Unit title: Meeting new people / Greetings and Introductions€¦ · Unit title: Meeting new people...
Transcript of Unit title: Meeting new people / Greetings and Introductions€¦ · Unit title: Meeting new people...
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Unit title: Meeting new people / Greetings and Introductions Unit language goals
1. Students will be able to greet others
2. Students will be able to introduce themselves and ask each other’s names
3. Students will be able to exchange information about where they are from
4. Students will be able to say their nationality and family origin using نسبة adjectives
5. Students will be exchange information about where they live
6. Students will exchange information about likes and dislikes
7. Students will be able to exchange information about their age using numbers 1-20
8. Students will be able to exchange information about where they go to school
Cultural knowledge or cultural goals
Students will be able to greet an Arab in a culturally appropriate manner
Proficiency level For students with no background in Arabic; target proficiency is NL
Suggested timeline Four-five weeks
1. Students will be able to greet others This is the vocabulary students need to know to achieve this goal
أهال مرحبا صباح النور -صباح الخير مساء النور –مساء الخير كيف حالك؟ أنا بخير تعبانة \أنا تعبان تشرفنا
This the grammar students need to know, if any, to achieve this goal
Male students should be able to use تعبان to refer to themselves and female students should be able to use تعبانة to refer to themselves.
2. Students will be able to introduce themselves and ask each other’s names This is the vocabulary students
...اسمي ما اسمك
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need to know to achieve this goal
This the grammar students need to know, if any, to achieve this goal
None
3. Students will be able to exchange information about where they are from
This is the vocabulary students need to know to achieve this goal
من أين أنت؟ من أين أنت؟ مدينة. أنا من..
This the grammar students need to know, if any, to achieve this goal
Students must know how to address a boy differently than a girl using أنت and أنت
4. Students will be able to say their nationality and family origin using نسبة adjectives
This is the vocabulary students need to know to achieve this goal
ولكن فيتنامية وما إلى ذلك \فيتنامي \أمريكية \أنا أمريكي سودانية... وما إلى ذلك \فيتنامية \أمريكية عائلتي
students only need to know the nisba adjective that refers to their own origin, not all nisba adjectives
This the grammar students need to know, if any, to achieve this goal
Students should know when to attach a ة to the end of nisba adjectives to describe females.
5. Students will be exchange information about where they live
This is the vocabulary students need to know to achieve this goal
...أنا أسكن في أين تسكن؟ أين تسكنين؟ جنوب، شرق، شمال،غرب سياتل
This the grammar students need to know, if any, to achieve this goal
Students need to know how to conjugate a present-tense verb (سكن) for أنا أنت
and (when speaking to a male) تسكن Students need to know when to use .أنتwhen to use تسكنين (when speaking to a female)
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7. Students will be able to exchange information about their age using numbers 1-20
This is the vocabulary students need to know to achieve this goal
عمري ... سنة كم عمرك؟ األرقام من واحد إلى عشرين
This the grammar students need to know, if any, to achieve this goal
No grammar; students will used memorized phrases to achieve this goal.
8. Students will be able to exchange information about where they go to school
This is the vocabulary students need to know to achieve this goal
تدرسين؟ \أين تدرس ________________ أدرس في مدرسة
This the grammar students need to know, if any, to achieve this goal
Conjugate verbs for أنا أنت أنت
End of unit assessment Content of assessment
For this assessment, students will be asked to imagine that they have joined a new school where they must introduce themselves and get to know their new
6. Students will exchange information about likes and dislikes
This is the vocabulary students need to know to achieve this goal
تحبين... \هل تحب تحبين... \ماذا تحب ..أحب ...نعم، أحب ...ال، ال أحب
This the grammar students need to know, if any, to achieve this goal
Present-tense verb conjugation for أنت ,أنت ,أنا
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teacher and friend.
Presentational speaking: Students will pretend that they have joined a new Arab school for the first time and have been asked by the teacher to introduce themselves. They will
Interpersonal speaking: Students will construct fake “secret identities” for themselves and pretend that they are all new students at a school. On new student day, students introduce themselves to each other. Students must fill out a grid with the information they’ve heard.
Interpretive listening: Students will listen to their teacher introduce him/herself (using a fictional persona) and answer questions about their teacher on a sheet of paper to show their comprehension.
