. T

each

er /p

upil

calls

, ‘G

et

into

gro

ups

of (e

.g.)

five.

’

امرق

األم

داخ

ست با

رةدائ

البة

لع

Circ

le a

ctiv

ity (

agai

nst

the

cloc

k):

pupi

ls s

ay n

umbe

r or

tw

o nu

mbe

rs i

n tu

rn.

Teac

her

times

how

lon

g it

take

s to

go

roun

d ci

rcle

.

مس

ج ال

اءض

أع

Par

ts o

f the

bod

y

م:س

ج ال

تكا

حرة ب

لقتع

مال

فعأ

......

......

ك..دي

بيق

صف ،،

كني

عيق

غل/ أ

ح فت

، اح،

افص

،،س

لما

م:س

ج ال

اءض

أعن،

ط، ب

دم ق

ل،ج

، ران

اعذر

ع/ذرا

ن، فا

كتم،

فن،

ذنا، أ

ف أن

ن،نا

عيس،

رأع .

صب، إ

يدد:

اعقو

المر

األل

عاأف

ى

ثنلم

وارد

مفال

Gra

mm

ar fo

cus

•

Impe

rativ

e

•

Sin

gula

r an

d du

al

معل

لمل ا

قاة

عبل

Sim

on s

ays:

pup

ils o

bey

teac

her’s

com

man

d on

ly i

f te

ache

r be

gins

by

sayi

ng 'S

imon

(th

e te

ache

r) s

ays…

(e.g

.) sh

ake

your

he

ad, c

lap

your

han

ds, c

lick

your

fing

ers.

’ برمع

الهر

لزر ا

جح

ة عب

ل

Gam

e w

ith (

nois

eles

s*)

dice

: pup

ils in

pai

rs. P

upil

A th

row

s di

ce,

pupi

l B h

as to

say

that

num

ber o

f wor

ds re

late

d to

topi

c, e

.g. p

arts

of

bod

y. (

Als

o ra

nge

of ta

lkin

g di

ce*

activ

ities

rel

ated

to p

arts

of

the

body

and

oth

er to

pics

.)

مس

ج ال

اءض

أعة

نيأغ

Son

g: p

arts

of t

he b

ody.

* S

ee R

esou

rce

list.

Curriculum guide for Arabic

31

Leve

l 1Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyMy family عائلتي

ونرب

مق ال

رةس

األاد

فرأ

Imm

edia

te

fam

ily m

embe

rs

رة:س

األاد

فرن أ

عال

سؤال

ه؟هذ

ن م

ا /هذ

ن م

ديج

/ ي

خ/ أ

ي أب

ذاه

يدت

ج /

يخت

/ أي

أمه

هذ

لةعائ

الت

ردامف

فةلي

األت

انايو

حال

ت:فا

صال

رق أز

ض،بي

، أود

س، أ

ضرخ

، أفر

ص، أ

مرح

: أكر

مذلل

ن وا

أللا

اءرق

، زاء

ضبي

ء، ودا

سء،

ضراخ

ء، فرا

صء،

مراح

ث: ؤن

لمن ل

واألل

اد:

اعقو

الها

سم/ ا

ه سم

/ اي

سم: ا

المث

ة. كي

مل ال

ئرما

ض

Gra

mm

ar fo

cus

•

Pos

sess

ive

pron

ouns

: my,

you

r

لةعائ

الرة

جش

Fam

ily r

elat

ions

hips

: use

gen

eric

fam

ily tr

ee to

intro

duce

voc

abul

ary

for f

amily

rela

tions

. Car

toon

cha

ract

ers.

هافي

اد فر

األن

عث

ديح

والة

ورص

الام

خدست

: اطة

سية ب

ليثي

تمل

عم

Talk

ing

abou

t fam

ily: p

oint

to p

ictu

re o

f par

ticul

ar c

hara

cter

and

mod

el

talk

ing

abou

t va

rious

fam

ily m

embe

rs a

s if

you

wer

e th

at c

hara

cter

. Th

en g

ive

out c

ards

with

pic

ture

s of

diff

eren

t cha

ract

ers

and

ask

pupi

ls

to p

rete

nd to

be

that

cha

ract

er a

nd a

nsw

er q

uest

ions

. Thi

s ca

n le

ad

on to

pup

ils ta

lkin

g ab

out t

heir

real

fam

ilies

.

ل:ص

نفلم

ا اه

كلش

ة بدي

جألب

ف ارو

حبال

ف ري

تعفا

حرن

روش

وعة

نيما

ف ثرو

ح ال

ددع

ثني

تأ ال

مةعال

ة:ط

بومر

الاء

لتا

اء ة ت

افض

بإثة

ؤن م

ى إل

رةك

مذ ال

اءسم

األل

ويح

ن تك

يم

ة هاي

ى ن إل

طةبو

مر

ل:ثا

مة.

لمك

الرة

بيك

=+ة

يركب

رةغي

ص =

+ةير

صغ

ة لق

تع م

دةعد

متت

ردامف

ل خال

ن م

فرو

ح ال

ى إل

رةشا

اإل

ب:طال

الدى

ة لوف

مأل و

ة،يف

أللت ا

انايو

حوال

ة، سر

األع

ضومو

ب...

...ت..

خ/ أ

م / أ

خ / أ

ب أ

فةلي

األت

ناوا

حيال

Pet

s

ه ؟هذ

ما /

ذا ه

ما...

......

ة.صن

حن/أ

صاح

ب.ران

ب/أأرن

ير.اف

ص/ع

ورصف

.عب

كالب/

كلذا

ه ..

......

...ت

كاسم

ة/ك

سمط.

ط/ق

طة ق

ذهه

د: اع

قوال

معج

والرد

مفال

ه(هذ

ا، هذ

ث)ؤن

لم وا

كرمذ

للة

شاراإل

اء سم

أ

Gra

mm

ar fo

cus

•

Sin

gula

r/plu

ral n

ouns

•

D

emon

stra

tives

انيو

ح ال

هوما

زر ح

ا

Gue

ssin

g ga

me:

cov

er u

p dr

awin

gs/p

hoto

s of

ani

mal

s on

ove

rhea

d pr

ojec

tor

(OH

P)/i

nter

activ

e w

hite

boar

d. R

evea

l pic

ture

slo

wly.

Is

it a

cat o

r a d

og?

ها(دت

ج)و

ة ور

ص ال

بةلع

Pic

ture

bin

go:

pupi

ls s

elec

t/dra

w t

hree

ani

mal

s. T

each

er c

alls

out

an

imal

s at

rand

om. P

upils

tick

off

thei

r ani

mal

s as

they

are

cal

led

out.

Whe

n al

l thr

ee h

ave

been

cal

led

out,

pupi

l sho

uts

'Bin

go'.

تكا

حربال

اء ح

إلية ا

عبل

Mim

e ga

me:

tea

cher

mim

es a

nd p

upils

hav

e to

nam

e an

imal

, th

en

pupi

ls d

o sa

me

in p

airs

.

معج

والرد

مف ال

بةلع

Sin

gula

r/plu

ral g

ame:

tea

cher

tal

ks a

bout

diff

eren

t pe

ople

and

the

ir pe

ts. P

upils

hav

e pu

t up

a ha

nd w

hen

they

hea

r a p

lura

l ide

a.

لك

شلل

ط سي

ف بص

و

Sim

ple

desc

ript

ions

ل:ك

ش ال

عنل

ؤاس

الا ؟

هكل

ش /

لهك

شو

هما

ماع

، نشع

، بيل

جمن،

س م

ب،شا

ر، صي

قل،

ويط

ر، غي

صر،

بيك

و ه

ة، شع

، بلة

ميج

ة، سن

مة،

شابة،

يرص

قة،

يلطو

ة، ير

صغة،

يركب

ي ه

مةاع

ند:

اعقو

الث

ؤنلم

واكر

مذلل

ت فا

صال

و، )ه

ئر ما

ض(ال

ة(نث

مؤاء

سمي أ

هطة

بومر

اء بت

ي ه

نتي ت

لتء ا

ماس

األل

ك

ي( ه

Gra

mm

ar fo

cus

•

Adj

ectiv

es

•

Pro

noun

s

تيا

صخ

ش و

ورص

ة عب

ل

Des

crib

e th

e ph

otog

raph

: use

pho

togr

aphs

of p

eopl

e/ca

rtoon

ch

arac

ters

to e

licit

desc

riptio

ns fr

om th

e pu

pils

.

فص

لوة ل

سبنا

لمة ا

ورص

اليار

ختة ا

عبل

Iden

tifyi

ng th

e pi

ctur

e: g

ive

out s

ets

of p

ictu

res

to p

upils

. Pup

ils h

ave

to h

old

up p

ictu

re o

f per

son/

anim

al b

eing

des

crib

ed.

رةصو

ه ند

عمن

ة عب

ل

Iden

tifyi

ng th

e ob

ject

/pic

ture

: sho

w p

airs

of c

ontra

stin

g ite

ms

(obj

ects

/pho

tos)

. Ask

pup

ils to

poi

nt to

or p

ass

diffe

rent

item

s, e

.g.

the

big/

smal

l/bea

utifu

l/ugl

y fis

h.

Curriculum guide for Arabic

32

Leve

l 1Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyMy home بيتي

زلمن

الف

غر

Roo

ms

in th

e ho

use

ة ؟ط

لقن ا

أي

ي ف

س،لو

جال

ة رف

غي

فخ،

طبلم

ي ا ف

م،نو

الة

رف غ

ي ف

م،ما

حال

ي ف

ي ه

امطع

الة

رفغ

ي ف

ة،يق

حدال

د :اع

قوال

ى(عل

ي، ف

ن )كا

لمى ا

علة

دال ال

جر ال

فرو

ح •

ب(جان

، بت

ح، ت

وق)ف

ن كا

لمف ا

روظ

•

Gra

mm

ar fo

cus

•

Pre

posi

tions

•

Adv

erbs

رةصو

الي

فاذا

مزر

حا

Gue

ssin

g ga

me:

teac

her s

elec

ts a

flas

h ca

rd w

ithou

t let

ting

pupi

ls

see

wha

t is

on

it. P

upils

hav

e to

gue

ss t

he p

ictu

re.

Pup

il w

ho

gues

ses

corr

ectly

win

s th

e ca

rd (

and

beco

mes

tea

cher

for

the

ne

xt ro

und)

. Can

be

repe

ated

in p

airs

.

ة؟ط

لقن ا

أيبة

لع

Whe

re's

the

cat

?: g

ame

usin

g O

HP

/inte

ract

ive

whi

tebo

ard

with

di

agra

m o

f ho

use

show

ing

diffe

rent

roo

ms.

A v

isua

l of

a ca

t is

m

oved

aro

und

scre

en/w

hite

boar

d.

طةلق

ا اه

ر بتم

ي لت

ف اغر

الم

رقة:

عيما

سة

عبل

List

enin

g ac

tivity

: tea

cher

des

crib

es c

at's

mov

emen

ts a

roun

d th

e ho

use.

Pup

ils tr

ace

rout

e ca

t fol

low

s on

pla

n of

hou

se, n

umbe

ring

each

room

in o

rder

.

ذ مي

تال ال

بدري

لتة

لفخت

مت

بادري

: تته

صو و

فحر

الين

ة بالق

لع ا

فرو

ح ال

ىعل

Sou

nd-le

tter

rela

tions

hips

: te

ache

r sa

ys s

ound

of

lette

r, pu

pil(s

) po

int t

o w

ritte

n fo

rm o

r hol

d up

car

d w

ith w

ritte

n fo

rm.

زه

ييتم

ذ مي

تال ال

منب

طلوي

ض عر

الهاز

جى

علف

حر ال

ضعر

ي

Gue

ssin

g ga

me:

let

ter

hidd

en o

n O

HP

/inte

ract

ive

whi

tebo

ard.

Te

ache

r gr

adua

lly r

evea

ls.

Pup

ils h

ave

to id

entif

y le

tter.

Rep

eat

in p

airs

.

ففا

طص

اال

Teac

her s

ays

initi

al le

tter o

f wor

d, p

upil

says

wor

d be

ginn

ing

with

le

tter.

Rep

eat i

n pa

irs.

ورطاب

ال

Line

up:

car

ds w

ith le

tters

dis

tribu

ted

amon

g pu

pils

. Pup

ils h

ave

to c

ome

to fr

ont o

f cla

ss a

nd li

ne u

p in

ord

er.

طسي

ء بمال

إ

Sim

ple

dict

atio

n: te

ache

r say

s le

tter/c

hara

cter

and

pup

ils h

ave

to

writ

e it

on m

ini-w

hite

boar

d* (

or p

aper

). Th

ey t

hen

hold

up

thei

r bo

ard

so te

ache

r can

che

ck.

*The

min

i-whi

tebo

ard

can

be a

n ef

fect

ive

and

mot

ivat

ing

tool

for

lan

guag

e le

arni

ng a

nd i

s pa

rticu

larly

use

ful

in d

evel

opin

g lit

erac

y sk

ills.

The

re a

re a

w

ide

rang

e of

act

iviti

es in

volv

ing

the

min

i-whi

tebo

ard

and

it ca

n be

use

d w

ell

at d

iffer

ent s

tage

s in

the

less

on. O

ften

a co

mpe

titiv

e el

emen

t is

intro

duce

d an

d th

is f

ocus

es p

upils

' atte

ntio

n on

get

ting

the

right

ans

wer

(sp

elt

accu

rate

ly)

as

quic

kly

as p

ossi

ble.

A p

artic

ular

adv

anta

ge o

f the

whi

tebo

ard

is th

at it

allo

ws

the

teac

her v

ery

quic

kly

and

easi

ly to

ass

ess

how

wel

l pup

ils h

ave

lear

nt p

artic

ular

po

ints

and

to p

rovi

de im

med

iate

feed

back

. A

list

of s

ugge

sted

act

iviti

es fo

r use

w

ith th

e m

ini-w

hite

boar

d is

pos

ted

on h

ttp://

com

mun

ity.g

old.

ac.u

k.

...ب

عا)أل

م نو

الفة

غرت

ياتو

حم

Con

tent

of b

edro

om

ب/ د

ب سو

حا /

يرسر

ذا ه

بعا

ألة /

عب/ ل

س الب

منة

خزاة /

مرآ /

لةاو

طه

هذ

ب؟لد

ن اأي

يرسر

الت

ح/ ت

ق فو

/ ى

علو

هة؟

ولطا

الين

أس

البلم

ة ازان

خب

جاني ب

ه

د:اع

قوال

...ك

، لها

، لله

ي، : ل

يةك

مللل

ة صل

مت ال

ئرما

ض ال

•

...ى

علن،

عى،

إلن،

مر:

ج ال

فرو

ح •

ن()أي

م ها

تفس

االت

دوا أ

•

ال

سؤ ال

غةصي

ي ف

تما

كل ال

بتي

ترل،

ؤاس

الغة

صي •

Gra

mm

ar fo

cus

•

Pos

sess

ive

pron

ouns

: my,

you

r

•

Pre

posi

tions

•

Que

stio

n fo

rm: w

ord

orde

r, qu

estio

n w

ords

ذا؟ ه

مازر

حة ا

عبل

Gue

ss t

he o

bjec

t: us

ing

OH

P/in

tera

ctiv

e w

hite

boar

d, t

each

er

grad

ually

rev

eals

mor

e an

d m

ore

of a

pic

ture

. P

upils

hav

e to

gu

ess

wha

t the

pic

ture

is.

رةك

ذا ال

بةلع

Kim

's g

ame:

dis

play

a ra

nge

of it

ems

on a

tabl

e, O

HP

or in

tera

ctiv

e w

hite

boar

d. P

upils

clo

se e

yes

and

teac

her

rem

oves

one

ite

m,

pupi

ls o

pen

eyes

and

say

whi

ch it

em h

as b

een

rem

oved

.

ك؟قائ

صد أل

ريشت

ستة

دي ه

أية

عبل

You'

re a

mill

iona

ire!:

you

have

lot

s of

mon

ey.

Wha

t pr

esen

ts

will

you

buy

for

diffe

rent

peo

ple

in th

e cl

ass?

(A

n ob

ject

? a

toy?

an

ani

mal

?)

32

Curriculum guide for Arabic

Curriculum guide for Arabic

3333

Curriculum guide for Arabic

Leve

l 1Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyMy classroom غرفة صفي

فص

الفة

غرت

ياتو

حم

Cla

ssro

om o

bjec

ts

تشا

رومف

ال

Furn

iture

تدوا

األ

Equ

ipm

ent

انلو

األ

Col

ours

ه؟هذ

ما ا؟

هذما

ق؟دو

صن ال

ي ف

جديو

ذا ما

ق، ورا

، أبر

حم

لاأق

ر/ حب

م قل

ص، صا

م رلا

أقص/

صام ر

قلق

دوصن

الي

فجد

يو

...ب..

كتب/

تاك

ف؟ص

الي

فجد

يوذا

ماك،

بيبا

شك/

باش

، ،ي

سكرا

ي/س

كرت،

ولاطا

ة/ ول

طاف

ص ال

ي ف

جديو

...

ب.وا

/أبب

،با..؟

...ن .

لوما

كر(مذ

( ض

بي، أ

ودس

، أي

بنر،

صف، أ

رق أز

ضر،خ

، أمر

حه أ

ونل

ث(ؤن

)م

اءض

بيء،

وداس

ة، ني

، براء

صفء،

قا زر

اء،ضر

خء،

مراح

ها ون

ل...

...مر

حه أ

إنب؟

تاك

الم /

قل ال

كذل

/ ذا

هون

ا لم

......

راءحم

ها إن

ب؟كت

الم /

لاأق

الك

تل /

ذه ه

ونا ل

م

د:اع

قوال

تفا

ص ال

ع،جم

والرد

مف ال

غةصي

•

كذل

ا /هذ

ب ري

لق وا

يدبع

للة

شارالإ

اء سم

أ•

ك تل

ه /هذ

•

Gra

mm

ar fo

cus

• A

djec

tives

: sin

gula

r/plu

ral

form

s

•

Dem

onst

rativ

e ad

ject

ives

: thi

s, t

hat,

thes

e, th

ose

وقند

ص ال

ي ف

اذا م

بةلع

Ask

and

ans

wer

sim

ple

ques

tions

usi

ng re

al o

bjec

ts, c

ards

and

ga

mes

: e.g

. gue

ssin

g ga

me,

‘Wha

t’s in

the

box?

’.

فص

لوب ا

سح

ع سم

ا ت م

مس

ار

Whe

re is

it?:

teac

her d

escr

ibes

whe

re th

ings

are

usi

ng

prep

ositi

ons

taug

ht a

nd c

olou

r/siz

e. P

upils

dra

w w

hat t

he

teac

her d

escr

ibes

on

pape

r or m

ini-w

hite

boar

d.

برمع

الهر

لزر ا

جح

ة عب

ل

Gam

e w

ith (n

oise

less

) dic

e*: p

upils

in p

airs

. Pup

il A

thro

ws

dice

, pu

pil B

has

to s

ay th

at n

umbe

r of w

ords

rela

ted

to to

pic,

e.g

. cl

assr

oom

obj

ects

. (A

lso

rang

e of

talk

ing

dice

* ac

tiviti

es re

late

d to

cla

ssro

om o

bjec

ts a

nd o

ther

topi

cs).

...ر..

ضخ

، أمر

حه أ

ونا ل

يئش

ل حم

/ اك

سأم

Touc

h/ho

ld u

p so

met

hing

blu

e/gr

een/

red.

ي ه

مازر

حم ا

ن ثوا

ر ثش

لعور

ص ال

ى إل

ظران

Look

at p

ictu

re fo

r 10

seco

nds:

wha

t wer

e co

lour

s? (e

.g. o

f pe

ople

’s c

loth

es).

*See

Res

ourc

e Li

st

عةري

س ال

فرو

ح ال

بةلع

Pup

ils in

pai

rs/g

roup

s ha

ve to

ord

er (v

owel

s) in

seq

uenc

e as

qu

ickl

y as

pos

sibl

e. F

aste

st p

air/g

roup

win

s.

لام

ك ال

هاكل

شف ب

روح

العة

جمرا

ع م

فرو

ح ال

ظلف

وف

روح

اليع

جمى

إلت

كاحر

الفة

ضا إ

تكا

حرال

لام

ك ال

هاكل

شف ب

روح

البة

تاك

ى عل

ذ مي

تال ال

يدعو

تف:

روح

البة

تاك

ى عل

ذ مي

تال ال

دةاع

سلم

ة دد

تع م

تطا

شان

فحر

الون

- لواء

ه ال

ي ف

فحر

الب

كت- ا

فحر

الول

حة

ئر دا

ضع -

ل:ثا

مت،

ردامف

ف برو

ح ال

ط رب

-ب

أرن

أون

يم ل

ل

ي ف

مةخد

ستلم

ة اغ

للا

ن تي

رو،ال

كرش

:الف

صال

ت ما

ليع

لتي،ا

ادتي

العا

ة ذب

هلم

ر ابي

عالت

ة اط

سيلب

ااء

ثن ال

وح

مد ال

بلو

سأ

Cla

ssro

om la

ngua

ge

•

Rou

tines

•

Sim

ple

inst

ruct

ions

•

Req

uest

s•

E

xpre

ssin

g th

anks

•

Giv

ing

prai

se

ك، يد

ع رف

، انا

هال

تعف،

قس،

جل: ا

فص

الي

فمة

خدست

لمل ا

عاألف

ا...

......

......

دد، ر

بكت

، اقرأ

، امع

س، ا

ظران

م،ما

ألى

إلك،

فاعا

ز، تا

ممت،

سنح

: أيع

جش

لتي ا

فمة

خدست

لمر ا

بيعا

لتا

......

دا.ج

د جي

د، جي

د:اع

قوال

مراأل

ل فع

•

Gra

mm

ar fo

cus

•

Impe

rativ

es

ة ني

تيرو

ت ما

كلم

داخ

ست با

يةرب

لعة ا

لغ ال

ىعل

ذ مي

تال ال

يدعو

تف

ص ال

يف

Bui

ld u

p us

e of

tar

get

lang

uage

for

cla

ssro

om r

outin

es.

Use

co

nsis

tent

ly.

معل

لمل ا

قاة

عبل

Sim

on s

ays:

teac

her,

then

pup

il gi

ves

com

man

ds.

Curriculum guide for Arabic

3�

Leve

l 1Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy

العادات والتقاليد Customs and traditions

انض

رم

Ram

adan يد

عس

الطر

لفد ا

عي

Eid

Alfi

tre

Als

aeed

د عي

وبك

بارلم

ن اضا

رمهر

شة ب

بيعر

الالد

لبي ا

فس

نا ال

فلحت

ف يكي

د.عي

س ال

طرلف

ا

ن.مي

سللم

ة لسب

لن با

ينيد

لعة ا

ميأه

اد:عي

األي

فدم

خست

ي تلت

ت اارا

عبال

يدسع

د عي

ك، بار

ميد

ع

يدسع

ن ضا

رمك،

بار م

انض

رم

ير خ

م بنت

وأم

عال

ك

ة ير

كب، ت

يدلع

ة اصال

ة، دي

عير،

حوس

ر، طا

إفم(

صوم )

ياص

ة: ام

عت

ردامف

د.عي

ال

يدلع

واان

ضرم

ن ع

ثدي

حلل

ة ري

ظون

ة عي

سمت

ثرامؤ

م دا

خست

ا

Use

vis

ual r

esou

rces

to ta

lk a

bout

cel

ebra

tion

and

its o

rigin

s.

سرائ

لعح ا

سر م

امخد

ستا

Dra

mat

isat

ion

with

pup

pets

.

يدسع

الطر

لفد ا

عي و

كبار

لمن ا

ضارم

هر ش

ن ع

يغان

أ

Son

gs/p

oem

s.

انض

رمس

نوفا

ل عم

ن، دي

عيلل

ة يد

عا م

تقا

طال ب

عم

Pra

ctic

al a

ctiv

ities

, e.g

. mak

ing

gree

ting

card

s, e

tc.

...وم

صة،

حجو

ألر: ا

لمث

اد عي

األة ب

صخا

ت ردا

مفب

كيتر

ول

ليح

ت

Put

ting

lette

rs

toge

ther

to

m

ake

wor

ds

rela

ted

to

both

ce

lebr

atio

ns.

ها يب

رتوت

ور ص

الض

بعير

ضح

ت

Seq

uenc

e pi

ctur

es a

ccor

ding

to s

tory

.

Creativity اإلبداع

د، شي

، نصة

قع )

دا إب

ة، حي

سر م

ة(ني

أغ

Son

g, p

lay

or s

tory

Sug

gest

ed p

roce

dure

for u

sing

sto

ries

in th

e cl

assr

oom

:

• In

trodu

ce s

tory

(vis

uals

/key

wor

ds o

r phr

ases

).

• Te

ll st

ory

(vis

uals

/ges

ture

/exp

ress

ion)

.

• W

ork

on s

tory

(con

tent

and

lang

uage

, e.g

. thr

ough

role

-pla

y, a

ctiv

e

read

ing

and

writ

ing

stra

tegi

es s

uch

as c

lass

ifyin

g, s

eque

ncin

g).

• C

reat

e ar

ound

sto

ry (i

llust

ratin

g a

scen

e in

sto

ry, m

akin

g up

ow

n st

ory)

.

• Fo

r sug

gest

ed s

torie

s, p

lays

, poe

ms

and

song

s se

e

Lite

racy

opp

osite

.

طةسي

لبي ا

غاناأل

ي ف

بعصا

األم

داخ

ستا

Lear

n an

d pe

rform

sim

ple

finge

r rhy

mes

.

ة ير

ص ق

تدثا

حا م

ي ف

سرائ

لعم ا

داخ

ستا

Use

(fin

ger)

pup

pets

to h

old

shor

t con

vers

atio

ns.

ت ما

كل ال

ظةح

مال و

ملي

س ال

قط

لنى ا

علذ

ميتال

اليد

عوت

نةزو

موال

List

en a

nd c

lap:

to s

uppo

rt pr

onun

ciat

ion

and

deve

lop

awar

enes

s of

par

ticul

ar s

ound

pat

tern

s, e

mph

asis

e rh

ymin

g fe

atur

es o

f w

ords

, e.g

. by

getti

ng p

upils

to c

lap

each

tim

e th

ey h

ear

a w

ord

whi

ch rh

ymes

with

a c

hose

n w

ord.

ل حم

ة بيد

صلق

و اة أ

صلق

ة اراء

قاء

ثنذ أ

ميتال

الكة

شارم

تردا

مفها

لي ع

تقا

طاب

List

en a

nd s

how

: as

tea

cher

rea

ds s

tory

or

sing

s so

ng p

upils

pe

rform

mim

es o

r hol

d up

car

ds w

hen

they

hea

r par

ticul

ar s

ound

s or

wor

ds.

يةرئ

مئل

سا و

امخد

ست با

صةلق

د اسر

ة اد

إع

Ret

ellin

g st

ory

usin

g vi

sual

pro

mpt

s.صة

لقث ا

داح

ب أتي

ترة

ادإع

Seq

uenc

e pi

ctur

es t

o sh

ow t

he m

eani

ng o

f a

stor

y, p

oem

or

song

.

صةلق

ل اثي

تم

Act

ing

out a

sto

ry a

s it

is n

arra

ted.

يةغن

، أية

حسر

مد،

شي، ن

صةق

Sto

ries,

pla

ys, p

oem

s, s

ongs

.

ى:تو

سلم

ا اهذ

ي ف

تمر

ي لت

ت اردا

مف ال

يزعز

لتة

حتر

مقص

صق

ت ردا

مفزز

تعم:

سالوال

ة صال

اليه

علد

حم م

دناسي

ة ص

ق-

ار.عم

األ و

رةس

األ

ن:س

حطر

شا ال

صة ق

-

ة لي

ؤوس

مل

حملت

طر ض

واب

األم

تيش ي

عال

طفة

ص ق

يك

حت

ى عل

ة ص

لقه ا

هذي

توح

. تغر

ص ال

نذ م

مهوبأ

ه س

نفم ب

ماهت

االت.

فاص

المن

ير كث

الها

في و

بقار

األ و

لةعائ

بالة

صخا

ت ردا

مفة.

ليعائ

الط

وابلر

ة اص

لقه ا

هذزز

تع

لةعائ

العن

د صائ

قب(:

ح ال

بع )ن

ناس

ط ري

ش -

ص(ل )

سولر

ن ا ع

يةغن

- أ

ي( الو

جد م

ؤاد ف

د )دي

جت

بية

ص ق

-

ها م

هايت

سمي

بتلع

ة ني

أغ -

3�

Curriculum guide for Arabic

Curriculum guide for Arabic

3�

Leve

l 2Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Health and welfare: food and drinks الصحة واللياقة: الطعام والشراب

فةلو

مأ ال

بةشر

األ و

مةع

طاأل

Fam

iliar

food

s an

d dr

inks

ب را

شوال

م عا

ط ال

بطل

Ask

ing

for

food

s an

d dr

inks

ة عم

طاأل

ي ف

يلرأ

ن ا ع

يرعب

لتا

بةشر

األو

Exp

ress

ing

opin

ions

ab

out f

oods

and

dri

nks

برا

شوال

م عا

ط ال

فص

و

Des

crib

ing

food

s an

d dr

inks

ونلل

– ال

كش

ال–

مج

حال

...ي.

سقا

ي، طر

ر، غي

صر،

بيك

ي، ئر

دال،

ويط

ت: سا

قالم

/ ال

كاش

األي

قالرت

لبن ا

لو ال

فةضا

وإن

واألل

ة اجع

مران؟

شاط

عن /

عاجو

ت أن

هلم .

نع /

الك؟

ضل ف

من...

...ض

بعب

شر/ أ

ل ك

ن آع أ

طيست

ل أه

/ جو

مانة.

صجا

/ أص

جا. أ

لةقا

رت/ ب

ل قا

رت. ب

زةمو

/ وز

مة.

حفا

/ تح

فات

.....

احتف

/ ون

يمر ل

صي ع

ب،لي

حء،

ماة.

ونيم

/ لن

مولي

و. ج

مانة

حبنا.

سح

/ س

بأ ال

ك. ا ل

كرش

ة؟يذ

لذي

هذ /

ذيو ل

ههل

ذ.ذي

ه ل إن

ذ /ذي

و ل ه

منع

ذة.ذي

ا له

إنة /

يذلذ

ي ه

منع

ق.ذا

لمة ا

يئس

ها إن

ق /ذا

لمء ا

يس

ه إن

ال،

د:اع

قوال

ل /ؤا

س ال

غةصي

ا. ه

سك

وعت

فاص

الء.

ماس

األي

فمع

ج ال

د /فر

لم ا

• ).

ا..الق

ط، إ

يراكث

ا، جد

ة )لغ

بالم

غ اصي

ل( )ه

م ها

تفس

االت

دوا أ

• G

ram

mar

focu

s •

Sin

gula

r/plu

ral n

ouns

•

Adj

ectiv

es

•

Que

stio

n fo

rms

•

Inte

nsifi

ers:

qui

te, v

ery,

so

ه؟هذ

ما ا؟

هذما

ة عب

ل

Wha

t is

it?:

usi

ng v

isua

ls (

real

obj

ects

, fla

shca

rds,

OH

P, in

tera

ctiv

e w

hite

boar

d). I

s it

an a

pple

or

a ba

nana

? Is

it a

pple

or

oran

ge ju

ice?

U

se m

aski

ng t

echn

ique

to

reve

al o

nly

part

of i

tem

or

feel

ins

ide

a ba

g.

يزمي

لتة ا

عبل

Iden

tifyi

ng: t

each

er s

ays

wor

d, p

upil

poin

ts to

/hol

ds u

p ite

m.

يزمي

لتة ا

عبل

Iden

tifyi

ng: t

each

er s

ays

wor

d, p

upil

says

or

writ

es d

own

num

ber

or

lette

r bes

ide

it.

كهوا

لفة ا

طسل

ة عب

ل

Frui

t sal

ad g

ame:

pup

ils a

re e

ach

give

n a

wor

d to

rem

embe

r, e.

g.

appl

e, p

each

, pea

r, m

ango

. Whe

n th

e te

ache

r cal

ls o

ut a

wor

d,

ever

y pu

pil w

ith th

at w

ord

mus

t ch

ange

pla

ces.

Whe

n th

e te

ache

r ca

lls o

ut ‘F

ruit

sala

d’ a

ll pu

pils

cha

nge

plac

es.

زر( ف

– زر

ح؟ )

ي ه

ما /

هوما

زر ح

ا

Gue

ssin

g ga

me:

wha

t is

it? it

's b

ig, l

ong

and

yel

low

.

ه(ك

والف

و اار

ضخ

)الة

عمط

األن

عي

غانأ

Son

g.

ة لغ

الي

فط

نق ال

يةهم

. أية

جدألب

ف ارو

ح ال

ىعل

يز ك

تر ال

ة بي

عرال

ها(قع

موو

ها دد

)عسار

ليى ا

إلين

يم ال

منة

تابك

الدء

ى بعل

د كي

تأال

ة:تاب

ك ال

ي ف

هةشاب

مت ال

فرو

حال

ث –

ت –

ب خ

-ح

–ج

ط(فق

ن مي

لين ا

)مد

حوا

ف طر

ن م

لص

تتف

روح

و –

ا –

– ز ر

– ذ

– د

بةتا

ك ال

ي ف

فةتل

خلم

ف ارو

حال

تهصو

ف بحر

القة

عال

Sou

nd-le

tter

rela

tions

hips

: te

ache

r sa

ys

soun

d of

le

tter,

pupi

l(s) p

oint

to w

ritte

n fo

rm o

r hol

d up

car

d w

ith w

ritte

n fo

rm.

ذ مي

تال ال

منب

طلوي

ض عر

الهاز

جى

علف

حر ال

ضعر

يزه

ييتم

Gue

ssin

g ga

me:

lette

r hid

den

on O

HP

/inte

ract

ive

whi

tebo

ard.

Te

ache

r gra

dual

ly re

veal

s. P

upils

hav

e to

iden

tify

lette

r.

مةكل

الظ

لفد

عنف

حر ال

يزمي

ت

Lette

r so

und

iden

tific

atio

n: t

each

er s

elec

ts o

ne o

f th

e le

tter

soun

ds a

nd t

ells

pup

ils t

o co

ncen

trate

on

that

sou

nd.

S/h

e th

en c

alls

out

wor

ds a

nd p

upils

hav

e to

put

up

hand

whe

n th

ey h

ear w

ord

whi

ch h

as th

e so

und

in it

.

واءه

الي

فف

حر ال

بةتا

ك

Writ

ing

in th

e ai

r. ك

هرظ

ى عل

ب تو

كلم

ف احر

الزر

حا

Trac

ing

on th

e ba

cks

of p

artn

ers.

طسي

ء بمال

إ

Sim

ple

dict

atio

n: te

ache

r say

s le

tter a

nd p

upils

hav

e to

writ

e it

on m

ini-w

hite

boar

d (o

r pap

er).

They

then

hol

d up

thei

r bo

ard

so te

ache

r can

che

ck.

طنق

الل

ص و

ه،ين

لو، ت

فحر

الخ

سن

هاحب

ال أ /

هاحب

ي ألت

ء ايا

شاأل

Lik

es a

nd d

islik

es

......

ه كر

/ أب

حال أ

ال، ..

...ب.

ح، أ

منع

.؟ ...

ب.ح

ل ته

..؟...

و ...أ

...ل

ضتف

ل ه

ل؟ض

تفذا

ما...

.. ضل

أف

د:اع

قوال

ن(ك

، ل و

ل )جم

الصل

وت

دوا. أ

السؤ

الغة

صيال.

م دا

خست

باي

نف ال

•

Gra

mm

ar fo

cus

•

Neg

ativ

es

•

Que

stio

n fo

rms

•

Con

junc

tions

: and

, but

يلض

تف ال

بةلع

Pre

fere

nces

: cla

ssify

food

s in

to li

kes

and

disl

ikes

/list

in o

rder

of

pref

eren

ce.

ء(صا

حة إ

عب )ل

صخ

شن

عث

حاب

Find

som

eone

who

: pup

ils c

ircul

ate

amon

g cl

assm

ates

ask

ing

abou

t lik

es a

nd d

islik

es u

ntil

they

find

pup

il w

ho li

kes/

disl

ikes

spe

cifie

d ite

m. C

ould

lead

on

to c

lass

sur

vey.

ت با

سنا

لمبا

ص خا

م عا

ط

ة ص

خاال

Food

for s

peci

al o

ccas

ions

الدمي

الاد

عي/ أ

ت اال

تفح

اال

Bir

thda

ys a

nd fe

stiv

als

د؟يال

لمد ا

عي /

يدلع

ي ا ف

بشر

/ تل

ك تأ

اذام

......

ب.شر

/ أ...

ل.ك

ا آأن

ة:ص

خا ال

تبا

سنا

لمو ا

د أيا

ألعة ا

حيت

) م

نت) أ

ت وأن

م عا

ل ك

/ يد

سعد

عي /

كبار

ميد

عد /

عيس

الد مي

د عي

يرخ

ب

ت سبا

منابال

ص خا

العام

لطن ا

مثر

أكأو

ف صن

ر ضي

تح

Pre

pare

one

or m

ore

food

item

s re

late

d to

cel

ebra

tion.

ه يات

حي

فيذ

لملت

ى الد

ة وف

مألت

ردامف

م دا

خست

ة اول

حام

ة اد

جس

د )ج

سلم

وات

بي ال

ي ف

هايرا

اء شي

ال أمث

ة. مي

يوال

يا(ثر

–ة

زيلي

جالن

ة الغ

الي

فها

التثي

لمة

هشاب

مت

ردامف

م دا

خست

ا...

ر..ك

سن،

مولي

ل: ثا

م

Curriculum guide for Arabic

36

Leve

l 2Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyHome life and daily routine الحياة في البيت والروتين اليومي ) 0

3–11

( ام

رقاأل

Num

bers

11–

30

حدوا

الوم

ليت ا

قا أو

ع /بو

ساأل

م يا

أ

Day

s, p

arts

of d

ay

: وع

سباأل

م أيا

حداأل

ت، سب

الة،

معج

الس،

ميخ

الاء،

بعألر

، ااء

الثلث

، اين

ثناال

ة:مي

يو ال

تقا

ألوا

اللي

ر، ه

ظ ال

عد، ب

هراظ

ء، سا

محا،

باص

ة:اع

س ال

تردا

مفة

يقدق

ال–

عةسا

ال–

يرصغ

العة

سا ال

بقر

ع–

يركب

العة

سا ال

بقر

عية

ثان ال

-عة

سا ال

ت /وق

الت

ردامف

ء (شا

ع–

داء غ

– ور

ط ف

م )عا

ط ال

تبا

جو

......

ظ يق

ست: أ

ثل م

يةوم

ت يطا

شاى ن

علل

تدة

رعضا

مال

فعأ

د:اع

قوال

فةعر

لم وا

رةك

لنا

ي(و-

ا- ة )

عل ال

د/لم

ف ارو

ح

رةدائ

البة

لع

Circ

le a

ctiv

ity: p

upils

say

num

ber/t

wo

num

bers

in tu

rn. T

ime

how

lo

ng it

take

s to

go

roun

d ci

rcle

.

هادت

جو

Bin

go: p

upils

writ

e in

sec

ret a

ny th

ree

num

bers

from

a g

iven

list

(on

min

i whi

tebo

ard)

. Tea

cher

cal

ls o

ut th

e nu

mbe

rs a

t ran

dom

, the

firs

t pe

rson

to h

ear a

nd ti

ck th

eir t

hree

cho

sen

num

bers

cal

ls 'B

ingo

'.

طسي

لبب ا

ساح

ال

Sim

ple

arith

met

ic: 1

0+6

وعسب

األم

أيام

ليتع

ي لغان

أ

Cha

nt/s

ong

to p

ract

ise

days

of w

eek.

يةجد

ألبف ا

روح

المن

ة ني

ثاعة

موج

بمف

ريتع

الظ

–ط

–ض

–ص

–ش

–س

ن: في

طر ال

منل

صتت

ف رو

حط

نق ال

دد)ع

ة تاب

ك ال

وظ

لف ال

ي ف

فرو

ح ال

فتال

خوا

ه شاب

ترق

طف ب

روح

الذه

هبة

تاك

ى عل

ذ مي

تال ال

بدري

وتا(

هقع

موو

ع با

اتم

ن ثمي

لين ا

مف

حر ال

بةتا

كى

علن

ديك

مؤة

ددتع

مط

نقبال

ير ك

تذوال

ب س

نالم

ه اجا

التا

ف:رو

ح ال

بةتا

كى

علب

درلت

ة للف

خت م

رقط

ع با

ات

Lear

ner

stra

tegi

es

By

focu

sing

on

lear

ner

stra

tegi

es a

t app

ropr

iate

poi

nts

teac

hers

can

hel

p pu

pils

take

gre

ater

con

trol

of t

heir

lear

ning

and

bec

ome

awar

e of

wha

t app

roac

hes

best

su

it th

eir

part

icul

ar le

arni

ng s

tyle

. Che

cklis

ts o

f ide

as

are

prov

ided

on

pp26

–7. I

n re

latio

n to

lear

ning

a n

ew

scrip

t use

ful s

trat

egie

s to

enc

oura

ge m

ight

incl

ude:

فرو

ح ال

بةتا

كل

خيوت

ن ني

عي ال

القإغ

Clo

sing

eye

s an

d 'v

isua

lisin

g' th

e fo

rm o

f the

lette

r/ch

arac

ter/w

ord

(vis

ual l

earn

ers)

. واء

ه ال

ي ف

تهتاب

ك و

فحر

البع

تت

Trac

ing

the

shap

e of

the

lette

r/cha

ract

er/w

ord

in th

e ai

r (k

ines

thet

ic le

arne

rs).

هابت

تاك

اء ثن

ت أما

كلوال

ف رو

ح ال

ى إل

اعتم

ساال

Hea

ring

or s

ayin

g th

e w

ord

as it

is b

eing

writ

ten

(aud

itory

lear

ners

).

ة لغ

الال

عمست

وام

دعي

فل

ألهم ل

ها ال

ورلد

: اظة

حمال

يةرب

لعا

Wor

th n

otin

g is

the

key

role

that

fam

ilies

and

frie

nds

can

play

in p

rovi

ding

opp

ortu

nitie

s fo

r pup

ils to

pra

ctic

e th

e la

ngua

ge th

ey a

re le

arni

ng o

utsi

de th

e cl

assr

oom

an

d cl

early

pup

ils fr

om h

omes

whe

re th

e la

ngua

ge is

sp

oken

are

at a

gre

at a

dvan

tage

her

e.

ة( مل

كا ال

عةسا

)الت

وقال

Telli

ng th

e tim

e O

n th

e ho

ur

ة،س

ادس

الة،

سام

خ ال

ة،بع

لرا، ا

ثةثال

الة،

نيثا

الدة،

حوا

العة

ساال

رةش

عية

ثان ال

رة،ش

عية

ادح

الرة،

شعا

الة،

سعتا

الة،

منثا

الة،

بعسا

الة (

طبو

مراء

بتي

هنت

ة تاع

س ال

ىعل

ة دال

الت

ماكل

الكل

(ة ؟

اعس

الم

كال

لي /

هراظ

/ حا

باص

......

ة .ني

ثا ال

ة /حد

وا ال

عةسا

ال

توق

البة

لع

Telli

ng ti

me:

on

larg

e cl

ock

face

(for

who

le c

lass

) or s

mal

l clo

ck fa

ces

(for i

ndiv

idua

l/pai

r wor

k), p

upils

mov

e ha

nds,

to s

how

tim

e ca

lled

out

by te

ache

r.

عةسا

الم

كة

عبل

Telli

ng ti

me:

pup

ils s

tand

faci

ng e

ach

othe

r in

conc

entri

c ci

rcle

s. O

n

inst

ruct

ion

the

inne

r circ

le ro

tate

s an

d ho

lds

up t

ime

card

s/sm

all

cloc

k fa

ces

for c

hang

ing

partn

ers

to a

nsw

er th

e qu

estio

n 'W

hat t

ime

is it

?'

يةوم

ليت ا

طاشا

لنا

Dai

ly a

ctiv

ities

ر؟ه

ظ ال

توق

ي ف

ء /سا

لمي ا

فح /

باص

الي

فعل

تفذا

ما...

...ة.

اعس

الوم

لنن ا

مض

ه أن

ظ /يق

ستأ

ة س

درلم

ى ا إل

بذه

/ أور

طلف

م اعا

طل

اوتن

/ أي

يابس ث

لب/ أ

ي ه

ج و

سلأغ

......

ء .دا

لغم ا

عاط

ل او

تنأ

فازتل

الهد

شا/ أ

اء ش

لعل ا

اوتن

/ أب

لع/ أ

ت بي

الى

إلود

أعة.

سدر

لمي ا

هنت

ت...

...وم

لنى ا

إلب

ذهأ

م(– ث

ك ذل

د بع

–ال

)أوث

داح

األب

تيتر

ة بص

خات

ردامف

د:اع

قوال

ر(ض

حا ال

منى ز

علل

يدع )

ضارلم

ل افع

الل،

عاألف

ا•

ل،ؤا

س ال

غةصي

•

ال، )أو

ضبع

ا به

ضبع

ل جم

الصل

لوم

خدست

ب تتي

تر ال

يدتف

ت ما

كل •

).....

ا..ير

خ أ

•

Gra

mm

ar fo

cus

•

Ver

bs: p

rese

nt te

nse

•

Que

stio

n fo

rms

•

Con

nect

ives

: firs

tly,

then

, afte

r th

at

اءيم

اإلة

عبل

Mim

e w

hat I

say

: in

pairs

, on

e pu

pil s

ays

sent

ence

, oth

er p

upil

mim

es.

معل

لمل ا

قاة

عبل

Sim

on s

ays.

(See

p30

)

ال؟أو

ل فع

ا ناذ

مزر

ح– ا

ة مي

يوت

طاشا

لنور

صض

عر

Seq

uenc

ing:

intro

duce

rand

om p

airs

of a

ctiv

ities

with

vis

uals

. Whi

ch

of th

e pa

ir do

you

do

first

dur

ing

an o

rdin

ary

day?

Put

e.g

. fou

r ac

tiviti

es in

ord

er. T

his

can

be li

sten

ing/

spea

king

and

als

o re

adin

g ac

tivity

whi

ch c

an a

lso

incl

ude

mat

chin

g te

xt to

pic

ture

s.

يةوم

ليت ا

طاشا

لن با

قةعل

متي

غانأ

Son

g: d

aily

rout

ine.

Curriculum guide for Arabic

3�

Leve

l 2Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyHobbies الهوايات

عةائ

ش ال

تطا

شالن

ا

Com

mon

act

iviti

es

هاست

ارمم

ت قا

وأوت

طاشا

لنا

Act

iviti

es a

nd h

ow

freq

uent

ly th

ey a

re

prac

tised

ك؟اغ

فرغ/

فرا ال

تقا

أوي

فعل

تفذا

ماة

كر/ ب

ب لد

باة /

ميلد

باة /

يارس

بال /

طارلق

باب

لع: أ

بعا

ألل با

بلع

أ...

...دم

لقا

ة؟واي

ه ال

ذه ه

سةمار

لمب

ذهن ت

أيي

فدم

لقة ا

كرب

لع. أ

ضةريا

الدي

ناح،

سبلم

ي ا ف

حةبا

سلل

ب ذه

أة

يقحد

/الدي

ناال

از لف

لتد ا

اهش

، أت

بي ال

بقر

ي جت

دراب

ك أر

ب.لع

ة لص

صخ

لمن ا

كما

لأل...

ي..اد

لني ا

فص

رقلل

ب ذه

، أت

بي ال

يف

..؟...

س مار

ة تمر

م ك

...ا..

بد, أ

نا يا

ح, أ

...دة

عاا،

يركث

د:اع

قوال

ل؟فع

ا تاذ

مل:

ؤاس

الغة

صي .)

...ب.

ذه، أ

بلع

)أعة

ضارلم

ل اعا

ألف ا

•

م ها

تفس

االت

دوا أ

•

ب(ر )

ج ال

فحر

)..ا .

يركث

ر) كرا

لتف ا

روظ

ال. م

داخ

ست با

ينف

الب

لوس

أ•

Gra

mm

ar fo

cus

•

Ver

bs: p

rese

nt te

nse

•

Que

stio

n fo

rms

•

Neg

ativ

es

•

Adv

erbs

of f

requ

ency

يذالم

لته ا

ليي إ

ومي ي

لذط ا

شالن

ا ا م

زرح

، ااء

يماإل

ة عب

ل

Mim

ing

pres

enta

tions

: gue

ss th

e ac

tiviti

es th

at d

iffer

ent p

upils

mim

e.

ك؟اغ

فرت

وقي

فعل

تفذا

ماة:

ئردا

البة

لع

Circ

le a

ctiv

ity: t

each

er a

sks

'Wha

t do

you

do in

you

r fre

e tim

e?' F

irst

pupi

l mim

es a

nd th

en s

ays

activ

ity. S

econ

d pu

pil r

epea

ts w

hat f

irst

pupi

l has

sai

d w

ith m

ime

and

then

add

s ne

w a

ctiv

ity w

ith m

ime

and

so o

n. If

pup

il ge

ts s

tuck

, oth

er p

upils

can

hel

p by

mim

ing.

ت(ايا

هو ال

عنر )

عبلم

ر ازه

الجر

حة

عبل

Gam

e w

ith ta

lkin

g di

ce w

ith h

obbi

es p

ictu

res.

مه

ياتوا

هعن

ن مو

كليت

س ألنا

ل جي

سى ت

إلاع

تمس

اال

List

en a

nd n

ote:

reco

rdin

g of

peo

ple

talk

ing

abou

t the

ir ho

bbie

s an

d ho

w o

ften

they

pra

ctis

e th

em. P

upils

com

plet

e gr

id.

تهصو

ف بحر

القة

عال

Sou

nd-le

tter r

elat

ions

hips

: tea

cher

say

s so

und

of le

tter,

pupi

l(s) p

oint

to w

ritte

n fo

rm o

r hol

ds u

p ca

rd w

ith w

ritte

n fo

rm.

مةكل

الظ

لفد

عنف

حر ال

يزمي

ت

Lette

r sou

nd id

entif

icat

ion:

teac

her s

elec

ts a

sou

nd ty

pe a

nd

tells

pup

ils to

con

cent

rate

on

that

sou

nd. S

/he

then

cal

ls o

ut

wor

ds a

nd p

upils

hav

e to

put

up

hand

whe

n th

ey h

ear w

ord

whi

ch h

as th

e so

und

in it

.

اءدق

صاأل

هر ظ

ى عل

وواء

ه ال

ي ف

فحر

البة

تاك

Writ

ing

in th

e ai

r.

هرظ

الى

علف

حراأل

ة تاب

ك

Trac

ing

on th

e ba

cks

of p

artn

ers.

ف، غ،

ع، ة:

ديج

ألبف ا

روح

المن

ة يد

جدة

وعجم

بمف

ريتع

الهـ.

ن، م،

ل، ك،

ق، ي

فبه

شايت

ها ض

بعن.

فيطر

المن

ل ص

تتف

روح

الذه

هل

كل:

مثدا

أبط

نقه

س للي

ها ض

بع و

طنق

بالف

تلخ

وية

تابك

الهـ

م، ل،

ن مي

خدست

مف

روح

الذه

هبة

تاك

ى عل

ذ مي

تال ال

بدري

تن

ديك

مؤف

حر ال

خس

ونط،

قالن

ل اص

ول

مثة

ددتع

مقا

طرب

سنا

لمه ا

جاالت

ع ابا

اتم

ن ثمي

لين ا

مف

حر ال

بةتا

كى

علط.

قالن

باير

كتذ

وال

ىعل

ذ مي

تال ال

يدعو

لتير

صغ ال

ضبي

األح

لو ال

امخد

ستا

فرو

ح ال

بةتا

ك

Min

i-whi

tebo

ard

activ

ities

, e.g

. tea

cher

sho

ws

how

lette

r is

writ

ten.

Pup

ils c

opy

wha

t tea

cher

doe

s, th

en ru

b ou

t and

try

to d

o in

depe

nden

tly.

ها في

س ار

تمي

لتن ا

كما

األ

تطا

شالن

ا

Pla

ces

for

activ

ities

..؟ة..

واي ه

سةمار

لمب

ذهن ت

أي...

ي.ض

ريا ال

دينا

الي،

ادلن

، اقة

ديح

الت،

بي ال

ي.ف

...س.

مار/ أ

ب لع

أ

د: اع

قوال

ن()أي

ل ؤا

س ال

غةصي

.))ال

بـ ي

نف ال

بلو

س. أ

جر ال

فرو

ح •

Gra

mm

ar fo

cus

•

Pre

posi

tions

•

Que

stio

n fo

rms

طةش

ألنة ا

سمار

مكن

مان أ

عقة

ورأل

يمم

ذ ثمي

تل ال

معست

ي

List

en a

nd n

ote:

pup

ils li

sten

to re

cord

ing

of y

oung

peo

ple

sayi

ng

whe

re th

ey d

o ac

tiviti

es, e

.g. a

t hom

e.

