Arabic as a Foreign Language Curriculum

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Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012 1

Arabic as a Foreign Language

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Directorate for Quality and Standards in Education Curriculum Management and eLearning Department

CURRICULUM FOR ARABIC AS A FOREIGN LANGUAGE

ARB 7.1

Let’s Get Started: Script Decoding and Encoding

ARB 7.2

The Arabic Alphabet: Combining Sounds/Letters into Syllables and Words

ARB 7.3

All About Me: Common greetings and introducing oneself

ARB 7.4

Identifying Yourself and Others: Countries and Nationalities

ARB 7.5

Sentence Structure and Punctuation

ARB 7.6

My Family and Relatives

ARB 7.7

Colours, Shapes and Description

ARB 7.8

My house

ARB 7.9

Numbers 0 – 10, Days of the Week and the

Months

ARB 7.10

My School

ARB 7.11

Can you tell me where is…..?

ARB 7.12

What I have learnt this year

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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL)

Form 1

Unit code and title: ARB 7.1 Let’s Get Started: Script Decoding and Encoding

Strand: Listening, Reading, Writing, Speaking

Unit Duration: 9 sessions of 40 minutes; Total 6 hours

Objectives The teacher will guide the students to:

1. become acquainted with the Arabic writing system from right to left and all the different positions of the letters. (Reading and Writing). 2. identify, recognize and pronounce the phonetic alphabet correctly. (Listening and Speaking).

3. distinguish and pronounce clearly between the emphatic and non emphatic letters. (Listening and Speaking).

4. copy and reproduce all the letters of the alphabet in their various positions and recognize all the diacritical codes of the written language. (Writing and Reading).

5. appreciate Arab Art through Calligraphy and pictorial paintings of Arab calligraphy. (Reading and Writing).

Key Words

Points to note

Resources

-At this initial stage the teacher should allow the students to explore and experiment with new sounds, style of writing, signs and marks. The teacher should allow enough time to let the students hear and say the sounds of the alphabet in the order in which they occur and also in the different position that the letters are written in words. Teach techniques for studying, imitating, memorizing sounds and spellings, eg. Look, say, cover, write and check. The teacher should pronounce out loud the letters while being written on the board and also gives individual attention for the correct pronunciation. Students work under teacher’s guidance to choose their own tasks to attain the learning objectives.

Textbook: The 100 Word Exercise Book, with its CD.

Sabrine Kiswani, Activity Book, Arabic Letters, IQRA’ International Educational Foundation, 2005, USA.

Alif Ba Ta & Yaseen, Arabic for Beginners by A. Brockett, Darlington 1996. An Interactive CD-ROM.

Flash cards, Charts, Colours, game boards Alphabet songs and authentic newspapers, magazines and goods wrappers.

On-line Sites: http://www.arabicgenie.com/arabicletters.html http://learnarabicalphabet.com/

http://www.discoverislamicart.org/exhibitions/ISL/ http://www.uga.edu/islam/IslArt.html

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Teaching objectives

Possible teaching experiences and activities

Learning outcomes

The teacher will guide the students to:

become acquainted with the Arabic writing system from right to left and all the different positions of the letters. (Reading and Writing).

The teacher invites a native student to present the alphabet and explain the writing system. Students are invited to clarify their queries with the native student in class using their native language.

The teacher introduces the alphabets of similar shape in groups and asks the students to spot and point the difference in the shapes of the similar letters from the given flashcards. The two way connectors should be presented first and then the one way connectors later.

By means of games and differentiated Handouts students choose to either trace, copy, fill-in, colour, match or join the similar sets of letters. The teacher may also use the IWB and asks the students to play a simple game of letter recognition on the IWB. Students use the Interactive CDs provided by the teacher to read and write the alphabet on their

computers.

Letter Bingo: In groups students have in a small cloth bag all the 28 Letters of the alphabet in Independent Position written on flashcards. Students also have a small A4 size print out with the Letters. One from each group draws a letter, shows it to peers in group and students must cross out the letter that is drawn/shown. The student who marks all the letters calls “Bingo” wins the game and it is his/her turn to draw the Bingo again.

Arabic Keyboard: Students are introduced to the Arabic Keyboard on the Computer. They get used to it and to find or recognize letters of the alphabet by typing out the letters and by copying words to see the changing position of the letters in the beginning, medial and final.

Students can identify, memorize and read the letters in all their various positions. (Level 4 Reading)

Students can recognize symbols, signs, letters and words of the written language. (Level 4 Reading)

Students can write from right to left using the

Naskh script. (Level 4 Writing)

Students can write the Arabic alphabet correctly in their various forms at the initial, medial and final position and connected form. (Level 4 Writing)

Students can identify, memorize and read the letters of the alphabet. (Level 4 Reading)

Students can identify, memorize and read the letters in all their various positions and also copy them. (Level 4 Reading and Writing)

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identify, recognize and pronounce the phonetic alphabet correctly. (Listening and Speaking)

Show an on-line website that drills phonetically the students on all the letters of the alphabet. The teacher asks the students to repeat aloud the names and sounds of the letters and monitors their pronunciation closely. The students then play an oral game in pairs where they alternate to say the letters in alphabetical order.

Spelling aloud: Students recall the letters learned and use the acquired letters of the alphabet to spell aloud their names in Arabic letters or those of their class mates or of famous pop stars or of members of their family.

Students listen to a rhyming song in Arabic about the phonetic alphabet. They are encouraged to repeat and sing together the song.

Students play a class quiz where the teacher shows a letter on the IWB or Computer screen and the students are to name and sound that particular letter.

Circle Activity: Students form a circle all of them have three different letters of the alphabet. One student stays in the centre of the circle and begins by asking for 3 different letters. Student in the centre of the circle must collect 12 letters in 2 minutes. Teacher monitors the game and times against the clock the assigned task so that students learn to work within a specific time frame.