Modes assessed (presentational, interpersonal, interpretive)
Presentational speaking, interpersonal speaking, and interpretive listening. Presentational writing and interpretive reading will not be assessed because students will not have a firm grasp of the alphabet by the end of this unit.
Standards World-Readiness Standards
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
NCCSFL Can-Do Statements
Interpersonal communication: I can communicate on some very familiar topics
using single words and phrases that I have practiced and memorized.
Presentational Speaking: I can present information about myself and some other
very familiar topics using single words or memorized phrases.
Interpretive listening: I can recognize a few memorized words and phrases when I
hear them spoken.
Communicative modes addressed
Interpersonal speaking, presentational speaking, and interpretive listening are the focus of this unit. Students will not know the entire alphabet by the end of this unit, so the focus will remain on oral communication.
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Unit Title: What’s my school day like? Unit language goals
Unit Title: What’s my school day like?
1. Students will be able to name some of the classes they take at school
2. Students will be able to exchange information about how much they like each of their classes
3. Students will be able to describe their classes using some simple adjectives
4. Students will be able to exchange information about what subjects they are good at
5. Students will be able to describe their daily school schedule
6. Students will be able to read a school schedule from the Arab world
7. Students will be able to tell what days they go to school and where they go when they are not in school
Cultural knowledge or cultural goals
Students will understand some differences between American and Middle
Eastern schools, such as the fact that Americans have a wide variety of
elective classes available whereas Arabs have few choices in their classes.
Middle Eastern schools have a different school week than American
schools.
Proficiency level Target proficiency is NM
Suggested timeline 5-6 weeks
1. Students will be able to name some of the classes they take at school This is the vocabulary students need to know to achieve this goal
عندي، ليس عندي أدرس في، ال أدرس في عندك صف ،اللغة العربية، الفن، األدب اإلنكليزي، التاريخ، العلوم )البيولوجية، الفيزياء، الكيمياء(، التاريخ
الموسيقى، الرياضة
This the grammar students need to know, if any, to achieve this goal
Use the إضافة construction (implicitly, doesn’t need to be address explicitly) to tell what classes they are in: صف اللغة العربية, etc.
Negate عندي using ليس
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2. Students will be able to exchange information about how much they like each of their classes
This is the vocabulary students need to know to achieve this goal
________________ تحب، تحبين ...نعم، أحب ...ال، ال أحب كثيرا قليال أحيانا دائما أنا أيضا
This the grammar students need to know, if any, to achieve this goal
Present-tense verb conjugation for أنت ,أنت ,أنا (review from unit 1)
Negation of present-tense verbs (review from unit 1)
3. Students will be able to describe their classes using some simple adjectives This is the vocabulary students need to know to achieve this goal
جيد، ممتاز سهل، صعب جدا
This the grammar students need to know, if any, to achieve this goal
Noun-adjective gender agreement (review from Unit 1)
4. Students will be able to exchange information about what subjects they are good at
This is the vocabulary students need to know to achieve this goal
جيدة في ______________ \لست جيد أنت جيد في...؟
This the grammar students need to know, if any, to achieve this goal
Noun-adjective gender agreement (review from Unit 1)
Use of لست to negate adjectives referring to the self
5. Students will be able to describe their daily school schedule This is the vocabulary students
يوم األحد، يوم االثنين، يوم الثالثاء، يوم األربعاء، يوم الخميس، يوم الجمعة، يوم السبت كل يوم
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need to know to achieve this goal
بعد المدرسة نهاية األسبوع
This the grammar students need to know, if any, to achieve this goal
None
6. Students will be able to tell what days they go to school and where they go when they are not in school
This is the vocabulary students need to know to achieve this goal
)ذهب )أذهب، تذهب، تذهبين، يذهب، تذهب إلى البيت
This the grammar students need to know, if any, to achieve this goal
Present tense verb conjugations
7. Students will be able to read a school schedule from the Arab world
This is the vocabulary students need to know to achieve this goal
Students will need to know how to read all of the vocabulary from the unit in Arabic letters
This the grammar students need to know, if any, to achieve this goal
Nothing new
End of unit assessment Content of assessment
Students pretend that they are a new student at a school in the Arab world on study abroad.
- Interpretive reading: Students receive their new class schedule. They must read over the schedule and answer comprehension questions in English to demonstrate understanding.