ع ضي

واوم

ت( ويا

ه)ال

ع ضو

مو ال

ذاه

ة بلق

تع م

بوا

ج و

السؤ

ة عب

لقة

ساب

Pas

s it

on: c

ircle

act

ivity

to p

ract

ise

ques

tions

and

ans

wer

s ba

sed

on

this

topi

c an

d pr

evio

us to

pics

. Tea

cher

/pup

il as

ks q

uest

ion

and

then

th

row

s so

ft to

y to

pup

il in

gro

up w

ho a

nsw

ers.

Thi

s pu

pil t

hen

asks

a

ques

tion

and

thro

ws

soft

toy

to a

noth

er p

upil

(and

so

on).

بح

ال أ /

بح

أ

Like

s an

d di

slik

es

ب؟لع

/ تل

فعن ت

ب أح

ا تاذ

م...

...ن.

ب أح

أب؟

ذهن ت

ب أح

ن تأي

......

ى. إل

بذه

ن أب أ

حأ

..؟...

ب..ح

ل ته

......

ب.ح

م أنع

......

ره.ك

/ أب

حال أ

ال،

د:اع

قوال

ينف

الب

لوس

أ

كيق

صدر ل

مر

Pas

s it

on: c

ircle

act

ivity

or a

long

row

s. T

each

er s

ays

to fi

rst p

upil,

'W

hat d

o yo

u lik

e pl

ayin

g?'.

Pup

il an

swer

s, th

en p

uts

ques

tion

to

next

per

son.

بح

ال أ /

بح

ة أعب

ل

List

en a

nd s

ign:

pup

ils g

ive

phys

ical

resp

onse

to s

how

un

ders

tand

ing

of a

n op

inio

n, e

.g. t

hum

bs d

own

for d

islik

es. W

hat

activ

ities

they

like

☺ /

disl

ike

☹.

يةضل

ألفب ا

سح

ب رت

Pre

fere

nces

: cla

ssify

act

iviti

es in

to li

kes

and

disl

ikes

/list

in o

rder

of

pref

eren

ce.

Curriculum guide for Arabic

38

Leve

l 2Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy العادات والتقاليد

Customs and traditionsت

االتف

حاال

Eid

Fes

tival

تاال

تفح

اال و

يةين

لدد ا

ياألع

ا

كبار

لمى ا

حض

األد

عي و

جح

ال

......

ح..ص

لفد ا

عيم،

األد

عية،

دييال

لمة ا

سن ال

س رأ

الد،مي

الاد

عيأ

يةح

ضاأل

ويل

اعسم

ا إدن

سية

صق

ك رب

ل لص

)فد

اهشو

كر(

وثك

الرة

سوم )

ريك

الآن

قر ال

منت

آيام

داخ

ستا

ر( ح

وان

تاال

تفح

االن

عرة

صو م

صص

قف

ليتأ

Mak

e up

pic

ture

sto

ry il

lust

ratin

g ce

lebr

atio

n (b

ackg

roun

d/ho

w

cele

brat

ed).

صةخا

الت

باس

نالم

باصة

خا ال

مةطع

األن

مثر

كو أ

ع أنو

ير ض

حت

Pre

pare

one

or m

ore

food

item

s re

late

d to

cel

ebra

tion.

تبا

سنا

لمه ا

هذة ب

صخا

ة ني

فت

حالو

/ ال

عمر أ

ضيح

ت

Pre

pare

art

post

ers

and

mur

als

with

cap

tions

rela

ting

to th

e th

eme.

يةرب

لعل ا

دو ال

ي ف

تاال

تفح

االن

عالم

أفير

ضح

ت

View

vid

eo s

how

ing

cele

brat

ion

in R

amad

an.

ة لق

تع م

يدش

أنان

مطع

قا م

يدرد

و تد أ

صائ ق

ى إل

اعتم

ساال

ة بي

تل /

يدلع

ة اير

كب/ ت

......

نالي

عدر

لبع ا

طلل:

مثت

االتف

حاال

بج

حال

List

en to

aut

hent

ic s

ong

linke

d to

cel

ebra

tions

and

lear

n a

few

ke

y ph

ases

.

هايب

رتب ت

سح

ة دي

جألب

ف ارو

ح ال

ظحف

Lear

ning

cor

rect

ord

er o

f con

sona

nts

acco

rdin

g to

alp

habe

t ch

arts

.

وا ضر

حن ي

م أه

منب

طلوي

ب طال

ل ك

ف لحر

ة اق

طء ب

طاإع

-

ديج

ألبب ا

تيتر

بالف

روح

الذه

هوا

تبير

ن وأ

ف ص

المة

قد م

ىإل

......

ك.ور

/ دي

ور د

ة:كي

مل ال

ئرما

ضر ب

كيتذ

ال-

ه، تب

انرأ،

اقس،

جل، ا

بكت

، اف

قف:

صبال

ة لق

تعلم

ر األم

ل اعا

أف -

خس

انع،

سم، ا

ون، ل

مس

ار

ى عل

ف ص

الي

فمة

خدست

لمل ا

عاألف

وات

اراعب

البة

تاك

-ها

لية إ

شاراإل

وذ.

ميتل

الها

لفيأ

ف لص

الي

فها

ضعر

وت

قاطا

بها.

امخد

ستى ا

لد

اللغة المستخدمة في الصف

Classroom language

اهتب

النب ا

جذG

aini

ng a

tten

tion

تما

ليع

لتء ا

طاإع

Giv

ing

inst

ruct

ions م

ظيتن

الO

rgan

isin

g وار

ألدذ ا

خأ

Taki

ng

turn

s بال

ط ال

يهج

توG

ivin

g fe

edba

ck

ل:مثا

ب هذي

بتب

طل ال

بسلو

ى أعل

يذ الم

التب

ريتد

...ت..

مح س

لوك،

ضلن ف

مف:

ص ال

فيمة

خدست

المغة

اللفوا

صط، ا

كمضل

ن ف م

هوانتب

، اكم

ضلن ف

موء

هدوا

شكلك،

ميل ز

معل

عم، ا

ورص

اللى

ر إنظ

, ا...

نيعط

، أون

، لسم

ار

ركدو

نه ، إ

ريدو

نه ، إ

رةدائ

وا شكل

ت، عا

مومج

ع رب

أطأ

خهذا

/ يح

صحذا

هلك

ضن ف

مضك

راأغ

ب رت

لكض

ن ف م

عد، أ

هم أف

الأنا

فا.حر

ن رو

عش و

نيةثما

ة: امل

كدية

بجاأل

ف رو

لحة ا

جعرا

مو)

ز، ر،

ذ، د،

ا، ر (

ساالي

ن م

صل تت

الف

رو ح

ستةي)

و، ا،

ل (وي

لطد ا

المف

روح

م دوا

الى

علف

ص ال

ي ف

مةخد

ستلم

ة الغ

الت

ردامف

م دا

خست

اها

وندم

خست

ن يذي

اليذ

الملت

ز احف

و

Onc

e th

ese

new

cla

ssro

om p

hras

es h

ave

been

intro

duce

d,

mak

e a

poin

t of u

sing

them

con

sist

ently

. Rew

ard

pupi

l use

of t

he

phra

ses

too.

معل

لمل ا

قاة

عبل

Sim

on s

ays:

teac

her,

then

pup

il gi

ves

com

man

ds, i

nclu

ding

co

mm

ands

from

Lev

el 1

cla

ssro

om la

ngua

ge (S

ee p

30).

Curriculum guide for Arabic

39

Leve

l 2Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyCreativity اإلبداع

يدش

نا وأ

يان

أغ /

صص

ق

Sto

ries

and

son

gs

ع:جائ

الاء

بغلب

ة اص

قدا

ديج

ئا شي

ل ك

يأوم

ل يك

وام

طع ال

منعا

نواء

بغلب

ل اك

يأوم

ل يك

اد دي

الز با

امطع

المة

قائذ

خ تأ

ق.ساب

الوم

لين ا

ممة

دي ق

مةطع

ك أذل

كو

م.يو

د بع

ما يو

ت، قا

ألو، ا

يوم

لين ا

تيرو

الت

ردامف

ة جع

مراة ل

صلق

ه اهذ

م خد

ستت

تانا

يوح

الاء

سمو أ

م، قا

ألر، ا

وعسب

األم

أياة،

عمط

األ

يةجد

ألبف ا

روح

العن

ن غا

/ أة

نيأغ

......

ك..قت

وم

ظ ن

ك ك ت

ة تاع

س ال

ثل م

يةغن

أ

د: اع

قوال

ك( ذل

د بع

م، ، ث

وال) أ

ث دا

حاأل

ب تي

ترب

سح

ل جم

الصل

وت

دوا أ

•

Gra

mm

ar fo

cus

•

Con

nect

ives

: firs

tly, t

hen,

afte

r th

at

امرق

األة

جعمرا

ينالث

ى ث إل

حد وا

منت

فاص

والن

واألل

ة اجع

مرادي

جألب

ا اه

يبرت

ب تس

حة

ملكا

ف رو

ح ال

عةج

مرارع

ضالم

ل افع

والمر

األل

فعة

جعمرا

وىست

لما ا

هذع

ضيوا

بمة

لقتع

لمت ا

ردامف

العة

جمرا

لةجم

أو ...

ة..لم

كت

ررك

ة تمر

م ك

ب س

حا

List

enin

g fo

r wor

ds a

nd p

hras

es: c

ount

how

man

y tim

es a

pa

rticu

lar w

ord

or p

hras

e is

hea

rd in

a s

ong.

Res

pond

with

ph

ysic

al m

ovem

ent o

r by

pilin

g up

cou

nter

s.

ي ف

نةعي

مفة

صأو

ن لو

رر ك

ة تمر

م ك

د: عد

الى

علة

ئر دا

ضعصة

لقص ا

ن

List

en a

nd c

ount

: how

ofte

n do

es a

type

of w

ord

appe

ar?

E.g

. co

lour

s, a

nim

als,

num

bers

, tim

es, p

lace

s; re

spon

d by

circ

ling

pict

ures

, num

bers

.

هاصف

والل

خن

مرة

صو ال

ىعل

ف عر

ت

Iden

tifyi

ng: i

dent

ify a

n ob

ject

or p

ictu

re b

y its

des

crip

tion.

Lis

ten

to a

sto

ry a

nd p

oint

at p

ictu

res

or o

bjec

ts w

hen

they

hea

r the

m

desc

ribed

in th

e st

ory.

رةصي

قي

غاني أ

فبع

صااأل

م دا

خست

ا

Fing

er rh

ymes

: lea

rn a

nd p

erfo

rm s

impl

e fin

ger r

hym

es re

late

d to

topi

cs c

over

ed.

رةصي

قت

دثاحا

ممل

لعس

رائلع

م ادا

خست

ا

Talk

ing

pupp

ets:

use

(fin

ger)

pup

pets

to h

old

shor

t co

nver

satio

ns.

صةلق

د اسر

اء ثن

ذ أمي

تال ال

كةشار

م

Focu

sed

liste

ning

: to

focu

s at

tent

ion

whi

le li

sten

ing

to s

torie

s,

song

s an

d po

ems,

get

pup

ils to

join

in w

ith re

peat

ed p

hras

es o

r re

spon

d to

key

wor

ds o

r phr

ases

by

danc

ing,

mov

ing

or m

imin

g.

نةزو

مو ال

تارا

عب ال

ت /ما

كل ال

دةعا

بإيذ

الملت

ة اك

شارم

List

en a

nd c

lap:

to s

uppo

rt pr

onun

ciat

ion

and

deve

lop

awar

enes

s of

par

ticul

ar s

ound

pat

tern

s, e

mph

asis

e rh

ymin

g fe

atur

es o

f wor

ds, e

.g. b

y ge

tting

pup

ils to

cla

p ea

ch ti

me

they

he

ar a

wor

d w

hich

rhym

es w

ith a

cho

sen

wor

d. صةلق

د اسر

ة اد

إع

Ret

ellin

g st

ory:

use

vis

ual p

rom

pts.

صةلق

ث ادا

حب أ

تيتر

Seq

uenc

ing:

ord

er p

ictu

res

to s

how

the

mea

ning

of a

sto

ry, p

oem

or

son

g.

صةلق

ل اثي

تم

Act

ing

out:

actin

g ou

t a s

tory

as

it is

nar

rate

d: jo

inin

g in

with

the

telli

ng a

nd a

ctin

g ou

t of a

sto

ry.

صةلق

ت لما

سول ر

عم

Illus

trate

sto

ry. ور

ص ال

معة

صلق

ة لسي

سااأل

ت ما

كل ال

قةطاب

وم

Mat

ch k

ey w

ords

in la

rge

writ

ing

to p

ictu

res

from

sto

ry.

Curriculum guide for Arabic

�0

Leve

l 3Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyClothes الثياب والملبوسات

ها دي

رتي ي

لتب ا

يالث

ف اص

وس

ناال

Des

crib

ing

wha

t cl

othe

s pe

ople

are

w

eari

ng

ت؟ أن

سلب

ا تاذ

م

ي؟ ه

سلب

ا تاذ

مو؟

هس

لبا ي

اذم

ة؟س

درلم

ى ا ال

يتأت

ما ند

عس

لبا ت

اذم

......

...س

لبا أ

أن

......

س..لب

و يه

......

س..لب

ي ته

ب:يا

لث/ ا

س الب

لمع ا

واأن

ف، ط

عا م

ف /ط

معن،

تيسا

فن /

تاس

فت،

وزابل

/ زة

لو، ب

انص

قم /

صمي

قة

بع ق

ير،نان

/ تة

ورتن

ت، نزا

ك /

زةكن

ت، تا

كيجا

ت /كي

جال،

طينا

/ بل

طابن

ب

وارج

ت، عا

قب /

ن:وا

أللا

داءسو

/ ود

س، أ

اءض

بي /

ضبي

، أاء

رق/ ز

ق أزر

ء، فرا

ص /

فرص

، أراء

حم /

مرح

أ

د:اع

قوال

تفا

صوال

اء سم

األي

فمع

جوال

رد مف

ال •

Gra

mm

ar fo

cus

•

Sin

gula

r/plu

ral n

ouns

.

•

Adj

ectiv

es

قل و

فعر

ة تعب

ل

Iden

tify

and

say:

teac

her p

uts

num

ber b

esid

e ite

ms

on b

oard

and

as

ks fo

r the

num

ber o

f an

item

or f

or th

e na

me

of a

n ite

m w

ith a

pa

rticu

lar n

umbe

r.

زر ف

– زر

حة

عبل

Gue

ssin

g ga

me:

tea

cher

sel

ects

one

pic

ture

out

of

set

with

out

letti

ng p

upils

see

. P

upils

hav

e to

gue

ss w

hich

one

has

bee

n se

lect

ed. P

upil

who

gue

sses

cor

rect

ly w

ins

the

card

.

ورص

الام

خدست

باالء

إلمة ا

عبل

Pic

ture

dic

tatio

n: p

upils

dra

w w

hat t

he te

ache

r des

crib

es.

ورص

الف

صوو

ض عر

ة عب

ل

List

en a

nd i

dent

ify:

teac

her

disp

lays

set

of

pict

ures

sho

win

g pe

ople

wea

ring

diffe

rent

clo

thes

. S/h

e th

en d

escr

ibes

one

of t

he

peop

le a

nd p

upils

hav

e to

iden

tify

who

it is

.

معج

والرد

مف ال

ىعل

ة الل

لدة ل

كحر

البة

لع

Spo

t th

e pl

ural

: pu

pils

list

en o

ut f

or p

lura

ls a

nd g

ive

a ph

ysic

al

resp

onse

suc

h as

sta

ndin

g up

, si

tting

dow

n or

put

ting

up t

heir

hand

whe

n a

plur

al id

ea is

hea

rd.

هرلز

ر اج

ح /

تقا

طالب

ة اعب

ل

Dic

e/ca

rd g

ame

in p

airs

/gro

ups

of th

ree:

set

of c

ards

with

pic

ture

s on

, in

this

cas

e cl

othe

s ite

ms,

turn

ed fa

ce d

own.

Pup

ils ro

ll di

ce in

tu

rn. P

erso

n w

ith h

ighe

st n

umbe

r tu

rns

over

top

card

and

has

to

say

num

ber a

nd it

em, e

.g. t

wo

shirt

s. T

hey

then

get

to k

eep

card

. A

im is

to c

olle

ct a

s m

any

card

s as

pos

sibl

e.

ير خ

األأو

ل ألو

ف احر

للقا

وفاء

شياأل

ف ني

صت

Sor

t obj

ects

into

cat

egor

ies

by th

e so

und

of th

e fir

st o

r las

t let

ter.

يةجد

ألبف ا

روح

الق

وفت

ماكل

الب

تيتر

Sor

ting

wor

ds a

lpha

betic

ally.

ورص

ع م

وزين

وم د

بةلع

Dom

inoe

s (w

ords

-pic

ture

s).

تما

كل ال

ينكو

ة تعب

ل

Wor

d bu

ildin

g: p

upils

, hol

ding

lette

r car

ds, s

pell

out k

now

n w

ords

in

fron

t of t

he c

lass

by

posi

tioni

ng th

emse

lves

in th

e co

rrec

t ord

er

faci

ng th

e cl

ass.

تما

كل ال

انعب

ث

Wor

d sn

akes

.

ىعن

مها

ت لما

كلن

ويك

لتة

تبمر

الير

غف

روح

الب

تيتر

Jum

bled

lette

rs, s

ylla

ble

or w

ords

.

ءةرو

مق ال

تارا

عب ال

ت /ما

كللل

ة سب

نالم

ت اقا

طالب

ر ايا

ختا

Iden

tifyi

ng w

ritte

n fo

rm:

choo

se t

ext

card

s as

tea

cher

cal

ls o

ut

wor

ds a

nd p

hras

es.

لجم

والت

ماكل

الب

كيتر

Wor

d/se

nten

ce b

uild

ing:

pup

ils w

ork

in g

roup

s of

thre

e. T

each

er

give

s ou

t en

velo

pe/b

ag c

onta

inin

g m

ixtu

re o

f le

tters

and

wor

ds

and

pupi

ls h

ave

to s

ee h

ow m

any

wor

ds/s

ente

nces

they

can

bui

ld

with

in a

giv

en ti

me.

ينائ

ء ثمال

إ

Pai

r di

ctat

ion:

eac

h pa

rtner

writ

es a

n ag

reed

num

ber

of i

tem

s.

Then

eac

h di

ctat

es t

o th

e ot

her.

The

orig

inal

and

the

dic

tate

d w

ork

are

com

pare

d.

امج

حاأل

Siz

es

Too

big,

too

smal

l, to

o lo

ng, t

oo s

hort

ب؟س

نالم

س اقا

لمو ا

هذا

ههل

دا.ج

ير صغ

ا. جد

ير كب

ا. جد

ل وي

طا.

جدير

ص ق

نه، إ

الب.

سنا

منه

، إم

نعس

البلم

ء اشرا

ل لح

مرة

زياة:

ليثي

تمل

عم

Rol

e-pl

ay: b

uyin

g ne

w c

loth

es fo

r a s

peci

al o

ccas

ion.

Curriculum guide for Arabic

�1

Leve

l 3Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Environment: local area البيئة: المنطقة المحلية

يةع

بيط

الظر

نالم

ف اص

و

Land

scap

e

قعمو

ال

Loca

tion

تما

خدال

Am

eniti

es

ن؟شي

عي/ ت

شعي

ن ت أي

ن؟ني

كس

/ تكن

سن ت

أي

ة طق

مني

فر /

حلب

ن ا م

بقر

بال /

يةقر

الة /

ينمد

الي

فكن

سا أ

أن...

يةبل

ج

ة؟لي

حلم

ك اقت

طمن

ي ف

جديو

ذا ما

ة س

نيك

/ ما

ينس

/ ي

هفي

تركز

مر /

حسب

مة /

يقحد

ي قت

طمن

ي ف

جديو

......

ة.س

در م

ق /سو

/ بد

مع /

جدس

م/

ة: لي

حلم

ة اطق

من ال

فص

و

......

رةقذ

/ فة

ظي/ ن

ة ير

كب /

رةغي

ص /

دةعي

/ بة

يبقر

ي قت

طمن

..؟...

ل..جب

م ..أ

...ل.

جبى،

علا أ

همأي

.....

بلج

ن م

ىعل

و أ.ه

...ل.

جب

..؟...

ة.ين

مدم

..أ...

ة..ين

مدب

قرا أ

همأي

د:اع

قوال

جر ال

فرو

ح

•

ن(.ك

، ل و

ل )ص

لوت ا

دوا. أ

)..ل..

خ دا

ن )كا

لمف ا

روظ

•

......

غرص

، أبر

ك: أ

يلض

تف ال

اءسم

أ•

Gra

mm

ar fo

cus

•

Pre

posi

tions

•

Que

stio

n fo

rms

•

Con

junc

tions

: and

, bu

t

•

Com

para

tives

حارب

ومال

كافا

صن

كوة

عبل

Nou

ghts

and

cro

sses

: tw

o te

ams

use

noug

hts

and

cros

ses

grid

w

ith n

umbe

rs o

r pic

ture

s (in

this

cas

e pl

aces

in lo

cal a

rea)

. Pup

ils

choo

se th

eir b

ox b

y na

min

g th

e ob

ject

insi

de. T

he li

ne w

ins.

ولجد

المأل

م اع ث

تمس

: اي

اعسم

ط شا

ن

List

enin

g to

aud

io re

cord

ing:

diff

eren

t peo

ple

talk

ing

abou

t whe

re

they

liv

e (J

orda

n an

d U

K)

and

wha

t th

ere

is t

o se

e/do

the

re.

Pup

ils c

ompl

ete

tabl

e to

dem

onst

rate

und

erst

andi

ng.

طأخ

الدد

حم

ع ثتم

س: ا

ياع

سمط

شان

True

/fals

e lis

teni

ng: p

upils

hav

e si

mpl

ified

tow

n m

ap w

ith p

ictu

res/

sym

bols

of p

lace

s. T

each

er m

akes

sta

tem

ents

abo

ut w

hat t

here

is

to s

ee in

the

tow

n. S

ome

stat

emen

ts a

re tr

ue, o

ther

s fa

lse.

Pup

ils

have

to p

ut ☑

if tr

ue a

nd ☒

if fa

lse. م

سلر

ق اري

طن

عري

بيتع

ط شا

ن

Dra

win

g an

d de

scrib

ing:

pup

ils d

raw

pic

ture

with

thei

r hom

e in

the

mid

dle

and

all t

he p

lace

s ne

arby

aro

und

it. T

hey

then

des

crib

e w

hat’s

in th

eir p

ictu

re to

the

teac

her/r

est o

f cla

ss.

تما

ليتع

الب

سح

ن كا

لمد ا

حد

Follo

win

g in

stru

ctio

ns:

teac

her

plac

es c

ards

with

pic

ture

s of

pl

aces

aro

und

the

clas

sroo

m. T

each

er in

stru

cts

pupi

ls w

here

to

go,

e.g.

‘G

o to

the

mar

ket,’

an

d th

en g

ives

fur

ther

ins

truct

ion

abou

t w

hat

to d

o th

ere,

e.g

. ‘e

at a

ban

ana,

’ ‘pl

ay f

ootb

all,’

‘rid

e yo

ur b

ike,

’ ‘sa

y a

pray

er.’

Pup

ils m

ime

activ

ity.

يةجد

ألبف ا

روح

للقا

وفاء

شياأل

وت

ماكل

الف

نيص

ت

Sor

t obj

ects

into

cat

egor

ies

by th

e so

und

of th

e fir

st o

r las

t let

ter.

يةجد

ألبف ا

روح

الق

وفت

ماكل

الب

تيتر

Sor

ting

wor

ds a

lpha

betic

ally.

تما

كل ال

ينكو

ت

Wor

d bu

ildin

g: p

upils

, hol

ding

lette

r car

ds, s

pell

out k

now

n w

ords

in

fron

t of t

he c

lass

by

posi

tioni

ng th

emse

lves

in th

e co

rrec

t ord

er

faci

ng t

he c

lass

.

تما

كل ال

انعب

ث

Wor

d sn

akes

: se

nten

ce w

ritte

n w

ithou

t sp

aces

bet

wee

n w

ords

. P

upils

hav

e to

find

wor

d bo

unda

ries.

Can

be

done

as

pair

activ

ity

on m

ini w

hite

boar

ds.

لجم

ي ف

تما

كلوال

ت ما

كلي

فف

روح

الب

تيتر

Jum

bled

lette

rs, s

ylla

bles

or w

ords

.

ردط

الرر

مبة

لع

Pas

s th

e w

ord

parc

el: l

iste

ning

to a

uthe

ntic

mus

ic o

r so

ngs,

the

pupi

ls p

ass

roun

d th

e ci

rcle

a b

ag c

onta

inin

g fa

mili

ar te

xt c

ards

. E

ach

time

the

mus

ic s

tops

, th

e pu

pil h

oldi

ng t

he b

ag t

akes

out

on

e w

ord

card

and

read

s it

alou

d. T

he o

ther

pup

ils e

cho

the

wor

d (a

nd t

he t

each

er c

orre

cts

the

pron

unci

atio

n if

nece

ssar

y).

The

wor

d ca

rd is

pla

ced

in th

e m

iddl

e of

the

circ

le a

nd th

e m

usic

re-

star

ts. F

ollo

w-u

p ac

tiviti

es:

• W

hen

all t

he c

ards

are

out

of t

he b

ag a

nd in

the

circ

le th

e

pupi

ls s

ort t

hem

into

dic

tiona

ry o

rder

.

• Th

e pu

pils

sor

t the

wor

ds in

to c

ateg

orie

s, e

.g. n

ouns

, ver

bs,

ad

ject

ives

.

تما

كل ال

وزين

ومد

Dom

inoe

s (w

ords

/pic

ture

s).

ل صو

لف/ ا

نةس

الور

هش

عةألرب

ا

Mon

ths

and

seas

ons

UK

an

d A

rabi

c co

untri

es

سطق

اللة

حا

Wea

ther

ل، ري

أبس،

مارر،

رايفب

ر، ناي

ر يه

شي

فألن

ن اح

؟ نآلن

ن اح

ر نه

شي

ي أ ف

بر.سم

دير،

مبوف

، نبر

توك

، أبر

تمسب

س، ط

سأغ

و، لي

يوه،

نييو

و، ماي

/ اء

شت ال

ف /صي

الع /

بيلر

ل اص

في

فألن

ن اح

؟ نألن

ن اح

ل نص

فأي

ي ف

فري

خال

ر، ط

ممد،

بارئ،

افم د

يو ال

سطق

الو /

ج ال

ن؟اآل

و ج

الس /

طق ال

الح

ف كي

ج.

ثل م

س،شم

مح،

رياه

بة

بيعر

الد ي ب

فس

طق ال

لةحا

ويا

طانري

ي ب ف

سطق

اللة

حان

بية

ارنمق

ة.

لفخت

م

نةس

الور

هش

ن ع

يةغن

أ

Cha

nt/s

ong

to p

ract

ice

mon

ths

of th

e ye

ar.

قل و

فعر

ت

Iden

tify

and

say.

(See

p40

)

زر ف

– زر

ح

Gue

ssin

g ga

me.

(See

p32

)

برمع

الهر

لزر ا

جح

ة عب

ل

Dic

e ga

mes

: tal

king

dic

e. (S

ee R

esou

rce

list)

Curriculum guide for Arabic

�2

Leve

l 3Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy School المدرسة

ة س

درلم

باق

علتت

ت ما

لوع

مف

صوال

Sch

ool a

nd c

lass

in

form

atio

nسة

درلم

م اس

ا

Nam

e of

sch

ool

فص

ال

Cla

ss a

nd y

ear

ة ر/

دي م

ة،س/

درلم

م اس

اسة

درلم

ا

Nam

es o

f tea

cher

and

he

adte

ache

r

ي(؟)ه

ب ذه

/ تب

ذه/ ي

ت( )أن

ب ذه

ة تس

در م

أيى

إلف:

صوال

ة س

درلم

اى

إلب

ذهي ت

.ه...

ة..س

در م

ى إل

بذه

و ي.ه

...سة

در م

ى إل

بذه

ا أأن

......

ة..س

درم

..؟ي.

هو /

هت /

أنف

صي

ي أف

......

......

بعلرا

، اث

ثال ال

فص

الي

في

/ههو

ا /أن

..؟ة(.

م)عل

لم(/ا

)ةس

درلم

/ اة(

ر)دي

لمم ا

سو ا

اهم

......

هو...

ير.مد

الم /

عللم

/ اس

درلم

م اس

ا

د:اع

قوال

امه

تفس

االت

دوا أ

•

ا؟ م

ي؟ي أ

في؟

ى أ إل

ب:ل

ؤاس

الغة

صي •

Gra

mm

ar fo

cus

•

Que

stio

n fo

rms

بوا

جوال

ل ؤا

س ال

ىعل

ب دري

لتا

Que

stio

n an

d an

swer

pra

ctic

e: u

sing

tabl

e, in

trodu

ce fo

ur c

hara

cter

s w

ith v

ario

us d

etai

ls: n

ame,

age

, whe

re e

ach

lives

, whe

re e

ach

goes

to

sch

ool,

wha

t yea

r/cla

ss th

ey’re

in. M

odel

ask

ing

and

answ

erin

g qu

estio

ns in

third

per

son

with

who

le c

lass

, bef

ore

getti

ng p

upils

to d

o th

is in

pai

rs. T

each

er th

en g

ives

ow

n pe

rson

al d

etai

ls a

s m

odel

for

pupi

ls to

talk

abo

ut th

emse

lves

‘for

real

’.

يرخ

األ و

ولاأل

ف حر

الب

سح

ت ما

كل ال

فصن

Sor

t by

sou

nd o

f the

firs

t or l

ast l

ette

r.

فرو

حلل

ي جد

ألبب ا

تيتر

للقا

وفت

ماكل

الب

تيتر

Sor

ting

wor

ds a

lpha

betic

ally.

ور(ص

ال و

تما

كل)ال

وز ين

وملد

ة اعب

ل

Dom

inoe

s (w

ords

/pic

ture

s).

تما

كل ال

ينكو

ت

Wor

d bu

ildin

g. (S

ee p

40 )

ل جم

ي ف

تما

كل ال

أوت

ماكل

ي ف

فرو

ح ال

بتي

تر

Jum

bled

lette

rs, s

ylla

bles

or w

ords

.

فتل

خلم

و ا ه

ماة

عبل

Odd

one

out

.

هاس

ك ع

معة

لمك

الل

صو

Mat

chin

g op

posi

tes:

big

/sm

all,

long

/sho

rt.

بطال

بالص

خاص

صح

ل دو

جم

ميص

ت

Cre

atin

g a

timet

able

: pup

ils d

esig

n an

d co

mpl

ete

thei

r ow

n tim

etab

le in

Ara

bic.

تارا

عببال

ور ص

الط

رب

Mat

chin

g: p

upils

mat

ch c

aptio

ns to

pic

ture

s sh

owin

g di

ffere

nt a

reas

of s

choo

l.

ل دو

جة/

سيدرا

الاد

موال

صص

حال

Sub

ject

s an

d tim

etab

le

ادمو

الاء

سمأ

Nam

es o

f sub

ject

s

بح

ال أب/

حأ

Like

s an

d di

slik

es

ن؟سي

در/ ت

سدر

د توا

لمي ا

أم

لولع

، اضة

ريا ال

ت،يا

ضريا

الة،

بيعر

الغة

لل، ا

يةيز

جلالن

ة الغ

الس

درا أ

أن...

...ن،

نولف

اذا؟

ماول

ن؟ بي

ح/ ت

ب ح

د توا

لمي ا

أ...

ت..يا

ضريا

الب

حال أ

/ ب

حا أ

أن...

..،لة

ممة،

تعمم

ة، عب

صة،

هلس

ها ألن

ا(؟ه

ينضل

تف /

هاين

حب) ت

ها ضل

تف /

هاحب

ي تلت

د اوا

لمي ا

هما

......

ي ه

لةض

مف ال

يدت

ما...

ة .اد

مضل

أف /

بح

أ

د:اع

قوال

ل.جم

الط

ربي

فألن

م دا

خست

، اط

رب ال

تدوا

، أي

نف ال

بلو

س، أ

السؤ

الغة

صي •

Gra

mm

ar fo

cus

•

Que

stio

n fo

rms

•

Neg

ativ

e

•

Con

junc

tion:

bec

ause

بح

ال أ /

بح

ل أدو

جي

فواد

لمف ا

صن

Pre

fere

nces

: cla

ssify

sub

ject

s in

to li

kes

and

disl

ikes

or

list i

n or

der

of p

refe

renc

e.

ب ح

ال ين

ومب

حن ي

معن

ث ح

ابف:

ص ال

خل دا

أيع ر

طالست

ا

‘Fin

d so

meo

ne w

ho’:

pupi

ls c

ircul

ate

amon

g cl

assm

ates

ask

ing

abou

t lik

es a

nd d

islik

es u

ntil

they

find

pup

il w

ho li

kes/

disl

ikes

sp

ecifi

ed it

em. C

ould

lead

on

to c

lass

sur

vey.

يةس

درا ال

صص

ح ال

ولجد

Sch

ool t

imet

able

ومل ي

كس

دري ت

لتد ا

والم

ا

Less

ons

each

day

صةح

ل ك

د عي

وا م

ت/قا

أو

Tim

es o

f les

sons

ة؟مع

ج ال

س /مي

خ ال

ء /عا

ألرب/ ا

اء الث

لث/ ا

ن ني

الثم ا

يوس

درا ت

اذم

ت؟وق

ي ي أ

ف)..

......

ن.ني

الث )ا

وعسب

األم

أيار ب

كيتذ

الشر.

عية

ثان.ال

......

......

ة ني

ثا ال

دة،ح

وا ال

عةسا

الت:

وق ال

ن /زم

العة

جمرا

قةقي

٠ د6

= عة

سا ال

قة

قي5 د

١ =

عةسا

ع رب

قة

قي د

٠2 =

ة اع

سث

ثلقة

قي٠ د

3 =

عةسا

ف ص

ن

د:اع

قوال

د(بع

ل، قب

( من

لزد ا

فيي ت

لتط ا

رب ال

تدوا

أ•

Gra

mm

ar fo

cus

•

Con

junc

tions

: bef

ore,

afte

r

رةدائ

البة

لع

Circ

le a

ctiv

ity: p

ract

ise

ques

tions

and

ans

wer

s ba

sed

on th

is to

pic

an

d pr

evio

us to

pics

. (S

ee p

30)

هالي

عبة

جااال

ى عل

ولة

سئاأل

ح طر

ى عل

ب دري

لتا

Que

stio

n an

d an

swer

pra

ctic

e (te

ache

r to

pupi

l, pu

pil t

o pu

pil):

usi

ng

enla

rged

tim

etab

le a

sk q

uest

ions

abo

ut w

hat s

ubje

cts

are

taug

ht o

n w

hat d

ay a

nd a

t wha

t tim

e.

بةس

نالم

د اوا

لمى ا

علت

قاطا

لبع ا

ض و

ة:عي

ماس

ة عب

ل

List

enin

g an

d co

mpl

etin

g ta

ble:

pup

ils h

ave

outli

ne ti

met

able

and

ca

rds

with

sub

ject

sym

bols

and

wor

ds in

Ara

bic.

The

y ha

ve to

mov

e ca

rd to

cor

rect

pos

ition

on

timet

able

follo

win

g te

ache

r’s in

stru

ctio

ns.

Curriculum guide for Arabic

�3

Leve

l 3Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy

ذارعت

االم

ديتق

Apo

logi

sing

العم

األم ب

يالق

ب اطل

Mak

ing

requ

ests

تما

لوع

لمء ا

طاإع

Giv

ing

info

rmat

ion

......

اذست

ا أ/ ي

ة س

آن يا

تح

سمو

لري

ختأ

ف لس

ا آأن

ذا ه

مه

أفال

نا أ

فعر

ال أنا

أت

سيا ن

أني؟

ينعد

سا/ ت

ي دن

اعس

ن تن أ

عيطي

ست/ ت

ع طي

ستل ت

هم؟

ماح

الى

إلب

ذهن أ

ع أطي

ست/ أ

ينن

كيم

ل ه

..؟...

...ير

تعس

/ أم

خدست

ن أع أ

طيست

ل أه

..؟ب..

با ال

ة /فذ

نا ال

حفت

/ أق

غلن أ

ع أطي

ست/ أ

ي نن

كيم

ل ه

دا؟دي

جبا

تاك

/ ترا

دفي

ينط

تعن

ك أكن

يمل

هة؟

بيعر

الغة

لل با

......

ل..قو

ف تكي

......

منت

هينت

د الق

تح

ربت /

فزنا

أب:

يالغ

واور

ضح

العن

ة جاب

اإلم

نعة.

ضرحا

/ ضر

حاة.

ودج

مو /

ودج

مونا

أ ال

م /نع

م؟ يو

الب

غائو

أه ال

م /نع

م؟ يو

البة

غائي

أه

د:اع

قوال

......

...ن

ي أنن

كيم

ل: عا

ألفم ا

داخ

ست ا

•

......

...أن

ع طي

ست أ

•

ظ(ح

الب

وال)د

ة ئر

دا ال

بةلع

Circ

le a

ctiv

ity:

whe

el o

f fo

rtune

. R

esou

rces

nee

ded

are:

(a)

Set

of

A4

card

s w

ith p

rom

pts/

ques

tions

* on

one

sid

e an

d nu

mbe

rs

(writ

ten

larg

e) o

n ba

ck.

(b)

Whe

el o

f fo

rtune

mad

e of

car

d an

d di

vide

d in

to a

s m

any

sect

ors

as t

here

are

que

stio

n ca

rds

with

sp

inne

r m

ade

from

car

d an

d a

bras

s pa

per

fast

ener

. S

tude

nts

sit i

n on

e la

rge

circ

le. C

ards

are

spr

ead

face

dow

n w

ith n

umbe

rs

clea

rly v

isib

le.

Volu

ntee

r sp

ins

whe

el,

read

s nu

mbe

r w

here

the

sp

inne

r sto

ps a

nd p

icks

up

card

with

that

num

ber.

S/h

e re

spon

ds

to p

rom

pt o

r que

stio

n. If

the

answ

er is

cor

rect

, the

n ca

rd is

pla

ced

back

on

the

floor

face

up.

Tha

t num

ber

is n

ow v

oid.

If a

nsw

er is

in

corr

ect,

card

is p

lace

d ba

ck fa

ce d

own

for s

omeo

ne e

lse

to tr

y.

The

whe

el p

asse

s to

nex

t per

son.

Gra

dual

ly m

ore

and

mor

e ca

rds

are

turn

ed f

ace

up.

Whe

n pu

pil s

pins

a v

oid

num

ber,

the

whe

el

is s

impl

y pa

ssed

to

next

per

son

and

s/he

is o

ff th

e ho

ok.

Thi

s ac

tivity

can

be

adap

ted

for d

iffer

ent t

opic

s at

diff

eren

t lev

els.

*Wor

ds o

r ph

rase

s to

tran

slat

e, q

uest

ions

to a

nsw

er o

r pi

ctur

es to

des

crib

e.

يذالم

لتت ل

مالي

تعها

لي ع

فص

الي

فت

قاطا

ق بصا

إل

Stic

k po

ster

with

cla

ssro

om la

ngua

ge p

hras

es o

n w

all.

ى عل

ق عل

و تم أ

رهفات

دي

فق

صتل

ت حا

لوأو

ت قا

طام ب

ميص

تط

حائال

Pup

ils w

rite

labe

ls fo

r wor

k on

wal

l dis

play

s an

d in

thei

r boo

ks.

Classroom language اللغة المستخدمة في الصف

Curriculum guide for Arabic

��

Leve

l 3Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyالعادات والتقاليد Customs and

traditionsت

االتف

حاال

Fest

ival

s

ت: اال

تفح

اال

......

......

......

./ الد

مي ال

يد ع

ح /ص

لفد ا

عي

......

يدسع

د عي

/ ك

بار م

الدمي

د عي

د: يا

ألعي ا

فمة

خدست

مت

ردامف

ورص

الام

خدست

باالء

إلما

Pic

ture

dic

tatio

n: p

upils

hav

e a

num

ber o

f ind

ivid

ual p

ictu

res

corr

espo

ndin

g to

a s

tory

. The

sto

ry is

read

alo

ud, a

nd a

s th

ey

liste

n, p

upils

hav

e to

put

the

pict

ures

into

the

right

seq

uenc

e.

م يل

فأو

ة ص

قمن

زء ج

ض عر

د بع

ث حد

سيذا

ماع

وقت

Pre

dict

ion:

stu

dent

s w

atch

vid

eo o

f Ara

bic

fabl

e or

folk

tale

: pla

y pa

rt of

the

vide

o, a

sk p

upils

to g

uess

wha

t the

sto

ry is

abo

ut a

nd

to p

redi

ct w

hat m

ight

hap

pen

next

. Con

tinue

pla

ying

the

vide

o to

co

nfirm

pre

dict

ions

. Thi

s co

uld

lead

on

to d

ram

atis

ing

the

stor

y/ill

ustra

ting

the

stor

y.

ور ص

الى

إلرة

شااإل

وصة

قى

إلاع

تمس

اال

List

en a

nd id

entif

y: li

sten

to a

sto

ry a

nd p

oint

at p

ictu

res

or

obje

cts

whe

n th

ey h

ear t

hem

des

crib

ed in

the

stor

y.

رةصي

قي

غاني أ

فبع

صااأل

م دا

خست

ا

Fing

er rh

ymes

: lea

rn a

nd p

erfo

rm s

impl

e fin

ger r

hym

e re

late

d to

to

pics

cov

ered

.

ص رق

الأو

ة تم

تم ال

أوع

صاباأل

أو ة

كحر

مت ال

سرائ

لعم ا

داخ

ستا

اءغن

الأو

Talk

ing

pupp

ets:

(fin

ger)

pup

pets

to h

old

shor

t con

vers

atio

ns.

صةلق

د اسر

اء ثن

ذ أمي

تال ال

كةشار

م

To fo

cus

atte

ntio

n w

hile

list

enin

g to

sto

ries,

son

gs a

nd p

oem

s,

get p

upils

to jo

in in

with

repe

ated

phr

ases

or r

espo

nd to

key

w

ords

or p

hras

es b

y da

ncin

g, m

ovin

g or

mim

ing.

صةلق

ح اضي

تور ل

صو ال

بتي

تر

Seq

uenc

e pi

ctur

es to

sho

w th

e m

eani

ng o

f a s

tory

, poe

m o

r so

ng.

ها مل

حء ي

ياش

و أل أ

سائ و

امخد

ست با

صةلق

د اسر

ة اد

إعصة

لقد ا

سيج

لتن

لومث

لما

Ret

ellin

g st

ory

usin

g vi

sual

pro

mpt

s.

صةلق

ل اثي

تم

Act

ing

out a

sto

ry a

s it

is n

arra

ted;

join

ing

in w

ith th

e te

lling

and

ac

ting

out o

f a s

tory

.

يالدر

سنل

مثة

وفعر

لمت ا

ياص

خش

المن

ة صي

خش

د سي

جت

Rol

e-pl

ay: i

n th

e st

yle

of a

cha

ract

er (e

.g. C

inde

rella

), or

by

conv

eyin

g an

em

otio

n (e

.g. h

appy

, sad

, shy

, em

barr

asse

d,

angr

y).

دةعاي

لمت ا

قاطا

ع بصن

ب لسو

حا ال

امخد

ستا

Use

ICT

to p

rodu

ce a

gre

etin

gs c

ard

with

a m

essa

ge.

ة ني

أغأو

د شي

ت نما

كلة

بعتا

م

Follo

w w

ords

of s

tory

, poe

m, a

nd s

ong

as it

is re

ad o

ut o

r as

reco

rdin

g is

pla

yed. ي

ربلع

ط اخ

المن

ة لف

خت م

اعنو

ى أعل

ب در

لتا

Gra

ffiti

boar

d: p

upils

try

out l

angu

age

imag

inat

ivel

y an

d cr

eativ

ely.

At t

his

leve

l the

y m

ight

use

lette

rs in

bol

d co

lour

s an

d sh

apes

and

illu

stra

te th

eir a

ttem

pts

usin

g IC

T.

Creativity اإلبداع

يدش

نا وأ

يان

أغ /

صص

ق

Sto

ries

and

son

gs

ادعي

األت ب

االتف

حاال

ي غان

ى أ إل

اعتم

ساال

فص

ال و

سةدر

لمن ا

ععة

نومت

ي غان

أث

ديح

الند

عها

امخد

ستن ا

كيم

ولة

لي و

لةلي

ف أل

منال

دريسن

ة ص

قها.

فيف

صلو

م ادا

خست

و اس

البلم

ن اع

ي(الو

جد م

ؤاد ف

ب )يا

ى ثحل

ن أوا

عنة ب

صق

��

Curriculum guide for Arabic

45

Assessment at Levels 1–3This section is divided into two parts:1 Ongoing informal assessment2 Formally accredited assessment

Ongoing informal assessmentTeachers draw on a range of evidence (responses to questions, observation of pair/group activities, markingof work) to make judgements about the degree to which:

In oracy pupils are able to:Respond to simple requests and instructions;Listen and respond with ease and confidence;Use visual cues;Use appropriate forms of address for teacher and peers;Repeat modelled phrases independently with correct pronunciation;Identify particular sounds;Draw on non-verbal communication to convey meaning (facial expression, gesture, mime);Engage in classroom routines;Participate in role-plays;Memorise new words;Apply what they have learnt to new situations;Correct themselves (e.g. if they mispronounce or forget).

••••••••••••

In literacy pupils are able to:Place letters in correct order;Match the sound of letters and simple words to the written form;Recognise simple words in written form (e.g. their name, words for classroom objects);Match objects and images to spoken or written words;Form an increasing number of recognisable letters/characters and numbers;Pick out key points from short, simple texts;Make logical predictions based on the context/situation and their prior knowledge;Memorise spellings.

••••••••

In intercultural understanding/creativity pupils are able to:Match/sequence pictures to spoken or written text;Retell and/or act out a story (with support of visual prompts);Make predictions based upon what they know about stories and other genres;Follow the rules of a game;Perform rhymes, songs, short dialogues;Reflect key features of the culture through creating stories, posters, cards, murals;Compare and contrast aspects of different cultures through, e.g. Venn diagrams showing common and unique features, picture charts comparing different cultures.

It is important to be aware that, at this stage, pupils' comprehension will be greater than their expressive ability, soopportunities to demonstrate understanding in various ways should be included.

•••••••

46

In self- and peer-assessment pupils are able to:Think, pair, share. Pupils think individually about a question or set of questions and record response. They thendiscuss ideas with a partner and record what they have shared. Finally ideas are shared with whole group or withanother pair. This process, which is useful at different levels, encourages pupils to think about their learning andachieve greater clarity about their own strengths and weaknesses. It also provides valuable information for theteacher about how pupils are progressing;Self-assess by ticking list of things they can do;Identify daily/weekly/monthly goals which are reviewed. Teachers may provide sample goal statements in targetlanguage, e.g.:--- I am going to talk to _____ about ______--- I am going to speak at least _____ times in lessons--- I am going to use two new words today: _____ and _____--- I am going to write a message about _____ to _____Assess work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation).

•

••

•

In self- and peer-assessment pupils are able to:Think, pair, share. Pupils think individually about a question or set of questions and record response. They then discuss ideas with a partner and record what they have shared. Finally ideas are shared with whole group or withanother pair. This process, which is useful at different levels, encourages pupils to think about their learning andachieve greater clarity about their own strengths and weaknesses. It also provides valuable information for theteacher about how pupils are progressing;Self-assess by ticking list of things they can do;Identify daily/weekly/monthly goals which are reviewed. Teachers may provide sample goal statements in targetlanguage, e.g.:--- I am going to talk to _____ about ______--- I am going to speak at least _____ times in lessons--- I am going to use two new words today: _____ and _____--- I am going to write a message about _____ to _____Assess work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation).

•

••

•

Formally accredited assessment

Asset Languages (Breakthrough Stage)

LL* Can Do statementsThese statements are intended to reflectthe likely observable outcomes of achievement at each level. They are not definitions of proficiency in themselves.

Examples of teacher assessed tasksThere is some scope for teachers to adaptmaterial to suit their own programme ofstudy.

1 L I can understand a few familiar spoken words andphrases.

The learner hears six short dialogues which link the name of a person with something else (e.g. aplace, an activity, a day of the week).

S I can say/repeat a few words and short simplephrases.

Pupils repeat two lines of text after teacher.

R I can recognise and read out a few familiar wordsand phrases.

Matching people/animals/objects/etc to short texts.

W I can write or copy simple words or symbols. Copying list of five words beside a picture.

*LL = Languages Ladder*LL = Languages Ladder

47

3 L I can understand the main point(s) from a shortspoken passage.

The learner hears six short dialogues which link the name of a person with something else (e.g. aplace, an activity, a day of the week).

S I can ask and answer simple questions and talk about my interests.

Presentation (four sentences) based on personalitem, picture, toy, souvenir, book, etc.

R I can understand the main point(s) from a shortwritten passage in clear printed script.

Identifying which person the information given inshort texts relates to.

W I can write a few short sentences with supportusing expressions which I have already learned.

Translating three simple sentences.

The external assessment for Breakthrough assesses aspects of grades 1–3. It should be noted that candidates can choose to take only teacher assessment, only external assessment or both. Tasks set forexternal assessment are similar in type to those set for teacher assessment. External assessment is a formallyaccredited qualification. For teacher assessment learners receive a Grade Award endorsed by OCR.

Performance descriptors for Breakthrough

L On completing this stage, you should be able to understand a basic range of everyday expressions relating to personal details and needs. You may need to listen several times to get the information you need, dependingon how fast and clearly the speaker talks. You should have some understanding of a few simple grammaticalstructures and sentence patterns. You should be familiar with the sound system of the language. You should beaware of how to address people both formally and informally as appropriate.

S On completing this stage, you should be able to use a basic range of everyday expressions relating to personal details and needs. Your pronunciation will not always be completely accurate but your meaning will be clear. Youshould be able to understand and use a few simple grammatical structures and sentence patterns. You shouldbe familiar with the sound system of the language. You should be aware of how to address people both formallyand informally as appropriate.

R On completing this stage, you should be able to understand a basic range of everyday expressions relating to personal details and needs. You should have some understanding of a few simple grammatical structures andsentence patterns. You should be familiar with the writing system of the language. You should be aware of howto address people both formally and informally as appropriate.

W On completing this stage, you should be able to use a basic range of everyday expressions relating to personal details and needs. Your spelling will not always be completely accurate but your meaning will be clear. Youshould be able to understand and use a few simple grammatical structures and sentence patterns. You shouldbe familiar with the writing system of the language. You should be aware of how to address people both formallyand informally as appropriate.

For full information visit the Asset Languages website (www.assetlanguages.org.uk). Here you can view anddownload the Arabic Language specification for this level which includes sections on:

Language purposes and functionsGrammatical areasVocabulary areasScript acquisition

••••

References to both CanReferences to both Can DDo statements and the nature of Asset Languages tasks are accurate at the time of going to press, but may beo statements and the nature of Asset Languages tasks are accurate at the time of going to press, but may besubject to future amendments. When using the Languages Ladder and/or Asset Languages materials you are advised to check the latest subject to future amendments. When using the Languages Ladder and/or Asset Languages materials you are advised to check the latestversions with DfES and OCR respectively.versions with DfES and OCR respectively.

Curriculum guide for Arabic

�8

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Transport البيئة: وسائل المواصالت

تال

صوا

لمل ا

ائس

و

Mod

es o

f tra

nspo

rt

ت(ال

نقلت

ر)اسف

الرق

طة(

ل)ض

مفال

Pre

ferr

ed fo

rms

of

trav

el

ى إل

بها

لذة ا

يلس

وسة

درلم

ا

Trav

ellin

g to

sch

ool

يرب

علد

ى ب إل

لةح

م رظي

تن

Pla

nnin

g a

trip

to S

yria

ن ع

د(شي

)نية

غنأ

تال

صوا

لما

Sto

ry o

r so

ng

desc

ribi

ng a

jour

ney

ة، ين

سفة،

خر با

رة،طائ

ة، يار

سص،

باة،

فلحا

ت: صال

والم

ل اسائ

و ..

ار.ط

,قجة

درا...

...ق

قائر د

ش ع

ة،اع

سث

ثلة،

اعس

ع رب

ة:حل

لرن ا

زم..؟

ى.. إل

ينهب

تذس

ب/ذه

ستن،

رياف

سست

ر/ اف

سست

ف كي

...رة.

ياس

بالر،

طالق

باة،

ينسف

بالة،

ئرطا

بالفر

ساأ

ة؟س

درلم

ى ا إل

ينهب

تذ /

بذه

ف تكي

م، دا

ألقى ا

عليا

ش م

ق،فا

ألنر ا

طابق

ة، جر

ة أيار

س، ب

رةيا

سبال

ب ذه

أ...

يبائ

هرك

الطار

لقبا

..؟...

لـ با

أم...

ـ..بال

ب ها

لذ/ ا

فر س

الين

ضلتف

ل/ض

تفل

هفر

سان أ

ل أض

أفنا

؟ أ...

ـ..بال

م ..أ

ـ..بال

ب ها

لذ/ ا

فر س

الين

حبب/ت

حل ت

ه...

...ـ..

بال

د:اع

قو ال

ى عن

بمـ(

)بجر

الف

حرم

داخ

ست. ا

ن(بي

ح، ت

بح

)تث

ؤنلم

واكر

مذ ال

معع

ضارلم

ل افع

ال •

ف(كي

م )ها

تفس

االة

أداة.