Students can listen to and demonstrate knowledge of sounds and names of letters. (Level 4 Listening)

Students can identify the sounds which represent the letters of the Arabic alphabet. (Level 4 Listening)

Students can spell, associate graphically and phonetically the letters of the alphabet. (Level 4 Speaking)

Students can reproduce the sounds of the letters of the Arabic alphabet clearly in singing, repetitions and refrains (Level 4 Speaking)

Students can recognize and identify the letters, name and sound them and say them in alphabetical order. (Level 4 Speaking)

Students can recognize and identify the letters, name and sound them. (Level 4 Speaking)

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distinguish and pronounce clearly between the emphatic and non emphatic letters (Listening and Speaking)

copy and reproduce all the letters of the alphabet in their various positions and recognize all the diacritical codes of the written language (Writing and Reading)

From the textbook and various Handouts the teacher shows lists of similar words to emphasizes the difference in pronunciation and letter shape between:

Students listen to an audio passage with lists of words that have similar sound but different letter. On a specific Handout students are to tick the

correct one that they hear. Eg.

Peer checking of work should be done. Then reading aloud in turns of the given words of the same Handout. Students are to be encouraged to think of other emphatic and non emphatic words.

Letter/Word Identification: Using the IWB/Computer in pairs students take roles to show a word that begins with the similar sounding phoneme. The student that sees the letter/word written on the Board must say the letter, and read the word. Teacher must monitor

pronunciation. Meanwhile some other student draws the meaning of that word that h/she heard.

In Plenary teacher uses scaffolds and various examples to introduce and explain the usage of all the diacritical codes and punctuation in Arabic. (The IWB or the Computer is ideal for this teaching strategy). Teacher clarifies any queries and revises.

Students play with word puzzles and board games to identify and recognize the letters including words with the Long and Short vowels,

Tanwin and other diacritical codes.

Students can identify the sounds which represent the letters of the Arabic alphabet. (Level 4 Listening)

Students can pronounce correctly similar sounding phonemes (Level 4 Speaking) Students can identify the sounds which represent the letters of the Arabic alphabet. (Level 4 Listening)

Students can pronounce correctly similar sounding phonemes (Level 4 Speaking) Students will show understanding of some letters and 3 basic words. (Level 3 Listening)

Students are able to identify, recognize symbols, signs, and letters of the written language. (Level 4 Reading)

Students can recognize and use the punctuation marks, accents, symbols, the

tanwin, shadda, madda and the short vowel signs. (Level 4 Writing)

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Trace over, colour differently, copy or fill-in letters to form correct words from the differentiated H/Os.

From Arab magazines, newspapers, food or detergent wrappers students are asked to cut different words, stick them on their worksheets, identify the letters and attempt to read them. The meaning of the words is not important at this stage.

Line Up: Flashcards with all the letters of the alphabet plus cards with the short and long vowels, sukun and tanwin are distributed among students. One student starts saying the letters in alphabetical order and students have to come to the front of the class and line up in order. Another student then asks for identification/recognition only of the diacritical marks. Another group of students writes the letters alphabetically with the Tanwin and Harakat. Other students trace or colour in the letters. Word Snakes: Students are given a Handout with unconnected letters that form a word. Students are to join these disconnected letters to form a connected word. (Meaning of words is not important at this stage although words from the Key word list should be used.

Word or Sentence Building: Depending on the students abilities teacher gives out an envelope/bag containing a mixture of letters and words. Students have to see how many words/sentences they can build within a given time. For this task students work in groups. When words/sentences are formed students must copy them.

Students can write clearly and appropriately in connected and legible handwriting. (Level 5 Writing)

Students use knowledge of symbols to read and try to understand words (Level 5 Reading) Students can identify, recognize symbols, signs, letters and words of the written language. (Level 4 Reading)

Students will be able to reproduce the letters and or words. (Level 4 Writing)

Students can trace, colour or copy the letters and symbols of the alphabet. (Level 4 Writing)

Students can write clearly and appropriately in connected and legible handwriting. (Level 5 Writing)

Students can identify and recognize letters or words of the written language. (Level 4 Reading)

Students copy and reproduce letters or words or sentences. (Level 4 Writing)

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appreciate Arab Art through Calligraphy and pictorial paintings of Arab calligraphy (Reading and Writing)

Watch a brief DVD documentary from You Tube on the beauty of Arab Calligraphy. Afterwards the teacher engages in a discussion in the native language to explain the religious intentions behind calligraphic art in the Muslim world. Students are encouraged to find other Virtual Arab Calligraphic Exhibitions on-line.

Some other students can use their creativity to draw their own Arabic calligraphy designs and read the letters they used for their paintings.

Field Trip: Students are taken to the Roman Domus in Mdina to visit and see the ancient Arab Tomb Stones written in different Arabic Calligraphy like the Kufi, Diwani, Thulthi, Farsi, Ruq’i or Naskhi styles. Students are encouraged to copy and elicit any words they can read or write from these ancient Arab Tomb stones. They also visit the Mdina Archpishop’s Museum to see and try to read the Arabic numismatic collection.

Learning Diary ( ) : Students must have their own Learning Diary to record all that they have learnt in this Unit. Teacher must initiate in them the habit to start recording and writing down (in class or at home) all that they have learnt after each lesson. The Learning Diary serves as a

Revision and Record of Work. Other students may copy from peers onto their Learning Diary.

Students can identify, recognize symbols, signs, letters and words of the written language. (Level 4 Reading)

Students can identify the subject matter of a text through illustrations, titles and extra clues (Level 4 Reading).

Students can write the Arabic alphabet correctly in their various forms at the initial, medial and final position and connected form. (Level 4 Writing)

Students can organize and present selected information within familiar context. (Level 6 Writing)

Students will be able to keep a learning diary with correct models for referencing and revising. (Level 6 Writing)

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Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Arabic – 2012 9 Subject: ARABIC AS A FOREIGN LANGUAGE (AFL) Form 1

Unit code and title: ARB 7.2 The Arabic Alphabet: Combining Sounds/Letters into Syllables and Words

Strand: Listening, Reading, Writing, Speaking Unit Duration: 9 sessions of 40 minutes; Total 6 hours Objectives The teacher will guide the students to:

1. discriminate between the phonetic letters of the alphabet and start combining the sounds of letters into syllables and words. (Listening and Speaking)

2. identify, spell and read the new key words of the same letter in its different writing positions while relating them to specific meanings. (Listening, Reading and Speaking).

3. write simple theme related monosyllabic or polysyllabic words in connected form; reproduce and respond to basic courtesy phrases. (Writing and Speaking) 4. follow, reproduce and respond to short directions and instructions. (Reading, Writing and Speaking).