- Interpersonal speaking: Students have a list of classes they are in at their new school. They must talk with other students in their class to find out who has the same classes. To get an idea of what their classes will be like, they must also ask the students who have these classes how they are (e.g., whether they are easy or hard, how much they like them, etc)
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- Presentational speaking: Students must now act in the role of students who are welcoming a new student to their school. They must give a rundown of the various classes available in the school, what they are like, and their opinion of these classes.
Modes assessed (presentational, interpersonal, interpretive)
Interpretive reading, interpersonal speaking, and presentational speaking.
Miscellaneous Possible enrichment activities
Syrian School documentaries: http://vimeo.com/9402444
Standards National Standards covered
Practices to Perspectives: Learners use the language to investigate, explain, and
reflect on the relationship between the practices and perspectives of the cultures
studied.
Interpersonal Communication: Learners interact and negotiate meaning in spoken,
signed, or written conversations to share information, reactions, feelings, and
opinions.
Interpretive Communication: Learners understand, interpret, and analyze what is
heard, read, or viewed on a variety of topics.
Presentational Communication: Learners present information, concepts, and ideas
to inform, explain, persuade, and narrate on a variety of topics using appropriate
media and adapting to various audiences of listeners, readers, or viewers.
Acquiring Information and Diverse Perspectives: Learners access and evaluate
information and diverse perspectives that are available through the language and
its cultures.
NCCSFL Can-Do Statements
I can communicate on very familiar topics using a variety of words and phrases
that I have practiced and memorized.
I can communicate on very familiar topics using a variety of words and phrases
that I have practiced and memorized.
I can write lists and memorized phrases on familiar topics.
I can recognize some familiar words and phrases when I hear them spoken.
I can recognize some letters or characters. I can understand some learned or
memorized words and phrases when I read. Communicative modes addressed
This unit focuses on interpersonal speaking and developing students’ interpretive reading skills, as students will begin finish learning the Arabic alphabet during this unit. Students will also practice presentation speaking, interpretive listening, and
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begin to practice presentational writing.
Unit Title: Family and Friends Unit language goals
Unit Title: Family and Friends
1. Students will be able to say who is in their family and immediate social circle
2. Students will be able to introduce their family members and friends
3. Students will be able to describe their family, family members, and friends
4. Students will be able to exchange information about their interests and their family and friends’ interests
5. Students will be able to say what their family members and friends like and dislike
6. Students will be able to exchange information about what sports they and their family members watch and play
Review
End of unit assessment
Miscellaneous
Suggested Timeline
Standards
1. Students will be able to say who is in their family and immediate social circle
This is the vocabulary students need to know to achieve this goal
أم، أب، أخ، أخت، جد، جدة، كلب، قطة، صديق، صديقة عندي، ليس عندي
This the grammar students need to know, if any, to
Use of ليس to negate عندي (Review)
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achieve this goal
2. Students will be able to introduce their family members and friends This is the vocabulary students need to know to achieve this goal
اسمه، اسمها، اسمهم
This the grammar students need to know, if any, to achieve this goal
Attached pronouns
3. Students will be able to describe their family, family members, and friends This is the vocabulary students need to know to achieve this goal
كبير، صغير، لطيف، ذكي، مجنون، مضحك، هادئ، جميل، طويل، قصير
This the grammar students need to know, if any, to achieve this goal
Noun-adjective agreement (review from previous units)
4. Students will be able to exchange information about their interests and their family and friends’ interests
This is the vocabulary students need to know to achieve this goal
الموسيقى، السباحة، البيانو، اإلنترنت، الرسم ل )هو يفضل، هي تفضل، أنا أفضل، أنت ت فضلين، أنت تفضل، هم يفضلون(فض تفضلين؟ \ماذا تفضل
This the grammar students need to know, if any, to achieve this goal
Verb conjugations in the present tense (some pronouns are review; the pronouns هو، هي and هم are an explicit focus of this unit)
5. Students will be able to say what their family members and friends like and dislike
This is the vocabulary students need to know to achieve this goal
هو يحب، هي تحب، هم يحبون مراجعة الكلمات كثيرا، قليال، أحيانا، دائما
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This the grammar students need to know, if any, to achieve this goal
Verb conjugations in the present tense for he, she, and they
6. Students will be able to exchange information about what sports they and their family members watch and play
This is the vocabulary students need to know to achieve this goal
مصرف للضمائر أنت، أنت، أنا، هو، هي، هم( –لعب )في المضارع مصرف للضمائر أنت، أنت، أنا، هو، هي، هم( –شاهد )في المضارع كرة القدم، كرة القدم األمريكية، كرة السلة، الكرة الطائرة، بيسبول، فريق، ملعب
This the grammar students need to know, if any, to achieve this goal
End of unit assessment Content of assessment
Presentation of family photo album
Modes assessed (presentational, interpersonal, interpretive)
Presentational speaking
Standards National Standards covered
Interpersonal Communication: Learners interact and negotiate meaning in spoken,
signed, or written conversations to share information, reactions, feelings, and opinions. Interpretive Communication: Learners understand, interpret, and analyze what is heard,
read, or viewed on a variety of topics. Presentational Communication: Learners present information, concepts, and ideas to
inform, explain, persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences of listeners, readers, or viewers.