طس

وا ب

Gra

mm

ar fo

cus

•

Pre

posi

tions

•

Pre

sent

tens

e: m

ascu

line

and

fem

inin

e

قل و

فعر

ت

Iden

tify

and

say.

(See

p40

)

ء(صا

ح )إ

بةجو

وأة

ئلس

ت أبا

دريت

Que

stio

n an

d an

swer

pra

ctic

e: th

is m

ight

be

base

d ar

ound

cla

ss

surv

ey to

find

out

wha

t for

ms

of tr

ansp

ort a

re u

sed

by th

e cl

ass

to

get t

o sc

hool

. Inf

orm

atio

n co

uld

then

be

pres

ente

d in

form

of b

ar

char

t. (P

ossi

ble

com

paris

on w

ith s

choo

l in

Jord

an.) زر

ف-

زرح

ة عب

ل

Gue

ssin

g ga

me.

(See

p32

)

Pupi

ls a

re a

t a s

tage

whe

re th

ey a

re b

egin

ning

to r

ead

and

writ

e sh

ort p

iece

s of

text

mad

e up

of f

amili

ar la

ngua

ge.

Thus

it is

now

pos

sibl

e an

d im

port

ant t

o in

tegr

ate

mor

e fu

lly th

e sp

oken

and

writ

ten

form

s of

the

lang

uage

, so

that

they

rei

nfor

ce e

ach

othe

r. A

s ne

w to

pics

are

in

trod

uced

ora

lly (w

ith v

isua

l sup

port

), lin

ks s

houl

d be

m

ade

syst

emat

ical

ly to

the

writ

ten

form

dra

win

g at

tent

ion

to u

nfam

iliar

lette

rs a

nd to

com

mon

pat

tern

s (s

pelli

ng,

agre

emen

ts, e

tc).

Alth

ough

act

iviti

es to

sup

port

the

reco

gniti

on, m

emor

isat

ion

and

prod

uctio

n of

lette

rs a

nd

wor

ds r

emai

n ne

cess

ary,

ther

e is

sco

pe a

t Lev

els

4-6

to

inco

rpor

ate

a m

uch

wid

er r

ange

of a

ppro

ache

s. P

artic

ular

ly

usef

ul a

re ‘a

ctiv

e re

adin

g an

d w

ritin

g’ s

trat

egie

s an

d th

ese

are

stro

ngly

enc

oura

ged

here

.

ة: تاب

كوال

ة راء

لقي ا

ففة

تلخ

مرق

طم

داخ

ستا

ورص

المع

ت ما

كل ال

تقا

طاة ب

بقطا

م

Mat

chin

g: p

upils

mat

ch w

ord

card

s to

pic

ture

s as

new

lang

uage

is

intro

duce

d.

ل دو

ج ال

لءوم

ة حل

ف رص

ي تلت

ص اصو

لنض ا

بعة

راءق

Rea

ding

sho

rt te

xts

desc

ribin

g jo

urne

ys to

sch

ool a

nd

com

plet

ing

tabl

e to

sho

w u

nder

stan

ding

. The

se te

xts

then

be

com

e m

odel

for p

upils

to c

ompo

se th

eir o

wn

shor

t tex

ts a

bout

th

eir j

ourn

eys

to s

choo

l.

ثةدي

حوال

ة يم

قد ال

لنق

الل

سائ و

ينة ب

ارنمق

Com

parin

g ol

d fa

shio

ned

and

mod

ern

mea

ns o

f tra

nspo

rt: p

upils

ca

n w

rite

a su

mm

ary

of th

e ba

sic

idea

s.

ة؟حل

لرم ا

قوست

ى مت

ل.قب

لم..ا

..../

هرش

الع /

بوس

األي

فلة

حلر

م اقو

ستء.

تاش

الف-

ريخ

الف-

صي ال

ع-بي

لر: ا

عةألرب

ة اسن

الول

صبف

ة كر

تذر،

حا ال

صللف

، ارد

با ال

صللف

: اول

صلف

ه اهذ

اء ثن

س أطق

اللة

حاوب

ل.تد

مع ال

صللف

ارا.

متلو

كي /

يال.م

...ي

والح

د بع

؟ ترو

يث ه

طار م

عن...

ة.طق

مند

بعم ت

كو

"دن

لن"

ينو ب

" أدن

لن"

وي"

ترين

وفك

" ين

ة باف

سلم

ي ا ه

ما...

.. ي

والح

ي ه

فةسا

لم؟ ا

...ب"

حل"

وق"

شدم

" ين

و ب" أ

يةود

سع"ال

ة.اع

س...

...لة

حلر

ق اغر

ست. ت

تراوم

يلك

ي وال

حت

بي ال

درغا

سندر/

غاسأ

ة؟ حل

لرف ا

ص و

ينيع

طست

ع/تطي

ستل ت

ه...

ة.اع

سال

ي /ض

أقس

......

ى..إل

...طار

لق(/ا

صبا

)الة

فلحا

الب

كنر

سب /

كسأر

يوال

حي

ضنق

سة

ئرطا

الي

ف...

ى.. إل

رةطائ

الب

كنر

سب /

كسأر

م ، ث

لةاف

ح ال

ي ف

عةسا

...م.

عاط

الول

ناسأت

م/أنا

س/..

رأ.أق

س/..

ع. م

ثحد

سأت/..

ى.. إل

معست

سأت

قيتو

. ب..

عةسا

الي

والح

ل ص

سأ..و

ى. إل

طارلق

ب اك

سأرل،

صا أ

دمعن

ش.يت

ينغر

ن/ند

لل.

مير،

متو

يلك

ر، مت

س: يا

لقت ا

داح

بوف

ريتع

الف.

.أل...

ة..مائ

ة الث

، ثان

ئت م

ة،مائ

ة: ير

كب ال

امرق

األ

د: اع

قوال

ل(قب

ستلم

ن ازم

ى عل

ل يد

ي لذ

ع اضار

لمل ا

فع)ال

ل قب

ستلم

ن ازم

•

بلتق

سلم

ن ازم

=رع

ضالم

ل افع

+الس

•

...م

، ثك

ذلد

بعا،

ني ثا

ال،أو

ث: دا

حاأل

ب تي

ترى

علل

تدت

ماكل

•

Gra

mm

ar fo

cus

•

Futu

re te

nse

•

Con

nect

ives

: firs

tly, t

hen,

afte

r th

at

لةح

ف رص

و

List

enin

g an

d tra

cing

jour

ney:

tea

cher

des

crib

es jo

urne

y. P

upils

tra

ce t

he s

tage

s of

the

jou

rney

on

a si

mpl

ified

map

, in

dica

ting

mod

e of

tra

nspo

rt at

eac

h st

age

and

othe

r de

tails

. A

rela

ted

liter

acy

activ

ity w

ould

be

'seq

uenc

ing'

whe

re t

ext

desc

ribin

g jo

urne

y is

cut

up

into

sec

tions

and

jum

bled

up.

In

pairs

/gro

ups

pupi

ls re

orde

r sec

tions

to re

crea

te o

rigin

al te

xt.

ة ط

ريخ

الى

علن

كما

األد

ديح

ت

Gro

up p

roje

ct: i

n sm

all g

roup

s pu

pils

wor

k w

ith m

aps

and

othe

r re

sour

ces

to i

dent

ify p

lace

s w

here

Ara

bic

is s

poke

n. T

hey

can

then

sel

ect

plac

es t

hey

wou

ld l

ike

to v

isit.

Eac

h gr

oup

shou

ld

choo

se a

gen

eral

are

a to

vis

it an

d th

ree

or f

our

spec

ific

plac

es

they

wou

ld li

ke to

exp

lore

. Pup

ils c

an u

se a

var

iety

of r

esou

rces

(e

.g.

prin

t, vi

deo,

com

pute

r, in

terv

iew

s) t

o fin

d ou

t m

ore

abou

t th

eir c

hose

n lo

catio

ns.

The

y co

uld

then

cre

ate

thei

r ow

n po

ster

s/

disp

lays

with

map

s, p

ictu

res

and

capt

ions

and

sho

rt te

xts

in

Ara

bic

(lite

racy

).

يةرب

علة

دوى

إلت

فرسا

ك أن

لخي

ت

Airp

ort e

ncou

nter

s: a

sk p

upils

to im

agin

e th

ey a

re a

t an

airp

ort,

carr

ying

a h

eavy

sui

tcas

e. T

hey

have

to th

ink

of w

here

they

are

go

ing,

who

with

, an

d w

hy (

e.g.

to

Dub

ai,

to a

ttend

the

ann

ual

Sho

ppin

g Fe

stiv

al).

They

then

go

roun

d gr

eetin

g as

man

y pe

ople

as

pos

sibl

e at

the

airp

ort a

nd a

skin

g th

em w

here

they

are

goi

ng.

At t

he e

nd o

f the

act

ivity

, pup

ils fo

rm a

circ

le, o

ne p

erso

n in

the

mid

dle.

Som

eone

in th

e ci

rcle

has

to s

ay w

ho th

at p

erso

n is

and

w

here

they

are

goi

ng.

Curriculum guide for Arabic

�9

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy T r a v e l a n d t o u r I s m السياحة والسفر

أو ة

قيقي

ح)ال

ت ازا

جاإل

ة(لي

ياخ

ال

Hol

iday

s

Rea

l or

imag

inar

y

ن؟ م

معن،

أيى،

مت

Whe

n, w

here

, with

w

hom

ت؟قم

ن أأي

Whe

re s

taye

d سطق

اللة

حا

Wea

ther

ي لت

ء ايا

شاأل

ورة

يالز

ن اك

ماأ

هام ب

يالق

ع اطي

ستت

Thin

gs to

see

and

do

تبا

طمر

الم /

عاط

الت

باج

و

Mea

ls a

nd r

efre

shm

ents

ث( ؤن

مت،

)أنت

هب/ ذ

كر(مذ

ت، )أن

ت هب

/ ذي(

)هت

هب/ ذ

و( )ه

ب ذه

ى مت

...

الد.مي

اليد

علة

ط ع

ي /ض

ما ال

فصي

الي

فزة

جاي إ

فت

هب ذ

ة؟ جاز

ي إف

ث(؟ؤن

مت،

)أنت

هب/ ذ

كر(مذ

ت، )أن

ت هب

( ذي

)هت

هب/ ذ

و( )ه

ب ذه

ن أي

......

ى إل

تهب

ي ذ.ه

...ى

إلب

ذهو

.ه...

ى. إل

تهب

ا ذأن

ت؟زل

/ نت

قمن أ

أي /

اءدق

صاأل

د ح

ت أبي

ي ف

/ )اء

ربألق

)الة

عائ ال

رادأف

د ح

ت أبي

ي ف

تزل

ا ن أن

...شة

رومف

ة شق

ي ف

م /خي

مي

فق /

ند ف

يف

س؟طق

اللة

حات

كانف

كي...

ا..ج

ثل م

را،ط

ممال،

تدمع

ا، رد

باا،

حارس

طق ال

انك

ك؟نا

هك

جبأع

ي لذ

ا ام

......

ة.عي

بيط

الظر

نالم

/ اة

نيألب

/اس

طق ال

يبن

جأع

ال/مم

ن كا

...ت(.

رهك

ب/ح

م أ )ل

يبن

جيع

م ن ل

ك، ل

ياسل

/معا

مت.م

...ن

كا

...عا

ظيف

......

ت.ري

شت؟ ا

هايت

ترش

ي الت

ا اداي

ه ال

ماا؟

همن

ن ثكا

/ ها

فتكل

ت كان

م ك

ت.ها

نيج

ا/ ه

نيج

...ي.

تنلف

كة(

مللع

، اال

لم )ا

ودنق

الة.

مائى

إلحد

وامن

م قا

ألرة ا

جعمرا

ك؟نا

هت

ربش

/ ت

كلا أ

اذم

......

ت.رب

ش..و

ت..كل

أى؟

خرة أ

مرب

ذه/ ت

ها يد

تعن

ى أمن

تتل

وهة؟

حللر

ه اهذ

ك بت

جأع

ل ه

......

ق ند

لفع ا

وق م

يبن

جيع

م ، ل

الرا.

ثيك

ي تن

جبأع

م، نع

د:اع

قوال

ن.ح

، نث

ؤنلم

واكر

مذلل

ت ) أن

نا،، أ

ي ه

و، ه

ئرما

ض ال

عةج

مرا •

ئر.ما

ض ال

معي

ضما

العل

لفف ا

ريص

ت•

م ك

واذا

مما،

ف، كي

ى، مت

ن، أي

م:ها

تفس

االت

دوا، أ

السؤ

الغة

صي •

Gra

mm

ar fo

cus

•

Pas

t ten

se

•

Que

stio

n w

ords

بةجو

وأة

ئلس

ت أبا

دريت

Que

stio

n an

d an

swer

pra

ctic

e: u

sing

tabl

e, in

trodu

ce 4

ch

arac

ters

with

diff

eren

t hol

iday

det

ails

for e

ach

one.

P

ract

ice

aski

ng a

nd a

nsw

erin

g qu

estio

ns in

pas

t ten

se

(third

per

son)

with

who

le c

lass

and

then

as

pair

wor

k ac

tivity

. Pup

ils c

an th

en b

e as

ked

to p

lay

the

part

of o

ne

of th

e ch

arac

ters

to p

ract

ice

first

per

son.

ت(يا

وم )ي

يةوم

ت يكرا

مذى

إلاع

تمس

اال

Dis

cuss

ing

spok

en

and

writ

ten

text

s:

an

alte

rnat

ive

appr

oach

, w

hich

may

be

mor

e ap

prop

riate

for

pup

ils

with

a b

ackg

roun

d in

the

lang

uage

/cul

ture

, w

ould

be

to

inpu

t new

lang

uage

thro

ugh

a lis

teni

ng o

r rea

ding

act

ivity

(li

tera

cy),

e.g.

a d

iary

acc

ount

with

pho

tos

of a

spe

cial

tri

p/a

vide

o di

ary.

Bef

ore

hear

ing/

read

ing

text

, te

ache

r in

trodu

ces

and

gets

pup

ils t

o pr

actic

e so

me

key

wor

ds/

phra

ses

(with

vi

sual

su

ppor

t). T

he

text

is

pr

esen

ted

with

vis

ual s

uppo

rt.

Pos

sibl

e fo

llow

up

activ

ities

incl

ude

oral

qu

estio

ning

, re

crea

ting

text

or

ally

fro

m

visu

als,

hi

ghlig

htin

g pa

rticu

lar a

spec

ts o

f gra

mm

ar a

nd v

ocab

ular

y (e

.g. c

ontra

stin

g pr

esen

t, fu

ture

and

pas

t ten

se fo

rms

of

key

verb

s/re

lativ

e cl

ause

s/de

scrip

tions

).

ها ست

درات

تمي

لتت ا

عاضو

مو ال

الخ

وإدير

طو، ت

عةج

مراقا

سبم

Con

solid

atin

g an

d de

velo

ping

lan

guag

e us

e: r

evis

ing,

ex

tend

ing

and

inte

grat

ing

poin

ts ta

ught

pre

viou

sly

(fam

ily,

trave

l, w

eath

er, f

ood

and

drin

k).

م دا

خست

بالة

طو م

ملج

ن وي

كى ت

علذ

ميتال

الب

دريت

ت ارا

عبة

فيظر

Bui

ldin

g se

nten

ces:

mod

ellin

g an

d ha

ving

pup

ils p

ract

ice

build

ing

long

er s

ente

nces

by

incl

udin

g m

ore

info

rmat

ion

such

as

adve

rbs

or a

dver

bial

phr

ases

, or c

onju

nctio

ns.

ض بع

ض عر

وب

باس

األكر

ع ذ م

أيلر

ن ا ع

يرعب

لتا

ت عا

ضومو

الور

ضح

الى

عل

Con

stru

ctin

g se

nten

ces:

exp

ress

ing

sim

ple

opin

ions

and

gi

ving

reas

ons.

هوور

ضح

الى

علت

عاضو

موض

عر

Pre

sent

ing

idea

s to

an

audi

ence

(ei

ther

ind

ivid

ually

, in

sm

all g

roup

s or

with

the

cla

ss)

usin

g pr

epar

ed m

ater

ial,

visu

als,

ges

ture

and

exp

ress

ion.

Thi

s m

ight

be

a ‘li

ve’ t

alk,

a

mul

timed

ia p

rese

ntat

ion,

a s

ketc

h, a

poe

m,

a so

ng o

r a

vide

o. A

t thi

s le

vel p

upils

will

nee

d cl

ear g

uida

nce

from

th

e te

ache

r to

ass

ist

them

in

plan

ning

, re

hear

sing

and

pr

epar

ing

reso

urce

s fo

r th

eir

pres

enta

tion.

Thi

s m

ay b

e in

the

for

m o

f a

task

she

et,

setti

ng o

ut s

tage

s an

d tim

e lim

it fo

r co

mpl

etio

n. I

t w

ill a

lso

be u

sefu

l for

the

m t

o be

to

ld w

hat c

riter

ia w

ill b

e us

ed b

y th

e te

ache

r or

pee

rs to

as

sess

qua

lity

of p

rese

ntat

ion.

(See

pp6

5 –

8)

ة:ام

عت

طاشا

/ نت

بادري

تب

تيتر

الق

وفت

ماكل

الب

تيتر

ل: جم

والت

ماكل

الوى

ست م

ىعل

ف، تل

خلم

د اجا

وإية،

ثربع

مف

روح

ن م

تما

كلن

ويك

، تدي

جألب

اف

نيص

وتى

عنلم

ر/اصو

المع

ت ما

كل ال

قةطاب

مت،

ماكل

الان

عبث

ور.ص

الLe

tter,

wor

d an

d se

nten

ce le

vels

• S

ortin

g w

ords

alp

habe

tical

ly.

• W

ord

build

ing.

(See

p40

)

• Ju

mbl

ed le

tters

, syl

labl

es o

r wor

ds.

• O

dd o

ne o

ut.

• W

ord

snak

es.

• M

atch

ing

wor

ds to

pic

ture

s, E

nglis

h w

ords

to A

rabi

c w

ords

,

sent

ence

hal

ves,

que

stio

ns a

nd a

nsw

ers.

• La

belli

ng p

ictu

res

or d

iagr

ams.

• C

ateg

oris

ing

wor

d ca

rds.

ي ف

الفع

األ /

يةس

سااأل

ت ما

كل ال

يدحد

: تص

لنى ا

توس

مى

علء،

مال، إ

لةسئ

ع أض

وت،

غافرا

اللء

مص،

لنث ا

داح

ب أتي

ترص

لنا

ة.ه

جمو

ة تاب

ك و

كةتر

ش م

بةتا

ك /

ءةقرا

Text

leve

l

• Te

xt m

arki

ng*:

pla

ce a

nd m

ain

attra

ctio

ns.

• Te

xt m

arki

ng: v

erbs

in p

ast t

ense

.

• S

eque

ncin

g: te

xt/s

tory

des

crib

ing

a ho

liday

.

• G

ap-fi

lling

: pos

tcar

d/E

-mai

l mes

sage

.

• Q

uest

ion

setti

ng**

.

• (R

unni

ng) D

icta

tion*

**.

• S

hare

d re

adin

g/w

ritin

g.

• G

uide

d w

ritin

g: e

.g.,

diar

y of

real

or i

mag

inar

y ho

liday

base

d on

mod

el.

رةصو

لمم ا

جعا

لمكا

ع ج

مرا ال

امخد

ستى ا

علذ

ميتال

اليد

عوت

Beg

inni

ng to

use

som

e re

fere

nce

mat

eria

ls (p

ictu

re d

ictio

nary

, ve

rb ta

bles

).

*Tex

t mar

king

invo

lves

hig

hlig

htin

g/un

derli

ning

par

ticul

ar fe

atur

es o

f a te

xt a

nd c

an

help

bot

h in

acc

essi

ng te

xts

and

deve

lopi

ng im

porta

nt r

eadi

ng s

trate

gies

(lo

okin

g fo

r cl

ues

to m

eani

ng, s

kim

min

g an

d sc

anni

ng).

**

*Run

ning

dic

tatio

n in

volv

es s

ticki

ng s

hort

piec

es o

f tex

t (e.

g. fi

ve li

nes)

aro

und

room

aw

ay fr

om w

here

pup

ils a

re s

ittin

g (o

r in

cor

ridor

out

side

). P

upils

wor

k in

pai

rs. E

ach

pair

has

a te

xt a

lloca

ted

to th

em (

by n

umbe

r or

col

our)

. One

pup

il re

mai

ns s

eate

d w

here

they

are

. The

ir pa

rtner

has

to s

tand

up

and

'run'

to th

eir

text

, rea

d it,

mem

oris

e it

chun

k by

chu

nk, r

un b

ack

to th

eir

partn

er a

nd d

icta

tes

it. T

he w

inne

rs a

re th

e pa

ir w

ith

the

first

abs

olut

ely

corr

ect v

ersi

on o

f the

text

.

Curriculum guide for Arabic

�0

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy

T r a v e l a n d t o u r i s m السياحة والسفر يا

داه

الاء

شر

Buy

ing

pres

ents

تال

عم ال

د /قو

لنا

ة مل

عست

لما

يةرب

ع ال

وللد

ض اع

ي بف

)001

-1م )

قاألر

ا

Mon

ey a

nd n

umbe

rs

1–10

0

ي؟تر

شن ت

ب أح

ا تاذ

م...

......

ي.تر

شن أ

ب أح

أه؟

هذ /

ذا ه

عرس

/ من

م ثك

رة.لي

......

ن..ثو

ثالن،

روش

عشر،

بعه

إنا.

جدص

خيي/ر

غالذا

ه...

...ن

مثر

كع أ

دفن أ

لا.

جدل

قومع

ب/ س

نا م

عرس

ه إن

......

.. ري

شتن أ

د أأري

..؟ي..

ترش

ن أع أ

طيست

ل أه

ر؟خ

ا آيئ

شد

ريل ت

هئا

شيد

أريال

ال، / .

......

د.أري

م نع

مةسال

المع

ك، ا ل

كرش

دةعد

متف

اقمو

ن ضم

ق سو

لتن ا

عت

يايل

مث: ت

طةسي

ة بلي

ثيتم

Rol

e-pl

ay:

• Ac

t out

sho

ppin

g sc

ene

whe

re th

ere

is an

arg

umen

t ove

r pric

e.

• A

ct o

ut s

cene

whe

re s

hopk

eepe

r kee

ps tr

ying

to s

ell t

hing

s

the

cust

omer

doe

sn't

wan

t to

buy.

• A

ct o

ut s

cene

as

a pe

rson

with

par

ticul

ar c

hara

cter

, e.

g.

so

meo

ne s

hy a

nd s

omeo

ne b

ossy

(usi

ng fi

nger

pup

pets

).

ل قب

ير ك

تف ال

صةفر

ذ مي

تال ال

يط

تعة

لفخت

مرق

طم

داخ

ستا

اء يم

اإلة،

تمتم

الام

خدست

ى اعل

د كي

تأوال

ة دث

حالم

ء اجرا

إفة

تلخ

لمه ا

جلو

ت اكا

حرو

Not

e

• It

is im

port

ant

to c

reat

e co

mfo

rtab

le, s

afe

envi

ronm

ent

w

hen

doin

g dr

ama

activ

ities

.

• Em

phas

ise

use

of m

ime,

ges

ture

, fac

ial e

xpre

ssio

n an

d

tone

of v

oice

to h

elp

to c

onve

y m

eani

ng.

• D

raw

pup

ils at

tent

ion t

o ‘s

talli

ng st

rate

gies

’ to al

low

tim

e to

he

sita

te, e

.g. u

se sp

oken

expr

essi

ons a

nd g

estu

res w

hich

allo

w fo

r th

inki

ng ti

me.

Hav

e pu

pils

pra

ctis

e th

ese.

ة:ام

عت

طاشا

/ نت

بادري

تب

تيتر

الق

وفت

ماكل

الب

تيتر

ل: جم

والت

ماكل

الوى

ست م

ىعل

ف، تل

خلم

د اجا

إيرة،

عثمب

ف رو

حن

مت

ماكل

ن وي

ك، ت

ديج

ألبا

ى عن

لم/ ا

ورص

المع

ت ما

كل ال

قةطاب

مت،

ماكل

الان

عبث

ور.ص

الف

نيص

وت

Lette

r, w

ord

and

sent

ence

leve

ls

• S

ortin

g w

ords

alp

habe

tical

ly.

• W

ord

build

ing.

(See

p40

)

• Ju

mbl

ed le

tters

, syl

labl

es, w

ords

.

• O

dd o

ne o

ut.

• W

ord

snak

es.

• M

atch

ing

wor

ds to

pic

ture

s, E

nglis

h w

ords

to A

rabi

c w

ords

,

sent

ence

hal

ves,

que

stio

ns a

nd a

nsw

ers.

• La

belli

ng p

ictu

res

or d

iagr

ams.

• C

ateg

oris

ing

wor

d ca

rds.

ص:لن

ى اتو

س م

ىعل

ة تاب

ك /

ءةقرا

ة، ئل

سع أ

ض و

ت،غا

فرا ال

لء م

ص،لن

ث ادا

حب أ

تيتر

الء.إم

ة، ه

جمو

ة تاب

ك و

كةتر

شم

Text

leve

l

• S

eque

ncin

g: d

ialo

gues

.

• G

ap-fi

lling

: dia

logu

es.

• (R

unni

ng) D

icta

tion*

(See

p49

).

• S

hare

d re

adin

g/w

ritin

g.

• G

uide

d w

ritin

g: e

.g. d

ialo

gue

base

d on

mod

el.

رةصو

لمم ا

جعا

لمكا

ع ج

مرا ال

امخد

ستى ا

علذ

ميتال

اليد

عوت

Beg

inni

ng t

o us

e so

me

refe

renc

e m

ater

ials

(pi

ctur

e di

ctio

nary

, ve

rb ta

bles

).

تها

جاالت

ن ا ع

السؤ

ال

Ask

ing

dire

ctio

nsة

طح

مة /

يقحد

الا /

نمسي

الق /

سو ال

ى إل

ولص

لوي ا

ننك

يمف

كي ..

......

...طار

لقا

سارلي

/اين

يم ال

ى إل

جهات

سارلي

ـ ان

ميلي

ى اعل

ع شار

ث ثال

ي /ثان

/ ول

ذ أخ

سرج

البر

اعهر

لن( ا

فطر

ى عل

ة )اذا

حبم

ش ام

ة(ح

سا)ال

وارلد

ز ااو

جت

......

ه..سم

ع اشار

ي ف

نه..إ

...راء

ول /

قاب م

ب /جان

/ بن

مب

ري ق

نهإ

د:اع

قوال

)..ل.

قاب م

ن- م

بقر

بالب-

جان )ب

انك

لمف ا

روظ

•

)..ر..

عب- ا

جه)ات

مراأل

ل فع

•

ف(كي

م )ها

تفس

االة

أدال.

ؤاس

الغة

صي •

Gra

mm

ar fo

cus

•

Pre

posi

tions

: nea

r, ne

xt to

, opp

osite

•

Que

stio

n w

ords

ة: ط

سية ب

ليثي

تمن

عال

سؤبال

ق عل

تتة

ددتع

ومة

لفخت

مهد

شا م

لثي

تمس

رائلع

م ادا

خست

وات

هاجا

التا

تها

جاالت

ن ا ع

ألس

ق يحق

مور

ديل

مثو ت

Rol

e-pl

ay:

• A

ct o

ut s

cene

inv

olvi

ng s

omeo

ne a

skin

g fo

r di

rect

ions

.

Per

son

givi

ng d

irect

ions

tal

ks t

oo f

ast

or m

umbl

es,

so

pe

rson

lost

has

to k

eep

aski

ng th

em to

repe

at.

• A

ct o

ut s

cene

as

a pe

ople

with

par

ticul

ar c

hara

cter

, e.

g.

so

meo

ne s

hy a

nd s

omeo

ne b

ossy

(usi

ng fi

nger

pup

pets

).

• A

ct a

spy

ask

ing

for d

irect

ions

, e.g

. Jam

es B

ond.

Curriculum guide for Arabic

�1

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy World of work: jobs عالم العمل: الوظائف والمهن

فائ

ظلو

ع اوا

أن

Type

s of

jobs

لعم

الان

كم

Whe

re p

eopl

e w

ork

ي لت

ف اائ

ظلو

/ ال

ماألع

ا

اءدق

صاأل

ة، سر

األاد

فرا أ

هس

اريم

Jobs

don

e by

fam

ilyan

d fr

iend

s

لةض

مف ال

فائ

ظلو

/ ال

ماألع

اJo

b pr

efer

ence

s

ك؟خال

/ ك

عم /

ك(لد

وا (

كبو

ل أعم

ا ياذ

مي

امح

مب /

بيط

/ س

در م

ع /بائ

/ ض

مر م

ي/ك

نيكا

مي /

لةاف

حق

سائو

ه...

سسي

قم /

عال /

يحف

ص /

بطر

مل /

مث م

ي /ط

شر /

رعمزا

/ك؟

لتخا

/ ك

مت ع

/ )ك

دتوال

ك )أم

ل عم

ا تاذ

مة

ئع با

ة /مي

حا م

ة /يب

طب /

ضةمر

مة /

كيني

كامي

/ لة

افح

ة ئق

ساي

ه /

مةعال

/ ية

حفص

/ بة

طر م

ة /ثل

مم /

يةط

شر /

عةزار

مة /

سدر

م/

...سة

سيق

..؟ك..

خو/ أ

ك بو

ل أعم

ن يأي

...ة.

رعمز

/ ى

شفست

مة /

سدر

مل /

ح م

ب /كت

مع /

صن م

ي ف

مليع

و ه

..؟...

كخت

/ أك

أمل

عمن ت

أي...

......

/ سة

در م

ل /ح

مب /

كت م

ع /صن

مي

فمل

تعي

ه

ل؟قب

ستلم

ي ا ف

ر/كب

ا تدم

عنل

عمن ت

ب أح

ا تاذ

م...

......

با,بي

طا،

يارط

ل عم

/ أح

صبن أ

د أأري

/ ب

حأ

د:اع

قوال

)..كـ.

ي, )ف

جر ال

فرو

ح •

م س

االة

هايى ن

إلطة

بومر

اء ة ت

افض

بإك

ذل و

اءسم

األي

فث

ؤنلم

ة ااغ

صي •

ة(ض

مر م

ض-مر

)مكر

مذ ال

•

ثؤن

لمم ا

ساال

=ة(

ة)ط

بومر

اء + ت

كرمذ

الم

ساال

•

Gra

mm

ar fo

cus

•

Pre

posi

tions

•

Usi

ng ‘k

’ mea

ning

‘as’

•

Tran

sfor

min

g m

ascu

line

noun

s in

to fe

min

ine

by a

ddin

g ‘T

aa m

arbo

ota’

to

the

end

of th

e no

un.

قل و

فعر

ت

Iden

tify

and

say.

(See

p40

)

زر ف

زرح

Gue

ssin

g ga

me.

(See

p32

)

بةجو

وأة

ئلس

أ

Que

stio

n an

d an

swer

pra

ctic

e: th

is m

ight

be

base

d ar

ound

cla

ss

surv

ey to

find

out

mos

t/lea

st p

opul

ar jo

bs in

-gro

up.

مه

مالأع

ن ع

وندث

حيت

س ألنا

ة جل

س م

تبال

قا م

ى إل

اعتم

ساال

List

enin

g an

d no

ting:

lis

teni

ng t

o re

cord

ings

of

inte

rvie

ws

with

di

ffere

nt p

eopl

e ab

out t

heir

jobs

. Pup

ils n

ote

key

poin

ts in

clud

ing

wha

t are

con

side

red

best

and

wor

st a

spec

ts o

f job

.

فةلو

مأة

لغم

داخ

ست با

ثةاد

ح م

فلي

تأي

فال

خي ال

ى إل

ادتن

ساال

Pre

pare

d/im

prov

ised

di

alog

ue:

use

imag

inat

ion

to

crea

te

inte

rest

ing

conv

ersa

tions

usi

ng fa

mili

ar la

ngua

ge, e

.g.

role

-pla

y in

pai

rs o

f ra

dio/

TV i

nter

view

with

(fa

mou

s) p

erso

n ab

out

thei

r jo

b.

وءض

ة قع

ب

Spo

tligh

t: a

pupi

l vol

unte

ers

to c

ome

to fr

ont o

f cla

ss a

nd s

tand

'in

the

spot

light

' (st

andi

ng o

n a

spec

ial s

pot,

sitti

ng o

n a

spec

ial c

hair,

w

earin

g a

spec

ial s

carf/

hat).

Oth

er p

upils

not

e nu

mbe

rs 1

–10

on

shee

t of p

aper

rea

dy to

res

pond

to q

uest

ions

. The

teac

her

asks

te

n qu

estio

ns t

o th

e sp

otlig

ht v

olun

teer

abo

ut t

he t

opic

cov

ered

an

d s/

he g

ives

ans

wer

out

lou

d. A

fter

each

res

pons

e th

e re

st

of c

lass

put

a t

ick

if th

ey t

hink

ans

wer

was

cor

rect

, a

cros

s if

they

thi

nk i

t w

as w

rong

and

a q

uest

ion

mar

k if

they

are

not

su

re.

Follo

win

g ap

plau

se fo

r 's

potli

ght'

pupi

l, te

ache

r go

es o

ver

resp

onse

s. F

or e

ach

ques

tion

teac

her

asks

how

man

y pe

ople

ga

ve w

hich

res

pons

e. T

his

give

s va

luab

le fe

edba

ck b

oth

for

the

teac

her

and

for

pupi

ls o

n w

hat

they

nee

d to

wor

k on

fur

ther

. A

va

riatio

n of

this

is w

here

pup

ils h

old

up 'c

allin

g ca

rds'

to g

ive

thei

r re

spon

ses.

Eac

h pu

pil h

as a

set

of

thre

e ca

rds,

gre

en t

o si

gnal

'c

orre

ct',

red

to s

igna

l 'w

rong

' and

am

ber t

o si

gnal

'not

sur

e'. T

his

give

s an

imm

edia

te v

isua

l im

pres

sion

of w

ho u

nder

stan

ds w

hat.

ة:ام

عت

طاشا

/نت

بادري

تب

تيتر

الق

وفت

ماكل

الب

تيتر

ل: جم

والت

ماكل

الوى

ست م

ىعل

ف، تل

خلم

د اجا

إيرة،

عثمب

ف رو

حن

مت

ماكل

ن وي

ك، ت

ديج

ألبا

ف ني

صوت

ى عن

لمر/ا

صو ال

معت

ماكل

القة

طاب م

ت،ما

كل ال

انعب

ثور.

صال

Lette

r, w

ord

and

sent

ence

leve

ls

• S

ortin

g w

ords

alp

habe

tical

ly.

• W

ord

build

ing.

(See

p40

)

• Ju

mbl

ed le

tters

, syl

labl

es o

r wor

ds.

• O

dd o

ne o

ut.

• W

ord

snak

es.

• M

atch

ing

wor

ds to

pic

ture

s, E

nglis

h w

ords

to A

rabi

c w

ords

,

sent

ence

hal

ves,

que

stio

ns a

nd a

nsw

ers.

• La

belli

ng p

ictu

res

or d

iagr

ams.

• C

ateg

oris

ing

wor

d ca

rds.

ي ف

الفع

األة/

سيسا

األت

ماكل

اليد

حد: ت

صلن

ى اتو

س م

ىعل

ء، مال

، إلة

سئع أ

ض و

ت،غا

فرا ال

لء م

ص،لن

ث ادا

حب أ

تيتر

ص لن

اة.

هج

موة

تابك

وكة

ترش

مبة

تاك

/ ءة

قرا

Text

leve

l

• Te

xt m

arki

ng.

• S

eque

ncin

g: in

terv

iew

dia

logu

e.

• G

ap-fi

lling

: int

ervi

ew d

ialo

gue.

• Q

uest

ion

setti

ng.

• (R

unni

ng) D

icta

tion.

(See

p49

)

• S

hare

d re

adin

g/w

ritin

g.

• G

uide

d w

ritin

g: e

.g. '

Day

in th

e lif

e of

…' b

ased

on

mod

el.

(S

ee it

em 4

in O

racy

opp

osite

)

رةصو

لمم ا

جعا

لمكا

ع ج

مرا ال

امخد

ستى ا

علذ

ميتال

اليد

عوت

Beg

inni

ng to

use

som

e re

fere

nce

mat

eria

ls (p

ictu

re d

ictio

nary

, ve

rb ta

bles

).

Curriculum guide for Arabic

�2

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy

لةسئ

األير

ابع

ت

Que

stio

ns

تما

ليع

لتء ا

طاإع

Inst

ruct

ions

ف:ص

الي

فمة

خدست

لمة ا

لغال

ث ح

اب،..

ت.ح

ا تط

خع

ضل،

صخ،

س ان

م،س

ارب،

كت، ا

قرأ، ا

معست

، ام

كلت

...ن

قارن،

دوف،

صنن،

علة

سئاأل

ن ع

بج

أور

ص ال

ى إل

ظران

ح.حي

ص ال

بتي

تربال

ل جم

الت /

ماكل

الف/

روح

الضع

ت. غا

فرا ال

مألا

بس

نالم

ن اكا

لمي ا

فصة

اقلن

ت اما

كل ال

ضعي

زلمن

الب

جوا

الول

قب م

ير غ

ء /ي

سس،

بأ ال

ت،سن

ح، أ

يدج

ز، تا

ممية

هائلن

ة االم

لع/ ا

ة ج

درال

ة س

درلم

ي ا ف

دةعد

متف

اقمو

ل حو

ة لي

ثيتم

ل عم

Mak

ing

up c

onve

rsat

ions

: use

imag

inat

ion

to c

reat

e in

tere

stin

g co

nver

satio

ns u

sing

fam

iliar

lang

uage

, e.g

. ro

le-p

lay

(in p

airs

) of

scho

ol a

nd c

lass

room

situ

atio

ns.

By

this

sta

ge p

upils

sho

uld

reco

gnis

e ba

sic

writ

ten

inst

ruct

ions

in te

xtbo

oks,

on

wor

kshe

ets,

etc

. Th

ey

shou

ld a

lso

be a

ble

to u

nder

stan

d ba

sic

writ

ten

com

men

ts m

ade

by th

e te

ache

r on

thei

r w

ork.

Te

ache

rs s

houl

d su

ppor

t pup

ils in

itial

ly in

fam

iliar

isin

g th

emse

lves

with

this

lang

uage

. It s

houl

d th

en b

e us

ed

cons

iste

ntly

and

gra

dual

ly e

xten

ded.

ة بي

عر ال

وللد

ض اع

ء بما

س أ

هاصم

واوع

Nam

es o

f som

e A

rabi

c co

untr

ies

and

thei

r ca

pita

lsة

حيا

س/ال

يةح

ياس

الق

طنا

لم ا

هافي

His

tori

cal p

lace

sها

لتعم

وان

لدلب

م اال

أع Fl

ags

and

curr

ency

ض ع

لبة

ديلي

تق ال

سالب

لما

انلد

لبا

Trad

ition

al c

ostu

mes

)..ة،.

يرش

تأ)ال

فر س

الت

باطل

مت Tr

avel

req

uire

men

tsV

isa,

pas

spor

t, et

c.

ديعو

سل

ريا /

ضريا

الة،

ديعو

س ال

يةرب

لعة ا

كمل

لما

يةور

سة

ير/ ل

ق ش

دما،

وريس

ياق

عرار

ين/ د

اد غد

، باق

عرال

يةنان

لبة

ير/ ل

ت رو

بين،

نالب

ريص

ميه

جن /

رةاه

لق، ا

صرم

ناردي

/ س

ون، ت

سون

تم

ره/ د

ي دب

ة، بي

عر ال

تارا

إلمة ا

ولد

ة:ري

ألثم ا

عاللم

ن ا ع

لةمث

أ...

...وي

ألمع ا

امج

الة-

هرقا

الرج

- بمر

تدة

ينمد

ت- ما

هرااأل

ر، س

)نالم

ألعض ا

بعة ب

صخا

الوز

رم ال

م،عال

األة ب

صخا

الان

لواأل

م: عال

األ)..

ة.جم

ن...

...ة,

بيجال

ل، روا

سة،

اءعب

ة: دي

ليتق

الس

البلم

األ

مفر،

س ال

رةشي

تأب

طلة ل

فارس

الى

إلب

هالذ

: افر

س ال

تبا

طلمت

......

تريا

سف ال

بكت

مفر،

س ال

تازا

جوب

كت م

ت،با

طلال

يةرب

علة

دوى

إليذ

الملت

ض ابع

ها م ب

قاة

حلبر

ة لق

تع م

ورص

ار ض

حإ

Res

pond

ing

to a

rtwor

k: b

ring

in p

ictu

res

or e

xam

ples

of a

rt th

at s

tude

nts

mig

ht s

ee d

urin

g a

trip

to a

targ

et c

ount

ry,

(e.g

. ar

chite

ctur

e, p

aint

ings

, scu

lptu

re).

Arr

ange

thes

e ar

ound

the

room

an

d al

low

pup

ils to

exa

min

e th

em. P

upils

can

use

a s

impl

e gr

id

form

at w

ith p

ictu

res

to re

cord

the

feel

ings

or r

espo

nses

that

eac

h pi

ctur

e ev

okes

. The

y ca

n do

this

act

ivity

in g

roup

s an

d la

ter s

hare

th

e in

form

atio

n. A

lso

invi

te th

em to

look

for w

hat m

akes

the

piec

es

dist

inct

ive

and

wha

t the

y ha

ve in

com

mon

. Hav

e th

em w

ork

in

grou

ps to

cla

ssify

the

artic

les.

ت ما

سولر

، اي

ربلع

ط اخ

)الي

ربلع

ن الف

ن ا ع

لةمث

ر أضا

حإ

ة(مي

سالاإل

Dis

cuss

ing

artw

ork:

hav

e pu

pils

loca

te a

nd b

ring

to c

lass

exa

mpl

es

of ty

pica

l art

with

an

expl

anat

ion

of w

hat t

hey

thin

k m

akes

the

art

typi

cal o

r wha

t the

y lik

e ab

out i

t.

ر، صو

ن بي

وطة

سيت ب

مالو

معي

حوت ت

قاطا

ن ببي

ة بق

طالم

ام.

هس

نف بأ

رىخ

ت أقا

طال ب

عمم

ث

Mat

chin

g ca

rds

with

sim

ple

info

rmat

ion

to p

ictu

res

and

then

co

mpl

etin

g ex

tra c

ard(

s) o

f the

ir ow

n.

د(شي

نا )أ

يان

أغص،

صق

Sto

ries

and

son

gs

جارر ن

صومن

ي عم

ة ني

أغن:

هلم

ن ا ع

يغان

أت

صالوا

لمن ا

عي

غانأ

م عال

الول

حفر

سار ي

غيص

ار ح

ن ب ع

يك

حة ت

صلق

: ااد

دبسن

ة ص

قت.

فراس

الذه

هي

فته

مراغا

وماء

بغلب

ه اقت

ديص

ه مع

وته

ينسف

ب

نةعي

مية

فنل

ماأع

ن ع

صة ق

فلي

تأ

Writ

ing

a st

ory:

ask

pup

ils a

s a

grou

p to

com

pose

a s

tory

abo

ut o

ne

of th

e w

orks

they

hav

e se

en b

y m

akin

g su

gges

tions

and

com

men

ts

that

the

teac

her c

an re

cord

. Inv

ite e

ach

stud

ent t

o m

ake

one

com

men

t for

incl

usio

n. T

he s

tory

can

be

used

for f

urth

er w

ritin

g an

d re

adin

g pr

actic

e.

يطان

ريلب

ث اترا

بالة

بيعر

الية

راثلت

ص اص

لقض ا

بعة

ارنمق

Com

pare

trad

ition

al s

torie

s fro

m a

targ

et c

ount

ry a

nd B

ritis

h cu

lture

s (a

s w

ell a

s ot

her c

ultu

res)

.

Creativity الوعي الحضاري/ الثقافي اإلبداع Intercultural understanding

اللغة المستخدمة في الصفClassroom language

Curriculum guide for Arabic

�3

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cySelf and others أنا واآلخرون

سنا

اللة

ابمق

Mee

ting

peop

le

App

ropr

iate

mod

es o

f ad

dres

s

تيا

صخ

ش ال

فص

و

Cha

ract

er d

escr

iptio

ns

تقا

الع

وال

Rel

atio

nshi

ps

سةدر

لمي ا

فم

ك ب

هالس

وهال

أل

ضمف

الي

يقصد

/ سة

درلم

ر ادي

مهو

ذا ه

ما /

تهفا

صوا

مي

هما

ة؟ ضل

مف ال

كقت

ديص

ي ه

من /

كيق

صدو

همن

ا؟ ه

فاتص

وا م

يه

ف ص

الي

فك

قائصد

ن أ ع

يثن

حد /

كدي

ق لدي

صل

ضأف

ن ع

يثن

حدع

طيست

ال أ..,

بـة

يدج

ي قت

عال...

بـة

يدج

ي قت

عال,..

ـ..ك ب

قتعال

ي ه

فكي

/...

ل .حم

أتأن

ة وي

سن ال

هرش

األج ب

برااأل

ة الق

عك؟

جبر

و ه

مال

ألوى ا

توس

لمي ا

فها

كرد ذ

وري

لتت ا

فاص

بالع

ستو

النا

كنيم

نا ه

/ ول

سك

/ هد

جت م

ي /غب

/ ي

ك/ ذ

ع با

ط ال

ظ ف

ف /طي

ر لغي

/ ف

طيل

/ ود

ودـ

ار رث

ئ ثاد

هن /

باج

/ اع

جش

/ ف

عيض

/ وي

قك /

حض

مي /

جدود

ودير

غ

ة(وي

ولاأل

ق وف

ب تي

تر)ال

ت ضا

اومف

الغة

لطأ.

خ /

ححي

صير

غذا

هح /

حيص

ذا ه

قاف

أوال

/ ق

افأو

نا أ

......

ن..د أ

تقأع

نا .,أ

ينقد

عت/ ت

د تق

تعذا

ما...

......

ا..ني

ثاال،

أوة

ويول

األق

وفب

رتا ن

عند

د:اع

قوال

معج

والاد

فراإل

و ث

نيتأ

والير

كتذ

الي

فف

صومو

الها

قتطاب

ومت

فاص

ال •

بلتق

سلم

ن ازم

ة/ ارن

مق/ال

يلض

تف ال

•

Gra

mm

ar fo

cus

• A

djec

tives

:

o A

gree

men

t for

gen

der

and

num

ber

o C

ompa

rativ

es a

nd s

uper

lativ

es

•

Ver

bs:

o F

utur

e te

nse

As

pupi

ls

prog

ress

th

roug

h th

e le

vels

, th

ere

is

som

e re

cycl

ing

of t

opic

s. W

hils

t it

may

wel

l be

im

port

ant

to

reac

tivat

e pr

evio

usly

le

arnt

vo

cabu

lary

an

d st

ruct

ures

(ty

pica

lly t

hrou

gh b

rain

stor

min

g),

the

teac

her

shou

ld b

e ai

min

g ra

pidl

y to

ext

end

the

topi

c in

ter

ms

both

of

cont

ent

and

soph

istic

atio

n of

lan

guag

e as

wel

l as

pro

vidi

ng t

he

oppo

rtun

ity f

or t

he d

evel

opm

ent

of h

ighe

r or

der

thin

king

sk

ills

(e.g

. co

mpa

ring,

exp

lain

ing,

jus

tifyi

ng).

It is

ess

entia

l th

at t

each

ers

do n

ot v

iew

top

ics

as s

elf-c

onta

ined

uni

ts,

but

are

mak

ing

links

bet

wee

n th

e di

ffere

nt a

reas

the

y ar

e co

verin

g. In

deed

ther

e ar

e in

crea

sed

oppo

rtun

ities

for c

ross

-cu

rric

ular

wor

k an

d w

ork

arou

nd d

iffer

ent

text

typ

es a

t th

is

leve

l. W

ith r

egar

d to

gra

mm

ar,

pupi

ls a

re e

xpec

ted

to b

e ab

le to

use

a r

ange

of t

ense

s an

d to

con

stru

ct lo

nger

, mor

e co

mpl

ex s

ente

nces

. The

y sh

ould

als

o be

incr

easi

ngly

aw

are

of s

trat

egie

s fo

r ext

ract

ing

mea

ning

from

spo

ken

and

writ

ten

text

s, d

raw

ing

on c

onte

xtua

l and

oth

er c

lues

. (Se

e Le

arni

ng

stra

tegi

es c

heck

list,

pp26

–27)

رياسو

ن م

اءج

ف ضي

ب بحي

ترال

Wel

com

ing

a gu

est f

rom

Syr

ia (t

o th

e sc

hool

).

ن وي

نالع

ن ا م

فةتل

خ م

الك

شم أ

داخ

ستا

Mak

ing

appr

opria

te u

se o

f di

ffere

nt f

orm

s of

add

ress

, fa

mili

ar/

polit

e, a

nd fo

rmal

/info

rmal

.

ها صف

ولة

اوح

ومة

صيخ

شض

عرب ب

طال ال

ئةهي

ت

Bra

inst

orm

ing:

how

wou

ld y

ou d

escr

ibe

this

per

son'

s ch

arac

ter?

(P

upil,

teac

her,

cele

brity

). P

ossi

bly

allo

w p

upils

to p

repa

re id

eas

in p

airs

firs

t, re

ferr

ing

to d

ictio

nary

, an

d th

en g

et f

eedb

ack

to

who

le c

lass

.

يةلو

ألوق ا

وفت

فاص

الب

تيتر

Dia

mon

d ra

nkin

g*:

wha

t qu

aliti

es d

o yo

u lo

ok f

or i

n a

frien

d?

(Sen

se o

f hum

our,

loya

lty, e

tc)

رىخ

ة أس

در م

ى إل

هاصف

وها

سنف

ة للم

مع ال

مدي

تق

Pre

sent

ing

self

and

clas

s an

d te

ache

rs to

cla

ss in

par

tner

sch

ool

(via

vid

eo-c

onfe

renc

ing)

or t

o an

othe

r cla

ss in

sam

e sc

hool

.

يعن

ا ياذ

ومظ

ح ال

رجن ب

عث

ديح

ال

Pre

sent

atio

n: m

y zo

diac

sig

n an

d w

hat i

t mea

ns.

يارخت

ا

Inte

rvie

w: (

Des

ert I

slan

d D

iscs

) gro

ups

sele

ct fi

ve p

iece

s of

mus

ic

they

wou

ld li

ke to

hav

e w

ith th

em o

n a

dese

rt is

land

and

just

ify

thei

r cho

ice

to th

e cl

ass.

Cou

ld b

e ex

tend

ed in

to w

ritin

g ta

sk.

* D

iam

ond

rank

ing

is a

gro

up a

ctiv

ity i

nten

ded

to s

timul

ate

thin

king

and

en

cour

age

disc

ussi

on.

Eac

h gr

oup

is g

iven

nin

e ca

rds,

on

each

of

whi

ch a

po

int r

elat

ed to

the

topi

c is

writ

ten

(in th

is c

ase

a pe

rson

al q

ualit

y). T

he p

upils

ha

ve to

dis

cuss

and

agr

ee o

n a

rank

ord

er fo

r th

e ca

rds,

pla

cing

them

in o

rder

of

impo

rtanc

e in

the

shap

e of

a d

iam

ond.

To

help

pup

ils e

ngag

e in

dis

cuss

ion,

te

ache

r sh

ould

re

vise

/intro

duce

la

ngua

ge

of

nego

tiatio

n an

d/or

pr

ovid

es

prom

pt s

heet

with

key

phr

ases

. (S

ee K

ey s

truct

ures

and

voc

abul

ary

oppo

site

)

دةدي

ج ال

فحر

األت

حط ت

خع

ضو

Und

erlin

ing

new

lette

rs in

wor

ds.

دةدي

جف

حرى أ

علي

توح

ي تلت

ت اما

كلبال

ة ئم

قاع

ضو

List

ing

whi

ch w

ords

use

new

lette

rs.

ديج

ألبب ا

تيتر

الق

وفت

ماكل

الب

تيتر

Put

ting

sets

of w

ords

in a

lpha

betic

al o

rder

.

مج

مع ال

اقسب

Dic

tiona

ry ra

ce: f

ind

the

Eng

lish

equi

vale

nt o

f Ara

bic

wor

ds.

اءسم

األى

عن م

لص

ي أ ف

ثح

لبا

Res

earc

hing

orig

in o

f Ara

bic

nam

es.

ل.عا

أفت/

فاص

ي ه

ل ه

تما

كل ال

ضبع

ف ني

صت

Ana

lysi

ng v

ocab

ular

y: a

djec

tive,

nou

n, v

erb,

adv

erb.

Typ

es o

f en

ding

.

تما

لومع

ن وي

تدض

غرة ب

راءق

Rea

ding

and

not

ing

key

poin

ts fr

om h

oros

cope

s.

حةلو

م مي

صت

Pos

ter a

bout

per

sona

l zod

iac

sign

.

ل ثي

تمي ل

كح ل

صلك ي

يقصد

ى تر

ذا ما

ح لشر

ة تقر

فبة

تاك

فص

ال

Writ

ing

a pa

ragr

aph

expl

aini

ng w

hy y

our

frien

d sh

ould

be

vote

d cl

ass

repr

esen

tativ

e on

the

scho

ol c

ounc

il.