Key Words

Points to note

Resources

Teachers are to refer to the Approach to teaching and learning as given in the Strands and Definitions Section. A multi skill approach is recommended in order to develop the students’ receptive and productive skills, exposing them to the language and guiding them towards initial understanding of aural, spoken and written Arabic at this crucial stage. To support learning the teacher should give the students the opportunities to imitate, repeat and practice the new letters and vocabulary. Other teaching techniques for memorizing the Arabic script, including rhyme, rhythm, self-generated mnemonics and visualization should also be applied. To enhance the reading skill the teacher should use the graphophonic system while questioning techniques and role plays would consolidate the acquired skills. Simple verbs, nouns, adjectives together with the ( ) should be introduced. Daily courtesy greetings and introducing male/female Arab names would instill cultural awareness and encourage the students to start talking in Arabic even at this initial phase. Students work under teacher’s guidance to choose their own tasks to attain the learning objectives.

Textbooks: The 100 Word Exercise Book with its CD.

My Little World, Foundation 1, MM Books

Shape and Forms of Arabic Letters, IQRA International Series

Let’s Read and Write Arabic, IQRA International Series

Alif Ba Ta & Yaseen, Arabic for Beginners by A. Brockett, Darlington 1996. An Interactive CD-ROM.

Flash cards, Charts, Colours, game boards Alphabet songs and authentic newspapers, magazines, CDs and DVDs.

http://www.islamicplayground.com/scripts/prodList.asp?idCategory=22 http://dilap.eu/arabic-alphabet/dal.html

http://www.guidedways.com/lessons/unit2_wordlist.php http://lexiorient.com/babel/arabic

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Teaching objectives

Possible teaching experiences and activities

Learning outcomes

discriminate between the phonetic letters of the alphabet and start combining the sounds of letters into syllables and words. (Listening and Speaking)

The teacher revises the alphabet and its pronunciation by showing the students a DVD clip with the alphabet song from You Tube. Students listen to and watch the Arabic alphabet with examples of words starting with each letter of the alphabet. Students are encouraged to repeat several times and sing along the alphabet rhyming song. The teacher then repeats the letters clearly and makes sure that the entire class has heard and repeated correctly. Using either a PPP or the IWB the teacher shows the students how to combine the consonants with the long or short vowels to form monosyllabic or polysyllabic words. Students are expected to repeat and imitate the set of new words. The meaning is not important at this stage. The teacher must monitor closely their pronunciation. Students are asked to use the interactive websites to drag and drop, or match the suitable letters to form words which are also read out aloud to them.

Using a multimedia interactive CD-Rom, students can play aural games and record their own voice with monosyllabic and polysyllabic words.

Voice Drop Box: Students play in pairs and teams. One team phones (to set up a fictitious telephone system in class) up the opposite team to ask the other end for a word. The other team over the phone gives a word, repeated three times (always use words from the given key word list). The other team must confirm that it heard the correct word by repeating it, then spell it out and the other mate in the team must indicate the spelled letters from an alphabet class chart. The game is played until ideally all the 28 letters have been covered. Teams swap roles accordingly.

Students can listen to and demonstrate knowledge of phonemes and names of letters in words. (Level 4 Listening)

Students enjoy listening and repeating songs, or rhymes which they understand. (Level 4 Listening)

Students can spell, associate graphically and phonetically the letters of the alphabet. (Level 4 Speaking).

Students can imitate and reproduce accurate pronunciation. (Level 5 Speaking)

Students will make use of mostly memorized vocabulary. (Level 6 Speaking)

Students can spell, associate graphically and phonetically the letters of the alphabet. (Level 4 Speaking).

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identify, spell and read the new key words of the same letter in its different writing positions while relating them to specific meanings. (Listening, Reading and Speaking).

Word Quiz Game: by using either the Flashcards or the IWB the teacher shows pictures with the Arabic word for the students to recognize and repeat. The teacher should use theme-related words and also invites students to try to compare the new Arabic words with those of the Maltese language that they know. Students can work in pairs on this word quiz game by listening, saying and checking with the teacher and each other.

Students can be given two types of Handouts for listening and word recognition. Some students have a list of words, some of them not all used by the teacher, they listen to an audio recording and tick from the list the words they recognize. Some other students have a Handout with pictures with the meaning of the word together with its equivalent written in Arabic. They tick from the list of pictures the words that they hear.

Working in pairs, students are given a number of thematic words flash cards. One student attempts to spell and read aloud the set of given words while the other gives the meaning. Students would get used to sound out and blend the phonemes all through the words from right to left.

Jumbled Letters Word Puzzle: students are given various and several different letters which they have to identify and put in order to form the correct word with each letter used in the appropriate joined positioned. When each word is formed other students must read them aloud and specify/guess whether it is a verb, noun, adjective, proper name, feminine or masculine.

Following prior arrangements students connect via Skype with other local native speakers of Arabic in another school. The native

speaking students read out the familiar thematic set of words. Students on the receiving end write down the indicated dictated

Students recognize features of the written language as a representation of sound. (Level 4 Listening) Students are able to follow a few familiar spoken keywords and phrases which are carefully articulated. (Level 4 Listening)

Students demonstrate comprehension to match spoken word, pictures or actions with the printed words. (Level 4 Reading)

Students use knowledge of symbols to read and understand words. (Level 5 Reading)

Students use a variety of strategies to elicit meaning from a written text. (Level 5 Reading)

Students can identify, memorize and read the letters in all their various positions. (Level 4 Reading)

Students can apply grammar knowledge to adapt and substitute words and phrases. (Level 7 Reading)

Students can recognize and understand the sounds and meanings of signs and symbols. (Level 5 Listening). Students show growing confidence to listen to spoken language. (Level 6 Listening).

