Post on 01-Jan-2017
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
4
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
5
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
6
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)
7
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
11
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
12
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.
13
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.
14
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
15
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
16
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.
Range
of languages relevant within the local context e.g. Arabic, Chinese, French, German, Panjabi, Spanish, Tam
il and
Urd
u
CILT, the National Centre
for Languages
Associationfor Language
Learning
NationalAssociation for
Language Development in the Curriculum
NationalResource Centre for Supplementary
Education
LocalAuthorities
Secondary Specialist Language
CollegesPrimary Pathfinders
British Council
Secondary
Primary
Complementary Primary/Secondary
Examboards
17
… 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;
•••
••
•
•
••••
18
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.
•
••
•
•
•
••••
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
http
://w
ww
.ww
f.org
.uk/
core
/w
ildlif
e/fs
_000
0000
038.
asp
ة ؟بي
عرة
ول د
ا /ني
طاري
ي ب ف
يةس
ئيلر
ة ائي
بي ال
كلشا
لمي ا
هما
/ بر
ك/ أ
ن ( أ
ظن )أ
قدعت
/ أن
ي أ( ل
حض
يتو )
بد/ ي
ي ص
خش
الي
رأيي
في:
هكل
شا م
ة /كل
ش م
وأس
أي
جو ال
فغال
الرة
حراة
جدر
ع فا
ارتية
بر ال
اةحي
الها
ض لعر
تتي
لتت ا
دادي
هلت
ات
ابالغ
( اى
علاء
ضلق
)اير
دمت
طنف
الت
قال نا
منل
روبت
الب
سرت
اءلم
واواء
هوال
ة رب
لتث ا
لوت
نعصا
لم وا
تصال
والم
ل اسائ
وعن
م ج
نا ال
ثلو
لتا
يةوو
لنت ا
ايانف
الحة
ياس
ال...
...ق
ريط
ن ع
ئةبي
للرر
ض ال
صلح
ي...
...ن.
ي أور
ضر ال
من /
مه
لمن ا
م...
......
ي رأ
ضدنا
/ أ ..
...ي .
رأمع
نا أ
ؤذ م
ي /لب
س /
يجاب
إيير
تأث ..
...ـ..
ن لكو
ن ين أ
كمم
المن
ة؟يئ
لبة ا
مايح
ا لذه
خة أ
ومك
ح ال
ىعل
/ نا
لي ع
يلت
ت ااءا
جراإل
ما ن:
ة أول
لدع ا
طيست
/ تة
ومك
ح ال
ىعل
ب ج
يت
ابالغ
ب اري
خع ت
من- ت
ضقرا
النة ل
ضعر
لمت ا
قالو
خلم
ة اماي
حت ل
واط
خذ
خ تأ
-ت
صالوا
لمل ا
سائ و
عنج
نات ال
ثلو
لتن ا
محد
للت
واط
خذ
خ تأ
-نع
صالم
وات
شراح
الت
دابي
مام
خدست
ن ا م
يلقل
لتت ل
واط
خذ
ختت
-ة
يعسر
الرق
ط ال
مند
زيلم
ء انا
ن ب ع
فوق
تت -
مةعا
الت
صالوا
لمم ا
داخ
ستى ا
علع
جش
- تت
ايانف
الع(
نيص
ة تاد
إعر )
ويتد
ى عل
ع ج
شت
ة اق
ط و
يةس
شم ال
قةطا
الثل
مقة
طالل
ى خر
ر أاد
ص م
مرتث
سن ت
- أاح
ريال
ة اد
إعر )
ويتد
ت. ايا
نف ال
ي(رم
ء )قا
إلدم
عنا.
ياتح
ط نم
ير غي
: تنا
لي ع
بج
يه
يالم
ر اهد
م عد
ك. تي
سبال
الب /
عل ال
ج /جا
لز/ ا
ق ور
الت
ايانف
ع( ني
صت
ال بد
ة ئي
واه
الجة
درا ال
أوة
املع
ت اصال
والم
ل اسائ
وام
خدست
. ااء
ربه
كوال
ر. صد
لمة ا
عيبي
ط ال
مةطع
األل
اوتن
. ...
د .ض
ج جا
حتاال
ت. ارا
سي ال
من
د:اع
قوال
يلض
تف ال
ونة
قارلم
ب الو
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;
••••••
•
•
•
•••
•
•
––––
87
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!
–
–
–
–
–•••
•
•
•
•
•
Po
ssib
le t
emp
late
fo
r a
sch
eme
of
wo
rkTe
rm:
Uni
t: (1
)T
imin
g: (
6 w
eeks
)
NC
PoS
(ex
clud
ing
thos
e co
vere
d ro
utin
ely)
:N
C A
T L
evel
s:
S: L
: R: W
:
Key
Sta
ge 2
/3 F
ram
ewor
k lin
ks:
Wee
kC
on
text
(s)
and
lear
nin
g
ob
ject
ives
Voca
bula
ry a
nd
str
uct
ure
s (c
ore
an
d e
xten
sio
n)
Act
ivit
ies,
incl
ud
ing
ho
mew
ork
s (d
iffe
ren
tiat
ion
fe
atu
res,
rel
evan
t la
ng
uag
e le
arn
ing
str
ateg
ies
and
info
rmal
ass
essm
ent
op
po
rtu
nit
ies
ind
icat
ed
as a
pp
rop
riat
e)
Res
ou
rces
(in
clu
din
g IC
T)
1 2 3 4 5 6E
nd o
f un
it as
sess
men
t
No
tes:
Fol
low
ing
this
form
at it
sho
uld
be p
ossi
ble
to c
over
1–2
wee
ks p
er p
age.
It m
ay b
e cl
eare
st t
o pr
ovid
e ju
st a
sum
mar
y of
lang
uage
in t
he t
able
, bu
t to
add
ful
l ver
bal a
nd w
ritte
n ou
tcom
es a
t th
e en
d of
the
uni
t.A
bb
revi
atio
ns:
NC
Nat
iona
l Cur
ricul
umP
oSP
rogr
amm
e of
Stu
dyAT
A
ttain
men
t Tar
get
ICT
Info
rmat
ion
and
Com
mun
icat
ions
Tec
hnol
ogy
• • • • • •
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
90
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
91
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
92
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
93
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
94
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
95
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
rabic
CILT
العربية
ISBN-13 978-1-904243-56-4