Curriculum guide for Arabic

��

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cySelf and others أنا واآلخرون

سنا

الير

اهش

م

Fam

ous

peop

le

نةه

لما

Pro

fess

ion دةوال

الخ

اريو ت

ن كا

م

Whe

re a

nd w

hen

born لة

ائع

ال

Fam

ily

يةكل

ش ال

تفا

صال

Phy

sica

l des

crip

tion

يةص

خش

ال

Cha

ract

er

ت ازا

جإلن

ا

Ach

ieve

men

ts

ل قب

ستلم

ط اط

خ

Futu

re p

rosp

ects

ة صي

خش

الاء

آلرا

Per

sona

l opi

nion

ة، تب

كاب/

كاتة،

ثلمم

/ ثل

مما )

هألن

/ نه

ألرة

هوش

مي

هر /

هوش

مهو

ة، وب

وه م

ب /هو

موة،

سييا

سي/

سيا

سة،

ضيريا

ي/ض

رياة،

ربط

/مب

طرم

)..ية

يوح

ة/دي

جة/

كح

ض/م

بةطي

.. خ

اريبت

..و...

ي ف

تلد

وي

/ه...

خ..اري

بت..و

...ي .

فلد

وهو

توا

خ/ أ

ة خو

..إ...

ها.ند

/عده

عنة،

يلطو

ل/وي

ط :

تفا

ص ال

ىعل

د كي

تأ ال

كنمم

نا ه

ة:لي

كش

الت

فاص

الل/

طو ال

طس

تو م

ة،يف

حف/ن

حية،ن

ينسم

ن/مي

سة،

يرص

/قير

صق

ن لو

ن/يو

لعن ا

لوم )

سج

الزاء

جع أ

مان

لواأل

ك ذل

ك و

ل،(طو

الطة

ستو

م...

...رة

شلب

/ اعر

شال

ة(داي

لبي ا

فره

كد ذ

ورما

ى عل

د كي

تأ)ال

ع با

ط ال

أوة

صيخ

ش ال

فص

وف/

شكت

، ات

رعخت

ع/اتر

خ، ا

ورات د

عبا/ل

ورب د

لعت،

تبك

ب/كت

ت )ازا

جإلن

ان

مت

حاف

كل/

جن أ

مح

افك

ت، مم

صم/

صمت،

نعص

ع/صن

ت، شف

كتا

ت(عد

ساد/

اعس

......

جلأ

ها ه/ب

ة بجب

معنا

..أها

ألنه/

ألن...

هاحب

ه/أحب

ا أ.أن

...ها

زاتجا

/إنته

ازاج

إنم

ظأع

د:اع

قوال

).....

ي..ـت

/الذي

)الة

ولص

مو ال

اءسم

أأل •

).....

ا..لث

ثايا،

ثانال،

)أوب

تيتر

اليد

تفت

ماكل

•

Gra

mm

ar fo

cus

•

Con

nect

ives

: als

o

•

Rel

ativ

e cl

ause

s: w

ho,

who

se

•

Firs

tly, s

econ

dly,

third

ly, f

inal

ly

ت ما

لومع

الاج

خرست

م اة ث

يلطو

ص صو

ى ن إل

اعتم

ساال

يةص

خش

ال

List

enin

g an

d no

ting:

lis

teni

ng t

o lo

nger

pas

sage

s of

fam

iliar

la

ngua

ge a

nd i

dent

ifyin

g sp

ecifi

c de

tails

, e.

g. n

ame,

dat

e an

d pl

ace

of b

irth,

des

crip

tion,

ach

ieve

men

ts, e

tc).

بةجا

اإلة

ددح

مير

غلة

سئع أ

ضو

Put

ting

mor

e op

en-e

nded

que

stio

ns t

o pu

pils

and

enc

oura

ging

lo

nger

res

pons

es, i

nclu

ding

use

of c

onne

ctiv

es, r

elat

ive

clau

ses,

et

c.

ب با

حفت

وفة

تلخ

مدر

صا م

منص

صوة ن

عدى

إلاع

تمس

اإلها

عنش

قان

List

enin

g to

, an

d un

ders

tand

ing,

a r

ange

of

type

s of

tex

t fro

m

diffe

rent

sou

rces

, e.

g. f

ictio

n, d

escr

iptio

n, p

oetry

, in

form

atio

n,

inst

ruct

ions

. G

ivin

g a

shor

t pr

epar

ed t

alk

on a

cho

sen

topi

c,

expr

essi

ng s

impl

e op

inio

ns a

nd a

nsw

erin

g qu

estio

ns a

bout

it.

(See

p49

)

رةهو

ش م

يةص

خش

ل حو

ة ئل

سح أ

طر

Twen

ty q

uest

ions

: sp

otlig

ht a

ctiv

ity.

One

pup

il (in

hot

sea

t) is

gi

ven

card

with

nam

e of

fam

ous

pers

on.

Res

t of

cla

ss a

sks

ques

tions

to tr

y to

wor

k ou

t who

s/h

e is

.

صة ن

راءبق

ط شا

لنا ا

هذع

با إت

كنيم

ورة

صول

حوة

ئلس

ح أطر

Que

stio

n se

tting

aro

und

a pi

ctur

e: p

upils

in g

roup

s de

cide

on

and

note

que

stio

ns t

hey

wou

ld li

ke t

o as

k th

e pe

rson

/peo

ple

in t

he

pict

ure.

Thi

s ca

n be

follo

wed

up

by th

e re

adin

g of

a te

xt, I

nter

net

rese

arch

, th

e vi

ewin

g of

a v

ideo

, et

c to

try

to

find

out

and

note

an

swer

s to

the

que

stio

ns.

This

can

the

n le

ad o

n to

a p

iece

of

writ

ten

wor

k.

هون

مزر

حإ

Gue

ss w

ho it

is:

pupi

ls r

ead

shor

t des

crip

tions

of p

eopl

e in

the

scho

ol, c

lass

or f

amou

s pe

ople

and

iden

tify

who

they

are

. Inc

lude

e.

g. li

kes,

dis

likes

, hai

r col

our,

age,

whe

re th

ey li

ve.

ور ه

ش م

صخ

شن

عت

مالو

مع ال

كةشب

أو ب

كت ال

ي ف

ثح

لبا

بسو

حا ال

امخد

ست با

نه ع

بةتا

كوال

Res

earc

hing

(fro

m a

rticl

es,

book

s, I

nter

net)

and

then

, us

ing

a w

ord

proc

esso

r, dr

aftin

g an

d re

draf

ting

piec

e of

writ

ing

on a

fa

mou

s pe

rson

(with

or w

ithou

t the

sup

port

of a

writ

ing

fram

e).

ة ماي

تغس

االة

عبل

Hid

e 'n

' see

k: m

emor

isat

ion

tech

niqu

e. G

ive

pupi

ls o

r get

them

to

mak

e se

t of (

12) c

ards

. On

one

side

sho

uld

be w

ritte

n ite

ms

to b

e le

arnt

and

on

the

othe

r the

ir tra

nsla

tions

/pic

ture

s. E

ach

pupi

l lay

s ou

t the

ir se

t of c

ards

in fr

ont o

f the

m w

ith th

e tra

nsla

tions

/pic

ture

s fa

ce d

own.

Pup

il th

en l

ooks

at

card

, tra

nsla

tes

in h

ead

and

turn

s ov

er c

ard

to c

heck

. If c

orre

ct, c

ard

is tu

rned

ove

r. If

not,

it re

mai

ns fa

ce d

own

and

pupi

l can

't re

turn

to it

unt

il s/

he h

as b

een

roun

d al

l the

oth

er c

ards

. Aim

is to

turn

ove

r al

l car

ds a

s qu

ickl

y as

pos

sibl

e. O

nce

all c

ards

hav

e be

en tu

rned

ove

r, pr

oces

s ca

n be

rev

erse

d, i.

e. a

imin

g to

turn

all

the

card

s ba

ck o

ver

agai

n as

qu

ickl

y as

pos

sibl

e. P

upils

sho

uld

be e

ncou

rage

d to

use

thi

s te

chni

que

whe

n le

arni

ng v

ocab

ular

y fo

r hom

ewor

k.

Curriculum guide for Arabic

��

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyHome life and daily routine البيت والعائلة والروتين اليومي

ي ف

قدائ

حوال

ت يو

لبة ا

رنقا

مية

رب ع

لةدو

ويا

انط

ريب

Com

pare

ho

mes

an

d ga

rden

s (t

radi

tiona

l an

d m

oder

n) i

n U

K a

nd A

rab

coun

tryخ

نالم

واع

وقلم

ر اثا

آ

Eff

ects

of

lo

catio

n an

d cl

imat

eاء

بن ال

لصي

فاوت

م مي

صلت

اث

ثااأل

و

Des

ign

feat

ures

(bui

ldin

gs

and

furn

iture

)

اءقر

لفوا

ء يا

غناأل

ن بي

ق رو

لفا

Diff

eren

ces

betw

een

rich

an

d po

or

ي رب

علد

ي بوف

يا طان

ريي ب

فت

ض م

نةس

٠٠١

ل قب

ت يو

لبت ا

كانف

كيس

درلم

ر ايا

ختن ا

مم؟

يو ال

تيو

لبو ا

بدف ت

كيم؟

يو ال

نعص

م توم

ما دي

قت

يولب

ع اصن

ت تكان

م م

ن؟اآل

ى بن

ن توأي

ت يو

لبى ا

بنت ت

كانن

أيرة

بيك

الدن

لمي ا

/فئ

طوا

ش/ال

هارألن

ن ا م

بقر

بالت

يولب

ى ابن

ت تكان

......

ن م

نعص

ف تقو

س ال

تكان

...ق..

وابط

ة عد

ن/قي

طابد/

ح وا

قطاب

ن م

فتأل

ت تيو

لبت ا

كان...

......

ت/انا

ضيا

لفر ا

طخ

ف/ص

والع

د/اسائ

الجو

الب

سبا ب

هذت؟

يولب

أ ادف

ت تكان

ف كي

......

ب/.ش

خم/

ح/ف

غازء/

رباه

كء/

ماك

نا ه

انك

......

بةطو

لرر/ا

حا ال

جو ال

بسب

ي بكز

مرف

ييك

س تنا

الدى

ن لكا

......

ي ف

وملي

ن اشو

عيوي

......

ي ف

ونش

عيء ي

ياغن

األن

كا...

ي.. ف

وملي

ن اشو

عيوي

......

ي.. ف

ونش

عيء ي

ياغن

األن

كان/

حوص

ة سال

/غس

الب م

لةسا

/غجة

ثالن/

فرد

جيو

ث دي

ح ال

خطب

لمي ا

فف

ويرو

كمي

.) ي

اعشع

ن إفر

د:اع

قو ال

هاوات

خو أ

ن كا

/ ية

سماال

ة مل

ج ال

ف.ط

لعب ا

لوس

أ

ورص

الق

ريط

ن ع

دةدي

ج ال

تما

كل ال

مدي

تق

Cul

tura

l com

paris

ons:

usi

ng v

isua

ls t

o in

trodu

ce k

ey v

ocab

ular

y an

d di

ffere

nces

/sim

ilarit

ies

betw

een

hom

es:

UK

/Ara

bic

coun

try,

old

/new

, ric

h/po

or, b

uild

ing

up V

enn

diag

ram

.

ن وي

تد و

مه

وتبي

ن ع

وندث

حيت

ص خا

شاأل

ض بع

ى إل

اعتم

ساال

تظا

حمال

الض

بع

List

enin

g an

d no

ting:

list

enin

g to

peo

ple

talk

ing

abou

t the

ir ho

me

and

notin

g de

tails

: loc

atio

n, b

uild

ing

mat

eria

ls, n

umbe

r of

floo

rs,

met

hod

of h

eatin

g, fu

rnitu

re,

deco

ratio

n, s

peci

al fe

atur

es.

ثادي

ح و

مادي

قت

يولب

م امي

صن ت

بيق

فر ال

ينبي

لتور

صم

ديتق

Cul

tura

l co

mpa

risio

n: u

sing

vis

uals

to

com

pare

a k

itche

n/liv

ing

room

a h

undr

ed y

ears

ago

with

one

toda

y.

تابا

جاإل

ة دد

ح م

يروغ

ة ح

تومف

ة ئل

سح أ

طر

Ope

n-en

ded

ques

tions

: pu

tting

m

ore

open

-end

ed

ques

tions

to

pup

ils a

nd e

ncou

ragi

ng l

onge

r re

spon

ses,

inc

ludi

ng u

se o

f co

nnec

tives

, rel

ativ

e cl

ause

s, e

tc. ي

ثاللم

ت ابي

العن

ض عر

م دي

تق

Pre

sent

ing

idea

s to

an

audi

ence

: pre

parin

g gr

oup

pres

enta

tion

on

the

idea

l hom

e or

to s

elec

t fro

m g

iven

cho

ice.

Usi

ng In

tern

et a

s re

sour

ce a

nd p

rese

ntin

g us

ing

Pow

erP

oint

. (S

ee p

49)

ت فا

صوا

لمق ا

وفور

ص ال

ي ف

دةجو

مو ال

تيو

لبف ا

نيص

تت

قاطا

لبى ا

علة

وبكت

لما

Cat

egor

isin

g ac

tivity

. Pup

ils w

orki

ng in

gro

ups

prov

ided

with

set

of

card

s. a

nd p

ictu

res

of d

iffer

ent h

ouse

s in

UK

and

Egy

pt. O

n ea

ch

card

the

re is

sho

rt pi

ece

of in

form

atio

n ab

out

diffe

rent

hou

ses.

P

upils

hav

e to

dec

ide

whi

ch te

xt c

ard

goes

with

whi

ch h

ouse

.

ن ع

بةتا

ك ال

ىعل

ب طال

الدة

اعس

لمة

تابك

ط ط

خ م

مدي

تقي

ثاللم

ت ابي

ال

Gap

-fill/

writ

ing

fram

e to

sup

port

pupi

ls i

n w

ritin

g ar

ticle

/lette

r to

de

scrib

e id

eal h

ome.

Dra

fting

/redr

aftin

g (o

n w

ord

proc

esso

r) t

o pr

ovid

e su

ppor

tive

cont

ext f

or w

ritin

g.

ت يو

ن ب ع

ونحث

يبص

خاش

وأت

يون ب

عت

الناإع

ن بي

ط رب

الفة

تلخ

مت

فاص

وابم

Mat

chin

g pe

ople

with

par

ticul

ar r

equi

rem

ents

to

adve

rtise

men

ts

for d

iffer

ent p

rope

rties

.

ي ف

تيا

ولسؤ

لموا

ت ما

هلم

ات

بيال

Rol

es a

nd re

spon

sibi

litie

s in

the

hom

e

ة؟لي

نزلم

ل اما

ألع با

وميق

ن م

ة س

كنلم

باس

كن/ال

يلس

لغخ/ا

طب/ال

وقس

لت با

ومتق

ي /ه

وميق

و ه

م قو

ى تمت

ة. رف

لغب ا

تيتر

ة/ئد

ما ال

يرض

حة/ت

سراأل

ب تي

ترة/

ئيربا

هك

الانأ

حيا/أ

ئم/دا

ومل ي

كة؟

اد ع

كذل

بوع

سباإل

ي ف

ينرت

/مرة

مة؟

لينز

لمل ا

ماألع

ي ا ف

ينعد

ساد/ت

اعس

ل ته

...بـ.

ي خت

ي/أخ

ي/أ/أب

يأم

د/اع

سأ

...ن..

ألال،

/.ن..

ألم

نعل؟

عد ال

منل

هئا

شيل

عمال ت

ي .ه

...ل..

عمط ت

فقي

/ههو

..وـ..

م بقو

ن أي أ

عل

د:اع

قوال

ا ه

واتخ

وأن

ا/إه

واتخ

وأن

كاة/

ميس

االة

ملج

والة

ليفع

اللة

جم/ال

ف رو

ظ ال

•

Gra

mm

ar fo

cus

• A

dver

bs/a

dver

bial

phr

ases

(fre

quen

cy)

•

Ver

bal s

ente

nces

and

nom

inal

sen

tenc

es

ي ف

اءبن

األة

عدسا

ملة

قمن

ن كو

شتل ي

ألهى ا

إلاع

تمس

االت

بيال

List

enin

g an

d no

ting:

list

enin

g to

par

ents

com

plai

ning

abo

ut w

hat

the

chi

ldre

n sh

ould

hav

e do

ne to

hel

p in

the

hous

e an

d c

hild

ren

mak

ing

excu

ses

(forg

ot, o

n th

e ph

one,

doi

ng h

omew

ork,

not

wel

l, et

c). N

ote

com

plai

nt a

nd e

xcus

e.

تبي

الب

تيتر

ل حو

ة ط

سية ب

ليثي

تم

Rol

e-pl

ay:

argu

men

t be

twee

n pa

rent

(s)

and

child

(ren

) a

bout

, e.

g. w

ho s

houl

d tid

y up

afte

r pa

rty o

r ab

out

one

child

bei

ng

expe

cted

to

do m

ore

than

ano

ther

. Th

is c

ould

be

done

with

(fi

nger

) pup

pets

.

ص لن

ي ا ف

المك

الاع

نود أ

ديح

ت

Text

mar

king

.

ثدا

حب أ

تيتر

Seq

uenc

ing:

dia

logu

e.

ت غا

فرا ال

لءم

Gap

-filli

ng: d

ialo

gue.

الءإم

(Run

ning

) Dic

tatio

n. S

ee (p

49)

هةج

موة

تابك

Gui

ded

writ

ing.

ت فا

ص ال

امخد

ست با

لةوي

طل

جمن

ويك

ت

Bui

ldin

g lo

nger

, mor

e co

mpl

ex s

ente

nces

usi

ng a

dver

bs/ a

dver

bial

ph

rase

s.

مج

مع ال

اقسب

Dic

tiona

ry ra

ce: f

ind

the

Eng

lish

equi

vale

nt o

f Ara

bic

wor

ds.

تردا

مف ال

اعنو

د أدي

حت

Ana

lysi

ng v

ocab

ular

y (a

djec

tive,

nou

n, v

erb,

adv

erb)

. Ty

pes

of

endi

ng.

Curriculum guide for Arabic

�6

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyDress and fashion المالبس واألزياء

اءألزي

واس

البلم

ا

Dre

ss a

nd fa

shio

n

سنا

الس

البلم

ف ص

وم

هلي

حو

Des

crib

ing

peop

le

Clo

thes

, jew

elle

ry

يلز

/ اس

الب م

فص

وت/

الحف

الس

الب م

يس

درلم

ات

ناجا

هرلم

ا

Des

crib

ing

scho

ol

unifo

rm, p

arty

clo

thes

, fe

stiv

al c

loth

es

س الب

لمن ا

بية

رنقا

مة

ديلي

تق ال

ة.بي

غروال

ة قي

شرال

ثةدي

حوال

Com

pari

ng s

tyle

s (E

ast/

Wes

t, tr

aditi

onal

/mod

ern,

m

ale/

fem

ale)

ق شر

الي

فف

فالز

س االب

مب

غروال

Dre

ss a

t Asi

an a

nd

Wes

tern

wed

ding

s

ي.

هس

لب..ت

......

و.. ه

سلب

؟ يين

سلب

/ تس

لبا ت

اذم

ي ه

و/ ه

ت / أن

ت / أن

ن)جا

هر م

ة/فل

حى

إلب

ذها ت

دمعن

س لب

ا تاذ

مق/

عنة

ط رب

ر/ صي

قت

كيجا

/ م

طق /

لةبد

( س

لب/ ت

سلب

/ يي

هو/

هنا/

أ)..

......

ص .مي

ق /

الرو

س /

ءةبا

عة /

بع ق

م /حزا

/ ال

ش /

يرحر

الو /

فر ال

/ لد

ج ال

/ مل

خلم

/ اف

صو ال

ن/ط

لق) ا

ن م

وعصن

م)..

...ن

اتاس

ال /

رار أز

مع /

تعا

رب م

ط /ط

خ م

/ ط

نق م

ه /لي

عوم

سمر

/ة

ادس

/ ق

نيأ

..سع

واق /

ضين

م /

بذه

المن

) ...

ط..قر

/ق

حل /

د عق

ة/ ور

س أ

م /خات

( :ي

حلال

......

ؤ.ؤل

لل/ ا

س ما

ال /

ضةلف

ا

ن ؟جا

هر م

ة /فل

حى

إلين

هبتذ

/ب

ذها ت

دمعن

ن سي

لبو ت

س ألب

ا تاذ

مه(؟

لي ع

فعار

مت)ال

ل ض

مف ال

زي ال

ل ك

شو

هما

.....

يةرق

ش /

يةرب

غب(

يا )ث

سالب

م...

ة.يث

حد /

مةدي

ق

د:اع

قو ال

تفا

صوال

اء سم

األ •

م ه

مالأع

ن ع

ونلم

كيت

ص خا

شى أ

إلاع

تمس

اال

List

enin

g an

d no

ting:

lis

teni

ng t

o re

cord

ings

of

inte

rvie

ws

with

di

ffere

nt p

eopl

e ab

out t

heir

jobs

. Pup

ils n

ote

key

poin

ts in

clud

ing

wha

t are

con

side

red

best

and

wor

st a

spec

ts o

f job

.

تما

لومع

ى عل

ل صو

حلل

ة ول

ط م

تقرا

فى

إلاع

تمس

اال

List

en

to

long

er

pass

ages

of

fa

mili

ar

lang

uage

an

d id

entif

y sp

ecifi

c de

tails

, e.

g. n

ame,

dat

e an

d pl

ace

of b

irth,

des

crip

tion,

ac

hiev

emen

ts, e

tc.

يةها

لنة ا

ددح

مير

غلة

سئن أ

عبة

جااإل

Ans

wer

m

ore

open

-end

ed

ques

tions

, as

w

ell

as

ques

tions

re

quiri

ng y

es/n

o an

swer

s.

الد ي ب

فس

نا ال

هادي

رتي ي

لتس ا

البلم

ل احو

ف ص

الي

فاء

فتست

افة

تلخ

م

Sur

vey:

pup

ils in

terv

iew

cla

ssm

ates

, fam

ily a

nd fr

iend

s to

find

out

op

inio

ns r

egar

ding

pas

t an

d pr

esen

t fa

shio

n an

d A

sian

/Wes

tern

fa

shio

n. D

ata

is a

naly

sed

and

pres

ente

d in

the

form

of b

ar c

harts

/pi

e ch

arts

(usi

ng s

prea

dshe

et s

oftw

are)

.

ها ير

ضح

م تد ت

وا م

امخد

ست وا

بطال

للأو

ور ض

حلل

ار ك

أفم

ديتق

قاسب

م

Pre

sent

idea

s to

an

audi

ence

(eith

er in

divi

dual

ly, in

sm

all g

roup

s or

with

the

cla

ss)

usin

g pr

epar

ed m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pre

sent

atio

n,

a sk

etch

, a p

oem

, a s

ong

or a

vid

eo. (

See

p49

)

/ كة

شري

فير

مد /

نعص

مي

فمل

عاع

ملة

خيمت

ة بل

قام

حل م

بح

صا

Fair

trade

fas

hion

: (im

agin

ary)

int

ervi

ew w

ith f

acto

ry w

orke

r, co

mpa

ny d

irect

or, s

hop

owne

r (C

itize

nshi

p lin

k).

ضةمو

الت

حاصي

خر ل آ

حوة

بلقا

م

Inte

rvie

w a

bout

late

st fa

shio

n.

اءأزي

ض عر

Fash

ion

show

in

whi

ch s

ome

pupi

ls m

odel

clo

thes

and

oth

er

prov

ide

com

men

tary

.

هاسب

ناي ت

لتر ا

صوبال

ت قا

ليتع

الط

رب

Mat

chin

g/ga

pfill

ing:

mat

ch c

aptio

ns to

pic

ture

s or

gap

fill

capt

ions

or

sho

rt ar

ticle

s/re

view

s (w

ith o

r with

out m

issi

ng w

ords

pro

vide

d in

box

bel

ow).

ضةمو

العن

ض عر

م دي

تق

Cre

atin

g P

ower

Poi

nt p

rese

ntat

ion/

fash

ion

mag

azin

e in

gro

ups.

A

fter i

nitia

l who

le c

lass

bra

inst

orm

, pup

ils w

ork

in g

roup

s to

pla

n,

rese

arch

and

then

dra

ft an

d re

draf

t pag

es/s

cree

ns c

ombi

ning

text

w

ith im

ages

, sou

nd e

ffect

s.

ن ط

لقة ا

اع زر

يةدا

ن ب م

سالب

لمع ا

نيص

ة تلي

عمي

فث

حلب

ايع

لبى ا

حتو

Res

earc

h an

d pr

esen

tatio

n fo

llow

ing

the

proc

ess

of

clot

hes

man

ufac

turin

g fro

m th

e gr

owin

g an

d pi

ckin

g of

the

cotto

n to

sal

e in

a d

epar

tmen

t sto

re in

the

UK

(Citi

zens

hip

link)

.

هاعن

ة تاب

كوال

ت هرا

جولم

ن ا م

عةط

قم

ميص

ت

Per

suas

ive

writ

ing:

des

igni

ng a

pie

ce o

f je

wel

lery

and

writ

ing

a pa

ragr

aph

prom

otin

g it.

مج

مع ال

العم

ستت ا

اراه

مير

طوت

Dev

elop

ing

refe

renc

e sk

ills,

incl

udin

g us

e of

bili

ngua

l dic

tiona

ry.

Curriculum guide for Arabic

��

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Media اإلعالم ووسائل اإلعالم

ة)لف

ختلم

م اال

إلعل ا

ائس

وو/

ديرا

الة/

افح

ص ال

ن/يو

فزتل

الالم

أف /

تريو

مبك

الص

راأق

يرصو

لتة ا

آلة/

جلس

مل

جيس

ا تير

امك

/ ية

قملر

اال

نق ال

فات

ه ال

م/ال

ألفا

Diff

eren

t typ

es o

f med

ia

Tele

visi

on, r

adio

, CD

, D

VD

, com

pute

r, di

gita

l ca

mer

a, v

ideo

cam

era,

m

obile

pho

ne, M

P3

play

er

ثتب

ن وأي

ة ضل

مف ال

توا

قنال

Pre

fere

nces

Fr

eque

ncy

of u

se

عرشا

/ مة

هات

ياص

خش

Fam

ous

char

acte

r/po

et

ى إل

معست

ل ت ه

و/دي

لراى ا

إلمع

ستل ت

هاز/

لفلت

د ااه

شل ت

ه...

...ا..

نمسي

الى

إلب

ذهل ت

هى/

يقس

موال

ن ب أ

حي ت

لتج ا

امبر

الي

اه م

ا؟ه

ضلتف

أو ها

حبي ت

لتج ا

امبر

الي

هما

ا؟

هلي

ع أتم

سو ت

ا أده

اهش

تج

امبر

أو ض

رو ع

ة /ك

حض

لم/ ا

ة دي

ميكو

الج

امبر

الن /

توكر

الب )

حا أ

أنة(

ميعل

الج

امبر

الة /

ضيريا

الج

امبر

الة /

قيثائ

لوم ا

فالاأل

/ شة

اقمن

الا؟

هدت

اهش

مب

حي ت

لتم ا

فالاأل

ي ه

ما /

يةطف

عا ال

أوة

سيمان

رو ال

ة/دي

ميكو

الة\

ئيروا

الالم

ألف) ا

ب ح

ا أ أن

ة(بي

غر ال

ة /قي

سيمو

الب/

رعال

ا؟ه

ليع إ

تمس

ن تب أ

حي ت

لتى ا

يقس

مو ال

اعنو

ي أ ه

ما...

...ة.

وريكل

فل ال

ة /بي

شع ال

از/ج

الة/

كيسي

كال ال

ىيق

سمو

الضل

أفنا

أة

نيألغ

/ اة

ئينا

لغة ا

رقلف

ل اض

مف ال

كثل

ممل؟

ضمف

الك

ربط

مهو

ن م

...م..

يللف

/ ا( ؟

بسو

حا (

تريو

مبكو

ك دي

لك /

ند ع

هلر؟

وتبي

كم ال

ملتع

سا ت

اذلم

/ ت

مالو

مع ال

كةشب

ح صف

ألتب/

عا أل

بلع

ألتر

يومب

ك ال

ملتع

سا أ

أنم

قو أل

ي /ور

صى

إلظر

ألنس/

نا ال

ى إل

ثحد

ألت /

يةون

ترك

إلئل

سال ر

سألر

......

......

ة..سي

درلم

ت ابا

جوا

بال

ه قت

عال /

تهس

درا /

تهيا

ح /

تهشأ

: ني

بان ق

زاري ن

ورس

العر

شابال

ة رف

تعي(

ونزي

لفل ت

سسل

كمضا

أيرة

افتو

)ما.

هر ب

مي

لتف ا

روظ

والن

ريخ

اآلب

المإلع

ل اسائ

واع

نود أ

ديح

بتب

طال ال

ئةهي

ت

Bra

inst

orm

to id

entif

y di

ffere

nt ty

pes

of m

edia

: thi

s ca

n be

don

e as

who

le c

lass

act

ivity

or

initi

ally

in p

airs

with

the

sup

port

of a

di

ctio

nary

.

عايو

شم

عالاإل

ع وا

أنثر

كل أ

حواء

فتست

ء اجرا

إ

Sur

vey

to d

isco

ver

mos

t/lea

st p

opul

ar m

edia

in

clas

s, s

choo

l, ac

ross

gen

erat

ions

.

رىخ

ة أبي

عرة

ول د

أوال،

مثا،

وريس

ن ع

بارخ

أ

New

s ro

und

up fr

om S

yria

.

تعا

موج

ممن

ضه

لي ع

قلي

تعوال

ي ون

زيلف

ن تعال

ر إيا

ختا

Pic

k th

e be

st

TV

adve

rtise

men

t: pu

pils

sh

owed

th

ree

adve

rtise

men

ts. I

n gr

oups

they

then

dis

cuss

whi

ch th

ey li

ke b

est

and

why

. O

pini

ons

are

then

pre

sent

ed t

o th

e w

hole

cla

ss.

This

ac

tivity

cou

ld a

lso

be d

one

with

mag

azin

e ad

verti

sem

ents

.

بطال

البل

قمن

ض عر

م دي

تق

Pre

sent

idea

s to

an

audi

ence

(eith

er in

divi

dual

ly, in

sm

all g

roup

s or

with

the

cla

ss)

usin

g pr

epar

ed m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pre

sent

atio

n,

a sk

etch

, a p

oem

, a s

ong

or a

vid

eo. (

See

p49

)

وءض

ة قع

ب

Spo

tligh

t. (S

ee p

51)

ظح

الب

وال د

Whe

el o

f for

tune

. (S

ee p

43)

حةلو

ل عم

ت لجال

لموا

ف ح

ص ال

امخد

ستا

New

spap

er c

halle

nge:

pup

ils h

ave

acce

ss t

o fo

reig

n la

ngua

ge

new

spap

ers

and

mag

azin

es in

the

clas

sroo

m. T

hey

each

mak

e a

post

er b

y fin

ding

a v

arie

ty o

f tex

ts, c

uttin

g th

em o

ut a

nd s

ticki

ng

them

on

to t

he p

oste

r. Th

e ch

alle

nge

is t

o fin

d, f

or e

xam

ple,

a

reci

pe,

a w

eath

er f

orec

ast,

and

inst

ruct

ions

for

mak

ing

or d

oing

so

met

hing

, a le

tter,

an a

dver

tisem

ent.

تجال

لموا

ف ح

صوال

ت ما

لومع

الكة

شبح

صفت

Bro

wse

thr

ough

mag

azin

es,

new

spap

ers

and

Inte

rnet

tex

ts a

nd

reco

gnis

e te

xt c

ompo

nent

s, e

.g.

title

, co

nten

ts p

age,

hea

dlin

e an

d th

e fe

atur

es o

f diff

eren

t tex

t gen

res,

e.g

. a w

eath

er fo

reca

st,

a re

cipe

, a

lette

r, an

adv

ertis

emen

t, a

new

s st

ory.

Ide

ntify

wor

d cl

asse

s, e

.g. v

erb,

pro

noun

, pre

posi

tion,

nou

n, a

djec

tive,

ver

b.

مةج

تر

Tran

slat

ion/

inte

rpre

ting:

pu

pils

ac

t as

tra

nsla

tors

/inte

rpre

ters

su

mm

aris

ing

sele

cted

new

s ite

ms

from

Ara

bic

pres

s fo

r U

K

audi

ence

.

درص

لمن ا

مت

ماكل

الاق

تقش

ا

Wor

d re

latio

nshi

ps: d

iscu

ss w

ord

deriv

atio

n an

d us

e ot

her r

eadi

ng

stra

tegi

es.

هاحب

ال ت و

هاحب

ء تيا

شة أ

ئمقا

لء م

Fill

in li

sts

of li

kes

and

disl

ikes

.

طةري

خ ال

ىعل

ها ق ب

علتت

ي لت

ز امو

لروا

ة وي

جة

شرة ن

راءق

Rea

d a

wea

ther

repo

rt an

d dr

aw s

ymbo

ls o

n a

map

sho

win

g w

hat

the

wea

ther

will

be

like

in th

ose

regi

ons/

cou

ntrie

s.

دةقو

مف ال

مةكل

العن

ث ح

لبا

Mis

sing

wor

d.

Curriculum guide for Arabic

�8

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyMedia / intercultural understanding / creativity اإلعالم / اإلبداع واألعمال الفنية

المإلع

ا

Med

iaة

صيخ

ش ال

اءآلر

ن ا ع

يرعب

لت ا

ي/ ان

أغ /

المأف

ج/ ام

بره

جا ت

تر يو

مبكو

ب عا

أل

Des

crib

ing

and

expr

essi

ng o

pini

ons

abou

t pro

gram

mes

, fil

ms,

son

gs, c

ompu

ter

gam

es

ة؟ني

ألغ/ ا

ب تا

ك ال

م /يل

لف، ا

كرأي

ك رأي

و اه

م...

...ة.

يئس

/ ئ

سي /

س بأ

الة /

يدج

/ يد

ج /

عةرائ

/ ئع

راها

إنه /

إنا؟

هفي

ك جب

يعم

/ ليه

فك

جبأع

ي لذ

ماا

/ ك

حض

مق /

ري ع

ق /شو

مع /

مت م

ة /ك

حربال

يء مل

ه إن

م؟يل

لفث ا

داح

ر أدو

ا تاذ

مول

حه؟

صت ق

ي ه

مام

يو ال

يوف

ج/ دري

لتوبا

ة/ جأ

فما/

م يو

......

...ل..

حوم

يللف

اث

داح

ر أدو

ت...

...م

يللف

ة اهاي

ي نوف

ن/ ري

هش

د بع

ي/ثان

الل/

ميج

ه ألن

ا /ه

ألن ..

...ي.

هصة

لقي ا

في

تنجب

أعي

لتة ا

صيخ

ش.ال

ن/ نو

ج م

ة/اع

جش

ع/ جا

شة/

دقصا

ق/ اد

صة/

يق أن

ق/ني

/ أم

سي و

ة/يل

جمة.

نيدوا

عي/

وانعد

ة/ني

أناي/

نان/ أ

رةري

شر/

ريش

ة/ ون

جنم

د:اع

قوال

ن(كا

لم وا

انزم

)الف

روظ

ال •

م

كلمت

والب

طخا

لم، ا

بغائ

للة

صلنف

لمو ا

ة صل

مت ال

ئرما

ض ال

•

Gra

mm

ar fo

cus

•

Rel

ativ

e cl

ause

s

•

Adv

erbs

, adv

erbi

al p

hras

es

ير عب

لتت ل

باس

نالم

ي ا ف

مةعا

الها

ددير

ة يم

قدة

وريكل

فلي

غانوأ

ج ازي

أهرح

لفن ا

ع

ه.في

ي لرأ

ء ادا

وإبف

ص ال

خل دا

تهش

اقمن

وي

راثم ت

يل ف

دةاه

شم

ار خت

لمر ا

عمل

طلب

ة اص

قم

يللف

ا اهذ

ي ك

ح: ي

تارخ

لمر ا

عمم

يلف

ده.بال

ير حر

وتصر

لنى ا

علت

حازي

لته ا

كعار

وميا

يبلل

ي طال

اليل ا

تالح

االو

ي ف

هاام

خدست

باك

ذل و

عدوا

لق وا

تما

كل ال

ضبع

ة جع

مرافة

تلخ

مص

صون

Con

solid

ate

lear

ning

of

voca

bula

ry a

nd g

ram

mar

by

re-u

sing

it

in o

ther

con

text

s.

ط رب

تدوا

وأف

روظ

م دا

خست

باك

ذل و

لةوي

طل

جماء

بن

Bui

ld l

onge

r se

nten

ces

by i

nclu

ding

mor

e in

form

atio

n su

ch a

s ad

verb

s or

adv

erbi

al p

hras

es, o

r con

junc

tions

.

أو اء

سماأل

دد ح

وفة

لومأ

ة لغ

ل لطو

ت أقرا

فى

إلمع

ستإ

ة.مي

ك ال

أودد

لع، ا

الفع

األ

List

en

to

long

er

pass

ages

of

fa

mili

ar

lang

uage

an

d id

entif

y sp

ecifi

c de

tails

, e.g

. nam

e, p

lace

, qua

ntity

, and

cos

t.

ص.ص

لق/ ا

ئدصا

لق/ ا

يغان

األض

بعاء

وأدكر

تذ

Mem

oris

e an

d pe

rform

a p

oem

, son

g, s

tory

or s

ketc

h.

أو رد

نف م

كلش

ر بكا

الفض ا

بعم

ديتق

ذ مي

تال ال

منب

طلال

ى.خر

ت أيرا

عبو ت

ة أري

صة ب

اد م

يرض

حبت

ك ذل

وي

اعجم

ل ك

شب

Pre

sent

idea

s to

an

audi

ence

(eith

er in

divi

dual

ly, in

sm

all g

roup

s or

with

the

cla

ss)

usin

g pr

epar

ed m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pre

sent

atio

n,

a sk

etch

, a p

oem

, a s

ong

or a

vid

eo. (

See

p49

)

ة بي

عر ال

ىيق

سمو

المن

ج اذ

نمة

الثو ث

ن أجي

وذنم

ار ض

حإ

م م ل

ا أوه

حبى أ

يقس

مو ال

ذهه

م به

رائن آ

عب

طال ال

السؤ

وار

ضح

بإب

طال ال

السؤ

ر. عو

ش ال

ذا ه

راء و

ببا

ساأل

وها

بوح

يب

باس

وأها

عنث

ديح

والف

ص ال

ى إل

يغان

و أة أ

قيسي

موع

طق

بجا

إلعا

Brin

g tw

o or

thr

ee s

ampl

es o

f tra

ditio

nal

and

cont

empo

rary

A

rabi

c m

usic

to

liste

n to

. Ask

pup

ils t

o ex

pres

s op

inio

ns a

bout

th

e m

usic

(w

heth

er th

ey li

ke it

or

not,

and

thei

r re

ason

s. P

rese

nt

info

rmat

ion

abou

t the

mus

ic (

e.g.

dat

e, e

ra, p

urpo

se, p

erfo

rmer

, an

d co

mpo

ser)

. Fo

llow

up

by a

skin

g pu

pils

to

brin

g to

cla

ss a

pi

ece

of m

usic

the

y lik

e. T

hey

shou

ld b

e pr

epar

ed t

o do

a t

wo-

min

ute

pres

enta

tion

(e.g

. in

clud

ing

com

pose

r an

d pe

rform

er,

date

, the

me,

reas

on fo

r pre

fere

nce)

.

ها ام

خدست

وات

رننت

اإلأو

ت جال

لمو ا

د أرائ

ج ال

منت

االمق

ار تي

خا

بةتا

كوال

ة راء

لقت ا

طاشا

ي نف

Sel

ecte

d sh

ort

artic

les

from

mag

azin

es,

new

spap

ers,

Int

erne

t us

ed a

s st

imul

us fo

r spo

ken

or w

ritte

n re

spon

se.

ة اف

ثقأو

ة ض

ريان

مب

باش

الف

اقمو

ن ع

يرقار

لتة ا

تابك

وءة

قراال

نةعي

م

Rea

d ab

out

and

repo

rt on

you

ng p

eopl

e's

attit

udes

to

spor

t or

po

pula

r cul

ture

.

ه هذ

ى عل

ت طا

شاء ن

جرام إ

ا ثه

بتتا

ك و

يةغن

األى

إلاع

تمس

االت

غافرا

اللء

كمة

نيألغ

ا

List

en t

o a

song

and

the

n lo

ok a

t a

trans

crip

tion

of a

tex

t w

ith

gaps

. Chi

ldre

n fil

l in

the

gaps

by

copy

ing

wor

ds fr

om a

list

.

مج

مع ال

ي ف

ثح

لبا

Loca

te h

eadw

ords

in

a di

ctio

nary

, e.

g. d

o a

head

wor

d qu

iz:

child

ren

have

a li

st o

f ten

wor

ds w

hich

they

hav

e to

look

up

in a

di

ctio

nary

. Fo

r ea

ch w

ord

they

hav

e to

fin

d th

e pa

ge n

umbe

r in

th

e di

ctio

nary

, the

hea

dwor

d w

hich

pre

cede

s it

and

the

head

wor

d w

hich

follo

ws

it.

تما

كل ال

بةتا

ك و

اجخر

ست ال

مج

مع ال

امخد

ستا

Use

a b

iling

ual d

ictio

nary

to c

heck

the

spel

ling

of fa

mili

ar w

ords

.

ة ني

روكت

إللة

سال ر

ماك

إ

Com

plet

e a

sem

i-com

plet

ed e

-mai

l m

essa

ge t

o so

meo

ne i

n a

partn

er s

choo

l.

هالي

عبة

جااإل

وية

ونتر

ك إل

لةسا

ة رراء

ق

Rea

d an

e-m

ail

mes

sage

fro

m a

par

tner

sch

ool

and

repl

y to

so

me

of t

heir

ques

tions

on

e.g.

hob

bies

, th

e w

eath

er,

holid

ays,

lik

es a

nd d

islik

es.

درصا

لمف ا

تلخ

ممن

ص صو

لنض ا

بعة

راء ق

دةعا

إ

Re-

read

a ra

nge

of te

xts,

incl

udin

g w

ork

on th

e bo

ard,

com

pute

rs,

from

bo

oks,

ta

ped

stor

ies

with

te

xts,

so

ngs,

po

ems,

e-

mai

l m

essa

ges

and

text

s fro

m th

e In

tern

et.

Curriculum guide for Arabic

�9

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyMedia / intercultural understanding / creativity اإلعالم / اإلبداع واألعمال الفنية

أوما

ينس

الرة

يالز

ب تي

ترال

ض رو

ع ال

لةصا

أو ح

سرلم

اث

حدة

هدشا

م أو

يةيق

سمو

الي

ضيا

رن(

مالز

وان

كالم

/ اة

عولد

)ا

Mak

ing

arra

ngem

ents

to

att

end

film

, mus

ic o

r sp

ortin

g ev

ent

Invi

tatio

n Lo

catio

n Ti

me

ن؟اآل

ض عر

ي يلذ

ا ام

ي ح

سر م

ضعر

ي/ يق

سمو

ض عر

م/ يل

فك

ناه

..؟...

......

.. هد

شاو ت

ب أذه

ن تب أ

حل ت

ه ..

...ب..

ذهن أ

ب أح

أ...

...ب..

ذهن أ

ب أح

ال أة؟

كرتذ

الف

كلم ت

كت

هاني

ج...

......

...ف .

كلت

ي ؟تق

نلس

ن أي

......

.....

ج /خار

/ ام

أمبا

ري ق

كأرا

......

...ا .

إذنا

فقات

ة دث

حا م

فلي

وتأل

ياخ

الام

خدست

باك

ذل و

طةسي

ة بلي

ثيتم

كةحر

مت ال

سرائ

لعم ا

داخ

ست وا

فةلو

مأة

لغم

داخ

ستة ا

تعمم

Rol

e-pl

ay:

• U

se im

agin

atio

n to

cre

ate

inte

rest

ing

conv

ersa

tions

usi

ng

fa

mili

ar la

ngua

ge, e

.g. t

ake

on th

e ro

le o

f diff

eren

t peo

ple

whe

n

h

avin

g a

sim

ilar c

onve

rsat

ion,

use

pup

pets

and

pro

ps.

ثةاد

حلم

بادأ

لبل ا

قبير

كتف

للذ

ميتال

للة

صفر

اء ط

إع

Use

‘s

talli

ng

stra

tegi

es’

to

allo

w

time

to

hesi

tate

, e.

g.

use

spok

en

expr

essi

ons

and

gest

ures

w

hich

al

low

fo

r th

inki

ng

time

in th

e co

nver

satio

n.

ت( ما

لومع

الكة

شبت )

رننت

و إة أ

يدجر

أو ة

جل م

حصف

تنة

عي م

تما

لومع

ى عل

ل صو

حلل

Sca

n ev

ents

pa

ges

in

mag

azin

e or

on

In

tern

et

for

key

info

rmat

ion.

كر واذ

م فال

ة أالث

ر ثخت

، االم

ألفن ا

عحة

تالم

ت اما

لومع

الالل

خن

ميار

ختاال

ب سب

From

film

info

rmat

ion

iden

tify

thre

e yo

u m

ight

like

to s

ee a

nd

expl

ain

reas

on fo

r you

r cho

ice.

Curriculum guide for Arabic

60

Leve

l 6Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyHealth and fitness الصحة واللياقة البدنية

ضرا

ألموا

ح رو

جال

Inju

ries

Illne

sses

جال

عال

Trea

tmen

ts

ك؟حال

ف كي

ن؟اآل

ي /ه

هوف

كيسن

حبت

عر ش

/ تعر

شل ي

هسن

حبت

عر ش

ال تي

/هعر

شال ي

و /ه

عرش

ال أنا

أ

ة عد

لم/ ا

سلرأ

ي ا ف

م أل

هاند

عي

هه/

ند ع

هو /

ديعن

نا ؟ أ

لةك

شلم

ا ام

ة ج

دري

فاع

تف ار

ة/جر

حن ال

ي ف

م أل

دهعن

و /ه

انسن

األي

/فطن

لبو ا

أ...

......

...س

شمة

ربض

ة/ سي

ساح

زا/ون

فل إن

أوح

ش/ ر

السع

د/ بر

ة/ رار

حال

...م..

قدل/

ج/ ر

بةرق

/ ف

كتع/

ذراها/

ناعي

ه، نا

عيي،

ناعي

جعتو

م/ ؤل

ت...

ها.جل

/رله

جا ر

هاع

ذره/

اعذر

ي/ جل

و ري أ

اعذر

ت سر

كد

لق...

...ت.

ماكد

ح/ جر

ق/ حر

ن م

يعان

أ /

يبع

ص..إ

......

منة

سعلل

ي ه

تض

عرد ت

لقة/

سعلل

ت ض

عرد ت

لقها

دم ق

ف/نز

ه تدم

/قي

دم/ق

هاجل

ه/رجل

/ ري

جلا/ر

هاع

ذري/

اعذر

ا/ ه

بعص

إف

نزت

تيأ

تقد

لقأ /

قيد ت

لق /

تيأ

تقد

لقى

إلاج

حت/ ت

حةلرا

ن ا م

طس

قى

إلاج

حت/ ي

ة ح

لران ا

مط

س ق

ى إل

اجحت

أحة

لران ا

مط

سق

واءب د

بوح

ت/ قا

صمل

ط/ ربا

ى إل

اجحت

ج/يتا

حت

د:اع

قوال

ثؤن

لموا

كر مذ

المع

ت يرا

تغوال

ن ك أ

لي ع

ب /ج

ع ي م

الفع

األ

•

يرك

تذة

ادإع

م )س

ج ال

زاءج

ع أ م

معج

الى/

ثنلم

/ ارد

مف ال

•

ثثال

الوى

ستلم

ي ا ف

هاكر

ذمر

( •

فةتل

خلم

ض امرا

األ و

مس

ج ال

اءض

أعف ب

ريتع

للة

يئه

ت

Bra

inst

orm

ing

to id

entif

y di

ffere

nt p

arts

of t

he b

ody

and

illne

sses

: th

is c

an b

e do

ne a

s w

hole

cla

ss a

ctiv

ity o

r ini

tially

in p

airs

.

م ه

طائإع

وم

هض

مران أ

عون

لمك

يتس

نا ال

ضبع

ى إل

اعتم

ساال

حصائ

لنا

List

enin

g an

d no

ting:

lis

teni

ng t

o di

ffere

nt p

eopl

e ta

lkin

g ab

out

thei

r ill

ness

es:

pupi

ls n

ote

wha

t is

wro

ng a

nd a

dvic

e ab

out

treat

men

t, et

c., b

y co

mpl

etin

g gr

id. D

iffer

entia

te b

y ad

ding

col

umn

for e

xtra

det

ails

.

يةها

لنة ا

ددح

مير

غلة

سئع أ

ضو

Ope

n-en

ded

ques

tions

: pu

tting

mor

e op

en-e

nded

que

stio

ns t

o pu

pils

and

enc

oura

ging

long

er r

espo

nses

, dra

win

g on

pre

viou

sly

lear

nt

lang

uage

an

d in

clud

ing

use

of

conn

ectiv

es,

rela

tive

clau

ses,

etc

. )..ت.

بي ال

ي ف

فـهات

الى

علة )

لفخت

موار

أدت ب

يايل

مث ت

Rol

e-pl

ay:

• A

ct o

ut s

cene

(on

pho

ne)

whe

re f

riend

has

ser

ious

inju

ry,

but

refu

ses

to s

ee d

octo

r or g

o to

hos

pita

l.

• A

ct o

ut s

cene

bet

wee

n ch

ild a

nd p

aren

t, w

here

chi

ld i

s

m

akin

g up

exc

uses

for

not

bei

ng a

ble

to g

o to

sch

ool

(be

caus

e do

esn'

t wan

t to

do te

st/e

xam

).

• A

ct

out

scen

e as

a

peop

le

with

pa

rticu

lar

char

acte

r,

e.g.

som

eone

who

exa

gger

ates

pro

blem

s (‘d

ram

a qu

een’

)

a

nd s

omeo

ne w

ho a

lway

s th

inks

tha

t th

ings

will

tur

n ou

t

f

or th

e be

st (u

sing

fing

er p

uppe

ts).

At t

his

leve

l it i

s im

port

ant f

or p

upils

to e

xten

d th

eir r

ange

of

expr

essi

on a

nd d

evel

op th

eir a

war

enes

s of

wor

d or

igin

s an

d re

latio

nshi

ps.

Teac

hers

sho

uld

be r

eady

to

take

adv

anta

ge

of o

ppor

tuni

ties

that

aris

e na

tura

lly i

n le

sson

s to

sup

port

th

is. A

ctiv

ities

bas

ed o

n te

xts

(bot

h w

ritte

n an

d sp

oken

) can

be

use

d as

a s

timul

us fo

r la

ngua

ge in

vest

igat

ion.

Exa

mpl

es

wou

ld in

clud

e:

ىعن

لم با

مةكل

اللة

قابم

• W

ord

defin

ition

s: m

atch

wor

d to

def

initi

on;

اد

ضداأل

وت

فاراد

متال

• S

ynon

yms

and

anto

nym

s: m

atch

ing

or ta

ble

com

plet

ion;

مةكل

الوع

ب نس

حل

داوج

اللء

م

• D

iffer

ent

wor

d fo

rms

depe

ndin

g on

gra

mm

atic

al f

unct

ion

(n

oun,

ver

b, a

djec

tive,

adv

erb)

usi

ng ta

ble

com

plet

ion;

مةكل

الوع

ب نس

حل

داوج

اللء

م

• D

iffer

ent v

erb

form

s de

pend

ing

on te

nse

usin

g ta

ble

com

plet

ion.

Teac

hers

nee

d to

dec

ide

wha

t ty

pes

of a

ctiv

ity le

nd t

hem

selv

es

mos

t rea

dily

to a

ny p

artic

ular

text

.

ار حو

ث دا

حب أ

تيتر

Seq

uenc

ing

dial

ogue

.

يوراد

ن، عال

، إلة

ج م

ي ف

صصو

لنة

سيسا

األط

قالن

ة اتاب

ك

Rea

ding

and

not

ing:

not

ing

key

poin

ts o

f si

mpl

e m

essa

ges/

ad

verts

, e.g

. see

n in

a m

agaz

ine

or o

n a

web

site

, or

hear

d, e

.g.

on T

V o

r rad

io.

النإع

أو ط

حائة

جل م

ممي

صت

Per

suas

ive

writ

ing:

des

igni

ng a

pos

ter t

o ad

verti

se a

pro

duct

. Thi

s co

uld

beco

me

a cl

ass

com

petit

ion

judg

ed b

y an

othe

r te

ache

r or

si

xth

form

ers.

ببي

طأو

ب بي

ط ال

عةج

رام

ة لي

يدص

ال أو

انسن

األ

Con

sulti

ng a

doc

tor,

de

ntis

t or

chem

ist

ك؟ لم

يؤذا

ماي؟

عانم ت

مة؟

كلش

لما ا

م...

...ي.