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write simple theme related monosyllabic or polysyllabic words in connected form; reproduce and respond to basic courtesy phrases. (Writing and Speaking)

words; some others repeat in Arabic and guess the meaning. Other students read out aloud what their peer classmates have written. Arabic Hopscotch: (Il-Passju) This game gives the students the opportunity to practice recognition and verbal production of the letters that they have learnt. It also serves as a revision and consolidation of the letters. Hopscotch may be played inside the classroom with coloured tape for setting up the court or ideally outside and the court is drawn with chalk. It is a self-paced activity for students with different abilities. A student throws a coin or a small stone onto a space on the hopscotch court. The student hops on one foot from space to space until reaching the coin/stone. The student must read out the letter each time h/she lands on a space. The letters in Arabic must be written in each different square shaped space of the court. The student must hop on one foot from space to space until reaching the end of the court. The student then turns around and hops back again calling out the letters for each space. At then end of the court the student must say two different whole words in Arabic beginning with the first letter marked in the space of the hopscotch court.

From the familiar key words tackled earlier the teacher and the students produce a brief written text/story. This self-generated text is presented on the IWB or the Computer in written and aural

formats. From this text students are asked to identify and write a list of all the nouns, verbs, adjectives or prepositions used in the

passage. Other students are given the same text printed but have to look for and underline the key words instead.

Students can imitate and reproduce accurate pronunciation and intonation. (Level 5 Speaking).

Students can identify, memorize and read the letters in all their various positions. (Level 4 Reading) Students recognize features of the written language as a representation of sound. (Level 4 Listening) Students can produce and respond with single words. (Level 4 Speaking)

Students can write the alphabet correctly in their various forms. (Level 4 Writing). Students can use theme-related words and modelled strategies to spell monosyllabic and polysyllabic words correctly. (Level 5 Writing).

Students use scaffolds to experiment with language to start producing their own texts. (Level 6 Writing).

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The teacher highlights some of the familiar words identified by the students. Students then use the context to discuss and decide whether they appear to mean the same as when they first met them separately.

Students are encouraged to choose 2 nouns, 2 verbs, 2 adjectives etc and create and write down their own short simple sentences with them. Some other students are given a Handout where they have to choose the correct word from the bracket to form a sentence. Brainstorming: The teacher invites students to think of any other words on a given theme that are alike in Maltese and Arabic and try to write them down on the IWB with the participation of the whole class.

Basic Courtesy Phrases:

Role Play, questioning techniques and scaffolds: Teacher greets the students by using initially some of the above phrases with an advanced student. The teacher then pairs up with other students to make them repeat the greetings so that they become confident with the phrases used and also the intonation. Through role play and questioning techniques all the phrases are gradually introduced and used.

DVD clips of people greeting each other and real situations are shown and played several times to the students. Students are then paired up and invited to participate in imaginative role plays to

Students copy familiar words and select appropriate words to complete meaning. (Level 5 Writing).

Students organize and present information to compose or complete their own sentences. (Level 6 Writing).

Students produce and compose grammatically correct sentences about familiar topics with familiar keywords. (Level 6 Writing)

Students develop writing skills in context. (Level 4 Writing)

Students can use theme-related words and modelled strategies to spell monosyllabic and polysyllabic words correctly. (Level 5 Writing).

Students share very basic personal information and respond to daily routine greetings. (Level 4

Speaking)

Students start to interact with peers or adults with very short utterances that are drawn from frequent and consistent teacher‘s scaffolds. (Level 4

Speaking)

Students respond with single words or phrases to communicate in familiar contexts with cues and visual help. (Level 4 Speaking)

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follow, reproduce and respond to short directions and

instructions. (Reading, Writing and Speaking).

practice and try out verbally the courtesy phrases.

The teacher demonstrates a brief DVD clip from real life situations of one or two word instructions or directions such as

.

From repeated viewings of this clip students are expected to guess the meaning of these instructions. They are invited to discuss them and compare the meanings with their peers.

Students can reproduce in writing these instructions in Arabic either on their computers or create their own coloured Flashcards and Icons. Some other students are given a Handout where they have to match the Arabic instruction with the correct meaning or icon. The student produced Arabic flashcards are to be used in a class game for reading and acting out (kinetic method) accordingly.

Students are invited to play and act in pairs an imaginative situation whereby they give instructions in Arabic to each other so as to feel confident using them and responding to instructions in Arabic.

Learning Diary ( ) : Students must use their own Learning Diary to record all that they have learnt in this Unit. Teacher must

encourage them to the habit of recording and writing down (in class or at home) all that they have learnt after each lesson. The Learning Diary serves as a Revision and Record of Work. Other students may copy from peers onto their Learning Diary.

Students start using some culturally specific gestures in greetings in a limited range of contexts. (Level 4 Speaking)

Students distinguish the forms and conventions of language in text such as commands and instructions. (Level 5 Reading)

Students match with confidence the written text to the images and identify the main points or ideas. (Level 5 Reading)

Students can write simple memorized words on familiar topics. (Level 5 Writing). Students can organize, select and present information. (Level 6 Writing)

Students produce simple conversations using scaffolds. (Level 5 Speaking)

Students start and join in simple interactions on familiar topics. (Level 6 Speaking)

Students will be able to keep a learning diary with correct models for referencing and revising. (Level 6 Writing)

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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL) Form 1

Unit code and title: ARB 7.3 All About Me: Common greetings and introducing oneself

Strand: Listening, Reading, Writing, Speaking

Objectives: The teacher will guide the students to:

1. talk about themselves in short declarative statements. (Listening and Speaking).

2. become familiar with the customary greetings, introduce themselves and their personal characteristics, using correct gender. (Listening and Speaking) 3. express basic written categories of self-description and personal information. (Reading and Writing)

4. understand cultural protocols and manners for introducing oneself and leave-taking. (Reading, Listening and Speaking).

Key Words

Points to note

Resources

A student-centered learning approach is recommended in order to enable the students to acquire skills leading to the acquisition of Arabic as a foreign language and to equip them with autonomous learning skills, through enjoyable and varied tasks. Students should be given the opportunity to develop their language skills, awareness of language and intercultural diversity, and to be able to express themselves with increasing confidence independence and creativity. The teacher should foster in the students the direct communicative approach in the target language so that they deal with the practical challenges of meeting and getting to know people and maintaining social relations in the Arab way of life. Students will further learn to ask and answer questions about personal information and their physical characteristics which will lead them to use and apply the correct gender form in grammar and when describing themselves in written texts. At the end of each lesson the teacher should allow time for review or revision..

Grammar Focus: Personal Pronouns, Gender, Question words.