ندع

ذا؟ ه

مني

عانت ت

وأنى

متذ

منط

فقم

يو/ال

سأم

ل /أو

س أم

ة /ح

بار/ال

م أيا

ة الث

ذ ثمن

ء؟دوا

ي ت أ

ولنا

ل ته

...ت..

ولنا

م تنع

ل. او

تنم أ

, ل ال

ت؟كل

ا أاذ

مي؟

ف لص

و تي/أ

حنص

تنذا

ماب

دمقا

الوع

سباأل

ى حت

ش فرا

الي

فاء

بق ال

كلي

ع...

ن.تي

اعس

ت/ عا

ساع

أربل

ك...

ن. م

ينقت

لع م

ة /عق

ملذ

خام

طع ال

عدو ب

ل أقب

ن تي

مراء

دو ال

ذا ه

ولنا

تى

شفست

لمي ا

فص

ختلم

ب ابي

ط ال

عةج

مراك

ليع

د:اع

قوال

ع.ضار

لمل ا

فع ال

ر /ألم

ل افع

ة. مد

/ لذ

منم

داخ

ست ا

•

ى(شف

ست م

ي ف

فوق

)مي

يلمث

ل تعم

Doc

tors

and

nur

ses

grou

p pr

actic

e ac

tivity

: fo

ur p

upils

(pa

tient

, fri

end,

nur

se,

doct

or)

impr

ovis

e ro

le-p

lays

with

unp

redi

ctab

le

elem

ents

.

ة(وي

ألد )ا

تجا

نتلم

د اح

ق أوي

سلت

ن عال

ل إعم

Pup

ils m

ake

a ta

pe/v

ideo

adv

ertis

ing

a pr

oduc

t.

ظح

الب

والد

Whe

el o

f for

tune

. (S

ee p

43)

يةص

خش

ل حو

ة ئل

سح أ

طر

Spo

tligh

t act

ivity

. (S

ee p

51)

خراآل

ف طر

الى

إلول

صلو

واط

خ ال

الكم

ة إعب

ل

Blo

ckbu

ster

s: l

ike

the

tele

visi

on g

ame,

the

re a

re t

wo

team

s an

d th

e ai

m

is

to

join

he

xago

ns

acro

ss

the

boar

d (le

ft to

rig

ht

or

top

to

botto

m).

A he

xago

n is

w

on

by

nam

ing

it co

rrec

tly.

If th

ey

cann

ot

nam

e it,

th

e ot

her

team

ha

s th

e ch

ance

to g

o. C

an b

e ad

apte

d fo

r diff

eren

t lev

els.

Curriculum guide for Arabic

61

Leve

l 6Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyHealth and fitness الصحة واللياقةالبدنية

م ظا

لن/ ا

ي ح

ص ال

اةحي

الام

ظ ن

/ ية

ضيا

لرن ا

اريتم

الي /

ذائغ

الئة

بي ال

ياضا

ق

Hea

lthy

livin

g D

iet,

exer

cise

, en

viro

nmen

t

ا؟ه

حبو ت

ا أه

ولنا

تتي

لتة ا

عمط

األع

وا أن

ي ه

ماط/

سألو

ق اشر

الام

طعي/

يزمال

الي/

ينص

الي/

يزجل

إلنم ا

عاط

الب

حا أ

أن ..

......

يتان

سك

با ال

ي/ند

هال

ومح

للل ا

كال أ

وي

باتا ن

أن /

كسم

الج/

جالد

/ اف

روخ

الر/

بق ال

مح

: لوم

حلل

ن ا م

بح

الأب/

حأ

...س..

يدقر

ال ..

...ار.

خي ال

ة/ور

ندلب

/ام

طما

ط ال

ة/فل

ليلف

: اضار

خ ال

من...

ح..بل

الن/

تي ال

و/ج

من ال

خ/طي

لب/ ا

التق

بر:ال

ه ك

والف

ا...

...ب

بوح

الت/

سراك

لم/ ا

نةرو

كمع

الرز/

الز/

خب ال

ت:ويا

شلن

ا...

ة..شد

لق/ ا

ة بد

لز/ ا

بنج

الب/

ليح

الب:

ليح

الت

قاشت

مة

افكن

الة /

الوبق

كالى

خراأل

ت ويا

حل ال

ت/وي

كس

لب/ ا

ككع

الت:

وياحل

ال .....

..ل..

تيك

كو/ال

ه ك

والف

ر اصي

عة/

هولق

/ ااي

ش ال

ء/ما

الت :

وباشر

لما

ياح

صة

ياح

ب لو

سي أ

هبع

تتو/

هبع

يت /

ت أن

بعتت

ل ه

ياح

صيا

ذائ غ

ماظا

ع نتب

ي ت ه

ع/تب

و ي ه

ع/تب

/ أأنا

م نع

ال.

ء؟شا

لع/ ا

داءلغ

/ اطار

إلفة ا

جب و

ي ف

دةعا

ل او

تنا ت

اذم

......

ل(او

تن )أ

كلال آ

/....

ل..ك

ا آأن

ء؟دا

لغة ل

حيص

ت با

ج و

كست

در م

دمتق

ل ه

ي(؟ح

ص)ال

ي س

سااأل

ير غ

امطع

المن

ير كث

الول

ناتت

ل ه

ة؟ض

ريا ال

سمار

ل ته

ة ش

ري ال

رةك

/ رة

طائ ال

رةك

/ ب

ضرلم

ة اكر

/ دم

لقة ا

كرب

لعا أ

أنم،

نعحة

باس

/ال...

م..يو

ل ك

ع /بو

ساأل

ي ف

رة م

...ري

جلل

ص /رق

لل /

حةبا

سلل

ب ذه

أ...

ه..تي

اراك

ال و

دوجو

الب

لع/ أ

ي جت

دراود

أقي؟

حص

ة يا

حط

نمى

علظ

افح

ف تكي

ل او

تنب

جن أت

ا /حي

صما

عاط

ل او

تن/ أ

ة ض

ريا ال

سةمار

مى

علب

ظأوا

.... ،

تويا

حل ال

ة،سم

لدة ا

عمط

األئر

صالع

باها

عنة

ضعا

ستاال

وية

غاز ال

توبا

شرلم

ل ااو

تنن

مالل

إلقي ا

علاء.

لم وا

يةيع

طبال

د:اع

قوال

).....

...دة

عاا،

بد، أ

درا نا

با،غال

ا، يان

ح )أ

انزم

الف

روظ

•

Gra

mm

ar fo

cus

•

Adv

erbs

of f

requ

ency

: ofte

n, s

omet

imes

, fre

quen

tly, r

arel

y, n

ever

, usu

ally

,

o

ccas

iona

lly

اةحي

الي

في

حص

الير

/غي

حص

الط

نم ال

يدحد

لتة

يئه

ت

Bra

inst

orm

to id

entif

y fe

atur

es o

f hea

lthy

and

unhe

alth

y lif

esty

les:

th

is c

an b

e do

ne a

s w

hole

cla

ss a

ctiv

ity o

r ini

tially

in p

airs

with

the

supp

ort o

f a d

ictio

nary

.

اءفت

ست/ ا

اء ص

حإ

Sur

vey:

pup

ils i

nter

view

cla

ssm

ates

, fa

mily

and

frie

nds

to f

ind

out a

bout

life

styl

e.

حةص

للة

ضارة/

يدمف

ت جا

نتلم

ضا عر

ب طال

الدم

يق

Pre

sent

ing

to

an

audi

ence

: pu

pils

m

ake

a pr

esen

tatio

n of

pr

oduc

ts w

hich

are

'goo

d fo

r yo

ur h

ealth

' and

tho

se w

hich

are

'b

ad fo

r you

r hea

lth'.

تريو

مبك

الام

خدست

باالن

إعل

عم

Vide

o re

cord

ing:

mak

e a

vide

o of

adv

ertis

emen

ts c

ompi

led

and

pres

ente

d by

pup

ils o

r inv

ite p

upils

to p

rese

nt th

eir a

dver

tisem

ent

usin

g IC

T (p

rese

ntat

ion

softw

are)

.

يةلو

ألوب ا

سح

ب تي

ترال

Dia

mon

d ra

nkin

g: b

est (

or w

orst

) way

s to

kee

p he

alth

y.

(See

p53

)

ن"سف

الكة

عر"م

ة عب

م لدا

خست

باعد

والق

ى اعل

ب دري

لتا

Bat

tlesh

ips

gam

e:

fun

way

to

pr

actis

e gr

amm

ar,

e.g.

ve

rb

man

ipul

atio

n. P

laye

d in

pai

rs.

Eac

h pa

ir ha

s gr

id w

ith s

peci

fic

elem

ents

mar

ked

at t

op a

nd s

ide,

e.g

. in

finiti

ve o

f ve

rbs

on le

ft an

d pr

onou

ns a

cros

s to

p. E

ach

pupi

l sec

retly

put

s cr

osse

s in

five

sq

uare

s. T

hey

then

hav

e to

com

bine

ele

men

ts c

orre

ctly

to

'hit'

di

ffere

nt b

oxes

on

thei

r par

tner

's g

rid a

nd ‘s

ink’

shi

ps. I

t is

usef

ul

to m

ark

off

squa

res

they

hav

e tri

ed u

nsuc

cess

fully

. If

they

get

on

e rig

ht t

hey

cont

inue

unt

il th

ey g

et o

ne w

rong

. The

n it'

s th

eir

partn

er's

tur

n. F

irst

to s

ink

all

five

of p

artn

er's

shi

ps i

s w

inne

r. A

dapt

able

to d

iffer

ent l

evel

s.

فةتل

خ م

تطا

شاي ن

فرة

غيص

الاح

لواأل

م دا

خست

ا

Min

i whi

tebo

ard

activ

ities

, e.g

.

• C

ateg

oris

ing

e.g.

, hea

lthy/

unhe

alth

y.

• O

dd o

ne o

ut.

• A

nagr

am g

ame.

Tea

cher

writ

es w

ord

on b

oard

and

stu

dent

s

writ

e do

wn

as m

any

wor

ds a

s th

ey c

an fr

om it

.

• M

akin

g a

sent

ence

of

six,

eig

ht,

ten

wor

ds i

nclu

ding

a

gr

amm

atic

al fe

atur

e, e

.g. a

con

nect

ive,

a te

nse,

a m

easu

re

w

ord,

a n

egat

ive

sent

ence

or a

que

stio

n.

• D

icta

tion.

ة بق

سا م

راءج

إ

Mul

tiple

ch

oice

m

agaz

ine

styl

e qu

iz

whi

ch

revi

ses

pres

ent

tens

e an

d fre

quen

cy p

hras

es i

n co

ntex

ts s

uch

as f

ood,

drin

k,

spor

t.

فةتل

خ م

نةزم

م أدا

خست

بات

مالو

معل

ادتب

أو ل

لوح

ة تاب

ك

Writ

ing

a go

od r

esol

utio

ns p

age

incl

udin

g pr

esen

t an

d fu

ture

te

nses

usi

ng IC

T (d

eskt

op-p

ublis

hing

sof

twar

e).

فص

الي

فالء

زم ال

معت

مالو

مع ال

دلبا

ت

Pup

ils e

xcha

nge

info

rmat

ion

with

par

tner

sch

ool i

n ta

rget

cou

ntry

ab

out a

spec

ts o

f life

styl

e (p

ossi

ble

use

of IC

T vi

a em

ail)

and

writ

e a

com

paris

on s

umm

ary

(with

sup

port

of w

ritin

g fra

me)

.

ة حي

صت

اداش

إرأو

ت ورا

شمن

ة تاب

ك

Pup

ils w

rite

an a

dvic

e le

afle

t or f

acts

heet

for a

par

ticul

ar p

erso

n.

e.g.

som

eone

con

fined

to a

whe

elch

air,

a sm

all c

hild

, a te

enag

er

(with

sup

port

of w

ritin

g fra

me)

.

سمو

قا ال

وجع

مرا ال

امخد

ستوا

س با

قتاال

ة هار

مير

طوت

Dev

elop

ing

refe

renc

e sk

ills,

incl

udin

g u

se o

f bili

ngua

l dic

tiona

ry.

ي رب

عام

عط

ق طب

ة لصف

وي

حص

Rec

ipe

for

a he

alth

y A

rabi

c di

sh

...را.

خيوأ

/ م

/ ثك

ذلد

بع /

ياثان

ال، أو

ى إل

طع ق

ر /خا

لبى ا

علق

سل/ ا

ل اغ

/ ل

اق /

طخل

/ ام

فر/ ا

ع ط

قل /

ساغ

...ع..

ض /

خنس

/ ك

حر /

فض

/ أب

ص /

ققائ

و رح أ

رائش

مر األ

ن كا

ذا ة إ

هايلن

ي ا ف

اءلي

ف احر

ها لي

ف إضا

ر يأم

ل عا

أفه

هذل

كث.

ؤنلم

ا له

جمو

......

رن ف

ز /غا

.....

رةج

طن /

الةمق

: خ

طبلم

ت ادوا

أ

ثدا

حاأل

ب تي

تر و

تما

ليتع

الى

إلاع

تمس

اال

Seq

uenc

ing:

list

enin

g to

inst

ruct

ions

and

seq

uenc

ing

pict

ures

to

show

und

erst

andi

ng.

بطال

الام

أمة

ضلمف

م عا

طة

صف و

ضعر

Pre

sent

ing

favo

urite

rec

ipe

to r

est

of c

lass

(us

ing

pres

enta

tion

softw

are)

.

ثدا

حاأل

ب تي

تر

Seq

uenc

ing

activ

ity.

تغا

فرا ال

لءم

Gap

-filli

ng.

فةتل

خ م

امطع

ت فا

ص و

ىعل

ي تو

حة ت

جل م

لعم

Cre

atin

g cl

ass

mag

azin

e of

favo

urite

reci

pes

and

com

parin

g w

ith

partn

er s

choo

l.

Curriculum guide for Arabic

62

Leve

l 6Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy School المدرسة

يةس

درلم

ة ايا

ح ال

نةار

مقمع

ة بي

عر ال

الدلب

ى احد

ي إف

ياان

طري

ي ب ف

سدار

لما

Sch

ool l

ife in

Ara

bic

coun

trie

s co

mpa

red

to U

K

ة،ط

تلخ

)مس

دارلم

ع اوا

أنث(

ناإل

، لور

كلذ

ل

Sch

ool t

ype

M

ixed

and

sin

gle

sex

A

ge r

ange

سةدر

لمي ا

في

وملي

ن اتي

روال

ء(دا

غوال

ة ح

راست

االة

تر)ف

يةس

درلم

ت ابا

جوا

وال

Sch

ool d

ay

Bre

aks,

lunc

h ho

ur a

nd

hom

ewor

k

يةس

درا ال

ادمو

ال

Sub

ject

s

يةس

دريلت

ة ايئ

هال

Teac

hers

and

the

head

te

ache

r

صةخا

ت( با

سنا

)مث

داح

أ

Spe

cial

eve

nts

تال

حلر

/ ات

طاشا

لن/ ا

ياد

نوال

Clu

bs, a

ctiv

ities

and

tr

ips

امظ

ئ ناو

س م

ن/س

حام

سةدر

لما

Adv

anta

ges

and

disa

dvan

tage

s of

eac

h sc

hool

sys

tem

ا؟ه

ليب ا

ذهي ت

لتة ا

سدر

لمع ا

نوو

اهم

طفق

ث إلنا

/ لط

فقور

كلذ

/ لطة

تلخ

مسة

در م

ى إل

بذه

ا أأن

م؟ك

ستدر

مب

طالدد

عم

كة

لبطا

و ب

طالة/

لبطا

ب/ طال

......

.....

يوال

حي

ستدر

مي

فك.

ستدر

مف

صة.

سدر

لمم ا

أيان

موم

ف يص

ع م

بيا

لغو ا

ور ض

ح ال

يلج

سى ت

إلب

ذه..ن

......

ة.اع

س ال

امدو

الدأ

يبر ا

بوطا

الك

نا ه

ونك

ا ييان

حوأ

......

نا عت

موج

معن

ل ؤو

سلم

م اعل

لما

ي.ح

باص

ل .

......

ة .اع

س ال

سرو

لدأ ا

بدت

دةح

واعة

ساة

صح

ل ك

ة مد

ح با

ص ال

ي ف

ينصت

حأو

ص ص

حث

ثالذ

خنأ

ى حت

.....

عةسا

المن

اء غد

الرة

فتما

ة أيق

دق 5

١ ها

دت م

حةترا

سي إ

تأتم

ثاء.

سلم

ي ا ف

ينصت

حك

نا ه

هاعد

..ب...

...ة..

اعس

ال...

......

عةسا

الام

دو ال

يه

نتي

......

ل..مث

ط شا

و نة أ

سدر

لمد ا

بعي

ادك ن

ناه

م ؟ك

ستدر

لمد

حمو

ي ك ز

نا ه

هل ..

......

سلب

ن نا أ

ينعل

م نع

ت، يا

ضريا

الة،

سيرن

لف، ا

يةرب

لعة ا

لغ ال

ا؟ه

سدر

ي تلت

د اوا

لمي ا

هما

...م.

لولع

اذا؟

ماو ل

ا؟ه

حبال ت

/ ها

حبي ت

لتد ا

والم

ي ا ه

ماء؟

دالغ

ة اتر

فة /

حترا

ساال

ة تر

في

فعل

تفذا

ماة؟

لينز

مت

باج

واية

ذ أخ

تأهل

ك؟لي

عرة

قرلم

/ اك

منة

وبطل

لمت ا

اناح

متاال

ي ه

ما

ت:ضا

اومف

الت /

شاقا

لني ا

فلة

عمست

لمة ا

لغال

......

بك

رأيما

..ى..

علق

افتو

ل ه

......

.. ى

علق

افأو

ال نا

./أ...

ى .عل

ق اف

أونا

أ...

...ن.

ة أيق

حق ال

يف

......

ولقب

مير

غح/

حيص

ير غ

ذا ه

دةدي

شة

طسا

بب.

......

ن. بأ

قدعت

م تل

د:اع

قوال

رةشا

اإلاء

سم، أ

ينف

الب

لوس

، أرع

ضالم

ل افع

الم،

هاتف

ساال

ت دوا

أ•

تظا

حمال

ن وي

تد و

ثةاد

ح م

ى إل

اعتم

ساال

List

enin

g an

d no

ting:

list

enin

g to

you

ng p

eopl

e in

UK

and

Om

an

or o

ther

Ara

b co

untry

: pu

pils

not

e in

form

atio

n or

goo

d an

d ba

d po

ints

by

com

plet

ing

grid

. D

iffer

entia

te b

y ad

ding

col

umn

for

extra

det

ails

.

يةنب

جاأل

ى عل

ها وأي

ة بي

عر ال

سدار

لمى ا

علق

طبتن

ل جم

الأي

Sta

tem

ents

act

ivity

: w

hich

sta

tem

ents

app

lyin

g to

edu

catio

n in

Ye

men

, w

hich

app

ly t

o ed

ucat

ion

in t

he U

K a

nd w

hich

app

ly

to b

oth

coun

tries

. P

upils

wor

k co

llabo

rativ

ely

disc

ussi

ng w

hich

ca

tego

ry e

ach

of 1

0 –

12 s

tate

men

ts b

elon

g to

.

رةصو

ل حو

ة ئل

سع أ

ضو

Que

stio

n se

tting

aro

und

a pi

ctur

e: p

upils

in g

roup

s de

cide

on

and

note

que

stio

ns t

hey

wou

ld li

ke t

o as

k th

e pe

rson

/peo

ple

in t

he

pict

ure.

Thi

s ca

n be

follo

wed

up

by th

e re

adin

g of

a te

xt, I

nter

net

rese

arch

, the

vie

win

g of

a v

ideo

, etc

, to

try to

find

out

and

not

e an

swer

s to

the

que

stio

ns.

This

can

the

n le

ad o

n to

a p

iece

of

writ

ten

wor

k.

يةلو

ألوب ا

سح

ث دا

حاأل

ب تي

تر

Dia

mon

d ra

nkin

g: t

he m

ost

impo

rtant

thi

ngs

in s

choo

l. P

upils

w

ork

colla

bora

tivel

y in

gro

ups

to r

ank

stat

emen

ts a

bout

sch

ool.

Out

com

es a

re th

en c

ompa

red

and

deci

sion

s ju

stifi

ed. (

See

p53

)

...و..

ديفي

ة، يد

ص ق

كلش

ى عل

ت حا

ترمق

أو ار

كأف

ض عر

Pre

sent

ing

idea

s to

an

audi

ence

(ei

ther

ind

ivid

ually

, in

sm

all

grou

ps

or

with

th

e cl

ass)

us

ing

prep

ared

m

ater

ial,

visu

als,

ge

stur

e an

d ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a s

ong

or a

vid

eo. (

See

p49

)

اءص

حإ

Sur

vey:

pup

ils in

terv

iew

cla

ssm

ates

.

برمع

الهر

لزر ا

جح

ة عب

ل

Dic

e ga

mes

: ta

lkin

g di

ce

(see

R

esou

rces

lis

t) to

re

info

rce

voca

bula

ry, p

ract

ise

sent

ence

con

stru

ctio

n, e

tc.

فةتل

خ م

تطا

شاي ن

فرة

غيص

الاح

لواأل

م دا

خست

ا

Min

i whi

tebo

ard

activ

ities

, e.g

:

• O

dd o

ne o

ut.

• A

nagr

am g

ame.

Tea

cher

writ

es w

ord

on b

oard

and

stu

dent

s

writ

e do

wn

as m

any

wor

ds a

s th

ey c

an fr

om it

.

• M

akin

g a

sent

ence

of

six,

eig

ht,

ten

wor

ds i

nclu

ding

a

gr

amm

atic

al fe

atur

e.

• D

icta

tion.

ة بي

جناأل

وية

ربلع

د ابال

الي

فس

دارلم

ة اارن

مق

Com

parin

g:

pupi

ls

com

pare

th

eir

scho

ol

with

on

e in

ta

rget

co

untry

. Whe

re th

ere

is li

nk w

ith p

artn

er s

choo

l, th

is c

an b

ecom

e a

colla

bora

tive

proj

ect

with

cla

sses

in

each

sch

ool

prov

idin

g in

form

atio

n O

utco

mes

of

the

proj

ect

coul

d be

pre

sent

ed i

n th

e fo

rm o

f a n

ewsp

aper

/mag

azin

e or

on

the

scho

ol w

ebsi

te.

لةقا

مى

علدا

و رة أ

جل م

ى إل

لةسا

ة رتاب

ك

Writ

ing

a le

tter t

o a

mag

azin

e re

spon

ding

to a

n ar

ticle

.

منلز

و ال أ

اعلف

ر ايي

تغع

مص

لنة ا

تابك

ة اد

إع

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

inst

ead

of fi

rst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt).

تيا

صخ

ش ال

دىح

ر إظ

ة نه

ج و

منص

لنة ا

تابك

ة اد

إع

Rew

ritin

g a

text

fro

m t

he s

tand

poin

t of

one

of

the

char

acte

rs/

peop

le re

ferr

ed to

.

ة ير

خاأل

ت وا

سن ال

ي ف

سدار

لمى ا

علت

طرأي

لتت ا

يراتغ

الف

صو

Des

crib

ing

how

sch

ool h

as c

hang

ed in

UK

and

Syr

ia o

r oth

er A

rab

coun

tries

ove

r th

e pa

st 5

0 ye

ars.

Mig

ht b

e ba

sed

on in

terv

iew

s w

ith p

aren

ts/g

rand

pare

nts.

سةدر

لمن ا

عية

ربلع

د ابال

الدى

حي إ

فت

كرامذ

ة تاب

ك

Writ

e a

page

in d

iary

of a

pup

il in

Egy

pt d

escr

ibin

g w

hat h

appe

ned

at s

choo

l.

مج

عالم

كاع

جمرا

الام

خدست

ز ازي

تع

Dev

elop

ing

refe

renc

e sk

ills,

incl

udin

g us

e of

bili

ngua

l dic

tiona

ry.

Curriculum guide for Arabic

63

Leve

l 6Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyFree time وقت الفراغ والتسلية

تقا

أوي

فس

نا ال

لع

يفذا

مام

هاغ

فر

Act

iviti

es p

eopl

e do

/like

do

ing

in th

eir

free

tim

e an

d ho

w o

ften

they

do

them لة

ضمف

الم

هات

واي ه

يه

ما

Favo

urite

hob

bies

سنا

اليد

جال ي

ي لت

ء ايا

شاأل

هاعل

ف

Thin

gs p

eopl

e ar

e (n

ot)

good

at

تيا

واه

الي

في

لرأن ا

عير

عبلت

افة

تلخ

لما

Exp

ress

ing

opin

ions

ab

out d

iffer

ent h

obbi

es

ك؟اغ

فرت

قاأو

ي ف

علتف

ذا ما

ه؟اغ

فرت

قاأو

ي ف

و()ه

ل فع

ا ياذ

ما؟

هاغ

فرت

قاأو

ي ف

ي()ه

ل فع

ا تاذ

متـ

سبم

يول

ك /

يا(هائ

) ندا

أبا /

يانح

/ أدا

جرا

ثيك

ا/ ير

كث.؟

......

رة م

مك

ع.بو

ساأل

ي .ف

......

...ان

رت م

ة /حد

وارة

م/..

...د..

حأ

..؟...

ن م

مع...

...ي.

يقصد

/ ي

خ/ أ

ي خت

/ أي

أبي /

أمع

مل؟

فعن ت

ب أح

ا تاذ

مل؟

فعن ي

( أهو

ب )ح

ا ياذ

مل ؟

فعن ت

( أي

)هب

حا ت

اذم

......

قطي

التق،

طيال ي

ه/ كر

، تره

ك/ ي

ب ح

ال تب،

حال ي

/ ب

ح، ت

بح

ية؟

ضلمف

الها

يتوا

هه /

يتوا

هك /

يتوا

هي

اهم

ة طل

لع/ ا

س أم

م يو

ي/ ض

ما ال

وعسب

األة

هاية ن

طل ع

ي ف

تعل

فاذا

مة؟

ضيما

ال...

......

تزه

تنت،

جخر

ت، عب

، لت

هبذ

اء س

لما ا

هذ /

غدم

يو /

لةقب

لمع ا

بوس

األة

هاية ن

طل ع

ي ف

علتف

سذا

ما ..؟.

ة:ض

رياال

......

رةطائ

الرة

كة،

ولطا

الرة

كب،

ضرلم

ة اكر

م، قد

الرة

كب

لع/ ت

بلع

ي...

...يد

جل ال

ىعل

ج زل

لت، ل

حارإلب

، ليد

صلل

ة، ح

باس

للب

ذهو ي

هها.

جتدرا

ب ك

تر /

تهج

دراب

كير

/ ي

جتدرا

ب ك

أرس

نف ال

عنع

فالد

ة اض

رياب

لعي ت

هب /

لعو ي

هى:

يقس

موال

ي نا

الن /

ماك

الر /

تاجي

الو /

يانلب

ى اعل

ف عز

ي ت ه

ى /عل

ف عز

و يه

ي ف

أوة

قيسي

مو ال

سةدر

لمة ا

رق ف

ي.ف

ل..طب

الى

علب

ضر/ ت

ر( ما

مز)ال

ة.قي

سيمو

ة رق

فم:

عالاإل

...ت..

ايارو

الت،

جاللم

، اب

كت ال

دة،ري

ج ال

قرأ/ ت

رأ يق

/ قرأ

أفاز

تل ال

هدشا

/ تد

اهش

/ يد

اهش

أية

ونتر

ك إل

ابالع

ب ألع

/ تب

لع/ ي

ب لع

أورا

صط

تقتل

/ ط

تقيل

/ ط

تقأل

ماين

س ال

ى إل

بذه

/ تب

ذه/ ي

ب ذه

أة:

ام ع

طةش

أن...

...ى.

إلها

قائصد

ع أ م

بذه

/ ته

قائصد

ع أ م

بذه

/ يي

قائصد

ع أ م

بذه

أسة

نيك

الد /

عبلم

/ اد

جس

لمى ا

إلب

ذه/ ت

ب ذه

/ يب

ذهأ

......

...ير

مثب،

تع م

ل،مم

ع، مت

مد،

جيه

ألن...

...ه .

كر/ أ

ب ح

ا أأن

......

د.جي

ي ت ه

د /جي

و ي ه

د /جي

ا أأن

د:اع

قوال

ي ه

و، ه

نا،ر أ

مائض

المع

ة رع

ضالم

و اة

ضيما

الال

فعاأل

ف ري

ص ت

•

ها يف

صنوت

ي ثان

الوى

ستلم

ت اردا

مفة

جعمرا

( ليد

هتم

ة )يئ

هت

ب(ح

ال أ /

بح

)أ

Bra

inst

orm

to re

vise

and

ext

end

voca

bula

ry in

trodu

ced

in L

evel

2:

poss

ibly

cat

egor

ise

into

like

s an

d di

slik

es.

ولجد

لء وم

م ه

اغفر

ت قا

أون

عون

لمك

يتس

أناى

إلاع

تمس

اال

List

enin

g to

peo

ple

talk

ing

abou

t how

they

spe

nd th

eir

free

time

and

notin

g de

tails

: e.

g. a

ctiv

ities

, ho

w o

ften

they

do

them

, w

hy

they

like

them

(grid

com

plet

ion)

.

ي ض

تقف

كي و

فةرو

معة

صيخ

شع

ملة

قاب)م

ي يل

مثل ت

عمها(

اغفر

ت قا

أو

Rol

e-pl

ay in

terv

iew

with

spo

rting

, mus

ic o

r fil

m p

erso

nalit

y ab

out

wha

t the

y do

in th

eir f

ree

time.

اءص

حإ

Sur

vey:

pup

ils in

terv

iew

cla

ssm

ates

.

يةها

لنة ا

ددح

مير

غلة

سئع أ

ضو

Put

ting

mor

e op

en-e

nded

que

stio

ns t

o pu

pils

and

enc

oura

ging

lo

nger

res

pons

es,

draw

ing

on p

revi

ousl

y le

arnt

lan

guag

e an

d in

clud

ing

use

of c

onne

ctiv

es, r

elat

ive

clau

ses,

etc

.

ي ف

دةجو

مو ال

لةض

مف ال

تايا

هو ال

ضعر

ي لاع

جمط

شان

يةحل

لمق ا

طنا

لما

Gro

up p

rese

ntat

ion

on fa

vour

ite h

obby

or l

eisu

re a

ctiv

ities

in lo

cal

area

. Int

erne

t as

reso

urce

and

pre

sent

atio

n us

ing

Pow

erP

oint

.

ك(ير

ظ )ن

كين

قرن

عث

حاب

Find

you

r do

uble

: pu

pils

are

eac

h gi

ven

a se

t of

int

eres

ts a

nd

disl

ikes

on

a ca

rd. T

hey

mov

e ar

ound

, int

ervi

ewin

g ot

hers

to fi

nd

the

othe

r pup

il in

the

clas

s w

ith a

n id

entic

al m

atch

of t

aste

s.

اعتم

س وا

ءةقرا

ط شا

ن

Jigs

aw li

sten

ing

and

read

ing

task

: som

e pu

pils

hav

e to

dis

cove

r in

form

atio

n fro

m a

writ

ten

text

and

oth

er p

upils

fin

d in

form

atio

n fro

m a

spo

ken,

tap

ed s

ourc

e. P

artn

ers

shar

e in

form

atio

n to

pr

oduc

e a

full

acco

unt.

رةص

خت م

يةطاب

خة

لمك

ير ض

حت

Pre

parin

g a

one-

min

ute

spee

ch.

كةتر

شلم

ت اايا

هو ال

بس

حة

سلمرا

اء دق

ص بأ

بطال

الف

ريتع

Mat

chin

g pe

ople

to

pe

npal

ad

verti

sem

ents

ac

cord

ing

to

inte

rest

s. دنألر

ي ا ف

سأنا

ت ايا

هون

عت

رننت

اإلق

ريط

ن ع

ثح

ء بجرا

إ

Car

ryin

g ou

t re

sear

ch (

via

the

Inte

rnet

) on

leis

ure

and

spor

ting

activ

ities

in J

orda

n an

d su

mm

aris

ing

wha

t peo

ple

can

do.

انود

سوال

يا طان

ريي ب

فاغ

فر ال

تقا

أواء

ض ق

يةيف

كن

بية

ارنمق

Com

parin

g: h

ow y

oung

peo

ple

spen

d th

eir

free

time

in U

K a

nd

Sud

an.

تايا

هو ال

عنت

ردامف

ج خرا

ست ال

مج

مع ال

امخد

ستا

Usi

ng a

dic

tiona

ry t

o fin

d w

ords

for

hob

bies

not

cov

ered

by

teac

her.

تايا

هو ال

فص

لول

صلو

ت ادوا

م أدا

خست

بالة

ويط

ل جم

ف لي

تأ

Bui

ldin

g m

ore

com

plex

sen

tenc

es:

pupi

ls p

rovi

ded

with

lis

t of

co

njun

ctio

ns.

They

des

crib

e th

eir

own

inte

rest

s an

d th

ose

of

othe

rs.

هاي ل

وملي

ن اتي

رووال

ة ضي

رياة

صيخ

شن

عصة

قبة

تاك

Mak

ing

up s

tory

abo

ut s

ports

fana

tic a

nd h

is/h

er w

eekl

y ro

utin

e us

ing

conn

ectiv

es (f

irst,

then

, afte

r, th

at).

رىخ

س أدار

ممن

ة دي

ريل ب

سائى ر

علرد

ال

Rea

ding

an

e-m

ail m

essa

ge fr

om a

par

tner

sch

ool a

nd re

plyi

ng to

so

me

of th

eir q

uest

ions

on

e.g.

hob

bies

, the

wea

ther

.

ظر ة ن

هج

ول،

فع ال

من، ز

لاع

لفر ا

ييتغ

ع م

صلن

ة اتاب

كة

ادإع

فةتل

خم

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

inst

ead

of fi

rst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt) a

nd fr

om th

e po

int o

f one

of t

he

char

acte

rs/p

eopl

e re

ferr

ed to

.

ورظ

منالء

إم

Run

ning

dic

tatio

n. (S

ee p

49)

Curriculum guide for Arabic

6�

Leve

l 6Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyMedia / intercultural understanding / creativity اإلعالم والوعي الثقافي واإلبداع

المإلع

ا

Med

ia ة،ني

يوفز

تلج

امبر

ف لص

وية

ونتر

ك إل

بعا

ألن،

غا، أ

المأف

هافي

ي لرأ

ن ا ع

يرعب

لتوا

Des

crib

ing

and

expr

essi

ng o

pini

ons

abou

t tel

evis

ion

prog

ram

mes

, film

s,

song

s, c

ompu

ter

gam

es

يون

زيلف

ل تس

سل/م

يةح

سرم

Pla

ys a

nd T

V s

erie

s

..؟ب..

تاك

الة/

نيألغ

/اج

امرن

لب/ ا

م يل

لفي ا

فك

رأيو

هما

.....

ا /جد

ئ سي

/ ئا

سيس

لي /

يدج

/ تاز

ممه

أنظن

أا؟

هفي

/ يه

فك

جبأع

ي لذ

ا ام

ا؟ه

في /

يه ف

كجب

يعم

ي للذ

ا ام

......

كاح

ض م

ا /ثي

ترا /

عامت

ما /

يرمث

/ ثرا

مؤم

يللف

ن اكا

..؟ب..

تاك

الم /

يللف

ة اص

قما

......

ن . ع

ها إن

ه /إن

......

صة.ق

...ب

تاك

الم /

يللف

ي اك

حي

ل ك

شو ب

ن، ري

هش

د بع

ي، ثان

الوم

ليي ا

فأة،

ج ف

م،أليا

ن ا م

ومي ي

ف...

...ة .

هايلن

ي ا ف

وي،

جدري

ت...

...ما.

ند ع

تكان

ل حو

لتة ا

طنق

/....

ماند

عت

كانة

صلق

ة ارو

ذ...

.. لة

طلب

/ ال

طلب

ة اصي

خش

ى ه

ديعن

ة ضل

مف ال

يةص

خش

ال /

عةجا

ش /

قةاد

ص /

بةرت

/مة

يمس

وة /

يلجم

ة صي

خش

ها إن

ه /إن

...ة..

يدج

/ نة

نوج

م...

...ة..

صيخ

شي

هي

بنج

تعم

ي للت

ة اصي

خش

ال...

ة..ور

غر م

ة /ني

دوا ع

ة /ني

أنا /

رةري

ش /

ئةسي

ة صي

خش

ها أن

*Sto

rybo

ardi

ng i

s a

plan

ning

dev

ice

used

to

visu

ally

ske

tch

out

the

actio

ns o

f a

stor

y in

the

fas

hion

of

a ca

rtoon

stri

p. I

t is

a s

tand

ard

proc

edur

e us

ed b

y fil

m-m

aker

s to

br

eak

a na

rrat

ive

dow

n in

to a

ser

ies

of i

nter

lock

ing

scen

es a

nd t

o de

cide

how

eac

h sc

ene

will

be

shot

. S

ee S

tory

boar

ding

in

refe

renc

e lis

t. P

upils

sho

uld

be f

amili

ar w

ith

the

proc

edur

e fro

m D

ram

a an

d E

nglis

h le

sson

s, b

ut i

t w

ill b

e us

eful

for

tea

cher

s to

m

odel

it.

Hav

ing

iden

tifie

d an

d sk

etch

ed s

eque

nce

of im

ages

ref

lect

ing

key

mom

ents

in

dram

a/pr

esen

tatio

n, p

upils

nee

d to

wor

k on

sou

ndtra

ck, i

.e. s

crip

t and

any

sou

nd e

ffect

s/ba

ckgr

ound

mus

ic, a

nd p

erfo

rman

ce a

spec

ts, c

amer

a an

gles

, etc

.

د:اع

قوال

ة لي

حا ال

ملج

ال •

Gra

mm

ar fo

cus

• R

elat

ive

clau

ses

•

Adv

erbs

, adv

erbi

al p

hras

es

ة:ح

ترمق

ص صو

نل

كشا

لمة ا

حيسر

لمه ا

هذض

عر: ت

ينغب

شالم

ة اس

در م

يةح

سرم

ن سي

درلم

ب اعا

تيس

ل الو

حك

ذلك

وسة

درلم

واف

ص ال

خل دا

يةك

لوس

الم.

هكل

شاوم

م ه

اعض

أوم

ههم

تف و

مه

البط

ة لف

خت م

كلشا

مسل

سللم

ا اهذ

ض عر

: يمة

اعك ن

واش

ل أس

سلم

ي ف

هاور

ودة

عيما

جتاال

ة شد

مر ال

خلتد

وت

باطال

المن

ة لف

خت م

حرائ

شل

ة.سب

نا م

ولحل

اد ج

إي

ميل

لفو ا

ة أص

لقث ا

داح

ب أتي

تر

Seq

uenc

ing:

key

eve

nts

of s

hort

stor

y/te

levi

sion

pro

gram

me.

مةاد

لقث ا

داح

األؤ ب

نبت

Wha

t hap

pens

nex

t: w

atch

ing

film

clip

s/ad

verti

sem

ents

. Tea

cher

pa

uses

tape

and

diff

eren

t poi

nts

and

asks

pup

ils to

pre

dict

wha

t ha

ppen

s ne

xt.

.....

صة ق

ة /ني

أغد

ديتر

وظ

حف

Mem

oris

ing

and

perfo

rmin

g a

poem

, son

g, s

tory

or s

ketc

h.

يه ف

أيلر

ء ادا

إب و

...ب

تاك

/ م

يل ف

عنث

ديح

ال

Des

crib

ing

and

expr

essi

ng o

pini

ons

abou

t a fi

lm, s

ong,

boo

k: th

is

coul

d ta

ke th

e fo

rm o

f a c

lass

deb

ate.

ميل

فأو

ة ص

قعن

ة بل

قا م

راءج

إ

Inte

rvie

win

g pa

rtner

abo

ut a

film

s/h

e ha

s se

en,

book

s/h

e ha

s re

ad, s

ong

s/he

has

hea

rd.

م فال

ل أعم

ل لسائ

لود ا

عدمت

ض عر

A m

ultim

edia

pre

sent

atio

n:

sket

ch, e

.g. s

cene

from

soa

p op

era,

in

terv

iew

, sc

hool

new

s br

oadc

ast,

fash

ion

show

, wea

ther

fore

cast

. P

upils

sto

rybo

ard*

and

then

mak

e th

eir o

wn

digi

tal v

ideo

.

ها اع

سموإ

ة لف

خت م

يةرب

عالد

ن ب م

يةيق

سمو

ت نا

عيار

ضح

إب

طاللل

Brin

g tw

o or

thre

e sa

mpl

es o

f tra

ditio

nal a

nd c

onte

mpo

rary

Ara

bic

song

s fo

r pup

ils to

list

en to

. Ask

pup

ils to

exp

ress

opi

nion

s ab

out

the

mus

ic (

whe

ther

they

like

it o

r no

t, an

d th

eir

reas

ons.

Pre

sent

in

form

atio

n ab

out t

he m

usic

(e.

g. d

ate,

era

, pur

pose

, per

form

er,

com

pose

r). F

ollo

w u

p by

ask

ing

pupi

ls to

brin

g to

cla

ss a

pie

ce

of m

usic

they

like

. The

y sh

ould

be

prep

ared

to d

o a

two-

min

ute

pres

enta

tion

(e.g

. in

clud

ing

com

pose

r an

d pe

rform

er,

date

, th

eme,

reas

on fo

r pre

fere

nce)

.

دء ب

ىعل

ة عد

سالم

ت لرن

نتاإل

أو ة

يدجر

ن م

تاال

مقم

داخ

ست ا

وارح

ال

Sel

ecte

d sh

ort a

rticl

es fr

om m

agaz

ines

/new

spap

ers/

Inte

rnet

use

d as

stim

ulus

for s

poke

n or

writ

ten

resp

onse

.

ظح

الب

وال د

بةلع

Whe

el o

f for

tune

. (S

ee p

43)

*Sto

rybo

ardi

ng i

s a

plan

ning

dev

ice

used

to

visu

ally

ske

tch

out

the

actio

ns

of a

sto

ry in

the

fash

ion

of a

car

toon

stri

p. It

is a

sta

ndar

d pr

oced

ure

used

by

film

-mak

ers

to b

reak

a n

arra

tive

dow

n in

to a

ser

ies

of in

terlo

ckin

g sc

enes

and

to

dec

ide

how

eac

h sc

ene

will

be

shot

. S

ee S

tory

boar

ding

in

refe

renc

e lis

t. P

upils

sho

uld

be fa

mili

ar w

ith th

e pr

oced

ure

from

Dra

ma

and

Eng

lish

less

ons,

bu

t it

will

be

usef

ul f

or t

each

ers

to m

odel

it.

Hav

ing

iden

tifie

d an

d sk

etch

ed

sequ

ence

of

imag

es r

efle

ctin

g ke

y m

omen

ts i

n dr

ama/

pres

enta

tion,

pup

ils

need

to

wor

k on

sou

ndtra

ck,

i.e.

scrip

t an

d an

y so

und

effe

cts/

back

grou

nd

mus

ic, a

nd p

erfo

rman

ce a

spec

ts, c

amer

a an

gles

, etc

.

بةتا

كة

ادإع

ة/ص

لقص ا

خيتل

Seq

uenc

ing

even

ts in

a s

tory

or f

ilm.

ص لن

ي ا ف

المك

الاع

نود أ

ديح

ت

Text

mar

king

.

ثدا

حب أ

تيتر

Seq

uenc

ing:

dia

logu

e.

ت غا

فرا ال

لءم

Gap

-filli

ng: d

ialo

gue.

الءإم

Dic

tatio

n.

صةلق

ة اجع

مرا

Writ

ing

a re

view

of

a sh

ort

stor

y, f

ilm o

r s

ong

follo

win

g m

odel

de

mon

stra

ted

by te

ache

r and

/or w

ith th

e he

lp o

f a w

ritin

g fra

me.

ظرلن

ة اه

ج و

ومن

لزوا

ل اع

لفر ا

ييتغ

ع م

صةلق

ا

Rew

ritin

g st

ory

in a

diff

eren

t ten

se, d

iffer

ent p

erso

n (th

ird i

nste

ad

of fi

rst p

erso

n) fr

om th

e st

andp

oint

of o

ne o

f the

cha

ract

ers/

peop

le

refe

rred

to.

يةرب

لعة ا

لغ ال

يةقو

لتت

ياوم

/ يت

كرامذ

م دا

خست

ا

Kee

ping

a r

eadi

ng/v

iew

ing

diar

y: a

t th

is s

tage

it is

impo

rtant

for

pu

pils

to

exte

nd t

heir

read

ing/

view

ing

of m

ater

ial

in t

he t

arge

t la

ngua

ge. A

s w

ell a

s w

orki

ng o

n te

xts

and

film

mat

eria

l as

a w

hole

cl

ass,

pup

ils s

houl

d be

enc

oura

ged

to s

elec

t mat

eria

l to

read

/vie

w

whi

ch i

s of

int

rinsi

c in

tere

st t

o th

em.

This

may

be

in a

ran

ge

of g

enre

s an

d in

clud

e bo

th f

ictio

n an

d no

n-fic

tion.

It

may

als

o in

clud

e w

ebsi

tes

and

CD

-RO

Ms

as w

ell a

s te

levi

sion

and

rad

io

prog

ram

mes

. To

assi

st p

upils

in o

pera

ting

mor

e in

depe

nden

tly a

s re

ader

s/ v

iew

ers,

teac

hers

sho

uld

give

som

e gu

idan

ce o

n su

itabl

e m

ater

ial a

nd m

odel

stra

tegi

es w

hich

sup

port

unde

rsta

ndin

g (s

ee

Lang

uage

lea

rnin

g st

rate

gies

, pp

26 –2

7).

Ask

ing

pupi

ls t

o ke

ep

a di

ary

is a

way

of e

ncou

ragi

ng th

em to

ref

lect

on

wha

t the

y ar

e re

adin

g/vi

ewin

g. It

can

be

usef

ul to

pro

vide

hea

ding

s fo

r the

dia

ry

incl

udin

g tit

le,

date

, ty

pe o

f bo

ok/m

agaz

ine/

prog

ram

me/

web

site

, op

inio

n an

d ra

ting,

new

wor

ds le

arnt

.

65

Assessment at Levels 4–6This section is divided into two parts:1 Ongoing informal assessment2 Formally accredited assessment

Ongoing informal assessmentTeachers draw on a range of evidence (responses to questions, observation of pair/group activities, markingof work) to make judgements about the degree to which:

In literacy pupils are able to:Make logical predictions based on the context/situation and their prior knowledge;Use clues to work out meaning;Demonstrate comprehension of a range of short texts;Identify and summarise relevant information when carrying out research (including on the Internet);Organise work and make it easy to follow;Memorise spellings;Make work interesting by including details or using a variety of language structures;

Possible criteria for assessing written work (including e-mails, letters, diary pages, etc) might include extent to which:---- Meaning is clear;--- Interesting, relevant details are included;--- Appropriate conventions are followed;--- A range of vocabulary is used; --- Risks are taken in using language not practised in class.

•••••••

In oracy pupils are able to:Understand and respond to questions, including those which are more open-ended and involve expressing andjustifying opinions; Participate in role-plays: it is important to discuss assessment criteria with pupils before they present dialogues, sketches, etc. These might include extent to which pupils: --- Convey an understandable message; --- Use appropriate titles and forms of address;--- Include relevant and interesting details or features;--- Find ways to keep the conversation going;--- Use a variety of vocabulary and language structures.Make more extensive use of target language for classroom discourse (questions, requests, explanations);Apply what they have learnt to new situations;Use stalling strategies (fillers) to assist in maintaining flow of conversation.

•

•

•••

In intercultural understanding/creativity pupils are able to:Perform songs/sketches;Take into account different viewpoints, e.g. by writing a page in the diary of someone living in another country, scripting an (imaginary) interview with a famous person or a character in a story, painting or sculpture;Compare and contrast aspects of different cultures through carrying out (Internet) research, exchanging information with partner school via e-mail, oral presentations, creating posters/displays.

Possible criteria for evaluating collaborative (multimedia) stories/drama scripts include:--- The story begins with a problem to be solved;--- The story is easy to understand and follow;--- The relationships of the characters to each other are clear;--- Events follow a logical sequence;--- The ending resolves the story problem.

Possible criteria for evaluating short poems/pieces of creative writing:--- Offer personal feelings or viewpoints;--- Provide clear themes or messages;--- Draw on features of the poetry and prose they have read and heard.

••

•

66

In self- and peer-assessment pupils are able to:Self-assess by ticking list of things they can do;Identify daily/weekly/monthly goals which are reviewed;Pupils assess piece of work created by peers using clear criteria (e.g. quality of content, quality of language,quality of presentation).

Discuss with pupils criteria for carrying out presentations:--- Meaning is clear and comprehensible;--- Delivery is fluid;--- Vocabulary and structures are varied and appropriate for the purpose and context;--- Content interesting and informative (clear message/ideas, awareness of audience);--- There is risk taking (in relation to expression of ideas, use of language).

To prompt reflection and self-assessment, have students keep a log of their reading, viewing, and listening activities,both in and outside of school. They should include:

--- Title and author, artist, actor, or musician;--- Context, genre or form (e.g. film on videotape, CD I bought, magazine in the library);--- A short description;--- A brief account or symbol that shows their opinion of the work.When students create artwork, have them develop a short, simple assessment form (in target language) that theirclassmates, teacher and family members can fill out. For example, they might pose two questions: What is one thingyou liked? What is one thing we could improve?

•••

Formally accredited assessment

Asset Languages (Preliminary Stage)

LL* Can Do statementsThese statements are intended to reflectthe likely observable outcomes of achievement at each level. They are not definitions of proficiency in themselves.

Examples of teacher assessed tasksThere is some scope for teachers to adaptmaterial to suit their own programme ofstudy.

4 L I can understand the main points and some of thedetail from a short spoken passage.

Three item multiple choice exercise.

S I can take part in a simple conversation and I canexpress my opinions.

Learners ask questions to identify a favourite sport.

R I can understand the main points and some of thedetail from a short written text.

Three item multiple choice exercise.

W I can write a short passage on a familiar topic,adapting language which I have already learned.

Learners arrange phrases in the target language tomatch English sentences.

5 L I can understand the main points and simpleopinions (e.g. likes and dislikes) of a longer spokenpassage.

True or false based on statements.

S I can give a short prepared talk, on a topic of mychoice, including expressing my opinions.

In pairs, learners discuss favourite TV programmes.

R I can understand the main points and simpleopinions (e.g. likes and dislikes) of a longer writtentext.

True or false sentences based on a text.

W I can write a short passage on a range of familiartopics.

Learners write an informative article of fivesentences.

*LL = Languages Ladder

67

6 L I can understand passages referring to present andpast or future events.

Matching English statements to short targetlanguage extracts.

S I can give a short prepared talk, on a topic of mychoice expressing opinions and answering simplequestions about it.

In pairs, learners prepare a short radioadvertisement.

R I can understand longer passages and distinguishpresent and past or future events.

Gap-filling from a choice of three words in thetarget language.

W I can write a simple text, e.g. a letter, giving andseeking information.

Learners write eight sentences to describe an idealday.

The external assessment for Preliminary assesses aspects of grades 4–6. It should be noted that candidatescan choose to take only teacher assessment, only external assessment or both. Tasks set for externalassessment are similar in type to those set for teacher assessment. External assessment is a formallyaccredited qualification. For teacher assessment learners receive a Grade Award endorsed by OCR.

Performance descriptors for Preliminary

L On completing this stage, you should be able to understand standard speech relating to a range of predictablegeveryday matters, providing that it is spoken clearly and directly. You should be able to recognise the differencebetween past, present and future events and be familiar with simple forms of the verb tenses.

S On completing this stage, you should be able to use and adapt learned language relating to a range ofgpredictable everyday matters. Your pronunciation should be clear and you should be able to maintain a simpleconversation using strategies such as asking for clarification or repetition. You should be able to recognise thedifference between past, present and future events and be familiar with simple forms of the verb tenses.

R On completing this stage, you should be able to understand standard language relating to a range ofgpredictable everyday matters. You should be able to read clear handwritten text. You should be able to recognisethe difference between past, present and future events and be familiar with simple forms of the verb tenses.

W On completing this stage, you should be able to use and adapt learned language relating to a range ofgpredictable everyday matters. You should be able to write simple texts, with spelling that is generally accurate.You should be able to recognise the difference between past, present and future events and be familiar withsimple forms of the verb tenses.

For full information visit the Asset Languages website (www.assetlanguages.org.uk). Here you can view and download the Arabic Language specification for this level which includes sections on:

Language purposes and functionsGrammatical areasVocabulary areasScript acquisition

••••

References to both Can Do statements and the nature of Asset Languages tasks are accurate at the time of going to press, but may besubject to future amendments. When using the Languages Ladder and/or Asset Languages materials you are advised to check the latest versions with DfES and OCR respectively.

68

GCSE Arabic

Examination Board: EdexcelSpecification number 1606 (four skills)Specification number 1607 (three skills)

Key features:Designed for full course linear (no modular or short course versions)One tierTerminal exam (No course work)Two exam optionsA: Four skills (Listening, Speaking, Reading and Writing) / Specification number 1606B: Three skills (Listening , Reading and Writing) / Specification number 1607

Arabic A (4 skills) Arabic 3 (3 skills)

Paper/assessment objective % Time % Time

1 Listening and responding 25 45 mins (+ 5 mins reading time) 33 45 mins (+ 5 mins reading time)

2 Speaking 25 8–12 mins

3 Reading and responding 25 55 mins 33 55 mins

4 Writing 25 1 hour 15 mins 33 1 hour 15 mins

Grades A*–G are awarded for candidates taking the GCSE examination. It is up to teachers, pupils and parents to decide at what point to enter pupils for the GCSE examination. It is expected that pupils working at Level 6 in this guide should be able to achieve at least Grade C.

Candidates will be required to:Listen and respond to different types of spoken language;Express themselves and interact with teacher in speech, using a range of vocabulary, syntax andstructures;Read and respond to different types of written language, including texts from ICT-based sources;Express themselves in writing using a range of vocabulary, syntax and structures;Understand and apply the grammar of Chinese as detailed in the specification;Respond to materials from countries and communities where the Chinese is spoken.

In addition, candidates aiming at grades C–A* will be expected to:Listen and respond to longer and more complex extracts of spoken language including some unfamiliar material;Speak at greater length and take active part in interactive conversations, using a wider range ofvocabulary and more complex syntax and structures;Read and respond to longer and more complex written texts including some unfamiliar material;Write at greater length, using a wider range of vocabulary and more complex syntax and structures;Understand and apply a fuller range of grammar.

N.B.: The expectations for speaking are, of course, not applicable to candidates undertaking the 3 skills GCSE.

The GCSE Arabic specification and past papers with mark scheme are available on the Edexcel website: www.edexcel.org.uk

••••

••

••••

•

•

•••

Curriculum guide for Arabic

69

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Arabic speaking countries البالد التي تستخدم اللغة العربية

قعمو

ال

Loca

tion تظا

افح

لم /ا

قط

نالم

ا

Reg

ions

خنا

لما

Clim

ate

ساري

ضلت

/اعة

بيط

ال

Land

scap

e

يةبر

الاة

حيال

Wild

life

لدلب

م اس

ه امل

حي ي

لذى ا

عنلم

- ا...

......

......

...ي.

.ف...

...ة..

ينمد

ع تق

......

......

د.بل

ة /ظ

افح

/مة

طقمن

ة /ير

جز...

......

.....

برعت

ت...

......

...ب

نوج

ل /ما

شي

.ف...

...قع

ت...

...ب

غرق /

شرب /

نوج

ل /ما

شي

.ف...

......

.....

جديو

مج

ح ال

طةس

تو م

ة /ير

صغة/

يركب

......

بر.عت

: تلد

لبم ا

جح

عارب

مترا

وميل

ك...

.....

هاحت

ساوم

ت ظا

افح

لمن ا

مدد

عمن

......

ن.كو

تت...

......

ها.في

ن مد

الم

أه...

...ي.

.ه...

......

ة.صم

عارة

غيص

ى قر

ق /ط

نا م

ي ف

سنا

المن

د دي

لعش ا

عيي

ك نا

هل.

باج

الها

فيثر

ك/ ت

ت عا

تفمر

ها /ب

يةتو

س م

الدلب

ة ايع

طببر

عتت

ق دائ

ح –

ار ح

– بئ

طوا

ش –

ف هو

ك –

زر ج

–اء

حرص

–ت

يراح

–بت

اباغ

......

ة .ام

ع...

...ق..

شر /

الشم

ي ف

قعو ي

.....

.. هو

......

ي . ف

بلج

ى عل

أ...

...ب.

غرب /

نوج

ي ف

قعو ت

......

ي ..ه

.....

ي ف

رةحي

ر بكب

أ

د، رو

لق، ا

الجم

الود،

هلف

، اور

نم ال

ل:مث

ة ري

لبت ا

انايو

ح ال

منير

كث ال

كنا

ه...

ح.سي

مالت

، اي

اعألف

( ادا

بان ال

ب)د

ة، بب

لد، ا

لةفي

ال...

ور.صق

والور

سلن

ل امث

ة ح

جار ال

ورطي

المن

ير كث

الضا

أيك

ناوه

......

د .بار

/ ب

ط /ر

يوائ

ست/ إ

ف جا

/ حار

خ نا

لما

......

اء.شت

الي

فما

..أ...

ف.صي

الي

فها:

فية

رارح

الجة

در

...ير.

حر ال

ة /ذر

الح /

قم ال

ن /ط

لق..ا

...ج .

نتت

......

اجج

لز/ ا

ك تي

سبال

الق /

ور ال

ي ه

لدلب

ه اهذ

ي ف

تعا

ناص

الم

أه

د:اع

قوال

ه.اع

نووأ

ع جم

الت.

فاص

ال •

رعضا

لمل ا

فع ال

•

يلض

تف ال

مس

ا•

ق(شر

–ب

غر –

ب نو

ج –

ل ما

شة )

بعألر

ت اها

ج ال

عةج

مراف(

ريخ

–اء

شت –

ع بي

– رف

صية )

بعألر

ل اصو

لفا

ة(وي

مئة

جدر

ة )رار

ح ال

جةدر

،)م2

كة )

حسا

لمس ل

يالق

ت ادا

حو

ن(يو

مل...

......

ف أل

ئةما

–ف

ألم:

قاألر

ا

دةحد

ميل

صفا

د تدي

حوت

ة يل

طوع

طقا

مى

إلاع

تمس

اال

List

en to

long

er p

assa

ges

of fa

mili

ar la

ngua

ge a

nd id

entif

y sp

ecifi

c de

tails

, e.

g. n

ame,

dat

e an

d pl

ace

of b

irth,

des

crip

tion,

ach

ieve

men

ts, e

tc.

ف تل

خ م

ونضم

مي

فها

امخد

ست با

عدوا

لق وا

تردا

مف ال

عةج

مرا

Con

solid

ate

lear

ning

of

voca

bula

ry a

nd g

ram

mar

by

re-u

sing

it in

oth

er

cont

exts

.

لةوي

طل

جمن

ويك

ت

Bui

ld lo

nger

sen

tenc

es b

y in

clud

ing

mor

e in

form

atio

n su

ch a

s ad

verb

s or

ad

verb

ial p

hras

es, o

r con

junc

tions

.

أيلر

ن ا ع

يرعب

لتة ل

ئعشا

ت ردا

مفم

داخ

ستا

Exp

ress

sim

ple

opin

ions

whe

n us

ing

fam

iliar

voc

abul

ary,

tal

king

abo

ut

food

, ani

mal

s, a

nd p

lace

s.

)..و..

ديفي

–ة

يدص

ق–

يةغن

)أض

عرير

ضح

ت

Pre

sent

idea

s to

an

audi

ence

(ei

ther

indi

vidu

ally,

in s

mal

l gro

ups

or w

ith

the

clas

s) u

sing

pre

pare

d m

ater

ial,

visu

als,

ges

ture

and

exp

ress

ion.

Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pre

sent

atio

n, a

ske

tch,

a p

oem

, a s

ong

or a

vid

eo. (

See

p49

)

ي(اع

جمط

شا )ن

رةصو

ل حو

ة ئل

سع أ

ضو

Que

stio

n se

tting

aro

und

a pi

ctur

e: p

upils

in g

roup

s de

cide

on

and

note

qu

estio

ns th

ey w

ould

like

to a

sk th

e pe

rson

/peo

ple

in th

e pi

ctur

e. T

his

can

be fo

llow

ed u

p by

the

read

ing

of a

text

, Int

erne

t res

earc

h, th

e vi

ewin

g of

a

vide

o, e

tc.,

to tr

y to

find

out

and

not

e an

swer

s to

the

ques

tions

. Thi

s ca

n th

en le

ad o

n to

a p

iece

of w

ritte

n w

ork.

يةقر

الة /

ينمد

الي

فش

عي ال

وئسا

ومن

سحا

م

Deb

ate:

pro

s an

d co

ns o

f liv

ing

in th

e ci

ty a

nd li

ving

in th

e co

untry

.

3 وى

ستلم

ي ا ف

كرا ذ

بمع

ستو

ال و

تما

كل ال

عةج

مراو

ة يئ

هلت

ا

Bra

inst

orm

ing

to

revi

se

and

exte

nd

voca

bula

ry

intro

duce

d in

Le

vel

3: p

ossi

bly

cate

goris

e in

to w

ild/h

uman

-mad

e en

viro

nmen

t. Va

riatio

n of

th

is c

ould

be

base

d on

vis

ual

stim

ulus

. Te

ache

r sh

ows

imag

e(s)

for

5

seco

nds.

Pup

ils h

ave

to n

ote

on m

ini-w

hite

boar

ds t

he w

ords

for

6–1

0 th

ings

sho

wn

in th

e pi

ctur

e. R

esul

ts a

re th

en fe

d ba

ck.

تغا

فرا ال

ئمل

ل ج

ن أ م

صى ن

إلاع

تمس

اال

List

enin

g fo

r sp

ecifi

c w

ords

/phr

ases

: pup

ils a

re g

iven

cop

y of

tape

scr

ipt

with

eve

ry f

ifth/

tent

h w

ord

or k

ey w

ords

/phr

ases

bla

nked

out

. A

s th

ey

liste

n pu

pils

hav

e to

try

to fi

ll in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er

by p

rovi

ding

jum

bled

list

from

whi

ch p

upils

sel

ect.

مايء

شل

قاي

لذص ا

خش

اليد

حدل ت

جن أ

ماع

تمس

اال

List

enin

g an

d id

entif

ying

'Who

sai

d w

hat?

' Pup

ils a

re g

iven

list

of q

uote

s fro

m a

n au

dio/

vide

o re

cord

ing.

The

y lis

ten

and

have

to id

entif

y na

me

of

pers

on w

ho s

ays

each

thin

g.

ترر

كي ت

لتت ا

ماكل

اليد

حدل ت

جن أ

ماع

تمس

اال

List

enin

g an

d co

mpl

etin

g w

ord

frequ

ency

grid

s: p

upils

are

giv

en a

lis

t of

wor

ds/p

hras

es w

hich

occ

ur a

num

ber

of t

imes

dur

ing

an a

udio

/vid

eo

reco

rdin

g. T

hey

have

to id

entif

y ho

w o

ften

each

wor

d/ph

rase

occ

urs.

It is

im

port

ant

that

pup

ils c

ontin

ue t

o ex

tend

the

ir ra

nge

of e

xpre

ssio

n an

d de

velo

p th

eir

awar

enes

s of

w

ord

orig

ins

and

rela

tions

hips

. Te

ache

rs s

houl

d be

re

ady

to t

ake

adva

ntag

e of

opp

ortu

nitie

s th

at a

rise

natu

rally

in le

sson

s to

pro

mot

e th

is. H

owev

er, p

upils

sh

ould

als

o be

enc

oura

ged

and

guid

ed to

mak

e m

ore

exte

nsiv

e us

e of

ref

eren

ce m

ater

ial s

o th

at t

hey

can

beco

me

mor

e in

depe

nden

t as

lear

ners

. Pup

ils n

eed

to b

e ex

pose

d to

a ra

nge

of te

xt ty

pes

incl

udin

g so

me

long

er te

xts

and

teac

hers

sho

uld

draw

judi

ciou

sly

on

the

rang

e of

act

ive

read

ing

and

writ

ing

stra

tegi

es t

o su

ppor

t th

is. U

se o

f th

e w

ord

proc

esso

r fo

r dr

aftin

g an

d re

draf

ting

of w

ork

can

play

a v

alua

ble

role

.ت

قاطا

لبف ا

صن

Follo

win

g in

trodu

ctio

n w

ith a

s m

uch

visu

al s

uppo

rt as

po

ssib

le, p

upils

are

giv

en p

iece

s of

info

rmat

ion

on c

ards

ab

out t

hree

cou

ntrie

s, r

egio

ns, h

isto

rical

eve

nts,

peo

ple,

re

ligio

ns,

build

ings

, et

c. P

upils

wor

king

in

grou

ps o

f th

ree

have

to

sort

the

card

s w

ith o

r w

ithou

t th

e su

ppor

t of

ad

ditio

nal

reso

urce

s (a

udio

/vid

eo/te

xt

base

d/w

eb).

Whe

re th

ere

is a

logi

cal o

rder

to th

e pi

eces

of i

nfor

mat

ion,

as

in a

ser

ies

of h

isto

rical

eve

nts,

pup

ils m

ay b

e as

ked

as

a se

cond

act

ivity

to s

eque

nce

the

sets

of c

ards

.

نةدي

لمو ا

ة ري

لقي ا

فش

عي ال

سنحا

م و

وئسا

مبة

تاك

Writ

ing

an a

rticl

e ab

out p

ros

and

cons

of l

ivin

g in

the

city

an

d liv

ing

in th

e co

untry

(with

sup

port

of w

ritin

g fra

me)

.

Curriculum guide for Arabic

�0

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Arabic speaking countries البالد التي تستخدم اللغة العربية

انك

سال

Peo

ple

لدلب

خ ااري

ت

His

tory

نةيا

لدا

Rel

igio

n

تبا

سنا

لم– ا

ت اال

تفح

االصة

خاال

Maj

or fe

stiv

als

باري

تقة

سم..ن

......

ي..وال

حن

كاس

الدد

علغ

يب /.

.....

تعا

ماج

ضا أي

كنا

هكن

ول ..

......

م ه

انك

س ال

م(ظ

معب )

غلأ

......

...ت

ياجال

......

...ـ..

ل باف

حخ

اريد ت

بل ال

ذهه

ل...

......

و ....

.....

ينب ب

حرك

نا ه

تكان

,....

.....

رنلق

ي اف

......

.. عن

ع اف

/ دى

غز /

تلح

/ ام

جها

/ تل

قاي

.ف...

ة يف

خل ال

ر /طو

براالم

/ اير

ألم/ ا

ك مل

الس /

ئيلر

/ اد

بل ال

ئدقا

ن كا

......

......

هوت

وق ال

كذل

......

......

......

خاري

ى ت.إل

.....

خاري

ن ت م

يةطان

رية ب

مرتع

س.م

......

ة..لد

ت بكان

......

...م .

عا ال

ي ف

هاالل

تقس

ى اعل

......

ت صل

ح /

صلح

ار ط

قار،

طلق

ة اط

ح م

,.....

تبي

,....

ط.حائ

,....

صر ق

يبن

ة تر

لفك ا

تلل

خال...

...ى..

كرلذ

اء حي

/ إ...

...بـ

ال فا

حته ا

اؤبن

م و ت

ق، فا

ألنا

ة لغ

الي:

هقة

طمن

الذه

هد /

بل ال

ذا ه

ي ف

مةخد

ستلم

ت اغا

لل/ ا

ة لغ

ال...

...ة.

نيما

أللة ا

لغ ال

ة /زي

ليج

النة ا

لغ ال

ة /سي

رنلف

ة الغ

/الة

بيعر

ال...

...ة

ديهو

لي/ ا

ة حي

سيلم

/ اة

ميسال

االة

يانلد

س انا

الم

ظمع

ق تن

يع...

...ت .

ياجال

ك نا

هكن

و ل...

......

ي ه

بةغال

النة

دياال

ن ك

ما/ أ

س نائ

ك ال

د /عاب

لم/ ا

د(ج

سالم

)امع

واج

المن

ير كث

الك

ناه

دةبا

لعا

......

...الء.

ج ال

يد ع

ل،قال

ستاال

د عي

و ه

يطن

وال

تفح

ر اكب

أ...

...و..

.ه...

ك مل

الد /

بل ال

ئدقا

/ ية

وره

جم ال

سئي

ر /

الطف

األة

مال ع

ة /طال

لب: ا

ي ه

لدلب

ا اه

هج

واة ت

كلش

مبر

كأ

,..ت

دراخ

لما

.....

لةدو

/ نة

طسل

/ رة

ما/ إ

ة وري

هجم

/ كة

مل م

و ه

......

د بل

د:اع

قوال

معج

الى /

ثنلم

/ ارد

مف ال

ال، بإ

ىثن

ستلم

ا•

الدمي

العد

/ بالد

مي ال

بل ق

خ:اري

لتا

......

ع راب

الث،

ثال ال

ي،ثان

الل،

ألو: ا

بتي

تربال

اد عد

األ

ن ذي

الص

خاش

األو

ت ارا

عب ال

ضبع

ن بي

ط رب

الجل

ن ا م

اعتم

ساال

هالو

قا

List

enin

g an

d m

atch

ing:

pup

ils g

iven

set

of s

tate

men

ts, s

ome

of

whi

ch a

pply

to

one

pers

on/p

lace

, so

me

to a

noth

er.

Pup

ils li

sten

to

aud

io/v

ideo

rec

ordi

ng a

nd m

atch

sta

tem

ents

to

appr

opria

te

pers

on/p

lace

.

ثدا

حاأل

ب تي

ترل

جن أ

مص

ى ن إل

اعتم

ساال

List

enin

g an

d se

quen

cing

: pu

pils

ar

e gi

ven

jum

bled

lis

t of

ph

rase

s fro

m

audi

o/vi

deo

reco

rdin

g.

They

ha

ve

to

num

ber

them

in th

e or

der

they

hea

r th

em d

urin

g re

cord

ing.

(S

elec

tion

of

wor

ds/p

hras

es m

ay b

e ba

sed

on:

lexi

cal r

elev

ance

, e.

g. w

ords

to

do

with

land

scap

e; fu

nctio

nal r

elev

ance

, e.g

. wor

ds e

xpre

ssin

g lik

ing

or d

islik

ing;

gra

mm

atic

al r

elev

ance

, e.

g. q

uest

ions

, us

e of

ad

ject

ives

, etc

.)

يةرب

لعى ا

إلته

جمتر

و ة

زيلي

جإلن

ة الغ

بالص

لنع

ماست

اال

Re-

trans

latio

n: p

upils

are

giv

en a

num

ber

of t

arge

t ph

rase

s in

E

nglis

h. T

hey

liste

n to

aud

io/v

ideo

rec

ordi

ng a

nd n

ote

dow

n A

rabi

c ve

rsio

n w

hen

they

hea

r it.

رةصو

ل حو

ة ئل

سح أ

طر

Que

stio

n se

tting

aro

und

a pi

ctur

e: p

upils

in

grou

ps d

ecid

e on

an

d no

te q

uest

ions

the

y w

ould

like

to

ask

the

pers

on/p

eopl

e in

th

e pi

ctur

e. T

his

can

be f

ollo

wed

up

by r

eadi

ng a

tex

t, In

tern

et

rese

arch

, vie

win

g a

vide

o, e

tc, t

o try

to fi

nd o

ut a

nd n

ote

answ

ers

to t

he q

uest

ions

. Th

is c

an t

hen

lead

on

to a

pie

ce o

f w

ritte

n w

ork.

وعتن

مي

المإع

ض عر

A m

ultim

edia

pre

sent

atio

n (s

ketc

h, i

nter

view

doc

umen

tary

on

fam

ous

plac

e, h

isto

rical

fig

ure,

fes

tival

): P

upils

sto

rybo

ard

and

then

mak

e th

eir o

wn

digi

tal v

ideo

. (S

ee p

64)

ه هذ

ض عر

م ل ث

جس

م أو

بتو

ك م

صن ن

مت

مالو

معد

ديح

تالء

زم ال

امأم

ت ما

لومع

الJi

gsaw

list

enin

g an

d re

adin

g ta

sk: s

ome

pupi

ls h

ave

to d

isco

ver

info

rmat

ion

from

a w

ritte

n te

xt a

nd o

ther

pup

ils f

ind

info

rmat

ion

from

a s

poke

n, t

aped

sou

rce.

Par

tner

s sh

are

info

rmat

ion

to

prod

uce

a fu

ll ac

coun

t.

رةص

خت م

يةطاب

خة

لمك

ير ض

حت

Pre

parin

g a

one-

min

ute

spee

ch.

وءض

ة قع

ب

Spo

tligh

t act

ivity

. (S

ee p

51)

ثحد

لتو ا

ع ما

ستاال

ي ارت

ه م

تطا

شاى ن

إلظر

أن

See

Lis

teni

ng a

nd S

peak

ing

stra

tegi

es. (

See

pp2

6–7)

ف ني

ص، ت

تما

كلت

حط ت

طوخ

ع ض

ون:

ضميت

ه ج

موث

حب

تما

لومع

ض عر

وار،

كأف

ص خي

تلل،

دوج

ي ف

تما

كل

Gui

ded

rese

arch

invo

lvin

g on

e or

mor

e of

the

follo

win

g:

• Id

entif

icat

ion

of in

form

atio

n: te

xt m

arki

ng.

• C

ateg

oris

atio

n of

info

rmat

ion:

tabl

e co

mpl

etio

n.

• R

efor

mul

atio

n of

in

form

atio

n:

sum

mar

isin

g/pr

oduc

ing

an

ill

ustra

ted

fact

she

et.

• P

rese

ntat

ion

of in

form

atio

n to

an

audi

ence

.

ن د أ

ريي ي

لتوا

ب طال

الها

رفيع

ي لت

ت اما

لومع

بالل

دوج

الالء

إمين

معع

ضومو

ل حو

ها لم

تعي

لتم ا

ا ثه

رفيع

Com

plet

ing

KW

L ch

art:

unde

r K p

upils

not

e w

hat t

hey

know

abo

ut

a to

pic,

und

er W

wha

t the

y w

ant t

o kn

ow a

nd u

nder

L w

hat t

hey

have

lear

nt. U

sefu

l in

help

ing

pupi

ls id

entif

y pr

ior k

now

ledg

e an

d ex

perie

nce

as b

ridge

to a

new

topi

c or

con

cept

.

لة

ج م

ممي

ص ت

أوب

سوحا

الام

خدست

باض

عرم

ديتق

Cre

atin

g P

ower

poin

t pr

esen

tatio

n/m

agaz

ine:

afte

r in

itial

who

le

clas

s br

ains

torm

, pu

pils

wor

k in

gro

ups

to p

lan,

res

earc

h (o

n In

tern

et)

and

then

dra

ft an

d re

draf

t (o

n w

ord

proc

esso

r) p

ages

/sc

reen

s co

mbi

ning

text

with

imag

es, s

ound

effe

cts,

etc

.

منلز

ر اغي

د تبع

ة ص

لقة ا

تابك

ة اد

إع

Rew

ritin

g st

ory

in a

diff

eren

t ten

se: b

y m

odify

ing

orig

inal

on

wor

d pr

oces

sor.

مكل

مت ال

دلب ب

غائ ال

غةصي

ص بلن

ة اتاب

كة

ادإع

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

inst

ead

of fi

rst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt)

by m

odify

ing

orig

inal

on

wor

d pr

oces

sor.

سمو

قا ال

امخد

ستو ا

س با

قتاال

ة هار

مير

طوت

Dev

elop

ing

refe

renc

e sk

ills,

incl

udin

g us

e of

bili

ngua

l dic

tiona

ry.

See

R

eadi

ng

and

Writ

ing

stra

tegi

es

incl

udin

g st

rate

gies

fo

r ch

ecki

ng w

ritte

n w

ork

(pp2

6–7)

Curriculum guide for Arabic

�1

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyTravel and tourism السياحة والسفر

انك

مق /

ندلف

ي ا ف

جزح

المة

قااإل

Boo

king

acc

omm

odat

ion

ارط

لقة ا

طح

مي

ف

At t

he tr

ain

stat

ion

ارط

لقة ا

اقط

ء برا

ش

Buy

ing

a tr

ain

ticke

t

ة:ام

إلقن ا

كا م

جزح

ك؟ضل

فمن

ة رغ

فاة

رف غ

مك

ديل ل

هد؟

ريف ت

غر ال

منع

نوي

أ...

لـ. /)

ينص

خش

)لجة

دومز

/)حد

واص

خش

)لدة

فر م

فةغر

د أري

...ص..

خاش

أ...

...ة.

يقحد

الر /

حلب

ى اعل

ل ط

/ تة

يلجم

ة الل

ط بإ

م /ما

حع

مفة

غرد

أريت؟

حسم

و ة ل

رفلغ

د اري

ة تيل

م لك

.... /

ن عي

بوس

/ أع

بوس

/ أل

يا..ل

...ث..

ثال /

ينلت

لي /

دةح

والة

ليا ل

دهأري

هرش

..أ../

ن ري

هش

/ هر

شع/

بيسا

أ( ؟

بمرآ

ت )ارا

سيلل

ف وق

مة /

حبا

سة

كبر

/ م

طع م

كنا

ههل

ر؟طا

إلفد ا

وع م

ىمت

......

ة .اع

سوال

.....

عةسا

الين

ا ب م

طارإلف

د اوع

مار:

طلق

ة اط

ح م

يف

/ ظار

نتاال

ة رف

غت /

اناألم

ب اكت

مر /

كذا

لتع ا

بيب

كت م

ين، أ

كضل

فمن

ت؟ودا

فقلم

ب اكت

م...

ك..نا

ها /

هن /

فخل

/ ام

أم /

بلقا

من /

مب

قربال

/ ب

جانا ب

ه إن

ه /إن

ار:ط

لقة ا

اقط

ء بشرا

......

ى . إل

بإيا

وب

ها/ ذ

ب ها

ة ذاق

طي ب

ترش

ن أد أ

أريك،

ضل ف

منية

ثانة

جدر

ى، ول

ة أج

درن؟

خيتد

اليه

فوح

سم م

ع /نو

ممن

كا م

ي ف

سلو

ج ال

يدتر

ل ه

ك؟ضل

فمن

ة( كر

تذ)ال

ة اق

طلب

( اعر

سن )

ثمم

ك..؟

...ى .

إلي

تال ال

طارلق

د اوع

مى

مت...

.....

عةسا

الي

فطار

لقر ا

اديغ

ر؟اد

يغس

ف صي

ي رن أ

مر؟

طالق

ر اغي

ن أي أ

علن

عييت

ل ه

......

طار ق

خذوتأ

.....

طةح

مي

فطار

لقر ا

غين ت

ك ألي

عين

تعم ي

نعال.

ك؟ضل

فمن

.....

ى إل

طارلق

ل اصو

وعد

موو

هما

د:اع

قوال

انزم

والن

كالم

ف ارو

ظ •

بلتق

سلم

ن ازم

/ رع

ضالم

ل افع

ال •

ينف

الب

لوس

، أام

هتف

ساال

ت دوا

أ•

دة:دي

جت

ردامف

/ يه

شال /

دقفن

ي ف

فةغر

/ شة

رومف

ير غ

قةش

/ شة

رومف

ة شق

...ة..

قلتن

لمت ا

يولب

ا...

ت..ح

سمو

/ لك

ضل ف

منة:

ذبه

مت

اراعب

ب بطل

المن

لز/ ا

ت وق

لداد

ألعا

ددح

مف

صوو

ت ما

لومع

ى ال

ع ما

ستاال

List

enin

g fo

r spe

cific

info

rmat

ion,

e.g

.:

• R

ecep

tioni

st d

escr

ibes

sev

eral

room

s av

aila

ble

in h

otel

.

Pup

ils h

ave

to id

entif

y w

hich

, if a

ny, f

it pa

rticu

lar r

equi

rem

ents

rela

ting

to p

rice,

faci

litie

s, e

tc.

• P

upils

ask

ed t

o im

agin

e th

ey h

ave

been

sen

t to

tou

rist

of

fice

by p

aren

ts to

find

out

abo

ut p

ossi

ble

acco

mm

odat

ion.

Rec

eptio

nist

sug

gest

s th

ree

hote

ls a

nd g

ives

det

ails

.

Pup

ils m

ake

note

s un

der s

peci

fic h

eadi

ngs

(and

are

enc

oura

ged

to a

dd fu

rther

det

ails

if th

ey c

an).

ن م

زءج

كأو

ف هات

الق

ريط

ن ع

جزح

للة

طسي

ة بلي

ثيتم

ل عم

نةعي

مية

صخ

شة ل

سدرا

أو م

يل ف

أول

سسل

م

Rol

e-pl

ay: b

ooki

ng a

ccom

mod

atio

n by

pho

ne.

ة ط

سية ب

ليثي

تمل

عم

Rol

e-pl

ay: (

scrip

ted

or im

prov

ised

) in

the

styl

e of

an

actio

n fil

m, a

so

ap o

pera

, a c

hat s

how

. Bef

ore

actin

g ou

t rol

e-pl

ay, p

upils

sel

ect

card

with

wor

d on

it d

escr

ibin

g th

eir

char

acte

r m

ood

(e.g

. si

lly,

angr

y, fo

rget

ful,

happ

y) th

ey th

en a

ct o

ut ro

le-p

lay

and

obse

rver

s ha

ve to

gue

ss th

eir c

hara

cter

/moo

d.

تغا

فرا ال

لء م

مة ث

ينمع

ت ما

كلأو

ل جم

ى إل

اعتم

ساال

List

enin

g fo

r sp

ecifi

c w

ords

/phr

ases

: pu

pils

ar

e gi

ven

copy

of

typ

escr

ipt

with

eve

ry f

ifth/

tent

h w

ord

or k

ey w

ords

/phr

ases

bl

anke

d ou

t. A

s th

ey l

iste

n pu

pils

hav

e to

try

to

fill

in m

issi

ng

wor

ds.

ثدا

حاأل

ب تي

تر

Seq

uenc

ing:

pup

ils a

re g

iven

jum

bled

set

of w

ords

/phr

ases

and

as

ked

to li

st th

em in

the

orde

r tha

t the

y he

ar th

em.

السؤ

الند

عبة

هذلم

ق اطر

اليز

ميت

List

enin

g w

ith fo

cus

on r

egis

ter:

pupi

ls a

sked

to id

entif

y di

ffere

nt

way

s of

req

uest

ing,

apo

logi

sing

, co

mpl

aini

ng,

than

king

and

to

expl

ain

whi

ch a

re m

ore/

less

form

al a

nd w

hy.

ة ط

سية ب

ليثي

تمل

عم

Rol

e-pl

ay:

actin

g as

an

inte

rpre

ter

for

som

eone

who

doe

s no

t sp

eak

the

lang

uage

.

تارا

شاإل

ع م

لجم

الة(

بقطا

)مل

صو

Mat

chin

g la

bels

to s

igns

and

not

ices

.

ي(نائ

ط ثشا

ر)نوا

حث ل

داح

األب

تيتر

Seq

uenc

ing:

lin

es o

f a

dial

ogue

are

cut

up

on s

trips

of

pape

r/ca

rd. P

upils

wor

king

in p

airs

hav

e to

seq

uenc

es li

nes

in c

orre

ct

orde

r. A

n IC

T op

portu

nity

if p

upils

are

pre

sent

ed w

ith W

ord

file

cont

aini

ng ju

mbl

ed s

ente

nces

.

م دا

خست

بامة

قالإل

ن كا

مجز

حة ل

سالة ر

تابك

ة: ه

جمو

ة تاب

كبة

تاك

للم

عا ال

طاراإل

Lette

r writ

ing

to b

ook

acco

mm

odat

ion

usin

g w

ritin

g fra

me.

Foc

us

on c

onve

ntio

ns fo

r writ

ing

form

al le

tters

.

ب

سب ال

كرواذ

ف تل

خلم

ن ا ع

ثح

اب

Odd

one

out

: pup

ils a

re g

iven

set

s of

four

or f

ive

wor

ds a

nd h

ave

to d

ecid

e w

hich

wor

d is

the

odd

one

out a

nd w

hy. I

t may

be

that

th

ere

is m

ore

than

one

cor

rect

ans

wer

dep

endi

ng, f

or e

xam

ple,

on

whe

ther

the

focu

s is

on

mea

ning

or f

orm

. Get

ting

pupi

ls to

mak

e up

set

s of

‘odd

one

out

' item

s fo

r cla

ssm

ates

to tr

y to

wor

k ou

t can

al

so b

e a

valu

able

act

ivity

.

يرصغ

الوح

للم ا

داخ

ست با

ت طا

شان

Min

i whi

tebo

ard

activ

ities

, e.g

.:

• C

ateg

oris

ing.

• O

dd m

an o

ut.

• A

nagr

am g

ame:

teac

her w

rites

wor

d on

boa

rd a

nd s

tude

nts

w

rite

dow

n as

man

y w

ords

as

they

can

from

it.

• M

akin

g a

sent

ence

of

six,

eig

ht o

r te

n w

ords

inc

ludi

ng a

gram

mat

ical

fea

ture

, e.

g. a

con

nect

ive,

a t

ense

, O

R a

nega

tive

sent

ence

OR

a q

uest

ion.

ة ط

ح م

أوق

ند ف

ي ف

ور تد

ة ص

قول

حور

صم

سو ر

ص أة ن

تابك

تارا

طق

Writ

ing

scrip

t/sto

rybo

ardi

ng s

cene

at

hote

l or

tra

in s

tatio

n in

pr

epar

atio

n fo

r pup

ils m

akin

g th

eir o

wn

digi

tal v

ideo

. (S

ee p

64)

Curriculum guide for Arabic

�2

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Careers and future plans المهن وخطط المستقبل

لةض

مف ال

العم

األ

Job

pref

eren

ces

يةمل

ع ال

رةخب

ال

Wor

k ex

peri

ence

يةص

خش

الت

ءافا

ك ال

يا/زا

لما

Per

sona

l qua

litie

s

لعم

الت

باطل

م دي

تق

App

lyin

g fo

r jo

bs

لةطا

لبة ا

كلش

م

Issu

e of

une

mpl

oym

ent

ل؟قب

ستلم

ي ا ف

هاس

مارن ت

د أتو

ي لت

ة اهن

لمي ا

هما

......

س.نا

المة

عا /

سنا

الل /

فاط

األع

ممل

أعن

ب أح

ال أ /

بح

أب

كتلم

ج اخار

/ خل

دامل

لعب ا

حال أ

/ ب

حا أ

أنم،

اعط

لمة ا

دمخ

ة، ح

ياس

الرة،

جالت

ي ا ف

ملأع

ن ب أ

حال أ

/ ب

حا أ

أن...

...ضة

ريا ال

ة،ح

ص ال

م،لي

تع ال

ة،سب

حالم

، اء(

زيااأل

س )الب

لما

/ يا

طشر

ة، ض

مر م

ا /ض

مر م

ة،كي

نيكا

مي /

ياك

نيكا

ميح

صبن أ

ب أح

أبا

بيط

ة، في

حص

/ يا

حفص

ل، ما

أعة

مرأ/ ا

ل ج

، رمة

عال /

ماعال

ة طي

شر...

ة.يب

طب /

ة؟هن

لمه ا

هذك ل

يارخت

ي ا ف

بسب

الهو

ما /

اذالم

م عل

، برة

جالت

بان(,

لف )ا

مس

لر با

مهت

/ أب

حي أ

نن أل

نةه

لمه ا

هذت

ترخ

ا...

...ل.

فاط

األع

مل /

عمق

ري ف

منض

ل عم

ن أب أ

ح..أ

...ب.

سوحا

ال...

.. يد

جه

تب را

ع،مت

مع،

نو م

نه أل

مللع

ا اهذ

ي بن

جيع

ر، اف

سن أ

ب أح

أة؟

ليعم

ة بر

خي

ك أدي

ل له

م مي

صة ت

كشر

/ ل(

ح)م

ن كا

ي د ف

تمل

عي

ضما

الام

لع، ا

منع

ال. /

عابو

س..أ

...ة .

مد..ل

...ق

ند ف

م /طع

مة /

تبك

مة /

حيا

سب

كت م

/...

...هرا

شل

عمت أ

كن /

ملأع

نا . أ

......

ي . ف

وعسب

األة

هاية ن

طل ع

ي ف

ملأع

ف ظ

موك

/ وق

ندص

الى

علب

سحا

كم /

حل م

ي ف

عدسا

كم...

...ل.

باتق

سا

......

...بـ

د اع

س. أ

......

ن ع

والسؤ

مت

كن /

ولسؤ

مأنا

ل؟ما

المن

ب س

كت ت

كن /

بس

كم ت

كي

فر /

هش

الي

فم /

يو ال

ي ف

ة /اع

س ال

ي.ف

...ب

سك

ت أكن

ب /س

كا أ

أن...

ة..سن

الل؟

عمت ت

كن /

ملتع

ت عا

ساي

ي أف

......

عةسا

الي

هنت

و أ...

ة..اع

س ال

يمل

عدأ

أبت

كن /

دأأب

ل؟عم

الك

ذل /

ذا ه

ي ف

كجب

أعيء

شثر

كو أ

هما

......

ة.وي

لغ ال

يرات

ها م

امخد

ست/ ا

ن بائ

لزة ا

عدسا

مي

بنج

أعة(؟

صخا

)الة

صيخ

ش ال

ك(ءات

فاك

( ك

ايامز

ي ه

مال

عم/ أ

م مي

صي ت

ند ع

ي /س

نفن

مق

واث /

دئها

/ وح

طمص

خش

نا أ

/ وي

قد /

جا /

يمل

ع/ )

دعمب

ي )قر

عب /

مهت

مي /

اعتم

ج/ ا

ط شا

بن...

حفت

من /

مظ

منح

روي

ند ع

ن/ري

خاآل

ع م

ملعا

لتد ا

جي/ أ

ل عم

ق ري

فمن

ضدا

جيل

عمأ

...ة..

عابلد

واهة

كالف

ح ارو

ي ند

عع /

س وا

الخي

ي ند

عة /

دربا

لما

ك؟ا ل

سبنا

ممال

عجد

ال تق أ

قلبال

ك عر

شل ي

هي

فير

كبس

افتن

ك نا

ه/..

...ي .

فرة

بيك

ة طال

ة بكل

ش م

كنا

هم

نعال.

مللع

ل اجا

م

د:اع

قوال

ثؤن

لم وا

كرمذ

ال •

هاوات

خوأ

ن كا

•

يدبع

والب

ريلق

ة لشار

اإلاء

سم أ

•

تفا

ص ال

•

ة(.اري

مرست

االد

في )ت

نذ م

امخد

ست ا

•

ة(دد

ح م

رةفت

د في

)تدة

لم

•

ة لف

ختلم

ن اه

لم( ا

ضار م

ئ )او

سوم

د( وائ

)فيا

مزاة

شاق

من

Bra

inst

orm

the

pros

and

con

s of

diff

eren

t job

s.

يةذات

الم

هرت

سيأل

ام و

ينور

هش

مص

خاش

ى أ إل

معست

ا

List

en t

o ta

ped

conv

ersa

tion

with

a

fam

ous

pers

on a

nd t

hen

writ

e th

eir C

V.

يةتف

هاة

سالن ر

عت

ظاح

مالن

دو

Mak

e no

tes

on p

hone

mes

sage

s le

ft by

clie

nts.

مل ع

لةقاب

مص

ح ف

ي:يل

مثل ت

عم

Rol

e-pl

ay/s

imul

atio

n of

job

int

ervi

ew:

this

cou

ld b

e do

ne a

s a

'liste

ning

tria

d' w

here

one

stu

dent

is

the

inte

rvie

wer

ask

ing

ques

tions

, an

othe

r is

the

can

dida

te a

nsw

erin

g an

d th

e th

ird

obse

rves

and

tak

es n

otes

whi

ch c

an b

e us

ed t

o he

lp g

ive

feed

back

to th

e ot

her t

wo.

تغا

فرا ال

لء م

مت ث

ماكل

/ مل

جى

إلاع

تمس

اال

List

enin

g fo

r spe

cific

wor

ds/p

hras

es: p

upils

are

giv

en c

opy

of ta

pe

scrip

t w

ith e

very

fift

h/te

nth

wor

d or

key

wor

ds/p

hras

es b

lank

ed

out.

As

they

list

en p

upils

hav

e to

try

to fi

ll in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils

sele

ct.

ار تي

خى ا

علة

جعش

لمب ا

باس

لألة

ويول

األب

سح

ي ج

دريب ت

تيتر

هن

لمى ا

حدإ

Dia

mon

d ra

nkin

g: p

upils

wor

king

in g

roup

s ar

e gi

ven

a se

t of n

ine

stat

emen

ts o

n se

para

te p

iece

s of

car

d ab

out

wha

t m

akes

jobs

m

ore

or le

ss a

ttrac

tive

(e.g

. ea

rnin

g a

lot

of m

oney

, w

orki

ng in

th

e op

en a

ir, h

avin

g op

portu

nity

to

trave

l, he

lpin

g ot

her

peop

le,

inte

rest

ing

wor

k). (

See

p53

)

فص

الخل

دااء

صح

ء إجرا

إ

Car

ry o

ut a

cla

ss s

urve

y to

find

out

wha

t job

s pe

ople

wou

ld m

ost

like

to d

o an

d w

hy.

ي"نت

ه"م

ن وا

عني ب

هشف

ب طا

خير

ضح

ت

Pre

pare

a o

ne-m

inut

e sp

eech

ent

itled

My

Job.

ل؟جا

لر وا

اءس

لنة ل

سبنا

مال

عماأل

ل ك

ل ه

تشا

اقمن

Gen

der

deba

te:

pupi

ls

are

give

n lis

t of

jo

bs

and

aske

d to

id

entif

y w

heth

er th

e jo

b w

ould

mor

e lik

ely

be d

one

by a

man

or

a w

oman

(in

UK

and

Ara

bic

coun

tries

). W

hy i

s th

is?

Is i

t fa

ir?

Cla

ss d

ebat

e.

بس

نالم

ص اخ

شبال

ة هن

لمل ا

ص و

ل،عم

الت

باطل

ة تاب

ك

Mat

chin

g: p

upils

are

giv

en a

dver

tisem

ents

and

set

s of

info

rmat

ion

abou

t diff

eren

t peo

ple.

The

y ha

ve to

mat

ch jo

bs to

peo

ple.

ة(ه

جمو

ة تاب

كة )

تيذا

الرة

سي ال

الكم

إ

Com

plet

e a

CV

usi

ng a

writ

ing

fram

e.

فةظي

وعن

ن عال

ى إعل

ة بي

واج

ة سال

ة رتاب

ك

Lette

r writ

ing

to re

spon

d to

job

adve

rtise

men

t usi

ng w

ritin

g fra

me.

Fo

cus

on c

onve

ntio

ns fo

r writ

ing

form

al le

tters

.

ة بل

قا م

صح

فوار

حث

داح

ب أتي

تر

Seq

uenc

ing:

line

s of

a jo

b in

terv

iew

dia

logu

e ar

e cu

t up

on s

trips

of

pap

er/c

ard.

Pup

ils w

orki

ng in

pai

rs h

ave

to m

atch

que

stio

ns

and

answ

ers

and

then

seq

uenc

e lin

es in

cor

rect

ord

er. A

n IC

T op

portu

nity

if

pupi

ls a

re p

rese

nted

with

Wor

d fil

e co

ntai

ning

ju

mbl

ed s

ente

nces

.

وره

شص

خش

ة يا

حي

فوم

ف يص

و

Des

crib

e a

day

in t

he l

ife o

f a

film

sta

r, jo

urna

list,

train

driv

er,

wai

tress

, etc

.

يةمل

لعة ا

برخ

العن

ت يا

ومة ي

تابك

Writ

e a

wor

k ex

perie

nce

diar

y.

ة سال

لرص ا

خيتل

ة/ ني

روكت

إليد

برة

سالى ر

علرد

ة تاب

ك

يةيز

جلإلن

با

Writ

e a

repl

y to

an

e-m

ail y

ou'v

e re

ceiv

ed to

arr

ange

a m

eetin

g.

صخ

ملة

تابك

Writ

e a

sum

mar

y in

Eng

lish

of a

n e-

mai

l se

nt f

rom

a c

lient

in

Ara

bic

coun

try.

ف؟تل

خلم

و ا ه

ما

Odd

one

out

: pu

pils

are

giv

en s

ets

of f

our

wor

ds a

nd h

ave

to

deci

de w

hich

wor

d is

the

odd

one

out

and

why

. It

may

be

that

th

ere

is m

ore

than

one

cor

rect

ans

wer

dep

endi

ng, f

or e

xam

ple,

on

whe

ther

the

focu

s is

on

mea

ning

or f

orm

. Get

ting

pupi

ls to

mak

e up

set

s of

‘odd

one

out

' ite

ms

for c

lass

mat

es.

Curriculum guide for Arabic

�3

Leve

l �Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy

اده

طض

االن

مفة

تلخ

مع

واأن

Diff

eren

t typ

es o

f bu

llyin

g

ىعل

اد ه

طض

االثر

يؤف

كيس

ناال

How

bul

lyin

g af

fect

s pe

ople رة

اهظ

ع م

لام

عنت

ف كي

اده

طض

اال

How

to d

eal w

ith

bully

ing

ة؟س

درلم

ي ا ف

اده

طض

االع

وا أن

منع

نوي

( أجد

يوك )

نا ه

هلد؟

جيو

اد ه

طض

االن

موع

ي نأ

......

يةص

خش

الاء

شياأل

ب سل

ل، ك

لر، ا

بضر

الي:

سدج

اد ه

طض

ا...

مشت

الة،

هاناإل

ب، س

الي:

ظلف

اد ه

طض

اير

)غة

يئس

ل سائ

ل رسا

إرة،

وهش

مت

عاشا

ر إش

: نشر

با م

ير غ

اده

طض

ا...

...ال

نق ال

فهات

الأو

ي ون

ترك

إللد ا

ريلب

ق اري

طن

عة(

ذبه

مد؟

هاط

ضاال

ن م

وعي ن

ألك

يلزم

أو ت

أنت

ضعر

ل ته

......

اد ه

طض

الت

ضعر

، تم

نعال.

د؟ها

طض

االد

بعها

ورشع

/ ره

عوش

/ ك

ورشع

ن كا

ف كي

/ ب

طراض

اال/ ب

ة مي

ألهم ا

عد/ ب

ة حد

لو با

/ بة

كآبال

ت عر

ش /

عرش

...ط..

باح

اإل/ ب

ب ض

لغبا

د؟ها

طض

االج

تائي ن

هما

م(كال

الدم

وعاء

طوالن

)اية

زالنع

االة،

سدر

لمى ا

إلب

هالذ

ض ارف

د؟ها

طض

لالض

عرن ت

لمها

دمتق

ي لت

ة اح

صيلن

ي ا ه

ماد

حو أ

س أدر

كمغ )

بالص

خش

ع م

مكل

يتن

ه ألي

عهد

طض

لمص ا

خش

الما

ن ع

ثحد

يتن

ى أعل

د ه

طض

لمص ا

خش

الجع

شك ي

ذلك

).ن..

ويألب

اير

غنا

بأنن

روشع

ن يدي

هط

ضلم

س انا

العل

جن ن

ا أين

عله.

معث

حدي

م.ه

منن

فيخائ

ة لب

ط ال

تعا

ماجت

ي ا ف

اده

طض

االع

ضيوا

مشة

اقمن

/ كر

ع ذطي

ستن

ة.سب

نالم

ل الو

ح ال

ادج

إيلة

اوح

لم

د:اع

قوال

علفا

الب

نائ و

لاع

لف/ ا

م لو

معلل

ي بن

لم وا

وله

جلم

ي لبن

لم ا

•

اةحي

الي

في

حص

الير

/غي

حص

الط

نم ال

يدحد

لتة

يئه

ت

Bra

inst

orm

to id

entif

y fe

atur

es o

f hea

lthy

and

unhe

alth

y lif

esty

les:

th

is c

an b

e do

ne a

s w

hole

cla

ss a

ctiv

ity o

r ini

tially

in p

airs

with

the

supp

ort o

f a d

ictio

nary

.

اءفت

ست/ ا

اء ص

حإ

Sur

vey:

pup

ils i

nter

view

cla

ssm

ates

, fa

mily

and

frie

nds

to f

ind

out a

bout

life

styl

e.

حةص

للة

ضارة/

يدمف

ت جا

نتلم

ضا عر

ب طال

الدم

يق

Pre

sent

ing

to

an

audi

ence

: pu

pils

m

ake

a pr

esen

tatio

n of

pr

oduc

ts w

hich

are

'goo

d fo

r yo

ur h

ealth

' and

tho

se w

hich

are

'b

ad fo

r you

r hea

lth'.

تريو

مبك

الام

خدست

باالن

إعل

عم

Vide

o re

cord

ing:

mak

e a

vide

o of

adv

ertis

emen

ts c

ompi

led

and

pres

ente

d by

pup

ils o

r inv

ite p

upils

to p

rese

nt th

eir a

dver

tisem

ent

usin

g IC

T (p

rese

ntat

ion

softw

are)

.

يةلو

ألوب ا

سح

ب تي

ترال

Dia

mon

d ra

nkin

g: b

est

(or

wor

st)

way

s to

kee

p he

alth

y. (

See

p5

3)

ن"سف

الكة

عر"م

ة عب

م لدا

خست

باعد

والق

ى اعل

ب دري

لتا

Bat

tlesh

ips

gam

e:

Fun

way

to

pr

actis

e gr

amm

ar,

e.g.

ve

rb

man

ipul

atio

n. (S

ee p

61)

ها لي

عق

ليتع

/الرد

والة

يدجر

ة/جل

مي

فلة

كش

مءة

قرا

Rea

ding

and

resp

ondi

ng to

pro

blem

pag

e le

tters

from

mag

azin

e.

اده

طض

االد

ضنا

أنهر

ظة ت

حلو

م مي

صت

Pos

ter:

desi

gn a

nti-b

ully

ing

post

er.

The

post

er s

houl

d in

clud

e st

atem

ent a

bout

why

issu

e is

impo

rtant

.

هاالل

خن

مل

عموال

ة ص

قيار

ختن ا

كمم

Wor

k on

this

topi

c co

uld

be b

ased

aro

und

a re

late

d sh

ort s

tory

.

اده

طض

االة

هرظا

ن ع

غارص

للح

صائلن

ض ابع

ة تاب

ك

Writ

ing

an a

dvic

e sh

eet f

or y

oung

er c

hild

ren

abou

t bul

lyin

g.

لةك

شلم

ه اهذ

ن ع

لةج

مي

فت

تبك

ة سال

ى رعل

رد ة

تابك

Res

pond

ing

to le

tter o

n pr

oble

m p

age

of a

teen

age

mag

azin

e.

مكل

مت ال

دلب ب

غائ ال

غةصي

ص بة ن

تابك

ة اد

إع

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

inst

ead

of fi

rst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt).

تيا

صخ

ش ال

دىح

ر إظ

ة نه

ج و

اللخ

ن م

صة ن

تابك

ة اد

إع

Rew

ritin

g a

text

fro

m t

he s

tand

poin

t of

one

of

the

char

acte

rs/

peop

le re

ferr

ed to

.

Creativity اإلبداع

يدش

نا/ أ

ة ير

ص ق

صص

ق

Sho

rt s

tori

es, p

oem

s,

song

s

ة: لف

خت م

يةرب

عالد

لبة

بع تا

يةطن

ويد

شأنا

م دا

خست

ا...

...ر(.

ص م

ي )الد

ي بالد

/ با(

بيلي

ر )كب

هلل أ/ ا

يا(ور

سر )

ديا ال

اةحم

ي طان

أوب

عر ال

الد/ ب

د ج

لمل ا

بيس

ي ف

ة:سي

ماح

د شي

أناس

قد ال

يةغن

/ أي

ربلع

م احل

الية

غن: أ

قةفر

متي

غانأ

معال

الول

حه

لتح

ور "

طةطو

ن ب"اب

ة حال

لرص ا

ص ق

امخد

ستا

بتا

ك ال

فغال

ر، صو

المن

ة ص

لقع ا

ضومو

ع وق

ت

Pre

dict

ing

cont

ent o

f sto

ry fr

om il

lust

ratio

ns, b

ook

cove

r.

صةلق

ث ادا

حن أ

ماة

حتو

س م

يةيل

مثت

Rol

e-pl

ayin

g ep

isod

es fr

om th

e st

ory.

صةلق

ت ايا

صخ

شى

حدع إ

ملة

قاب م

راءج

إ

Inte

rvie

win

g a

char

acte

r fro

m th

e st

ory.

بطال

الى

علها

حطر

ولة

سئن أ

ويك

ت

Mak

ing

up q

uest

ions

to p

ut to

cla

ssm

ates

.

ب( ح

ال أب /

ح )أ

هالي

عق

ليتع

والب

طال ال

ىعل

ل ما

أعض

عرب

سبوال

Pre

sent

ing

a w

ork

to t

he c

lass

com

men

ting

on w

hat

you

like/

disl

ike

abou

t it a

nd w

hy.

صةلق

ث ادا

حن أ

كا م

ولح

ط ط

خ م

ممي

صت

Mak

ing

a la

belle

d pl

an o

r di

agra

m o

f th

e se

tting

of

part

of t

he

stor

y.

تيا

صخ

ش ال

حدت أ

كرامذ

ة تاب

ك

Writ

ing

an

inte

rior

mon

olog

ue

or

diar

y pa

ge

of

one

of

the

char

acte

rs.

صةلق

ث ادا

ح أل

صخ

ملة

تابك

Writ

ing

a su

mm

ary.

فةتل

خ م

نةزم

بأبة

تاك

الدة

عاإ

Rew

ritin

g in

a d

iffer

ent t

ense

.

طةسي

د بصائ

قف

ليتأ

Com

posi

ng s

impl

e po

ems.