Textbooks: The 100 Word Exercise Book with its CD.

My Little World, Foundation 1, MM Books

Mahdi Alosh, Ahlan wa Sahlan, Yale University, Lesson One with its CD-ROM and Audio Pack.

Talk with Me, MM Books, Part 2 Lesson One with its audio CD.

Flash cards, Charts, Colours, soft toy, self-portrait photo, CDs and DVDs. http://www.youtube.com/watch?v=zCLDB19Sp3Q&feature= BF&list=PL5A592F36E2097EDA&index=50

http://www.youtube.com/watch?v=DYAdiajvdDg&feature=related http://www.youtube.com/watch?v=cRCWYSWucLM&tracker=False&NR=1 http://www.youtube.com/watch?v=OUHT43BnL5s&feature=mfu_in_order&list=UL

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Teaching objectives

Possible teaching experiences and activities

Learning outcomes

talk about themselves in short declarative statements. (Listening and Speaking)

Myself

In Plenary: Teacher must always present the learning objectives to the students and leave them written on the Board together with the Key Words. Teacher explains the aspects that will be dealt with in the whole Unit and invites any queries from the students for clarification.

Students watch several short DVD clips and from YouTube situations of Cartoon characters, animals and humans who all talk and introduce themselves in Arabic. Students are asked to practice and take turns with their teacher on:

Students play the game Pass it On: Circle activity or along rows. Teacher says to first student in Arabic: ‘My name is….What’s your name? Student answers and then puts the same question in Arabic to the next person.

In the Aural and Oral exercises the teacher has to focus on the grammatical points of Masculine and Feminine, Singular Personal Pronouns and the Question Words by using the IWB, and CD-Roms. Students are to be divided into a group of females and a group of males. They are encouraged to make use of the given key words and create their own conversations about themselves and exchange them with each other to understand the difference between feminine and masculine. Listen and Show: As teacher reads out a short story or sings a song. One student at a time must mime or hold up flash cards when s/he hears particular words or descriptions.

Students demonstrate comprehension of simple words, greetings and familiar expressions. (Level 5 Listening) Students can imitate and reproduce accurate pronunciation. (Level 5 Speaking)

Students make use of mostly memorized vocabulary. (Level 6 Speaking)

Students can produce simple conversations using scaffolds. (Level 5 Speaking)

Students can apply grammar knowledge to adapt and substitute words and phrases for their brief conversations. (Level 7 Speaking)

Students will listen with enjoyment and show

understanding with support stories or songs. (Level 4 Listening)

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become familiar with the customary greetings, introduce themselves and their personal characteristics, using correct gender.

(Listening and Speaking)

Customary Greetings and Personal characteristics The teacher expands the role play of the conversation by introducing other traits about one’s physical traits such as

Students engage in role-play in pairs to talk and act out to each other about themselves in Arabic. Teacher and Arabic native speaking parents are invited to listen, monitor and prompt students for better pronunciation and interaction in Arabic between the students.

Using ICT the teacher shows the students a prepared lesson or from You Tube on Arab introductory greetings where the singular personal pronouns are used including gender differentiation.

Circle game: teacher uses a pre-named soft toy in Arabic to act as a character. The teacher throws this soft toy to different students and says a greeting. Students echo and throw the toy back to the teacher or to another student to repeat and drill in the greetings as listed in the Key Word Section.

Some other students can engage themselves in a much longer conversation whereby they recapitulate all the phrases,

greetings and personal details previously used as a dialogue and revision to the whole class.

Puppet Show to hold short conversations: Two or four students wear finger puppets. They are to create and act out their own conversation using the key words of this Unit.

Students can follow a few familiar spoken keywords and phrases which are very slow and carefully articulated. (Level 4 Listening)

Students can understand simple questions and follow brief directions related to immediate needs. (Level 5 Listening)

Students can respond to and make simple basic requests reliant on modelled language. (Level 5 Speaking)

Students can produce short and effective oral presentations about a specific topic. (Level 6 Speaking)

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express basic written

categories of self-description and personal information. (Reading and Writing)

Sequence Pictures to show meaning of a story, poem, song or a dialogue. Using the IWB/Computer students listen to a brief narrative during which they have to sequence the pictures. If they need to ask questions on the narrative (song/poem etc.) students must clarify their queries in Arabic.

Students are asked to use the interactive websites to drag and drop, or match the suitable phrase, expression or greetings which are electronically read out aloud to them to an image.

For some other students the teacher uses large charts with pictures related to this topic. Students are to pick the correct laminated labels to stick them to the appropriate image/picture on the chart. Another group of students then do peer

assessment of the fixed labels.

Students can be given two types of Handouts for reading and writing. Some students have a list of words, some of them not all used by the teacher, from which they have to choose to fill in the blanks for the correct meaning of the sentences. Some other students have a Handout with pictures with the meaning of the word together with its equivalent written in Arabic. They match from the list of pictures with that of the words.

Producing a Personal Photo Album: All students are to bring different photos of themselves when they were babies, toddlers and a recent full photo. On a two sided page they fix their photo and on the other side they write about themselves and all the personal details in Arabic.

Some students have to simply fill in the correct word from a set of flashcards provided by the teacher as a guided short

Students will be able to recognize and recall main points or ideas in a story or dialogue and can sequence images accordingly. (Level 6 Listening).

Students demonstrate comprehension to match spoken word, pictures or actions with printed word. (Level 4 Reading)

Students match with confidence the written text to the images and identify the ideas. (Level 5 Reading) Students contribute to shared reading to develop comprehension skills. (Level 4 Reading)

Students use knowledge of symbols to read and understand words. (Level 5 Reading)

Students can copy familiar short phrases and select appropriate words to complete short phrases or sentences to complete meaning. (Level 5 Writing)

Students can organize and present information by selecting from options to label pictures and complete sentences. (Level 6 Writing)

Students use scaffolds to experiment with language to start producing their own texts. (Level 6 Writing)

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paragraph. Other students can write full sentences describing themselves in a longer paragraph.

Complete the Dialogue Bubbles: Working in Pairs students are given different Handouts to fill in Arabic the correct greetings and response of a Dialogue. Some other students are expected to simply copy, colour or trace the correct sequence of the greetings and response.