قضايا اجتماعية: االضطهادSocial issues: bullying

Curriculum guide for Arabic

��

Leve

l 8Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Environment قضايا البيئة

ي ف

يةس

ئيلر

ة ايئ

لبل ا

كشا

مي

رب ع

لد/ ب

يا ان

طري

ب

Maj

or e

nvir

onm

enta

l pr

oble

ms

in th

e U

K a

nd

Ara

bic

coun

try

يةوم

كح

الت(

ءارا

جاإل

ل )لو

حال

Gov

ernm

ent a

ctio

ns

يةرد

لف( ا

تءا

راج

اإلل )

لوح

ال

Indi

vidu

al a

ctio

ns

Res

ourc

es

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://w

ww

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.uk/

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ildlif

e/fs

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0000

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ة ؟بي

عرة

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ا /ني

طاري

ي ب ف

يةس

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كلشا

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هما

/ بر

ك/ أ

ن ( أ

ظن )أ

قدعت

/ أن

ي أ( ل

حض

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بد/ ي

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خش

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رأيي

في:

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فغال

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ارتية

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اةحي

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ات

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( اى

علاء

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نا ال

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من /

مه

لمن ا

م...

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ي رأ

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رأمع

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ي /لب

س /

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ن لكو

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لبة ا

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ب ج

يت

ابالغ

ب اري

خع ت

من- ت

ضقرا

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ضعر

لمت ا

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ة اماي

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واط

خذ

خ تأ

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محد

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خذ

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دابي

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مرتث

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ويتد

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نف ال

ي(رم

ء )قا

إلدم

عنا.

ياتح

ط نم

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ك. تي

سبال

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. ...

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ج جا

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ت. ارا

سي ال

من

د:اع

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ونة

قارلم

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سأ

دةاع

سلم

ل اعا

ألفا

ب طال

اليع

جش

لتط

طخ

ومة

ئيمر

ة يل

س و

امخد

ست با

شةاق

من

كةشار

لمل

Bra

inst

orm

ing:

us

ing

spid

ergr

am

(and

w

ith

visu

al

supp

ort),

br

ains

torm

ide

as/in

form

atio

n re

late

d to

env

ironm

ent:

to e

nsur

e m

axim

um in

volv

emen

t and

hel

p tri

gger

idea

s, te

ache

r can

pro

vide

lis

t of r

elat

ed te

rms/

idea

s w

hich

pup

ils w

orki

ng in

pai

rs a

re a

sked

to

cla

ssify

(e.

g. p

ositi

ve/n

egat

ive)

and

the

n ad

d to

. Thi

s ca

n be

fo

llow

ed b

y w

hole

cla

ss fe

edba

ck.

فةتل

خ م

تطا

شابن

ه اق

رفوإ

و دي

فيم

يل ف

ضعر

View

ing

vide

o/D

VD

re

cord

ings

(c

lips

or

who

le

prog

ram

mes

, dr

ama

or d

ocum

enta

ry)

can

be e

ffect

ive

way

to in

put i

deas

and

fa

mili

aris

e pu

pils

with

rele

vant

lang

uage

. It i

s ge

nera

lly u

sefu

l:

• To

in

trodu

ce

key

them

e(s)

be

fore

vi

ewin

g (a

ppro

pria

te

vi

sual

s ca

n as

sist

her

e).

• To

pre

sent

the

pro

gram

me

in s

ectio

ns a

nd p

ossi

bly

allo

w

pu

pils

to v

iew

mor

e th

an o

nce.

• To

giv

e pu

pils

an

activ

ity, e

.g. t

rue/

fals

e or

tabl

e co

mpl

etio

n,

to

focu

s th

eir a

ttent

ion

whi

le v

iew

ing.

تويا

ولاأل

ب س

حل

كشا

لمل ا

لوح

ف ني

صت

Dia

mon

d ra

nkin

g: p

upils

wor

king

in g

roup

s ar

e gi

ven

a se

t of n

ine

prop

osal

s on

sep

arat

e pi

eces

of c

ard

sugg

estin

g w

hat s

teps

the

gove

rnm

ent

shou

ld t

ake

to p

rote

ct t

he e

nviro

nmen

t. Th

ey a

re

aske

d to

ran

k th

e pr

opos

als

in o

rder

of

prio

rity

by f

orm

ing

the

nine

car

ds in

to th

e sh

ape

of a

dia

mon

d. G

roup

s th

en p

rese

nt th

eir

rank

ings

for

the

cla

ss t

o re

ach

a co

nsen

sus

thro

ugh

disc

ussi

on

and

deba

te. (

See

p53

)

تايا

نف ال

يردو

/ تع

نيص

ة تاد

إعن

عع(

طالست

)ااء

صح

ل إعم

Sur

vey:

fin

d ou

t who

in g

roup

recy

cles

wha

t.

ل ك

شا م

جةعال

ومح

طرن ل

صيخ

شن

بية

بلقا

مي:

يلمث

ل تعم

ئةبي

ال

Inte

rvie

w: s

crip

t and

act

out

an

inte

rvie

w. ئة

بي ال

عنة

لمك

ير ض

حت

Pre

pare

a o

ne-m

inut

e sp

eech

.

سدر

لمف ا

شرا بإ

تما

لومع

العن

ث ح

لبا

Gui

ded

rese

arch

invo

lvin

g on

e or

mor

e of

the

follo

win

g:

• Id

entif

icat

ion

of in

form

atio

n: te

xt m

arki

ng.

• C

ateg

oris

atio

n of

in

form

atio

n:

tabl

e co

mpl

etio

n (n

atur

al

re

sour

ces,

etc

in d

iffer

ent r

egio

ns).

• R

efor

mul

atio

n of

in

form

atio

n:

sum

mar

isin

g/pr

oduc

ing

an

ill

ustra

ted

fact

she

et.

• pr

esen

tatio

n of

info

rmat

ion

to a

n au

dien

ce.

ل لو

حاد

جوإي

ة ئي

بيل

كشا

مرح

طة ل

حلو

أو ط

حائة

جل م

لعم ها

ل

Pos

ter:

ask

pupi

ls

to

sele

ct

envi

ronm

enta

l is

sue

they

ar

e co

ncer

ned

abou

t and

des

ign

a po

ster

telli

ng p

eopl

e ab

out i

t. Th

e po

ster

sho

uld

incl

ude

stat

emen

t abo

ut w

hy is

sue

is im

porta

nt a

nd

wha

t cou

ld b

e do

ne a

bout

it. A

slo

gan

shou

ld a

lso

be in

clud

ed (N

o to

…!,

Dow

n w

ith …

!, P

rote

ct …

!, S

ave

…!).

نةدي

لم/ ا

ة ري

لقي ا

فش

عي ال

وئسا

ومن

سحا

منة

قارم

Com

parin

g: p

ros

and

cons

of

livin

g in

the

city

and

livi

ng in

the

co

untry

.

ي ف

هالت

ثي م

معت

طاسل

الها

خذتت

ي لت

ت اوا

طخ

النة

قارم

يةرب

علة

دو

Com

parin

g:

pupi

ls

com

pare

en

viro

nmen

tal

issu

es

and

step

s ta

ken

to a

ddre

ss t

hem

in

thei

r ow

n lo

cal

area

/cou

ntry

with

si

tuat

ion

in ta

rget

cou

ntry

. Whe

re th

ere

is li

nk w

ith p

artn

er s

choo

l, th

is c

an b

ecom

e a

colla

bora

tive

proj

ect

with

cla

sses

in

each

sc

hool

pro

vidi

ng k

ey in

form

atio

n ab

out

the

situ

atio

n in

the

loca

l ar

ea/c

ount

ry. O

utco

mes

of t

he p

roje

ct c

ould

be

pres

ente

d in

the

form

of a

new

spap

er /m

agaz

ine

or o

n th

e sc

hool

web

site

.

لةج

مي

فال

مقى

علرد

ة سال

ة رتاب

ك

Pup

ils w

rite

a le

tter

to a

mag

azin

e re

spon

ding

to a

n ar

ticle

they

ha

ve re

ad. دة

ريج

( لية

ياتح

الرة

دو ال

ع /ني

صة ت

ادإع

ث )دا

حب أ

تيتر

Seq

uenc

ing

activ

ity:

the

life

cycl

e of

a C

oke

can/

new

spap

er.

Pup

ils

wor

king

in

pa

irs/g

roup

s de

cide

on

co

rrec

t or

der

for

sent

ence

s cu

t up

on c

ard.

Vis

ual s

uppo

rt in

the

form

of a

set

of

pict

ures

may

be

prov

ided

.

المك

الاع

نوف أ

تلخ

مف

شاكت

الم

جمع

الام

خدست

ا

Dev

elop

ing

refe

renc

e sk

ills

incl

udin

g us

e of

bili

ngua

l dic

tiona

ry.

Curriculum guide for Arabic

��

Leve

l 8Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cySmoking, drug addiction and alcoholism اإلدمان على التدخين، المخدرات والكحول

ببا

ش ال

لع

جي ت

لتب ا

باس

األن،

خيتد

الى

علن

نودم

يل

حوك

والت

دراخ

لما

Rea

sons

why

you

ng

peop

le s

mok

e, ta

ke

drug

s, d

rink

alc

ohol

ي ف

اندم

اإلة

هرظا

ة رن

قام

يةرب

عل

دو و

ياان

طري

ب

Com

pari

ng s

ituat

ion

in

UK

with

Ara

bic

coun

trie

s

ذه ه

جةال

ع م

كنيم

ف كي

ع(ضي

والم

)ارة

اهظ

ال

How

issu

e sh

ould

be

addr

esse

d

ن:خي

تدال

ل او

تن و

تدرا

خلم

ي اط

عا/ ت

ن خي

تد ال

ى إل

ببا

ش ال

يلج

جأ يل

ذا ما

لة؟

بيعر

الالد

لب/ ا

يا طان

ريي ب

فول

حك

الن

لواو

تن/ ي

ت درا

خلم

ن اطو

عايت

/ ون

خنيد

م ه

رانأق

/ م

ءهقا

صدن أ

أل-

ولح

كال

يةاع

تمج

االت

مالجا

لمن ا

معا

نوها

ونبر

عت- ي

اءخ

ترس

اال و

حةلرا

بام

رهشع

ا ته

ألن -

ج(ض

لن)با

ة ول

جلر

باسا

ساح

م إه

حمن

/ تم

رهشع

ا ته

ألن -

ي ط

عا/ ت

ن خي

تد ال

عنن

لوحو

يتب

باش

العل

جي ت

لتب ا

باس

األن

عما

أل:

حوك

والت

دراخ

لما

منلث

( اظة

اه )ب

يةغال

ها ألن

-حة

صبال

ضر ا ت

هألن

-

بقل

الض

مرا/ أ

ن طا

سر ال

ضمر

ب سب

د ت ق

هاألن

-

هالي

عان

دماإل

ة ول

هس

- ل

ينيف

عن /

ينني

دوا ع

مه

علج

د ت ق

هاألن

-

مةري

ج ال

ى إل

مده

قو/ ت

م ه

ي بود

د ت ق

هاألن

-

ي ط

عا/ ت

ن خي

تدلل

ي ون

قان ال

ب /س

نالم

ر اعم

الهو

ما ك

رأيي

فل؟

حوك

الول

نا/ ت

ت درا

خلم

ايا

هائع ن

منن ت

ب أج

، ينة

سشر

عية

مان، ث

نةس

شر ع

تةس

ر، عم

ي ي أ

ف /

ينخ

تد ال

ن( م

حد )ت

نعتم

ن س أ

دارلم

/ اة

ومك

ح ال

يعط

ستف ت

كيل؟

حوك

الول

نا، ت

تدرا

خلم

ال

حوك

الت /

دراخ

لم/ ا

ن خي

تد ال

طارخ

ألب

باش

اليل

جة

عيتو

ب ج

- يحة

ص ال

ىعل

ها ثر

وأمة

عا ال

كنما

األع

ميج

ي ف

ينخ

تد ال

نع م

بج

- يشر

عنة

املث

ن اس

ن دو

ب با

شلل

ل حو

ك ال

ن /خا

لدع ا

بيم

عدب

ج- ي

تدرا

خلم

ع ابي

ة هم

ه تلي

عت

ثبن ي

بمت

وباعق

الى

صأق

ق بي

طب ت

ج- ي

ولح

كوال

ن خا

لدع ا

بين(

عالن

إلع/ ا

ة عاي

لد) ا

ج وي

ترع

منب

ج- ي

ش:قا

لني ا

فمة

خدست

لمر ا

بيعا

لتا

......

...ى..

خرة أ

حي نا

من و

......

...ة.

حي نا

من...

......

را.خي

.وأ...

...ثا.

ثال...

...يا.

ثان...

...وال

أ...

...ن..

ه أفي

ك ش

ال ما

.م...

...ل .

حاي

/أية

ى أعل

......

...ن

مم

رغبال

ي بت

جرن ت

.م...

...ص

خا ال

يرأي

..ب...

ي..ظر

ة نه

ج و

من...

...ى

سنن

ال ن

ا أين

عل...

...ة..

صخا

ال...

......

ل..ما

حتى ا

علد

تميع

ذا ه

/.....

......

ى..عل

د تم

يعذا

ه

د:اع

قوال

د ق

امخد

ست ا

•

هاوات

خوأ

ن ة إ

ميس

االل

جم ال

•

ينف

الب

لوس

أ•

جر ال

فرو

ح •

يه إل

فضا

لم وا

فضا

لم ا

•

تغا

فرا ال

مأل وا

صلن

ى ا إل

معست

ا

List

enin

g fo

r spe

cific

wor

ds/p

hras

es: p

upils

are

giv

en c

opy

of ta

pe

scrip

t w

ith e

very

fift

h/te

nth

wor

d or

key

wor

ds/p

hras

es b

lank

ed

out.

As

they

list

en p

upils

hav

e to

try

to fi

ll in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils

sele

ct.

قاف

أوال

/ ق

افأو

ت: ما

لومع

الف

نيص

ت

Sta

tem

ents

act

ivity

: pup

ils w

orki

ng in

pai

rs/g

roup

s ar

e gi

ven

set

of s

tate

men

ts a

nd a

re a

sked

to c

lass

ify e

ach

stat

emen

t acc

ordi

ng

to w

heth

er t

hey

agre

e or

dis

agre

e w

ith it

(or

whe

ther

the

y th

ink

it is

true

or

fals

e). D

ecis

ions

and

just

ifica

tions

are

then

fed

back

to

the

who

le c

lass

.

نةعي

مرة

صول

حوة

ئلس

ح أطر

Que

stio

n se

tting

aro

und

a pi

ctur

e: p

upils

in g

roup

s de

cide

on

and

note

que

stio

ns t

hey

wou

ld li

ke t

o as

k th

e pe

rson

/peo

ple

in t

he

pict

ure.

Thi

s ca

n be

follo

wed

up

by th

e re

adin

g of

a te

xt, I

nter

net

rese

arch

, the

vie

win

g of

a v

ideo

, etc

., to

try

to fi

nd o

ut a

nd n

ote

answ

ers

to t

he q

uest

ions

. Th

is c

an t

hen

lead

on

to a

pie

ce o

f w

ritte

n w

ork.

يةلو

ألوب ا

سح

ف ني

صت

Dia

mon

d ra

nkin

g: p

upils

wor

king

in g

roup

s ar

e gi

ven

a se

t of n

ine

prop

osal

s on

sep

arat

e pi

eces

of c

ard

sugg

estin

g w

hat s

teps

the

gove

rnm

ent

shou

ld t

ake

to d

isco

urag

e dr

ug d

epen

denc

y. T

hey

are

aske

d to

rank

the

prop

osal

s in

ord

er o

f prio

rity

by fo

rmin

g th

e ni

ne c

ards

into

the

shap

e of

a d

iam

ond.

Gro

ups

then

pre

sent

thei

r ra

nkin

gs f

or t

he c

lass

to

reac

h a

cons

ensu

s th

roug

h di

scus

sion

an

d de

bate

. (S

ee p

53)

ن/ عي

موع

ضمو

ة ش

اقمن

ل خال

ن م

ورض

ح ال

ىعل

ار ك

أفض

عراء

صح

ل إعم

Pre

sent

idea

s to

an

audi

ence

(eith

er in

divi

dual

ly, in

sm

all g

roup

s or

with

the

cla

ss)

usin

g pr

epar

ed m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pre

sent

atio

n,

a sk

etch

, a p

oem

, a s

ong

or a

vid

eo.

فص

الخل

دااء

فتست

/ ااء

صح

إ

Sur

vey:

pup

ils in

terv

iew

cla

ssm

ates

.

رةصي

قصة

قالل

خن

موع

ضمو

الذا

هسة

درا

Wor

k on

this

topi

c co

uld

be b

ased

aro

und

a re

late

d sh

ort s

tory

.

ولحل

والة

كلش

لمض ا

عرط ت

حائة

جل م

لعم

Pos

ter:

ask

pupi

ls t

o se

lect

an

issu

e th

ey a

re c

once

rned

abo

ut

and

desi

gn a

pos

ter

telli

ng p

eopl

e ab

out

it. I

t sh

ould

inc

lude

st

atem

ent a

bout

why

issu

e is

impo

rtant

and

wha

t cou

ld b

e do

ne

abou

t it.

A sl

ogan

sho

uld

also

be

incl

uded

(No

to…

!).

ياع

جمل

عمة/

لفخت

مية

حل م

قط

نا م

ي ف

اندم

اإلة

ارنمق

Com

parin

g: p

upils

com

pare

dru

g de

pend

ency

issu

es a

nd s

teps

ta

ken

to a

ddre

ss t

hem

in

thei

r ow

n lo

cal

area

/cou

ntry

with

si

tuat

ion

in ta

rget

cou

ntry

. Whe

re th

ere

is li

nk w

ith p

artn

er s

choo

l, th

is c

an b

ecom

e a

colla

bora

tive

proj

ect

with

cla

sses

in

each

sc

hool

pro

vidi

ng k

ey in

form

atio

n. O

utco

mes

of t

he p

roje

ct c

ould

be

pre

sent

ed i

n th

e fo

rm o

f a

new

spap

er/m

agaz

ine

or o

n th

e sc

hool

web

site

.

ينهق

مرالل

ح صائ

ت نشرا

و نة أ

يدجر

ى إل

لةسا

ة رتاب

ك

Writ

ing

a le

tter t

o a

mag

azin

e.

Writ

ing

an a

dvic

e sh

eet f

or y

oung

er c

hild

ren

abou

t dan

gers

.

ة اد

إع و

لاع

لف، ا

منلز

ر ايي

تغع

مص

لنة ا

تابك

ة اد

إع

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

inst

ead

of fi

rst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt).

تيا

صخ

ش ال

دىح

ر إظ

ة نه

ج و

منه

بتتا

ك

Rew

ritin

g a

text

fro

m t

he s

tand

poin

t of

one

of

the

char

acte

rs/

peop

le re

ferr

ed to

.

Curriculum guide for Arabic

�6

Leve

l 8Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Equality and gender المساواة والجنس

أةمر

والل

جلر

ن ابي

ة اوا

سلم

ا

Equ

ality

ولحل

الاد

جإي

Sol

utio

ns

الد لب

/ ايا

طانري

ي ب ف

ى(نث

األ و

كرلذ

) ان

سيجن

الين

ة باوا

س م

جدتو

ل ه

ة:بي

عرال

ن؟نو

قا ال

امأم

-ة؟

ئلعا

المن

ض -

ل؟عم

الاق

طي ن

ف-

ت بن

والد

ولوال

/ أة

مروال

ل ج

لرن ا

بيل

امتع

الي

فف

تالخ

االهر

ظف ي

كيت؟

فاقا

لثف ا

تلخ

مي

فت؟

بنوال

د ول

الة /

مرأ ال

وجل

لرع ا

ضومو

م عال

اإلل

سائ و

رحط

ف تكي

ب(غر

ال و

رقش

الي

فق

سبلم

م اك

ح ال

قةري

ط(

ك؟ظر

ة نه

ج و

ي /ص

خش

الك

رأيو

هما

..ن..

و أ ه

ياع

طب ان

/..ن

ح أض

وا ال

منه

أني /

ظرة ن

هج

وص /

خا ال

يرأي

ي ف

ق(اف

أوال

ق )اف

أونا

/ أ اء:

سلن

ن ال أ

عد ال

ير غ

منل /

عد ال

من /

ححي

صير

غح /

حيص

ه أن

الج

لرا ا

هك

تليم

ي لت

ق اقو

ح ال

سنف

ن ك

تليم

ال ال

جلر

ح امن

ا يكم

م لي

تع ال

ي ف

صفر

الس

نفن

حمن

ال يال

جلر

ل امث

ة( قي

تر)ال

ي يف

ظلو

ر اوي

طلت

ق اح

س نف

ن ك

تليم

ال ال

جلر

ن ا م

قلن أ

سبك

يية

زلمن

الال

عماأل

ع مي

جم ب

يالق

ن اه

منع

وقيت

الطف

األة ب

ملكا

الية

نالع

ن اه

منع

وقيت

ق:ح

ء بسا

لنع ا

متتت

ن ب أ

جي

اةحي

الك

ريش

ار تي

خا

اجزو

للب

سنا

لمن ا

س ال

يارخت

ام

دهعد

وب

جاإلن

ب لس

نالم

ر اعم

اليد

حدت

مللع

ى ا إل

بها

لذر ا

ياخت

ا

ى نث

األن

كاإم

ي ف

هل ؟

تبي

الخل

داى

نثاأل

وكر

لذن ا

بية

اواس

مك

نا ه

هلل

هل؟

نزلم

ل اما

أعم ب

قوي ي

لذن ا

مت؟

اءش

ى مت

ت بي

المن

ج رو

خال

ة ؟خو

األن

مقل

/ أثر

كة أ

ريح

ت وا

خلأل

ر؟ خي

األن

قر ال

اللخ

ة بي

عرة

ول د

ا /ني

طاري

ي ب ف

أةمر

الضع

وير

تغف

كية

صفر

/ ت

ويص

لتق ا

حة

مرألل

ن ك

م ية ل

سنة

مائن /

سيخم

ل قب

مللع

ة لص

فر /

يعال

الم

ليتع

ال

د:اع

قواا

يلض

تفوال

ة ارن

مق ال

بلو

سأ

وله

جلم

ي لبن

لما

وةس

لنن ا

نون

كالم

واان

زم ال

فرو

ظ

اةاو

سلم

ع اضو

موة ب

لقتع

مكار

أفح

طرو ل

ديفي

م يل

فض

عر

View

ing

vide

o/D

VD

re

cord

ings

(c

lips

or

who

le

prog

ram

mes

, dr

ama

or d

ocum

enta

ry)

can

be e

ffect

ive

way

to in

put i

deas

and

fa

mili

aris

e pu

pils

with

rele

vant

lang

uage

.

يلم

عا ال

أةمر

الوم

بيل

فاحت

م اظي

تن

Org

anis

ing

and

pres

entin

g an

Int

erna

tiona

l W

omen

's D

ay (

8th

Mar

ch)

even

t. U

sefu

l id

eas

and

info

rmat

ion

for

teac

hers

can

be

fou

nd a

t th

e B

irmin

gham

Grid

for

Lea

rnin

g an

d Te

ache

rnet

w

ebsi

tes

(see

Web

link

s pa

ge).

صلن

ى ا ال

اعتم

ساال

د بع

ت غا

فرا ال

مألا

List

enin

g fo

r spe

cific

wor

ds/p

hras

es: p

upils

are

giv

en c

opy

of ta

pe

scrip

t w

ith e

very

fift

h/te

nth

wor

d or

key

wor

ds/p

hras

es b

lank

ed

out.

As

they

list

en p

upils

hav

e to

try

to fi

ll in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils

sele

ct.

قاف

أوال

/ ق

افأو

ت وال

مق ال

فصن

Sta

tem

ents

act

ivity

: pup

ils w

orki

ng in

pai

rs/g

roup

s ar

e gi

ven

set

of s

tate

men

ts a

nd a

re a

sked

to c

lass

ify e

ach

stat

emen

t acc

ordi

ng

to w

heth

er t

hey

agre

e or

dis

agre

e w

ith it

(or

whe

ther

the

y th

ink

it is

true

or

fals

e). D

ecis

ions

and

just

ifica

tions

are

then

fed

back

to

the

who

le c

lass

.

ورض

ح ال

ىعل

ع ضو

مو ال

كارأف

ح طر

Pre

sent

ing

idea

s to

an

audi

ence

(ei

ther

ind

ivid

ually

, in

sm

all

grou

ps

or

with

th

e cl

ass)

us

ing

prep

ared

m

ater

ial,

visu

als,

ge

stur

e an

d ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a s

ong

or a

vid

eo.

ي(اع

جمل

عمة )

وبج

وأة

ئلس

أ

Rai

nbow

/exp

ert g

roup

s: c

lass

div

ided

into

gro

ups.

Eac

h pu

pil i

n a

grou

p is

giv

en a

num

ber,

or a

col

or.

Eac

h gr

oup

wor

ks o

n a

diffe

rent

asp

ect o

f a to

pic.

The

n ne

w g

roup

s ar

e fo

rmed

by

aski

ng

pupi

ls w

ith t

he s

ame

num

ber

to w

ork

toge

ther

. E

ach

mem

ber

then

inf

orm

s ot

hers

abo

ut w

hat

they

hav

e le

arnt

and

ans

wer

s an

y qu

estio

ns.

هاوث

حدق

وفث

داح

األب

تيتر

Follo

win

g in

trodu

ctio

n w

ith v

isua

l sup

port,

pup

ils a

re g

iven

pie

ces

of in

form

atio

n on

car

ds a

bout

thre

e co

untri

es, r

egio

ns, h

isto

rical

ev

ents

, pe

ople

, et

c. P

upils

wor

king

in

grou

ps o

f th

ree

have

to

sort

the

card

s w

ith o

r w

ithou

t the

sup

port

of a

dditi

onal

res

ourc

es

(aud

io/v

ideo

/text

bas

ed/w

eb).

Whe

re t

here

is

a lo

gica

l or

der

to t

he p

iece

s of

info

rmat

ion,

as

in a

ser

ies

of h

isto

rical

eve

nts,

pu

pils

may

be

aske

d as

a s

econ

d ac

tivity

to

sequ

ence

the

set

s of

car

ds.

فةتل

خ م

تطا

شان ن

ضميت

ه ج

موث

حب

Gui

ded

rese

arch

invo

lvin

g on

e or

mor

e of

the

follo

win

g:

• Id

entif

icat

ion

of in

form

atio

n: te

xt m

arki

ng.

• C

ateg

oris

atio

n of

info

rmat

ion.

• Ta

ble

com

plet

ion.

• R

efor

mul

atio

n of

in

form

atio

n:

sum

mar

isin

g/pr

oduc

ing

an

ill

ustra

ted

fact

she

et.

• P

rese

ntat

ion

of in

form

atio

n to

an

audi

ence

.ة

ولط

مل

جمن

ويك

ت

Bui

ld l

onge

r se

nten

ces

by i

nclu

ding

mor

e in

form

atio

n su

ch a

s ad

verb

s or

adv

erbi

al p

hras

es, o

r con

junc

tions

.

ة في

ضات إ

مالو

معن

عث

حلب

ة لعد

سا م

طةخ

ة تاب

ك

Pup

ils g

iven

A3

shee

t with

pic

ture

in th

e m

iddl

e an

d th

ree

circ

les

arou

nd t

he p

ictu

re.

In t

he f

irst

circ

le t

hey

note

wha

t th

ey k

now

ab

out t

he to

pic

illus

trate

d; in

the

seco

nd c

ircle

they

not

e qu

estio

ns

rela

ted

to th

e pi

ctur

e th

at th

ey w

ould

like

to fi

nd th

e an

swer

s to

; in

the

third

wha

t the

y ha

ve le

arnt

.

Curriculum guide for Arabic

��

Leve

l 8Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cy Rites of passage: birth, marriage, death ....قانون األحوال المدنية الوالدة، الزواج

دةوال

ال

Bir

th

ف(فا

لزل ا

حفج )

زواال

Mar

riag

e

ت(مو

)الة

فالو

ا

Dea

th ولود

يا ان

طري

ن ببي

ة رن

قام

يةرب

ع

Com

pari

son

betw

een

Ara

bic

coun

trie

s an

d U

K

د؟دي

ج ال

ودول

لم با

التف

حاال

م يت

ف كي

د؟لو

مو ال

مس

ر ايا

ختم ا

يتف

كياد

فرد أ

حم أ

س، ا

كسم

) اة

لفخت

لمء ا

ماس

األي

عان م

ل /الئ

ي د ه

ماة؟

ارز/ ب

ة ور

هش

مية

صخ

شك،

اءدق

صد أ

ح، أ

لةعائ

ال

ج ؟زوا

الي

فب

رغ/ ت

د ري

/ تود

ل ته

ج؟زوا

الى

علة

جعش

لمر ا

غي /

عةج

شلم

ر اكا

ألفي ا

هما

( ؟له

ط ط

خلم

)ادي

ليتق

الاج

زوبال

ن ؤم

ل ته

ج؟زوا

للي

ثاللم

/ اب

سنا

لمر ا

عم ال

هوما

ك رأي

ي ف

د؟ح

وا ال

ينلد

/ اة

حدوا

الدة

قيلع

ي اذو

ن م

اجزو

الرة

ك ف

صار أن

منت

أنهل

ة؟ول

قب م

رةك

فالق

ط ال

رةك

فين

جد/ ت

د ج

ل ته

س؟عر

الف /

فالز

ل احف

ة لزم

لالت ا

يراض

حلت

ي ا ه

ماس(؟

عر)ال

ف فا

لزل ا

حفي

فء /

نا أث

صلح

ا ياذ

مم؟

يو ال

كذل

ي ف

سنا

الول

يق /

سلب

/ يب

شر/ ي

ل ك

يأل /

فعا ي

اذم

ل خال

ت اال

تفح

االي

فعة

تبلم

م اسي

مرا ال

س /قو

ط ال

تلف

ختف ا

كية؟

يرخ

األن

رولق

ا

ا؟ م

صخ

شة

فا و

لةحا

ي ف

ثحد

ا ياذ

مز؟

نائج

والن

دف ال

مسي

مراي(

فصل

حا ي

اذ)م

م تت

ف كي

ن(:بي

تأ)ال

ة فا

لوى ا

كرء ذ

ياح

ة إفي

كي و

زنح

العن

ير عب

لتة ا

فيكي

......

د،.وا

س ال

سلب

خ، صرا

الح،

والن

، ااء

كلب

ا

هلل ل ا

جع /

مك

جرهلل أ

م اظ

عاة:

وف ال

بةس

نابم

ة ص

خات

اراعب

وت

ردامف

.....)

هالي

)عه

لي ع

هللة ا

حم/ ر

هلل اء

بق ال

ة /جن

الها(

وامث

ه )وا

مث...

ن..ني

لب وا

اءرف

بال /

كرو

مبف

ألدة:

وال ال

واج

زوبال

ة ص

خات

اراعب

وت

ردامف

ج زوا

الند

عيد

قاللت

وات

ادالع

ن ا ع

بطال

الف

عرا ي

اذ م

ة:ش

اقمن

...اة

وف ال

أو

Bra

inst

orm

ing:

bra

inst

orm

wha

t pu

pils

kno

w a

bout

cus

tom

s in

U

K a

nd A

rabi

c co

untry

: a

Venn

dia

gram

cou

ld b

e us

ed t

o bu

ild

up p

ictu

re o

f w

hat

is d

iffer

ent

and

wha

t tw

o cu

lture

s ha

ve i

n co

mm

on.

ن مو

يلب

طال ال

علج

ي ليل

جس

م تيل

فأو

و دي

فيم

يل ف

ضعر

نةعي

مت

ردامف

ب

View

ing

vide

o/D

VD

re

cord

ings

(c

lips

or

who

le

prog

ram

mes

, dr

ama

or d

ocum

enta

ry)

can

be e

ffect

ive

way

to in

put i

deas

and

fa

mili

aris

e pu

pils

with

rele

vant

lang

uage

.

قاف

أوال

/ ق

افأو

ب س

حف

نيص

ن تضم

يتي

اعجم

ط شا

ن

Sta

tem

ents

act

ivity

: pup

ils w

orki

ng in

pai

rs/g

roup

s ar

e gi

ven

set

of s

tate

men

ts a

nd a

re a

sked

to c

lass

ify e

ach

stat

emen

t acc

ordi

ng

to w

heth

er t

hey

agre

e or

dis

agre

e w

ith it

(or

whe

ther

the

y th

ink

it is

true

or

fals

e). D

ecis

ions

and

just

ifica

tions

are

then

fed

back

to

the

who

le c

lass

.

رةصو

ي ف

صخ

شل

حوة

ئلس

ع أض

و

Que

stio

n se

tting

aro

und

a pi

ctur

e: p

upils

in g

roup

s de

cide

on

and

note

que

stio

ns t

hey

wou

ld li

ke t

o as

k th

e pe

rson

/peo

ple

in t

he

pict

ure.

Thi

s ca

n be

follo

wed

up

by th

e re

adin

g of

a te

xt, I

nter

net

rese

arch

, the

vie

win

g of

a v

ideo

, etc

, to

try to

find

out

and

not

e an

swer

s to

the

que

stio

ns.

This

can

the

n le

ad o

n to

a p

iece

of

writ

ten

wor

k.

يةلو

ألوب ا

سح

ف ني

صت

Dia

mon

d ra

nkin

g: p

upils

wor

king

in g

roup

s ar

e gi

ven

a se

t of n

ine

girls

'/boy

s' n

ames

with

info

rmat

ion

abou

t the

orig

in o

f the

nam

es.

They

hav

e to

neg

otia

te o

rder

of

pref

eren

ce.

Dec

isio

ns a

re t

hen

fed

back

to w

hole

cla

ss w

ith ju

stifi

catio

ns. (

See

p53

)

ب طال

المن

ور ه

جمى

علع

ضومو

بالة

صخا

ار ك

أفض

عر

Pre

sent

idea

s to

an

audi

ence

(eith

er in

divi

dual

ly, in

sm

all g

roup

s or

with

the

cla

ss)

usin

g pr

epar

ed m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pre

sent

atio

n,

a sk

etch

, a p

oem

, a s

ong

or a

vid

eo. (

See

p49

)

تما

لومع

والة

رفمع

الب

سح

ل دو

جل

ماك

إ

Com

plet

ing

KW

L ch

art (

unde

r K p

upils

not

e w

hat t

hey

know

abo

ut

a to

pic,

und

er W

wha

t the

y w

ant t

o kn

ow a

nd u

nder

L w

hat t

hey

have

lear

nt (U

sefu

l in

help

ing

pupi

ls id

entif

y pr

ior k

now

ledg

e an

d ex

perie

nce

as a

new

topi

c or

con

cept

.

بةتا

ك و

ءةقرا

ق طر

م دا

خست

باص

لنن ا

مت

مالو

معج

خراست

ا

Usi

ng a

ctiv

e re

adin

g an

d w

ritin

g st

rate

gies

to

draw

inf

orm

atio

n fro

m t

exts

(inc

ludi

ng In

tern

et m

ater

ial)

and

then

to g

ener

ate

own

crea

tive

wor

ks.

يدش

أنا /

رةصي

قص

ص ق

ىعل

اد تم

العة ا

نيكا

إم

Wor

k on

this

topi

c co

uld

be b

ased

aro

und

a re

late

d sh

ort s

tory

, po

ems,

and

son

gs.

ي(ون

ترك

إلث

ح )ب

يرب

عث

ترا و

يطان

ريلب

ث اترا

الين

ة بارن

مق

Com

parin

g tra

ditio

ns in

UK

with

thos

e in

Ara

bic

coun

tries

bas

ed

on (I

nter

net)

rese

arch

. The

n cr

eatin

g po

ster

/dis

play

.

تيا

صخ

ش ال

دىح

ر إظ

ة نه

ج و

منص

لنة ا

تابك

ة اد

إع

Rew

ritin

g a

text

fro

m t

he s

tand

poin

t of

one

of

the

char

acte

rs/

peop

le re

ferr

ed to

.

"هو

" ى

إلا"

"أنل

ويح

وتن

زم ال

يرغي

ع ت م

صلن

ة اتاب

كة

ادإع

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

ins

tead

of f

irst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt).

ة تاب

كة

ولحا

مم

ة ثالد

لو/ ا

ج زوا

بالة

صخا

ج ازي

أه /

ئدصا

قءة

قراها

ة له

شاب م

ئدصا

ق

Rea

d po

etry

ins

pire

d by

birt

h or

mar

riage

, an

d th

en w

rite

own

poem

.

وره

ش م

صخ

شة

نازج

أو ف

فال ز

حفف

صط ت

حائة

جل م

لعم

Cre

ate

a po

ster

des

crib

ing

the

wed

ding

, fu

nera

l of

a f

amou

s pe

rson

.

Curriculum guide for Arabic

�8

Leve

l 8Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyCurrent affairs القضايا / الشؤون المعاصرة

سة

ياس

ال

Pol

itics

ئةبي

الم،

لوع

ال

Sci

ence

, env

iron

men

t

يةاع

تمج

ا ااي

ضق

Soc

ial i

ssue

s قةيا

للوا

ة ح

صال

Hea

lth a

nd fi

tnes

s

ىيق

سمو

الاز،

لفلت

، االم

ألفا

Film

, tel

evis

ion,

mus

ic

ضةيا

لرا

Spo

rts

سطق

ال

Wea

ther

ث؟حد

/ صل

حي

لذا ا

مث؟

داح

األي

فك

ترش

لمن ا

مط؟

ورمت

الص

خش

للفا

ص و

يط

تعن

ع أطي

ستل ت

ها؟

مدا

هش

ما /

قفمو

ف ص

ن تع أ

طيست

ل ته

ذا؟ ه

ثحد

ى مت

ل؟ؤو

سلم

ن ا م

ت؟با

سبلم

ا ا م

ذا؟ما

ل..؟

......

ن ع

مةج

نا ال

جتائ

لني ا

هما

..؟...

ن . ع

مج

تنن

ن أك

يمي

لتج ا

تائلن

ي ا ه

ماي

فضو

عي:

سيا

س ال

الج

لمي ا

فلة

داومت

ت ردا

مفذ ب

ميتال

الف

ريتع

......

يرأم

ن، طا

سلي،

والك،

ملس،

ئي، ر

راءوز

س ئي

، رير

وزن،

مارل

لبا

ة، حد

مت ال

مألم

ة ايئ

هم:

عال ال

ي ف

مةه

مية

ولت د

ماظ

منف ب

ريتع

ن ألم

س اجل

مة،

بيعر

الول

لدة ا

معجا

ز، يا

حالن

م اعد

ل دو

ر، حم

األب

ليص

ال...

و..يت

لفق ا

حو

ن طا

سر (

انط

سر ال

ة:لف

ختلم

ض امرا

األاء

سم بأ

يذالم

لتف ا

ريتع

ة قاي

لو وا

هاج

عالا/

هباب

س..أ

ة.وب

يبلغ

، الل

ش ال

ي،كر

س ال

و ،رب

ال،).

ة..رئ

الها

منتر

سش

ماند،

دري م

ال ري

م:عال

الي

فرة

هوش

لمم ا

قد ال

رةك

ق فر

...ا .

ونراد

ما /

انيد

ن زدي

الين

: زون

وره

شلم

م اقد

الرة

كو

عبوال

.....

د،يت

وناي

مدح

م سي

/ نالي

كي

علد

حم م

ن:رو

هوش

لمة ا

كممال

الال

طأب

ت ما

كلبال

ت غا

فرا ال

الءإم

م ر ث

واح

أو ص

ى ن إل

اعتم

ساال

فةذو

حلم

ا

List

enin

g fo

r spe

cific

wor

ds/p

hras

es: p

upils

are

giv

en c

opy

of ta

pe

scrip

t w

ith e

very

fift

h/te

nth

wor

d or

key

wor

ds/p

hras

es b

lank

ed

out.

As

they

list

en p

upils

hav

e to

try

to fi

ll in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils

sele

ct.

يناو

عنع

ضوو

ار ك

ألفم ا

أهد

ديح

ل تج

ن أ م

رةفق

ى إل

اعتم

ساال

List

enin

g to

lon

ger

pass

ages

of

fam

iliar

lan

guag

e an

d m

akin

g no

tes

unde

r hea

ding

s. T

hen

writ

ing

sum

mar

y in

ow

n w

ords

.

يةرب

لعه ل

متج

ترم

ة ثزي

ليج

إلنة ا

لغ با

صى ن

إلاع

تمس

اال

Re-

trans

latio

n: p

upils

are

giv

en a

num

ber

of t

arge

ts p

hras

es

in E

nglis

h. T

hey

liste

n to

aud

io/v

ideo

rec

ordi

ng a

nd n

ote

dow

n ta

rget

lang

uage

ver

sion

whe

n th

ey h

ear i

t.

ولجد

اللء

مم

م ثيل

فمن

ع ط

قا م

دةاه

ش م

ى / إل

اعتم

ساال

List

enin

g to

/vie

win

g au

dio

or v

ideo

clip

s (in

clud

ing

from

UK

bas

ed

radi

o an

d TV

sta

tions

and

the

Inte

rnet

) for

key

info

rmat

ion

whi

ch

is e

nter

ed i

nto

tabl

e. I

t is

als

o po

ssib

le f

or t

each

er t

o re

cord

si

mpl

ified

new

s br

oadc

ast.

ل قب

ن م

رةض

ح م

بارخ

ة أشر

ء نقا

إلى(

علب

درلت

)اير

ضح

تب

طالال

Writ

ing,

reh

ears

ing

and

perfo

rmin

g ow

n ne

ws

bulle

tin: t

his

coul

d be

vid

eoed

and

sho

wn

to y

oung

er c

lass

at t

he s

choo

l. O

r th

ere

coul

d be

exc

hang

e of

vid

eo w

ith p

artn

er s

choo

l.

ت ما

لومع

الكة

شبت

حاصف

أو ت

جال م

منع

ضيوا

مءة

قرا

Rea

ding

sel

ecte

d ar

ticle

s, e

tc.

from

new

spap

ers

or w

ebsi

tes

(incl

udin

g th

ose

whi

ch a

re U

K b

ased

). Id

entif

ying

key

info

rmat

ion,

an

d th

en m

ovin

g on

to

mor

e ch

alle

ngin

g ta

sks,

e.g

. W

ritin

g su

mm

ary

in o

wn

wor

ds, w

ritin

g an

e-m

ail i

n re

spon

se, m

akin

g up

se

t of q

uest

ions

bas

ed o

n te

xt fo

r ot

her

pupi

ls to

ans

wer

. Act

ive

read

ing

and

writ

ing

stra

tegi

es,

such

as

text

mar

king

, m

atch

ing

head

ings

to p

arag

raph

s an

d se

quen

cing

sho

uld

be u

sed

to h

elp

pupi

ls a

cces

s te

xt, i

dent

ify k

ey id

eas

and

deve

lop

awar

enes

s of

ho

w t

exts

are

org

anis

ed.

Whe

n se

lect

ing

text

s te

ache

rs s

houl

d al

so b

e al

ert t

o op

portu

nitie

s fo

r fo

cuss

ing

on p

artic

ular

are

as o

f gr

amm

ar o

r voc

abul

ary.

Pos

sibl

e ac

tiviti

es h

ere

wou

ld in

clud

e te

xt

mar

king

, cat

egor

isin

g an

d ta

ble

com

plet

ion. ية

بارخ

ة إيف

حص

ل عم

Cre

atin

g ne

wss

heet

.

يةرب

لعة ا

لغ ال

ىوإل

ن م

مةج

تر

Tran

slat

ion

from

and

into

Ara

bic.

Creativity اإلبداع

ئدصا

/قة

يرص

قص

صق

ت يا

حسر

مد/

شينا

أ

Sho

rt s

tori

es, p

oem

s,

song

s, p

lays

ن م

حدلل

ص( ي )

نب ال

ثدي

حاوأ

م ري

ك ال

آنقر

المن

ت آيا

د بها

شست

اال -

ولح

ك ال

ولنا

/ تت

دراخ

لمي ا

طعا

/ تن

خيتد

الرة

اهظ

ة يد

ص ق

منة

تارخ

مت

ياوأب

م هي

براظ إ

افح

ي لوق

شد

حمء أ

رثاة

يدص

ق-

و ص(

ي )نب

ال و

المس

لإلي

وقش

د حم

م أظي

تعي

فية

بولن

ة ازي

همال

ن بي

ة ئد

سا ال

قةفر

اللة

حاي

وقش

د حم

د أتق

ينة

يدص

لقه ا

هذي

فين

لمس

لما

ة ول

لدف ا

سية

لد وا

اء رث

ي ف

ينب

متلل

"ية

رفش

لمد ا

نع"

دةصي

ق-

ه.دت

والة

فا و

ي ف

لةدو

الف

سيها

فيي

عز. ي

يدان

حمال

ئدصا

لقة ل

ليلي

حة ت

راءق

Rea

d di

ffere

nt p

oem

s w

ith th

e cl

ass:

whi

lst r

eadi

ng a

sk s

tude

nts

to i

dent

ify a

nd d

iscu

ss p

lot,

setti

ng,

char

acte

r, co

nflic

t, m

otiv

e,

sym

bolis

m,

etc.

Int

rodu

ce v

ocab

ular

y an

d cr

itica

l rea

ding

ski

lls,

i.e. s

kim

min

g, s

cann

ing

and

iden

tifyi

ng v

iew

poin

t. H

avin

g w

orke

d on

tex

t w

ith c

lass

ask

stu

dent

s to

sel

ect

anot

her

poem

to

read

in

depe

nden

tly. T

hey

can

iden

tify

elem

ents

and

idea

s an

d pr

epar

e br

ief

book

rep

orts

to

shar

e w

ith c

lass

mat

es.

The

foc

us c

an b

e on

ele

men

ts s

uch

as s

ymbo

lism

, fig

ures

of

spee

ch,

rhyt

hmic

pa

ttern

s an

d im

ager

y. Id

eally

sel

ect t

exts

rela

ted

to to

pics

cov

ered

at

this

leve

l. Te

xts

can,

in fa

ct, b

e us

ed a

s ef

fect

ive

sprin

gboa

rd

into

a to

pic.

ورظ

منالء

إم

Run

ning

dic

tatio

n. (S

ee p

49صة (

قمن

زء ج

ة تاب

كط ل

طخ

مل

عم

Mak

ing

a la

belle

d pl

an o

r dia

gram

of t

he s

ettin

g of

par

t of t

he

stor

y.صة

لقت ا

ياص

خش

ن م

يةص

خش

ت لكرا

مذأو

ار حو

ة تاب

ك

Writ

ing

an in

terio

r mon

olog

ue o

r dia

ry p

age

of o

ne o

f the

ch

arac

ters

.

صةلق

ص لخ

ملة

تابك

Writ

ing

a su

mm

ary.

صةلق

( لم

ييتق

( سة

دراة

تابك

Writ

ing

a re

view

.

فتل

خ م

مني ز

فصة

لقة ا

تابك

ة اد

إع

Rew

ritin

g in

a d

iffer

ent t

ense

.

طةسي

د بصائ

قف

ليتأ

Com

posi

ng s

impl

e po

ems.

Curriculum guide for Arabic

�9

Leve

l 9Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cySocial issues : Law and crime تسلسل األحداث

مةري

ج ال

فري

ع/ ت

ف ص

و

Des

crib

ing

crim

es

ثدا

حاأل

ل س

سلت

Seq

uenc

e of

eve

nts

مةري

ج ال

فعدوا

Mot

ives

ة ط

شر ال

تقا

قيح

ت

ن(ألم

ل اجا

)ر

Pol

ice

inve

stig

atio

ns

تبا

قوع

ال

Pun

ishm

ents

ل؟ص

حي

لذا ا

مث /

حدذا

ما /

صصا

لر با

يرم

/ عن

ط /

جارش

/ داء

عت/ ا

ار ج

نف/ ا

ة رق

ست

دثح

/ ث

حد...

ع .رو

ش م

ير غ

ولخ

/ دي

هاب ار

ومج

ه/

التي

اغ /

تلق

..؟../

م جو

ه ال

ل /يا

غتاال

/ داء

عتاال

ذا ه

صلح

/ ث

حدى

متت؟

اباص

ك إنا

ههل

/ وم

جه

لل /

قةسر

لل /

بضر

للص

خاش

/ أص

خش

ض عر

، تم

نعال/

...ء..

داعت

لال /

تللق

/ لص

صالر

باب

ضرلل

/ عن

طلل

/ م

سملت

لت؟

قارو

سلم

ي ا ه

مات؟

قارو

س م

كنا

ههل

ء؟ ي

شق

سرل

هت

رقس

،)ول

حملم

/ ال

واج

الل )

قالن

ف اهات

الرق

سة،

رقس

ت صل

حم،

نعة

جدرا

ت، هرا

جو م

عةط

قة،

اعس

الد،

لية ا

يبحق

د، قو

لنة ا

ظحف

م...

...رة

ياس

ة، ئي

واه

ة؟جث

الت

شفكت

ن ا أي

ة؟جث

الف

شاكت

م ان ت

أين؟

يا ع

وده

شي

ك أنا

هان

كل

هء؟

يش

ي ت أ

أنت

هدشا

ل ه

ب(هر

، يري

ج) ي

ض ك

ير /

دده

م يج

هالم

/ اص(

لل )ا

رقسا

الت

رأيم،

نعب؟

هر ال

ديعت

لم/ ا

م ج

هالم

( ارق

سا)ال

ص لل

ع اطا

ستف ا

كي..؟

ي.تد

مع ال

ص /لل

ف اص

ن تع أ

طيست

ل ته

/ ده

عنل

ها؟

هفات

صوا

مه /

فاتص

وا م

ي ه

مار؟

عم ال

منغ

بل/ ت

لغيب

م ك

ة(؟رق

فاة )

يزمم

ت ما

عالها

ندع

...ث(.

ثال ال

قدلع

ت)انا

ثيثال

ال/ )

يثان

القد

لع )ا

تنا

ريش

لعي ا

فدو

تبو /

بدي

مرلع

ن ام

ض بي

األق

عر ال

منة،

ظارس ن

لب، ي

سرألي

/ ان

يماأل

ه خد

ي ف

يركب

ح جر

ه ل

......

فرص

األ/

ة؟يم

جر ال

وعوق

اء ثن

ت أكن

ن أي

ل /فع

ت تكن

ذا ما

ب بي

ط /

وقس

الي /

ستدر

مي /

مل ع

ى ال

ييق

طري ب

زلمن

در غا

ت أكن

...ان

سناأل

...ة.

طح

لمه ا

جابات

ي ش

أم /

لةاف

ح ال

ظرنت

أا؟

حايض

المع

ة ط

شر ال

الج

ث رحد

ل ته

ل جا

ل رح

ل ه

م ؟ه

/ به

ه بتب

شلم

بان(

ألم) ا

ة ط

شر ال

الج

ك رس

أمل

هة؟

ناج

الي /

جان ال

ىعل

ض قب

الوا

لقل أ

هة؟

يمجر

الغز

ة لط

شرال

..؟ت.

هابا

شت/ ا

ن هي

برا /

ئنقرا

/ ئل

دالة

طشر

الال

جى ر

لدت

كانل

ه /

هوة

يمجر

الت

كبارت

ي لت

/ اب

كارت

ي لذ

ن اة أ

طشر

الال

جد ر

تقيع

...ي.

ه...

ى . إل

يرش

/ يل

يدل

ليك د

ناه

ة؟يم

جر ال

بكا

ارتاء

ورع

افدو

الع /

افلد

ا ام

/ )

نةس

...ة

مد، ل

بدمؤ

)الن

جس

باله

لي ع

مك

ح..و

...ة.

يمجر

..ب...

ن.دي

أ...

ي نف

بال /

امعد

اإلب

مةري

ج ال

ي ف

قواب

س ال

بحا

صن أ

مهو

......

د:اع

قوال

رعضا

لمو ا

ي ض

ما ال

عللف

ا•

جر ال

فرو

حف.

طلع

ت ادوا

أ•

بطال

الئة

هيلت

ع ضو

موبال

ق عل

مت ال

طط

خلم

م ادا

خست

ا

Bra

inst

orm

ing:

us

ing

spid

ergr

am

(and

w

ith

visu

al

supp

ort),

br

ains

torm

idea

s/in

form

atio

n re

late

d to

crim

e.

ح ص

ه: لي

عية

غولل

ت اطا

شالن

ض ابع

اء جر

وإي

ئقوثا

م يل

فض

عرم

يللف

ة اص

بقف

ريتع

الل،

دوج

اللء

مطأ،

خ /

View

ing

vide

o/D

VD

reco

rdin

gs. (

See

p76

)

تغا

فرا ال

الءإم

ووع

ضمو

بالة

لقتع

مت

اراعب

ى إل

اعتم

ساال

List

enin

g fo

r spe

cific

wor

ds/p

hras

es: p

upils

are

giv

en c

opy

of ta

pe

scrip

t w

ith e

very

fift

h/te

nth

wor

d or

key

wor

ds/p

hras

es b

lank

ed

out.

As

they

list

en p

upils

hav

e to

try

to fi

ll in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils

sele

ct. ب

سح

ة يم

جر ال

منف

فيخ

لتة ل

ومك

ح ال

تاءا

جرف إ

صنية

لوألو

ا

Dia

mon

d ra

nkin

g: p

upils

wor

king

in

grou

ps a

re g

iven

a s

et o

f ni

ne p

ropo

sals

on

sepa

rate

pie

ces

of c

ard

sugg

estin

g w

hat s

teps

th

e go

vern

men

t sho

uld

take

to r

educ

e cr

ime.

The

y ar

e as

ked

to

rank

the

prop

osal

s in

ord

er o

f prio

rity

by fo

rmin

g th

e ni

ne c

ards

in

to t

he s

hape

of

a di

amon

d. T

hen

pres

ent

it to

the

cla

ss a

nd

deba

te (S

ee p

53).