Teacher uses IWB/Handouts with prepared different reading levels short materials about Myself and with the customary greetings. Students are expected to choose the level Set that they wish and read it aloud to the class. Peer and teacher assessment for correct reading should be applied here.

Simple Dictation: The dictation can be conducted as a team work or as whole class participation. As a team one student reads out first different letters and of each letter s/he calls out s/he then dictates a word starting with that letter. As whole class dictation teacher says the letter and words and students have to write down on a mini-whiteboard (or paper). Then they hold up their boards so teacher can check. Peer assessment can also take place.

Mini-Whiteboard Activity: Teacher shows how to write a letter/ a word/ or a greeting. Students copy what teacher wrote, then rub out and try to re write independently.

sentences about familiar topics. (Level 6 Writing)

Students can match words with pictures, label objects, or complete speech bubbles. (Level 4 Writing)

Students can reproduce symbols, letters, words and phrases by tracing, copying and colouring in. (Level 4 Writing)

Students can read with some fluency and diction simple phrases and sentences of familiar contexts. (Level 5 Reading)

Students can spell correctly all the letters of the alphabet and familiar words and phrases already dealt with. (Level 5 Writing)

Students can write simple memorized letters, words or phrases. (Level 5 Writing)

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understand cultural protocols and manners for introducing oneself and leave-taking. (Reading, Listening and Speaking)

A short documentary clip is shown to the students about the Arab way of greetings when meeting, introducing oneself and leave-taking in different parts of the Arab World in the native language or even in the target language depending on the level of competency. Students are asked to observe and make a list of the different language used, gestures and body language used by different Arab nationals when they greet. From that observed list the students then plot out in which Arab country certain greetings and gestures are used. Some other students prepare flash cards in Arabic with the greetings heard while others read and stick these flash cards on a big class map of the Arab world.

Students can act out the basic greeting phrases in Arabic using Puppets or finger Puppets.

Simon Says Game: Teacher begins the game by saying: “Shake your hands and greet your friend in Arabic” etc. Taking turns each student plays in the game. (The name Simon may be changed into Ali to make the game more Arabicized).

Teacher can round up by inviting the students to compare the appropriate way of greeting and leave taking in Arabic and Maltese culture, emphasizing politeness and respect.

Students are able to listen actively to aid comprehension and understand diversity in such a way that they can sift or select content which refers to the Arab culture with respect to traditions. (Level 4 Listening)

Students demonstrate comprehension of simple words, greetings and familiar expressions. (Level 5 Listening) Students become acquainted with the ways in which the Arabs express their culture and traditions. (Level 5 Reading)

Students start using some culturally specific gestures (Eg. Shaking hands or cheek kissing when greeting) in a limited range of contexts. (Level 4 Speaking)

Students start exploring cultural symbols and practices through gestures, greetings and traditions. (Level 5 Speaking)

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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL) Form 1

Unit code and title: ARB 7.4 Identifying Yourself and Others: Countries and Nationalities

Strand: Listening, Reading, Writing, Speaking

Objectives

1. ask and respond to personalised questions and general information about self. (Listening and Speaking).

2. recognize and utilize confidently short familiar words and phrases on personal information. (Writing and Speaking).

3. learn the basic structure of Arabic sentences . (Reading and Writing)

4. identify Arabic speaking countries on a world map, nationalities and names of countries. (Reading, Writing, Listening and Speaking).

Key Words

Points to note

Resources

In this Unit it is important to make use of authentic tasks, contextualized activities whereby students feel that there is a real purpose for working with the target language. Students are to be encouraged to express their own identity and that of others in Arabic, namely the notions of full name, country of origin and nationality. This communicative approach fosters a classroom environment that promotes interaction among all students. Since authentic material is used this entails repetition through various and simple class or home activities. By becoming acquainted with the numerous Arabic speaking nations students have the opportunity to recognize cultural diversity

.

Grammar Focus: The Definite and Indefinite Article, the Nisba for describing one’s nationality, feminine and masculine adjectives in the singular and attached pronouns in the singular.

Textbooks: Read and Speak Arabic for Beginners with its CD, McGraw Hill, New York, 2004. (First two Units only)

Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM and Audio Pack.

ALESCO, Al-Kitāb Al-Asāsi, Tunisia, 1983, with its Audio Pack.

Flash cards, Colours, a coloured map of the Arab World, CDs and DVDs.

http://www.youtube.com/watch?v=UcQw9p0fVk0&feature=relmfu http://www.youtube.com/watch?v=lbg26Z6Ycwo&feature=related http://www.youtube.com/watch?v=pf5X2XmlRXQ&feature=related http://www.youtube.com/watch?v=-iyXBVXvC3A&feature=related http://www.happychild.org.uk/freeway/arabic/vocab/countries00.htm http://www.youtube.com/watch?v=f4kTNk31Tk4 http://www.youtube.com/watch?v=GEtcdYAdEBQ&feature=related

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Teaching objectives

Possible teaching experiences and activities

Learning outcomes

ask and respond to

personalized questions and

general information about

self. (Listening and

Speaking).

Myself and Others

Teacher as always presents the Lessons Objectives.

Students are invited to recall and recycle learnt

expressions and questions from previous Unit and discuss

what further vocabulary they need to learn to be able to

identify themselves and inquire about others and their

nationality. Students report in plenum their vocabulary

while teacher writes on the class board.

Students watch several short DVD clips or authentic

material from YouTube how to introduce themselves in

Arabic and how to respond and seek further personal

information. Students are asked to practice, imitate and

take turns with their teacher on a conversation compiled

by the students themselves.

Welcoming a guest from an Arab country to the Class. (A

Parent or an older native student from a higher grade).

Students can interact in Arabic with this Arab guest to

practice their dialogues and seek information.

Letter sound Identification: To revise and recall the new

vocabulary of this Unit teacher plays a game by selecting

one of the letter sounds, repeats it twice and tells the

students to concentrate on that sound. Teacher then calls

out words and students have to put up hand when they

hear a word which has the sound in it.

With some repetition students can extrapolate and respond to general ideas and information of specific areas. (Level 6 Listening)

Students can share basic personal information and respond to daily routine tasks and greetings. (Level 4 Speaking)

Students will demonstrate comprehension of simple

words, greetings and familiar expressions. (Level 5

Listening)

Students can imitate and reproduce accurate

pronunciation. (Level 5 Speaking)

Students can produce simple conversations using

scaffolds. (Level 5 Speaking)

Students will make use of mostly memorized

vocabulary. (Level 6 Speaking)

Students will demonstrate that they can identify the

sounds which represent the letters of the Alphabet.

(Level 4 Listening)

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recognize and utilize confidently short familiar words and phrases on

personal information. (Writing and Speaking)

Listen and Note: Students listen to an audio recording of

people talking about themselves and giving personal

information. Students are to tick off in a box true or false.

Putting the key words and sets of words in alphabetical

order. Some other students have this worked out sheet

and they have to identify the first letter and match it with

its correct picture. Others may rewrite and copy the list.

For Auditory Students: One student writes a word on the

IWB/class whiteboard while another student stands up

and says the word as it is being written aloud.

Dictionary race: students find the English equivalent of

the Arabic words used in their conversation and the key

words.

Teacher explains through various examples on the Class

Board the grammatical applications of the Grammar in

Focus in this Unit. Students analyse and drill from

CD-Roms or teacher prepared PPP or from Handouts the

Article in Arabic, types of endings for the Adjectives and

the Nisba. All task work must be related with the Unit

topic in question and using the same key words.

Teacher supplies students with authentic Embarkation

cards from the airport or seaport. Students are asked to

fill in their personal details in Arabic in this Card. This

should be worked out in groups for peer assistance in

Students can listen to an audio text type of a brief

length and show understanding of key-words. (Level 6

Listening)

Students can recognize and identify the letters, name

and say them in alphabetical order. (Level 4 Speaking).

Students can identify and reproduce symbols, letters

and words. (Level 4 Writing)

Students can recognize, identify, name and sound the

letters. (Level 4 Speaking).

S

tudents can use a bilingual dictionary to experiment

with the language and to review their writing. (Level 9

Writing)

Students use scaffolds to experiment with language to

start producing their own texts. (Level 6 Writing)

Students can produce and compose grammatically

correct sentences about familiar topics. (Level 6

Writing)

Students can produce simple phrase texts and fill in personal details. (Level 5 Writing)

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filling in the details. Peer interactions while working on

the Form should be in Arabic.

Acting out: Students play and pretend that they are

visitors and that their teacher is the Police Officer at the

airport. Questioning and responding techniques are

practised through role-play.

Brainstorming: How would you describe your friend’s

character/occupation, personal traits and nationality? Let

students work their writings in pairs first, even using an

English Arabic Dictionary and then allow them to give their

written feedback orally to the class. Imagination and

creativity should also be accepted and fostered by the

teacher.

SMS Writing: Students write an (SMS) in class or for

homework using the Units Key words and also

incorporating greeting forms from previous unit. Students

send message to each other, or native speaking partner

class and are to answer messages received.

Forum Chat room: Students enter a forum/chat room set

up by the teacher. Or start a conversation related topic

on a class website such as Wiki or Blog to greet and ask

others about their nationality and seek further personal

basic information.

Students can respond to and make simple basic requests reliant on modelled language. (Level 5 Speaking)

Students can produce and compose grammatically correct sentences about a familiar topic. (Level 6 Writing)

Students can produce short and effective oral presentations about a familiar topic of interest. (Level 6 Speaking)

Students write a short message independently, using

language they have learned and vocabulary already

dealt with. (Level 5 Writing)

Students can correlate sounds and words in their

written form. (Level 4 Writing)

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learn the basic structure of Arabic sentences. (Reading and Writing)

In a plenary session with the teacher students present,

share or discuss their work, difficulties encountered and

any new vocabulary they required.

The teacher explains to the whole class the basic types of

sentence structure in Arabic mainly the Nominal sentence

:

and their rules. Students engage in

reading and writing tasks using related grammar games on

the CD-Roms to reinforce the rules.

Card Game: Students work in two groups with four types

of nominal sentences as indicated in Arabic above. Each

group decides which type of sentences they wish to be

custodians of. The Set of mixed cards is placed with the

sentences in Arabic faced down. Students take turns to

view two cards at a time. If the cards form part of the

collection they need they keep the cards, if not the cards

are placed back in their original place and the next group

has a go, until all the cards are taken and worked out

accordingly.

Sentence Building: Students work in pairs. Teacher gives

out a bag or envelope containing a mixture of words from

the key words/vocabulary already dealt with. From the

given words students have to build sentences within a

given time. Then they write/copy the sentences formed in

their

Students can read and respond to a text in a variety of ways. (Level 6 Reading)

Students can match words with pictures, label object

and complete sentences. (Level 4 Writing)

Students can distinguish the forms and conventions of the language in text. (Level 5 Reading)

Students can read, match and identify the grammatical aspects. (Level 5 Reading)

Students can trace and copy the words or sentences correctly. (Level 4 Writing)

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To identify Arabic speaking

countries on a world map,

nationalities and names of

countries. (Reading,

Jigsaw Puzzle matching: Students are provided with 3

different large pictures related to the grammar in focus of

this Unit together with a set of various words that

students have to fix and form together to build a correct

grammatical sentence that matches the descriptive image

provided.

For Kinesthetic Students: Some other students are given a

set of words and grammatical phrases on flashcards.

Students are to Trace the shape of the word or

grammatical phrases first in the air and then with their

finger on the IWB.

ICT: Students use the interactive websites to drag and

drop, or match the suitable noun or adjective to form a

correct nominal sentence which is electronically read out

aloud to them. (The teacher may prepare such electronic

grammatical drills for differentiated teaching).

Some other students can write a paragraph or prepare a 4

slide PPP as a Profile about themselves in Arabic or about

their favourite TV character. These students should then

present it to their Peers orally using the IWB or

Computer/Projector.

Countries and Nationalities

The teacher reinforces the Unit by showing the students

brief documentary clips from YouTube on the Arabic

speaking countries that form part of the Arab League

Students can match with confidence the written text to the images to identify the main points, ideas or grammar rules. (Level 5 Reading)

Students can write from right to left and can trace and copy the words or sentences correctly. (Level 4 Writing)

Students can match with confidence the written text to the images to identify the main points, ideas or grammar rules. (Level 5 Reading)

Students can use ICT to support production of their original texts. (Level 7 Writing)

Students can produce short and effective oral presentations about a specific topic. (Level 6 Speaking)

Students are able to listen actively to aid comprehension and understand diversity in such a way that they can sift or select content which refers to the Arab culture with respect to traditions. (Level 4 Listening)

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Listening, Speaking and

Writing).