هدشا

والق

حقلم

ن ابي

ة بل

قا م

يلمث

وتاد

عدإ

Inte

rvie

w: s

crip

t and

act

out

an

inte

rvie

w b

etw

een

dete

ctiv

e an

d so

meo

ne w

ho h

as w

itnes

sed

a cr

ime.

ها يم

قدوت

ة يم

جرن

رعصو

أو ل

سسل

مم /

يل ف

ولح

ق لي

تعاد

عدإ

فص

لل

Pre

parin

g a

com

men

tary

for

a f

ilm c

lip o

r a

serie

s of

pho

tos

depi

ctin

g a

crim

e an

d pr

esen

t to

clas

s

بةتا

ك ال

رةها

م

Sta

tem

ents

act

ivity

.

رةصو

ل حو

ة ئل

سح أ

طر

Que

stio

n se

tting

aro

und

a pi

ctur

e.

ت طا

شاي ن

فية

حفص

ت اال

مق /

يرقار

م تدا

خست

ن اك

يمفة

تلخ

م

Rep

orts

on

crim

es in

the

pres

s ca

n be

use

d fo

r a ra

nge

of a

ctiv

e re

adin

g an

d w

ritin

g ac

tiviti

es.

هاوع

وق /

هاوث

حدن

زما ل

فق و

ثدا

حاأل

ب تي

تر

Seq

uenc

ing

activ

ities

: ofte

n ve

ry a

ppro

pria

te, s

ince

repo

rts

gene

rally

refe

r to

even

ts in

chr

onol

ogic

al o

rder

.

عدوا

لق/ ا

م ها

تفس

األت

دوا/ أ

ت ردا

مفد

ديح

وتص

لنة ا

راءق

Text

mar

king

: to

iden

tify

e.g.

who

, wha

t, w

here

, whe

n et

c. Id

entif

y cr

ime

rela

ted

voca

bula

ry O

R e

xam

ples

of g

ram

mat

ical

feat

ures

.

نةعي

مت

ظاح

مالن

ويتد

/ ان

نولع

بارة

فق ال

طرب

Mat

chin

g pa

ragr

aph

head

ings

to p

arag

raph

s or

not

e-ta

king

.

صةخا

الب

طال ال

تردا

مفم

داخ

ست با

صلن

ص اخي

تل

Sum

mar

isin

g in

ow

n w

ords

.

ة حي

ض ال

ظرة ن

هج

ومن

ث دا

حاأل

ف ص

وة:

هج

موة

تابك

Gui

ded

writ

ing:

e.g

. des

crip

tion

of e

vent

s fro

m p

ersp

ectiv

e of

vi

ctim

.

ها ض

بعت ب

ماكل

القة

عالف

شاكت

الس

موقا

الام

خدست

اض

بعال

Dic

tiona

ry a

ctiv

ity to

exp

lore

wor

d re

latio

nshi

ps (

noun

, adj

ectiv

e,

verb

).

عدوا

لقز ا

زيتع

ي لاع

جم /

ينائ

/ ثي

رد ف

طشا

ن

Gra

mm

ar a

uctio

n: th

is a

ctiv

ity in

volv

es p

rese

ntin

g cl

ass

with

ten

sent

ence

s, f

ive

of w

hich

hav

e m

ista

kes

in t

hem

. S

ente

nces

are

se

lect

ed t

o fo

cus

on p

oint

s st

uden

ts a

re w

orki

ng o

n. S

tude

nts

(wor

king

ind

ivid

ually

, in

pai

rs o

r in

gro

ups)

are

tol

d th

at t

hey

each

hav

e a

certa

in a

mou

nt o

f mon

ey w

ith w

hich

to b

id fo

r ea

ch

sent

ence

. Stu

dent

s st

udy

sent

ence

s an

d th

en h

ave

a ch

ance

to

bid

agai

nst e

ach

othe

r to

'buy

' sen

tenc

es fr

om th

e te

ache

r. Th

e w

inne

r is

/are

the

stud

ent(s

) w

ho s

ucce

ed(s

) in

'buy

ing'

the

mos

t co

rrec

t sen

tenc

es.

يةرب

لعة ا

لغ ال

ىوإل

ن م

مةج

تر

Tran

slat

ion

to a

nd fr

om A

rabi

c.

مكل

مت ال

غةصي

ل بد

ب غائ

الغة

صيص ب

ة نتاب

كة

ادإع

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

inst

ead

of fi

rst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt).

تيا

صخ

ش ال

دىح

ر إظ

ة نه

ج و

منص

لنة ا

تابك

ة اد

إع

Rew

ritin

g a

text

fro

m t

he s

tand

poin

t of

one

of

the

char

acte

rs/

peop

le re

ferr

ed to

.

Curriculum guide for Arabic

80

Leve

l 9Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cySocial issue: racism. قضايا اجتماعية: التمييز العنصري

قااب

سة:

ريص

عنال

قاح

وال

Rac

ism

then

and

now

يصر

عن ال

يزمي

لتب ا

باس

أ

Cau

ses

of r

acis

m

يصر

عن ال

يزمي

لتة ا

حاف

كم

Pre

vent

ing

raci

sm

Res

ourc

es

http

://w

ww

.ires

pect

.net

/ ht

tp://

ww

w.re

dhot

curr

y.co

m/

ة؟بي

عر ال

الدلب

ي ا ف

أويا

طانري

ي ب ف

ريص

عنيز

مي ت

جديو

/ ك

نا ه

هلا؟

نيطا

ريى ب

الوء

جلل

/ اح

زولن

/ اة

جره

بالب(

جاناأل

س )نا

الدأ

ى بمت

ذ من

..؟وء.

جلل

/ اة

جره

للس

نا ال

الءهؤ

ت فع

ي دلت

ب ابا

ساأل

ي ه

ماة؟

نيطا

ريلب

ت امرا

تعس

لمخ ا

اريبت

...وء

جلل

/ اة

جره

القة

عالي

هما

...د..

ضة

ريص

عنة

رقتف

/ ري

صعن

يز مي

ك تنا

هة

ريص

عن ال

تاءا

تدالع

ن ا م

يركث

الث(

حدل )

صح

/ جد

يو

......

.و....

ن.بي

م دائ

تر تو

ك نا

هي

صرعن

اء تد

اعة

حيض

...ن..

كا

ن؟يي

صرعن

س نا

الض

بعل

جعي ت

لتب ا

باس

األما

س نف

ى عل

...ـ..

الكل

ل ه

س؟نا

المن

ة وع

جملم

ة طي

نم ال

رةصو

الما

ة؟كل

شاال

ن م

عةمو

جلم

ة طي

نم ال

رةصو

الت

رياظ

م نعال

اإلل

سائ و

جعش

ف تكي

س؟نا

الة؟

رقتف

الى

علاء

ضلق

/ اة

اربح

مكن

يمف

كيس؟

دارلم

ي ا ف

ريص

عنيز

ميد ت

جيو

/ ية

صرعن

ة رق

تفد

جتو

ل ه

د ض

ة هي

كرا ال

ىعل

ة ين

معة

نيط

وت

ماظ

منض

حر/ ت

ك حر

ف تكي

ب؟جان

األة

رقتف

الي /

صرعن

اليز

ميلت

ف اوق

ل لفع

ن تت أ

ماكو

ح ال

ىعل

ب ج

ا ياذ

مة؟

ريص

عنال

ة؟هر

ظا ال

ذه ه

مند

حلل

ه ذل

ع بطي

ستي أ

لذي ا

ردلف

د اه

ج ال

ماش:

قالن

ي ا ف

مةخد

ستلم

ة الغ

ال...

ى .خر

ة أحي

نامن

و ..

ة..حي

نامن

...را.

خيو أ

..ا..

لث ثا

...ا .

ني.ثا

.. وال

أ...

ل .حا

ي( )أ

يةى أ

عل /.

...ن

ن أ م

مرغ

بال /

أنع

م...

ن..ه أ

فيك

شال

ما م

......

ن.ى أ

سنن

ن ع أ

طيست

/ نن

كيم

ال ...

.. ي

رأيي

ف...

.. دي

قاعت

ي ا ف

......

أنة

صيخ

ش ال

ريظ

ة نه

ج و

من ..

.....

انك

ذا ا إ

مى

علد

تميع

ذا .ه

.....

صةخا

الي

بتجر

ن تم

د:اع

قوال

ئرما

ض ال

م،ها

تفس

االت

دوا، أ

ينف

الب

لوس

أ•

ولحل

الاح

تراق

وت

فاخال

الب

باس

ح أض

توط

حائة

جل م

لعم

Com

mis

sion

for

Rac

ial

Equ

ality

(C

RE

) 'd

iver

sity

' po

ster

cou

ld

be u

sed

a st

artin

g po

int

for

disc

ussi

on a

bout

div

ersi

ty a

nd t

he

mak

e up

of

Brit

ish

soci

ety.

Wha

t m

akes

the

peo

ple

diffe

rent

, w

hat

do t

hey

shar

e? W

hy d

o co

nflic

ts a

rise?

Wha

t ar

e ty

pica

l pr

ejud

ices

/mis

unde

rsta

ndin

gs?

How

can

bet

ter

unde

rsta

ndin

g be

dev

elop

ed?

Res

ourc

es

ww

w.c

re.g

ov.u

k/pu

bls/

cat_

post

ers.

htm

l

ت ردا

مف ال

ىعل

ذ مي

تال ال

يدعو

لتج

امرن

و بم أ

يل ف

ى إل

اعتم

ساال

ة يد

جدال

List

enin

g to

vid

eo/D

VD

rec

ordi

ngs

(clip

s or

who

le p

rogr

amm

es,

dram

a or

doc

umen

tary

) ca

n be

effe

ctiv

e w

ay to

inpu

t ide

as a

nd

fam

iliar

ise

pupi

ls w

ith re

leva

nt la

ngua

ge.

ريص

عن ال

يزمي

لتن ا

محد

والة

عيتو

الف

هدة ب

سبنا

مم

ظيتن

Org

anis

ing

and

pres

entin

g an

ant

i-rac

ist

even

t. U

sefu

l id

eas

and

info

rmat

ion

for

teac

hers

can

be

foun

d at

the

ire

spec

t an

d re

dhot

curr

y w

ebsi

tes

(See

The

mes

, top

ics,

text

s, o

ppos

ite)

قاف

أوال

/ ق

افأو

ب س

حار

كألف

ف اني

صت

Sta

tem

ents

act

ivity

: pup

ils w

orki

ng in

pai

rs/g

roup

s ar

e gi

ven

set

of s

tate

men

ts a

nd a

re a

sked

to c

lass

ify e

ach

stat

emen

t acc

ordi

ng

to w

heth

er t

hey

agre

e or

dis

agre

e w

ith it

(or

whe

ther

the

y th

ink

it is

true

or

fals

e). D

ecis

ions

and

just

ifica

tions

are

then

fed

back

to

the

who

le c

lass

.

اءبن

األ و

هلاأل

ن بي

ف خال

ي: يل

مثل ت

عم

Rol

e-pl

ay:

argu

men

t be

twee

n pa

rent

and

chi

ld.

Chi

ld h

as f

riend

of

diff

eren

t eth

nic

back

grou

nd. P

aren

t dis

appr

oves

and

wou

ld li

ke

child

to

asso

ciat

e on

ly w

ith c

hild

ren

of s

ame

back

grou

nd.

It

is

poss

ible

to g

et s

tude

nts

to s

crip

t a d

ram

a sk

etch

on

this

them

e,

e.g.

as

a ch

at s

how

, and

then

act

it o

ut.

بطال

الور

هجم

ى عل

ار ك

أفض

عر

Pre

sent

ing

idea

s to

an

audi

ence

(ei

ther

ind

ivid

ually

, in

sm

all

grou

ps

or

with

th

e cl

ass)

us

ing

prep

ared

m

ater

ial,

visu

als,

ge

stur

e an

d ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a s

ong

or a

vid

eo.

ت حا

صفأو

ت جال

لمي ا

فيع

ضوا

لمو ا

ت أاال

مق ال

ضبع

ة راء

قوع

ضمو

للة

يئه

كتت

رننت

اإل

Rea

ding

sel

ecte

d ar

ticle

s, e

tc. f

rom

new

spap

ers

or w

ebsi

tes

(incl

udin

g th

ose

whi

ch a

re U

K b

ased

). Id

entif

ying

key

in

form

atio

n, a

nd th

en m

ovin

g on

to m

ore

chal

leng

ing

task

s.

ل:مث

ة لف

خت م

تطا

شان ن

ضميت

ه ج

موث

حب

Gui

ded

rese

arch

: e.g

. int

o di

scrim

inat

ion,

in

volv

ing

one

or m

ore

of th

e fo

llow

ing:

• Id

entif

icat

ion

of in

form

atio

n: te

xt m

arki

ng.

• C

ateg

oris

atio

n of

info

rmat

ion:

tabl

e co

mpl

etio

n.

• R

efor

mul

atio

n of

info

rmat

ion:

sum

mar

isin

g/pr

oduc

ing

an

ill

ustra

ted

fact

she

et.

• P

rese

ntat

ion

of in

form

atio

n to

an

audi

ence

.

يةصر

عنبال

ق عل

متص

ى نعل

ق لي

تعوال

ة جم

ترة/

راءق

Rea

d/tra

nsla

te/re

view

a p

oem

rel

ated

to r

acis

m. T

hen

writ

e ow

n po

em.

صصو

لنص ل

خمل

ة تاب

ك

Sum

mar

y.

يةرب

لعة ا

لغ ال

ىوإل

ن م

مةج

تر

Tran

slat

ion

from

and

into

Ara

bic

lang

uage

: e.g

tran

slat

ion

of o

ne

para

grap

h fro

m t

ext

bein

g st

udie

d in

to E

nglis

h or

re-

trans

latio

n fro

m E

nglis

h ba

ck in

to A

rabi

c, fi

nally

com

parin

g to

orig

inal

.

مكل

مت ال

غةصي

ل بد

ب غائ

الغة

صيص ب

ة نتاب

كة

ادإع

Rew

ritin

g a

text

in a

diff

eren

t per

son

(third

inst

ead

of fi

rst p

erso

n)

or te

nse

(pas

t ins

tead

of p

rese

nt).

تيا

صخ

ش ال

دىح

ر إظ

ة نه

ج و

منص

لنة ا

تابك

ة اد

إع

Rew

ritin

g a

text

fro

m t

he s

tand

poin

t of

one

of

the

char

acte

rs/

peop

le re

ferr

ed to

.

Curriculum guide for Arabic

81

Leve

l 9Th

emes

, top

ics,

text

sK

ey s

truc

ture

s an

d vo

cabu

lary

Ora

cyLi

tera

cyCurrent affairs قضايا معاصرة

سةيا

سال

Pol

itics

ئةبي

الم،

لوع

ال

Sci

ence

, env

iron

men

t

يةاع

تمج

ا ااي

ضق

Soc

ial i

ssue

s قةيا

للوا

ة ح

صال

Hea

lth a

nd fi

tnes

s

المإلع

ل اائ

س و

Film

, tel

evis

ion

and

mus

ic

ضةيا

لرا

Spo

rts

سطق

ال

Wea

ther

To

pica

l ite

ms

sele

cted

as

app

ropr

iate

..؟ي.

فيد

ه ن ل

كان

مط /

ورمت

المن

/ صل

حي

لذا ا

مة؟

دثحا

الص /

خش

الف

ص و

ينيع

طست

ع/تطي

ستل ت

هذا؟

ماو ل

ا؟ هذ

ل ص

حى

متع؟

افدو

الب /

باس

األي

هما

..؟...

عنل

ؤوس

لمن ا

ما؟

هول

صح

ع وق

مت ال

جتائ

لني ا

اهم

.....

وررف

داق،

عرا ال

ن،طي

سفل

ة ضي

قط،

سألو

ق اشر

الايا

ض ق

ة:س

ياس

ال...

ت.ابا

خنت

االة،

طيقرا

يملد

اض،

ألرة ا

رارح

ة ج

درع

فاارت

ت، ايا

نف ال

يردو

، تث

لولت

: ائة

بي ال

م /لو

لعا

).ن..

كيبرا

ت، انا

ضفي

ل، الز

)زية

يعطب

الث

وارك

.ال...

ن.زو

ألوة ا

بقط

ب ثق

ن م

رادأف

ن دا

فقد،

شر، ت

عةجا

)مة

نيسا

إنث

وارك

ن م

هاعن

م ج

ينما

و ).

...لة

عائال

ياع

صن ال

ملح

الم،

حيلر

ل اقت

الخ،

ساتن

ساال

ق ح

ر، ك

مب ال

اجزو

الل،

فاط

األة

مال ع

ة،طال

لب: ا

يةاع

تمج

ا اضاي

ق...

يدعب

الرة

جا، ت

اةاو

سلم

، اأة

مر ال

قح

ل، طف

الق

حن،

طوا

لما

......

......

......

ب.صا

غتاال

ر، ثأ

الة،

اعمن

القد

فض

مرة )

شرنت

لمة ا

بئألو

واض

مرااأل

ة: اق

ليوال

ة ح

صال

ة قاي

لو وا

هاج

عالق

طر و

هاض

عرا( أ

...ة.

عيقال

الى

حم ال

ور،طي

الى

حم هامن

...ت.

جال م

از،لف

، تئد

جراف،

حص

م: عال

اإل...

...اد.

بيلم

ألو، ا

يوب

وراأل

ي ور

لد، ا

معال

الس

كأة:

ضريا

الع

وقلم

ر اثي

تأس،

طق ال

لةحا

ة س

درا (

سطق

الت

يراتغ

س: طق

ال)..

ي.اف

غرج

ال

تغا

فرا ال

ئمل

ل ج

ن أ م

اعتم

ساال

List

enin

g fo

r sp

ecifi

c w

ords

/phr

ases

: pu

pils

ar

e gi

ven

copy

of

tap

escr

ipt

with

eve

ry f

ifth/

tent

h w

ord

or k

ey w

ords

/phr

ases

bl

anke

d ou

t. A

s th

ey l

iste

n pu

pils

hav

e to

try

to

fill

in m

issi

ng

wor

ds.

This

can

be

mad

e ea

sier

by

prov

idin

g ju

mbl

ed li

st f

rom

w

hich

pup

ils s

elec

t.

يناو

عنع

ضوو

ار ك

ألفم ا

أهد

ديح

ل تج

ن أ م

اعتم

ساال

List

enin

g an

d no

ting:

lis

teni

ng t

o lo

nger

pas

sage

s of

fam

iliar

la

ngua

ge

and

mak

ing

note

s un

der

head

ings

. Th

en

writ

ing

sum

mar

y in

ow

n w

ords

.

يةرب

لعى ا

إلته

جمتر

م ة ث

زيلي

جإلن

ة الغ

بالص

لنى ا

إلاع

تمس

اال

Re-

trans

latio

n: p

upils

are

giv

en a

num

ber

of t

arge

ts p

hras

es

in E

nglis

h. T

hey

liste

n to

aud

io/v

ideo

rec

ordi

ng a

nd n

ote

dow

n A

rabi

c ve

rsio

n w

hen

they

hea

r it.

ولدا

ج ال

الءإم

م و ث

ديلرا

ى ا إل

اعتم

ساال

أو از

لفلت

ة اهد

شا م

List

enin

g to

/vie

win

g au

dio

or v

ideo

clip

s (in

clud

ing

from

UK

bas

ed

radi

o an

d TV

sta

tions

and

the

Inte

rnet

) for

key

info

rmat

ion

whi

ch

is e

nter

ed i

nto

tabl

e. I

t is

als

o po

ssib

le f

or t

each

er t

o re

cord

si

mpl

ified

new

s br

oadc

ast.

بارخ

األت

شرام ن

ديتق

ى عل

ب در

لتا

Writ

ing,

reh

ears

ing

and

perfo

rmin

g ow

n ne

ws

bulle

tin: t

his

coul

d be

writ

ing,

vid

eoed

and

sho

wn

to y

oung

er c

lass

at t

he s

choo

l. O

r th

ere

coul

d be

exc

hang

e of

vid

eo w

ith p

artn

er s

choo

l.

الءزم

الى

علها

الؤإم

م ن ث

ومل

جمظ

حف

Run

ning

dic

tatio

n. (S

ee p

49)

ي ف

هاام

خدست

وات

جاللم

واد

رائج

المن

ة تار

خ م

تاال

مقة

راءق

صصو

لن با

قةعل

متة

لفخت

مطة

شأن

Rea

ding

sel

ecte

d ar

ticle

s, e

tc.

from

new

spap

ers

or w

ebsi

tes

(incl

udin

g th

ose

whi

ch a

re U

K b

ased

). Id

entif

ying

key

info

rmat

ion,

th

en m

ovin

g on

to m

ore

chal

leng

ing

task

s, e

.g.

writ

ing

sum

mar

y in

ow

n w

ords

, w

ritin

g an

em

ail i

n re

spon

se,

mak

ing

up s

et o

f qu

estio

ns b

ased

on

text

for

oth

er p

upils

to a

nsw

er. A

ctiv

e re

adin

g an

d w

ritin

g st

rate

gies

, suc

h as

text

mar

king

, mat

chin

g he

adin

gs to

pa

ragr

aphs

and

seq

uenc

ing

shou

ld b

e us

ed to

hel

p pu

pils

acc

ess

text

, ide

ntify

key

idea

s an

d de

velo

p aw

aren

ess

of h

ow te

xts

are

orga

nise

d. W

hen

sele

ctin

g te

xts

teac

hers

sho

uld

also

be

aler

t to

opp

ortu

nitie

s fo

r fo

cusi

ng o

n pa

rticu

lar

area

s of

gra

mm

ar o

r vo

cabu

lary

. P

ossi

ble

activ

ities

her

e w

ould

incl

ude

text

mar

king

, ca

tego

risin

g an

d ta

ble

com

plet

ion.

يةبار

خة إ

يفح

صل

عم

Cre

atin

g ne

wss

heet

.

Creativity اإلبداع

م ال

أفص،

صق

Sho

rt s

tori

es, p

lays

ل ج

ة رص

قية

روا ال

يك

ح: ت

ظ(فو

ح م

بجي

) نب

كالوال

ص لل

ة اواي

رف.

حراالن

ه لفع

ا د م

).....

قرلف

وانة

ياخ

الثل

مف )

روظ

المن

ير كث

ض لعر

يتل

مثة )

لفخت

مية

اعتم

جا ا

ضايوق

ب قا

لع وا

مةري

ج ال

يةروا

الذه

هج

عالت

ي ف

صر م

ي ف

ئدسا

الي

سيا

س ال

ضعلو

س اك

تع و

)....،

ادس

لف، ا

لةطا

لبا

د ح

كأة

نيدي

الم

قيبال

ك س

تم ال

صةلق

ه اهذ

ضا زأي

عز. ت

رةفت

الك

تلف.

حراالن

م اعد

ة لعد

سالم

ب ابا

ساأل

ي، راز

الي،

رابفا

النا،

سين

ابل:

مثب

عر ال

اءلم

لعن ا

معة

موج

مكر

ذة.

بيغر

والة

بيعر

الت

اراض

ح ال

ىعل

م ره

ثي تأ

..و...

ي.ند

كال

ها في

م خد

ستة ي

دفها

ة صي

ص ق

عةمو

ج م

ع(:قف

لمن ا

البة )

منود

ة يل

كلل

صاإلي

ت( انا

يوح

الين

ة بلف

خت م

فاق

موة )

عارست

اال و

يهشب

لتب ا

كاتال

ن ع

يك

حوت

م ك

ح و

تيا

القخ

ص أص

لقه ا

هذل

حم. ت

راءلق

ى ا إل

فدا

ألها

اء.ك

لذم ا

داخ

ستا

ت، يا

صخ

ش ال

سةدرا

ه )لي

عية

يلحل

ة تس

درااء

جرو إ

ص لن

ة اراء

قه(

بيش

لت، ا

يةنا

ك ال

ت،ارا

تعس

االب

لوس

أ

Rea

d st

ory

with

the

clas

s: w

hils

t rea

ding

ask

stu

dent

s to

iden

tify

and

disc

uss

plot

, se

tting

, ch

arac

ter,

conf

lict,

mot

ive,

sym

bolis

m,

etc.

Int

rodu

ce v

ocab

ular

y an

d cr

itica

l re

adin

g sk

ills

skim

min

g,

scan

ning

an

d id

entif

ying

vi

ewpo

int.

Hav

ing

wor

ked

on

text

w

ith c

lass

ask

stu

dent

s to

sel

ect

anot

her

shor

t st

ory

to r

ead

inde

pend

ently

. The

y ca

n id

entif

y el

emen

ts a

nd id

eas

and

prep

are

brie

f boo

k re

ports

. If p

oetry

is c

hose

n, th

en th

e fo

cus

can

be o

n el

emen

ts s

uch

as s

ymbo

lism

, fig

ures

of s

peec

h, rh

ythm

ic p

atte

rns

and

imag

ery.

Idea

lly s

elec

t tex

ts r

elat

ed to

topi

cs c

over

ed a

t thi

s le

vel.

Text

s ca

n, i

n fa

ct,

be u

sed

as e

ffect

ive

sprin

gboa

rd i

nto

a to

pic.

صةلق

ن ا م

زءج

أو ة

صلق

ل احو

ار ط

و إة أ

طخ

ة تاب

ك

Mak

ing

a la

belle

d pl

an o

r di

agra

m o

f th

e se

tting

of

part

of t

he

stor

y.

تيا

صخ

ش ال

حدت أ

كرامذ

ة ح

صفة

تابك

Writ

ing

an '

inte

rior

mon

olog

ue'

or d

iary

pag

e of

one

of

the

char

acte

rs.

صةلق

ث ادا

حص أ

خيتل

Writ

ing

a su

mm

ary.

صةلق

ة اجع

مرا

Writ

ing

a re

view

.

ف تل

خ م

منم ز

داخ

ست با

صةلق

ن ا م

زاءج

ة أتاب

كة

ادإع

Rew

ritin

g in

a d

iffer

ent t

ense

.

طةسي

د بشي

أناف

ليتأ

Com

posi

ng s

impl

e po

ems.

82

Assessment at Levels 7–9Whilst teaching at levels 7–9 should not be dominated by examination requirements, colleagues will wish toensure that pupils are familiar with the types of task commonly used by examination boards. Past papers can be a useful source of teaching material.

This section is divided into two parts:1 Ongoing informal assessment2 Formally accredited assessment

Ongoing informal assessmentTeachers draw on a range of evidence (responses to questions, observation of pair/group activities, markingof work) to make judgements about the degree to which:

In oracy pupils are able to:Describe people, places, feelings, moods in some detail (use of adjectives and adverbs, relative clauses, qualifiers);Express and justify opinions (by presenting arguments, giving illustrations – use of subordinate clauses);Report a sequence of events (crime or news event) using appropriate tenses, link words, conventions for directand indirect speech, etc.;Speculate about people and events (use of conditional sentences);Deal with elements of unpredictability in everyday transactions;Deliver a short prepared presentation fluently and with good pronunciation (using voice and gesture effectively toenhance expression) and respond to follow up questions. Show awareness of audience;Apply what they have learnt to new situations;Use stalling strategies (fillers) to assist in maintaining flow of conversation.

•

••

•••

••

In intercultural understanding/creativity pupils are able to:Analyse/interpret short literary works/film (clips) by commenting on setting, plot, character, message (reviews);Perform songs and sketches;Compare and contrast aspects of different cultures through carrying out (Internet) research, exchanginginformation with partner school via e-mail,oral presentations, creating posters/displays;Take into account different viewpoints, e.g. by writing a page in the diary of someone living in another country,scripting an (imaginary) interview with a famous person or a character in a story, painting or sculpture;Carry out a project/compose text with a particular audience in mind (e.g. class in a partner school abroad);Compare the presentation of ideas, attitudes and feelings in contrasting textsRecognise bias and objectivity, distinguishing facts from hypotheses, theories and opinions.

•••

•

•••

In literacy pupils are able to:Understand and respond to a range of text types, factual and imaginative (letters, articles, brochures, e-mails, web pages, radio interviews, films, stories, poems);Understand texts which include some complex sentences and unfamiliar language;Identify and summarise relevant information when carrying out research (including on the Internet);Express information/ideas contained in texts clearly and concisely in their own words;Draft and redraft text (using a word processor) to improve content, organisation of ideas, accuracy andpresentation;Understand and respond to texts in formal as well as informal registers (e.g. job advertisements and applications,formal letters);Synthesise information from various sources;Use a dictionary and other reference materials to improve accuracy, precision and variety of expression;Identify relationships between words and use this both to support memorisation and to deepen understanding ofhow the language system works;Make intelligent guesses based on knowledge of the world;Use clues to work out meaning (pictures, headings, layout, lexical and syntactic features).

•

••••

•

•••

••

83

In self- and peer-assessment pupils are able to:

Identify and explain mistakes in their own work and that of other pupils;Self-assess in relation to clear (GCSE/AS) criteria;Identify daily/weekly/monthly goals which are reviewed;Assess work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation);Keep a log of their reading, viewing, and listening activities, both in and outside of school. They should include:– Title and author, artist, actor, or musician– Context, genre or form (e.g. film on videotape, CD I bought, magazine in the library)– A short description

Build up a portfolio based on projects, different types of written text composed over the year;Assess piece of work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation).

••••

•

••

Formally accredited assessment

Asset Languages (Intermediate Stage)

LL* Can Do statementsThese statements are intended to reflect the likely observable outcomes ofachievement at each level. They are notdefinitions of proficiency in themselves.

Examples of teacher assessed tasksThere is some scope for teachers to adapt material to suit their own programme of study.

7 L I can understand longer passages and recognisepeople’s points of view.

Learners hear a radio interview and answer three-option multiple choice questions.

S I can answer simple unprepared questions in aconversation or following a presentation.

Learners play a guessing game in a group, askingand answering questions.

R I can understand longer texts and recognisepeople’s points of view.

Three-option multiple choice based on a text.

W I can write a text (e.g. a report or a letter)conveying simple opinions and/or points of view.

Transfer of meaning based on personal information.

8 L I can understand passages including someunfamiliar material from which I can recogniseattitudes and emotions.

Learners match English sentences to short spokenextracts.

S I can tell a story or relate the plot of a book or filmand give my opinions about it.

Learners make a presentation about a news itemof their choice.

R I can understand texts including some unfamiliarmaterial from which I can recognise attitudes andemotions.

Identifying five correct English sentences from a listof ten about a text.

W I can produce formal and informal texts in anappropriate style on familiar topics.

Writing a poster to advertise a charity event.

*LL = Languages Ladder

84

9 L I can understand the gist of a range of authenticpassages in familiar contexts.

Learners correct an error in English sentencesabout a recorded interview.

S I can take part in a discussion, giving and justifying my opinions and ideas.

In groups of three, learners discuss holiday options.

R I can understand a wide range of authentic texts infamiliar contexts.

Matching English summaries with short paragraphson a theme e.g. career plans.

W I can communicate ideas accurately and in anappropriate style over a range of familiar topics.

Transfer of meaning detailing instructions.

The external assessment for Intermediate assesses aspects of grades 7–9. It should be noted that candidatescan choose to take only teacher assessment, only external assessment or both. Tasks set for externalassessment are similar in type to those set for teacher assessment. External assessment is a formally accredited qualification. For teacher assessment learners receive a Grade Award endorsed by OCR.

Performance descriptors for Intermediale

L You should now be comfortable with a range of tenses, and should be able to understand authentic passages on familiar matters. On completing this stage, you should be able to follow much of what is said at near normal speed on familiar matters or in predictable situations. You should be able to give an oral or written summary of what you have heard.

S You should now be comfortable with a range of tenses, and should be able to use language relating to a range of familiar matters. On completing this stage, you should be using and adapting language for new purposes. Your pronunciation should be generally accurate. You should be able to maintain a conversation on familiar matters or in predictable situations, using a range of simple language.

R You should now be comfortable with a range of tenses, and should be able to understand authentic texts on familiar matters. On completing this stage, you should be able to follow much of what you read on familiar matters or in predictable situations. You should be able to give an oral/written summary or translation of what you have read.

W You should now be comfortable with a range of tenses, and should be able to use language relating to a range of familiar matters.

On completing this stage, you should be using and adapting language for new purposes. Your spelling should be generally accurate. You should be able to write on familiar matters or in predictable situations, using a range of simple language.

For full information visit the Asset Languages website (www.assetlanguages.org.uk). Here you can view and download the Arabic Language specification for this level which includes sections on:

Language purposes and functionsGrammatical areasVocabulary areasScript acquisition

••••

References to both Can Do statements and the nature of Asset Languages tasks are accurate at the time of going to press, but may besubject to future amendments. When using the Languages Ladder and/or Asset Languages materials you are advised to check the latestversions with DfES and OCR respectively.

85

GCSE Arabic

Examination Board: EdexcelPupils working at Levels 7 should be able to achieve Grade A/A* in the GCSE examination. For informationon the GCSE examination, please refer to assessment information at the end of Level 6 (see pp65–68this guide).

GCE

Examination Board: Edexcel Specification number: 8602

Levels 8–9 are appropriate for pupils preparing for GCE Advanced Subsidiary level (AS)*.

In the AS examinations students take one Reading and Writing paper which includes reading comprehension,vocalisation, translation from Arabic to English and continuous writing.

Students preparing for GCE Advanced Subsidiary (AS) are expected to:Develop understanding of the written forms of the foreign language from a variety of registers;Communicate confidently, clearly and imaginatively in the foreign language through the written word, using increasingly accurate, complex and varied language;Increase their sensitivity to language and language learning;Develop critical insights into, and contact with, the contemporary society, cultural background andheritage of countries or communities where the foreign language is spoken;Develop positive attitudes to foreign language learning.

The GCSE and GCE Arabic specification and past papers with mark scheme are available on the Edexcel website: www.edexcel.org.uk.

*This is the first half of the Advanced GCE course. It is a stepping-stone to the full Advanced GCE qualification. Students can take the AS on its own.

••

••••

86

2.3 Creating a scheme of work based on the guideThe scheme of work (SoW) sets out the teaching programme, year by year, for each course being taught. It includes the content that needs to be covered, the learning objectives involved at each stage, the mainactivities and resources which will enable these to be achieved and the ways in which they will be assessed. Typically the scheme for each year is broken down into six units of work each lasting half a term.

The scheme should:Reflect the agreed teaching philosophy of the department using it;Be clear, concise and realistic, i.e. focussed on the practical and do-able;Provide breadth and balance across all aspects;Take account of learner differences (background/aptitudes/learning styles);Support teachers in their short-term planning;Be seen as a working document to be reviewed and updated each year.

As has been pointed out previously, the framework charts in this curriculum guide are not, in themselves, a scheme of work. Rather they should be seen as offering a structured bank of material, based on soundpedagogical principles and related to the main national assessment frameworks. They thus provide substantial support for colleagues in developing an up-to-date scheme of work suited to their own context and to the needs of their pupils. It should be noted that the guides are available in electronic form on the CILT and Goldsmiths College http://community.gold.ac.uk websites. Additional resources linked to the guide can also kbe found on the Goldsmiths website.

You may also find it helpful to refer to government schemes of work for teaching Modern Foreign Languages (French, German and Spanish) at Key Stages 2 and 3 (QCA/DfES, 2000). In addition there is general guidance on medium and long term planning for language teaching in the Government’s Key Stage 2 and 3 Framework documents (DfES, 2003 and 2005).

If you are producing a scheme of work for the first time, you may find the following step by step approach useful:1 Getting an overview:

On one side of A4 create rough outline and headings for (6) units of work to be taught over the year. (Refer to exam specifications, textbooks and other documents including this guide.)

2 Deciding on format:Usually schemes of work are set out in the form of a grid as in the framework charts in this document (See possible template on p87). This makes it easy to refer across and see how the 77elements fit together. An alternative is to simply list information under headings. Your department or school may, of course, have its own established format that everyone is expected to follow.Create abbreviations for main resources you will be referring to, e.g. TN1(Ex B) for Textbook Name,Book 1, Exercise B. Use code consistently in SoW.

3 Creating a unit:Break unit down into sections and specify main contexts and learning objectives.Decide how many lessons/weeks should be devoted to each.Specify for each National Curriculum Attainment Target (Listening, Speaking, Reading, Writing) the level or range of levels aimed at within the unit. You might also find it useful here to note targets inrelation to the Asset Languages scheme.Identify key structures and vocabulary bearing in mind range of levels within class and highlightingpoints which may require particular attention. It is useful to indicate what language is ‘core’ and what is ‘extension’ material for higher attainers (e.g. by using italics).Map on activities from textbooks and other sources, which are relevant and useful, as well asmaterial you have produced, bearing in mind importance of:

Catering for range of attainment levels and for different learning styles;Balancing teacher and pupil centred work;Linking to previous units to support development of knowledge and skills;Progressing from activities aimed at practising language to ones where the focus is on using thelanguage for a real purpose, e.g. presenting or performing to an audience;

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Integrating and achieving balance between the four skills (although opportunity to do this is limited in early stages of acquiring new script);Providing stimulating cultural content drawing on up-to-date, authentic material (where appropriate)and making links to other curriculum areas;Drawing on imaginative works (stories, plays, poems, songs, paintings) as stimulus for cultural understanding as well as language development;Developing awareness of language learning strategies (including effective use of referencematerial);Building in use of ICT where appropriate.

Add homework activities (or identify possible homeworks amongst activities already selected).Identify or add main assessment activities (informal and formal).Cross check against National Curriculum Programme of Study, KS2/3 Framework, exam board specifications and, if necessary, revise activities as appropriate.Review list of key structures and vocabulary and, if necessary, revise as appropriate. (It may be thatactivity or text you have chosen requires teaching of language points not already specified).Add any resources not already mentioned including websites and reference material.

4 Developing and reviewing the scheme of work:Move on to create further units bearing in mind that developing a scheme of work is an ongoing process. Aim to get the basics in place and then flesh it out gradually.Keep the scheme of work in a ring binder. This makes it easy to slip in extra pages or reminders about changes/additions to be made.Once a unit or scheme has been created, aim to review it every one to two years.

A word of encouragementAlthough creating a good scheme of work requires thought and effort, it will save you time in the long run and give you confidence in your teaching!

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Resource list for the teaching of Arabic

SuppliersFine Media Group (FMG)Range of teaching resources (KS1 and 2) including songs, CD-ROMs, puzzles, stories and posters.www.finemediagroup.com

Fun Arabic LearningRange of teaching resources (KS1 and 2) including readers, activity books, stories, flash cards and posters.www.funarabiclearning.com

Gateway to Arabic (Series)Series of textbooks (Beginners to GCSE) aimed at pupils studying Arabic in UK.www.greatwaytoarabic.com

Hounslow Language ServicesResources in a variety of media designed for teaching a range of community languages.www.hvec.org.uk/HvecMain/index.asp www.hvec.org.uk/hvecmain/Sections/HLS/Docs/catalogue.pdf

Interactive Knowledge CentreGraded reading programme for Arabic.www.intkc.com

IQRARange of teaching resources, many related to Islamic culture and religion, suitable for all levels. Also available fromIQRA Bookshop are: I Learn Arabic series by Habib Affes (suitable for KS1-3).Al-Kitaab al-Asaasi (suitable for pre-GCSE to AS).www.iqra.org

Mantra LinguaDual language stories (suitable for KS2).www.mantralingua.com

MM BooksRange of teaching resources (Beginners, GCSE, AS and A2) including text books, conversation books and shortstories.www.mmbooks.co.uk

Recommended resource pack (suitable for KS1 and 2)Heya Naqraa Published by Dar Al Tourky. Available from The Women’s Charity Gulf Committee.P.O Box 2260, 31952 Khobar, Saudia Arabia. (Tel: +96638821771)

Recommended series of text books Seini, M., Abdul Aziz, N. and Husayn, M. Uhibb ul-‘Arabiyyah. Complete course with pupil’s and teacher’s books + tapes. Available from Arab Bureau of Education for the Gulf States, PO Box 94693, Riyadh 11614 (Tel: 4800555, Fax: 4802839)

Recommended reference book on Arab history for AS–A2 studentsHitti, P. (1970) Tarikh al-‘Arab (History of the Arabs) London: Macmillan

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Mini-whiteboards/DiceA4 'show-me' boards (plain/with lines/with squares) and A3 map boards and accessories available from:Compass Educational Supplies, Waveney Drive, Lowestoft, NR33 OYX. Tel: 01502-500444

A4 whiteboards and (noiseless) dice available from:Synergy Learning. Tel: 01243 779967http://www.synergy-group.co.uk/learnhome.html

Talking DiceDice covering wide range of topics + activity ideas.http://www.talkingdice.co.uk

Arabic weblinksAjeebhttp://afl.ajeeb.com

Al-Hakawatihttp://www.al-hakawati.net

About Arab culturehttp://arabculture.about.com/culture/arabculture/mbody.htm

Arab Netwww.arab.net

Arabic and Numeracywww.curriculumsupport.nsw.edu.au/languages/index.cfm?u=4&i=360

Arabic 2000www.arabic2000.com/new.html

Arabicawww.arabica.org.uk

Arabic email with Arabic keyboard if needed /Variety of activities and information in English and Arabic www.maktoob.com

Aramediahttp://members.aol.com/gnhbos/aghome.htm

BBC Arabic Newshttp://news.bbc.co.uk/hi/arabic/news

Before you know it (BYKI)www.byki.com

Brigham Young Universityhttp://humanities.byu.edu/classes/ling577lh/lpv1.html

Falah Kamilhttp://dspace.dial.pipex.com/falah

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For Edexcel Arabic specification www.edexcel.org.uk

4Arabs Musicwww.4arabs.com/music

Fun with Arabicwww.funwitharabic.com

iLoveLanguageswww.ilovelanguages.com

Malayinwww.malayin.com

Middlebury College – Arabic Language Resourceswww.middlebury.edu/%7Elib/arabic.html

1001inventionswww.1001inventions.com

Quantara.dewww.quantara.de/ar

Resourceswww.middlebury.edu/~lib/arabic.html

Sindibad Multimediawww.sindibad.co.uk/multimedia/mmedia.html

St Takla Arabic Language Lessonshttp://st-takla.org/Learn_Languages/01_Learn_Arabic-ta3leem-3araby/Learn-Arabic_00-index_El-Fehres.html

Teaching Literacy in Languages in year 7: Arabicwww.curriculumsupport.nsw.edu.au/literacy/files/Lit_Y7lang.pdfwww.curriculumsupport.nsw.edu.au/languages/files/Lan_Arabic_Literacy.pdf

The American Association of Teachers of Arabicwww.wm.edu/aata

WebArabicwww.webarabic.com/choix-apprendre.html

Write Arabic Groupwww.btinternet.com/~WriteArabic/index.htm

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References and further readingAbdelrazak, M. (2001) Towards more effective Supplementary and Mother-tongue Schools (2nd edn). London:sResource Unit for supplementary and mother-tongue schools

Ali, A. and McLagan, P. (eds) (1998) Curriculum Framework for Mother Tongue Teaching in Bengali for pupils aged 5–11 years. London: CILT, the National Centre for Languages

Atkinson, T. (ed.) (2001) Reflections on ICT. (Reflections on Practice 7) London: CILT, the National Centre for Languages

Baker, C. (2000) A Parents' and Teachers' Guide to Bilingualism (2nd edn). Clevedon: Multilingual Matters

Bhatt, A., Bhojani, N., Creese, A. and Martin, P. (2004) Complementary and mainstream schooling: A case for reciprocity? NALDIC Occasional Paper 18.

The Bilingual Family Newsletterhttp://www.bilingualfamilynewsletter.com

Brown, K. and Brown, M. (eds) (2003) Reflections on citizenship in a multilingual world. (Reflections onddPractice 8) London: CILT, the National Centre for Languages

Caviglioli, O., Harris, I. and Tindall, B. (2002) Thinking Skills and Eye Q: Visual tools for raising intelligence.Stafford: Network Educational Press

CERES (1999) Bilingualism, Community Languages and Scottish Education: a challenge for policy makers and practitioners in a devolved Scotland. Edinburgh: Centre for Education for Racial Equality in Scotlanddd

CILT, the National Centre for Languages (2006) Positively Plurilingual: The contribution of community languages to UK education and society. London: CILT

CILT, the National Centre for Languages (2005) Language Trends 2005: Community language learning in England, Wales and Scotland.ddhttp://www.cilt.org.uk (Accessed 20.10.05)k

CILT, the National Centre for Languages (2006) My Languages Portfolio: European Language Portfolio – Junior version (Revised Edition). London: CILT, the National Centre for Languages.http://www.cilt.org.uk/primary/elp.htm

Cummins, J. (2003) Bilingual Education: Basic Principles. In Dewaele, J-M., Housen, A. and Li Wei (eds) Bilingualism: Beyond Basic Principles. Clevedon: Multilingual Matters Ltd

Datta, M. and Pomphrey, C. (2004) A world of languages: Developing children's love of languages. (Young Pathfinder 10) London: CILT, the National Centre for Languages

DfEE (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE

DfEE (2001) Key Stage 3 National Strategy: Literacy across the curriculum. London: DfEE

DfEE/QCA (1999) (Revised) MFL: The National Curriculum for England. London: QCAdd

DfES (2002) Languages for All: Languages for Life. London: DfESwww.dfes.gov.uk/languagesstrategy

DfES (2002) Learning styles and writing in modern foreign languages. London: DfES.www.standards.dfes.gov.uk/keystage3/respub/ks3learnstyle

DfES (2003) Framework for teaching modern foreign languages: Years 7,8 and 9. London: DfES.www.standards.dfes.Government.uk/primary/about/ks2fwk_mfl

DfES (2003) Aiming High: Raising the Achievement of Minority Ethnic Pupils. London: DfESwww.standards.dfes.gov.uk

DfES (2004) Use of interactive whiteboards in modern foreign languages. London: DfEShttp://publications.teachernet.gov.uk/eOrderingDownload/DfES-0812-2004_MFL.pdf

DfES (2005) The Key Stage 2 Framework for Languages. London: DfES.www.standards.dfes.Government.uk/primary/about/ks2fwk_mfl

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Dept. of Education and Training, Government of Western Australia. Teaching and Learning Strategieshttp://www.eddept.wa.edu.au/deo/bunbury/plan_learn/teaching_&_learning_strategies.htm

Edwards, V. (1998) The power of Babel. Stoke-on-Trent: Trentham Books (in association with Reading: Readingand Language Information centre)

Edwards, V. (2004) Multilingualism in the English-speaking World. Oxford: Blackwelldd

Evans, J., Wicksteed, K. and Chambers, P. (2005) Language and cultural awareness: Practical ideas for classroom use. London: Specialist Schools and Academies Trusthttp://www.schoolsnetwork.org.uk/default.aspa

Felix, U. (2001) Beyond Babel: Language Learning Online. Melbourne: Language Australia Ltdhttp://www.personal.monash.edu.au/~ufelix/babel.shtml

Ginnis, P. (2002) The Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner. Camarthen, Wales: Crown House Publishing Limited.

Harris, V. and Snow, D. (2004) Doing it for themselves: Focus on learning strategies and vocabulary building.(Classic Pathfinder 4) London: CILT, the National Centre for Languages.

Kenner, C. (2004) Becoming Biliterate: Young children learning different writing systems. Stoke-on-Trent:Trentham Books

Morgan, J. and Rinvolucci, M. (2004) The Q Book (2nd edn). Brighton: ELB Publishing

NALDIC Working Paper 3 (1998) Guidelines on Bilingualism. Watford: NALDIC

The Nuffield Foundation (2000) Languages: the next generation. The final report and recommendations of The Nuffield Languages Inquiry. Milton Keynes: The English Company (UK) Ltdyy

QCA/DfEE (2000) Modern Foreign Languages: French/German/Spanish – A scheme of work for KS2. London: QCAwww.standards.dfee.gov.uk/schemes

QCA/DfEE (2000) Modern Foreign Languages: French/German/Spanish – A scheme of work for KS3. London: QCAwww.standards.dfee.gov.uk/schemes

QCA (2005) Community Languages in Secondary Schools. London: QCA.http://www.qca.org.uk

Robertson, L. (2005) Teaching and learning in community language schools. NALDIC Occasional Paper 19

Uddin, J. and Mitchell, I. (2002) Assessment Framework for Mother Tongue Teaching for pupils aged 5–11. London: London Borough of Tower Hamlets – Education

Uddin, J. and Mitchell, I. (2003) Scheme of Work for Mother Tongue Teaching for pupils aged 5–11. London:London Borough of Tower Hamlets – Education

Welsh Assembly Government (2002) Languages Count: The Welsh Assembly Government’s National Modern Foreign Languages Strategy. Cardiff: Welsh Assembly Governmentyy

Useful websitesAssociation for Language Learningwww.all-languages.org.uk

AfL (Assessment for Learning)www.qca.org.uk/7// 659.html

Asset Languageswww.assetlanguages.org.uk

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Becta (British Educational Communications and Technology Agency)ESOL & community languageswww.becta.org.uk

Birmingham Grid for LearningInternational Women's Daywww.bgfl.org/services/women/home.htm

British Council: School Partnerships.www.britishcouncil.org/learning-ie-school-partnerships.htm

British Council: Foreign Language Assistants on-line (FLA online)Provides a wealth of ideas for activities, e.g. 'Running dictation', 'Grammar Auction' with detailed explanation.www.britishcouncil.org

CILT, the National Centre for Languageswww.cilt.org.uk

Commission for Racial Equalitywww.cre.gov.ukFor posters reflecting diversity in Britain, London and Southampton >www.cre.gov.uk/publs/cat_posters.html

Community Languages Network (supported by the Specialist Schools and Academies Trust)www.schoolsnetwork.org.uk/commlang

DfES Languageswww.dfes.gov.uk/languages/index.cfm

Goldsmiths College 'community.gold' website.http://community.gold.ac.uk

Hounslow Language ServicesResources in a variety of media designed for teaching a range of community languages.www.hvec.org.uk/HvecMain/index.asp www.hvec.org.uk/hvecmain/Sections/HLS/Docs/catalogue.pdf

LanguagesICTwww.languages-ict.org.uk

The Literacy TrustEarly bilingual communicationwww.literacytrust.org.uk/talktoyourbaby/Bilingual.html

MediaEdFilm-making in the classroom (Advice on film language, getting started with digital video, equipment, classroompractice and training)www.mediaed.org.uk/index.php

Modern Foreign Languages Environment, Learning and Teaching Scotlandwww.ltscotland.org.uk/mfle

NACELL The National Advisory Centre on Early Language Learning (NACELL)www.nacell.org.uk/home/what_is.htm

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NALDIC (National Association for Language Development in the Curriculum)www.naldic.org.uk

NRC (National Resource Centre for Supplementary Education)www.continyou.org.uk/content.php?CategoryID=631

Practical Support Pack (DfES)www.teachernet.gov.uk/supportpack/index.aspx

Talking Dice (For information on resource that can be used with any language)www.talkingdice.co.uk/home.asp

TeachernetInternational Women's Daywww.teachernet.gov.uk/teachingandlearning/assemblies/index.cfm?mode=searchdisplay&id=62&history=keyword

Welsh Language Board 'Twf' website Information and advice on raising children bilingually. Leaflet 'Raising Children Bilingually – Advice for Parents'(Welsh Language Board, 2004) can be downloaded from the sitewww.twfcymru.com

Curriculum guide for Arabic

The Curriculum guides for community languages provide a flexible outline for planning the design and delivery of language courses in mainstream and complementary schools. The series draws on recent policy developments in language teaching, including the Key Stage 2 Framework for Languages, the Key Stage 3 National Strategy and the Languages Ladder, and interprets them in a practical way for teachers.

The framework charts plot a clear path of linguistic progression across topics, suggesting a wide variety of activities that will help the development of both oracy and literacy in the target language.

Throughout the guides there is a major focus on intercultural awareness and creativity, alongside support for assessment, grammar and the development of learner independence.

Up-to-date resources and information supporting the guides can be found at http://community.gold.ac.uk.

‘These guides offer a real opportunity to bring community languages into the mainstream of education where they belong, and to value the long unrecognised achievements of children who use them every day.’

Dr Terry Lamb, Director, Initial Teacher Education, University of Sheffield

Dr Jim Anderson is Lecturer in Modern Languages in Education in the Department of Educational Studies at Goldsmiths College, University of London. He has many years’ experience working in London comprehensive schools where a wide range of languages has been taught. His research interests lie in the field of bilingualism and new media literacies. Jim is co-ordinator of the Flexible PGCE in Community Languages (Arabic, Mandarin Chinese, Panjabi and Urdu) at Goldsmiths and is a member of the National Community Languages Advisory Group.

Sawsan Saffaf has teaching qualifications from both Syria and the UK. She has taught Arabic for many years in mainstream and independent schools, as well as in community schools. She is currently Head of Arabic at Paddington Academy in West London. For several years she has worked as school mentor and visiting tutor for Goldsmiths College, University of London. She is also an item writer with Cambridge Assessment (Asset Languages).

Nazek Abdel-Hay has taught Arabic for many years both in the UK and abroad. She has a PGCE in Modern Languages from Goldsmiths College, University of London, and currently teaches at the King Fahad Academy and at the Arabic Community School in Hounslow. She is an item writer with Cambridge Assessment (Asset Languages).

Curriculum

Guide for A

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CILT

العربية

ISBN-13 978-1-904243-56-4