(Teacher explains briefly about the political role of the

Arab League and where is its HQ). Teacher allows for any

queries ideally in Arabic about the videos they watched.

Map of the Arab World: Using the IWB/PPP/Computer or

Big Wall Map with the names of the countries in Arabic

together with their capital cities, students play a Quiz

Game to find and pinpoint the countries and their capitals

as asked by the teacher.

Set Up a Postcard: Students work individually to reflect on

their cultural learning. Each student prepares either

electronically or manually from magazines or own painting

a Postcard from an Arab country to a member of their

family. On one side they draw or produce an image or

some landmark from an Arab country and at the back of it

they write a few short sentences or phrases as greetings

from the Arab country they visited together with the name

and address to who it is addressed including the name of

the country.

Sequence Pictures according to the Story: Depending on

the abilities in class a student/the teacher reads a story

about children coming from different Arab countries.

Students are to sequence the images according to the

story together with a sentence beneath each image.

Students start exploring cultural symbols and practices through films, maps and traditions. (Level 5 Speaking)

Students can match with confidence the written text to the images and identify the meaning. (Level 5 Reading)

Students can organize and plan their creative writing skills focusing on narrative or descriptive writing styles and can develop their ideas in a sequence of grammatically correct sentences organized in short paragraphs. (Level 6 Writing) Students use available resources to support the

construction of their new texts, such as dictionaries, word lists, internet or sentence models. (Level 7 Writing)

Students will be able to recognize and recall main points or ideas in a story or dialogue and can sequence images accordingly. (Level 6 Listening).

Students match confidently the written text to the images and identify the main ideas. (Level 5 Reading)

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Subject: ARABIC AS A FOREIGN LANGUAGE (AFL) Form 1

Unit code and title: ARB 7.5 Sentence Structure and Punctuation

Strand: Listening, Reading, Writing, Speaking

Unit Duration: 9 sessions of 40 minutes; Total 6 hours

Objectives

1. listen attentively to people speaking about familiar topics already dealt with and recognize different structures. (Listening) 2. exchange basic information on familiar and everyday matters previously dealt with. (Speaking).

3. learn to use the various structures of Arabic sentences and punctuation. (Reading and Writing)

4. highlight, compare and contrast the Arabic sentence structures with that of the Maltese language. (Reading, Writing, Listening and Speaking).

Key Words

Points to note

Resources

An integrated skills approach where the language is presented in a motivating meaningful context and where the teacher tries as much as possible to elicit linguistic responses by using appropriate questioning techniques that challenge the students’ potential. Through a choice of various activities and sources teachers are to elicit from students recognition of the new structures and when they are used. Teachers have to ascertain that students are given ample time for role play, interaction, practice for consolidation and re-enforcement. All previously learnt vocabulary should be utilized to form realistic brief passages for this Unit. By focusing on students’ strategies at appropriate stages the teacher helps students take better control of their learning and students learn to choose the best tasks that suit their particular learning style.

Grammar Focus: The Definite and Indefinite Article, introducing the 3 case endings, the verbal and nominal sentences and the prepositional phrase.

Textbooks: Read and Speak Arabic for Beginners with its CD, McGraw Hill, New York, 2004.

Mahdi Alosh, Ahlan wa Sahlan, Yale University, with its CD-ROM and Audio Pack for Drills and grammar tasks.

My Little World, Foundation 1, MM Books Flash cards, Colours, CD-Roms and DVDs.

http://www.youtube.com/watch?v=I-2KXykC_tY http://www.youtube.com/watch?v=NGMQT-VRi2c http://www.youtube.com/watch?v=It6gCUsH_OU http://www.youtube.com/watch?v=GvWURu89WHY http://www.youtube.com/watch?v=liJLkjId1CQ http://www.youtube.com/watch?v=6u_dPNUhPRQ http://www.youtube.com/watch?v=hk-nrSk8a_A http://www.madinaharabic.com/Arabic_Language_Course/Lessons/L00 4_012.html

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Teaching objectives

Possible teaching experiences and activities

Learning outcomes

listen attentively to

people speaking about

familiar topics already

dealt with and recognize

different structures.

(Listening)

In Plenary teacher explains at length the grammatical

elements of the nominal sentence structure first and then

the verbal sentence while pointing out the importance of

the Definite and Indefinite article usage. Students then

listen to an Audio CD in Arabic with the grammatical

structures tackled. They are expected to answer graded

multiple choice questions, true/false statements on a

prepared Handout by ticking/identifying the correct

answer. Students report in plenum their answers while

teacher writes/correct on the class board their answers.

IWB/Computer: Students watch a brief teacher prepared

thematic story using vocabulary or themes already

previously dealt with. Students watch and listen to this

brief clip repetitively. Then they work out a listening

comprehension by ticking, choosing or identifying the

correct answer on a graded separate Handout. Peer

correction monitored by the teacher to be encouraged.

Quiz Game/Interpreting: Students work in groups and

compete against each other in a quiz game while at the

same time do interpreting skills with the grammar drills on

the nominal and verbal sentences. Teacher reads a set of

graded and various sentences in Arabic and in English and

students have to interpret them. Teacher plays the role of

the quiz master with the groups.

Listen and Move: To focus attention while listening to a

story or a song related to the grammatical structures

Students can listen to various text types of a brief length and demonstrate understanding of the key-words. (Level 6 Listening)

Students are able to listen to and progressively understand the spoken language at times with repetition. (Level 6 Listening)

Students can recognize and recall the main points and ideas in a short story or dialogue and can respond to general ideas or questions. (Level 6 Listening)

Students will show understanding of the main points from aural familiar texts with some repletion and can choose the correct answer. (Level 7 Listening)

Students will extrapolate and respond to general ideas and information of specific areas. (Level 6 Listening)

Students will show comprehension of simple words and familiar grammar structure. (Level 5 Listening )