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the
cultures studied.
Language Comparisons: Learners use the language to investigate, explain, and reflect
on the nature of language through comparisons of the language studied and their own. Cultural Comparisons: Learners use the language to investigate, explain, and reflect on
the concept of culture through comparisons of the cultures studied and their own.
NCCSFL Can-Do Statements
I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized.
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I can present information about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions. I can write lists and memorized phrases on familiar topics. I can recognize some familiar words and phrases when I hear them spoken. I can recognize some letters or characters. I can understand some learned or memorized words and phrases when I read.
Communicative modes addressed
This unit addresses all communicative modes, although it focuses primarily on spoken interpersonal and presentational communication. Students also began to read and write short passages in Arabic, primarily focused on the form of the personal letter.
Unit Title: At the Restaurant and Café Unit language goals Unit Title: At the Restaurant and Café
1. Students will be able to invite others to a café to drink coffee
2. Students will be able to order drinks at a café
3. Students will be able to order different kinds of juices
4. Students will be able to say what foods they find delicious
5. Students will be able to invite others to a meal at a restaurant
6. Students will be able to exchange information about being hungry or thirsty
7. Students will be able to identify common American and Arab dishes
8. Students will be able to identify the key ingredients of different dishes
9. Students will be able to read or write a menu in Arabic
10. Students will be able to order food at a restaurant
1. Students will be able to invite others to a café to drink coffee This is the vocabulary students need to know to achieve this goal
تريد أن تشرب قهوة في مقهى يوم ال__________؟ o تريدين \تريد \أريد o تشربين \تشرب \أشرب o قهوة o صباح، مساء
)أيام األسبوع )مراجعة من وحدة المدرسة
This the grammar students need to know, if any, to
Students must be able to conjugate verbs for نا، أنت، أنت أ
Students must know how to link verbs using أن
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achieve this goal
2. Students will be able to order drinks at a café This is the vocabulary students need to know to achieve this goal
أريد ___________ من فضلك قهوة، شاي، عصير ماء قهوة بالسكر، قهوة بال سكر
This the grammar students need to know, if any, to achieve this goal
Noun-adjective agreement (review from previous units)
Use of ب and بال
3. Students will be able to order different kinds of juices This is the vocabulary students need to know to achieve this goal
عصير كيوي، موز، برتقال، توت، تفاح، مانجا، أفوكادو، ليمون، توت
This the grammar students need to know, if any, to achieve this goal
Implicit use of إضافة
4. Students will be able to say what foods they find delicious This is the vocabulary students need to know to achieve this goal
لذيذ، ليس لذيذ
This the grammar students need to know, if any, to achieve this goal
No grammar necessary
5. Students will be able to invite others to a meal at a restaurant This is the vocabulary students need to know to achieve this goal
تأكلين ال______ في مطعم يوم ال_______؟ \تريدين أن تأكل \تريد o تريدين \تريد \أريد o تآكلين \تأكل \آكل o الغداء، الفطور، العشاء o ...ال، ال أريد أن... \نعم، أريد أن
)أيام األسبوع )مراجعة من وحدة المدرسة
This the grammar Students must be able to conjugate verbs for أنا، أنت، أنت
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students need to know, if any, to achieve this goal
Students must know how to link verbs using أن
6. Students will be able to exchange information about being hungry or thirsty
This is the vocabulary students need to know to achieve this goal
جوعان عطشان لست جوعان، لست عطشان
This the grammar students need to know, if any, to achieve this goal
Noun-adjective agreement (review)
Use of لست (review)
7. Students will be able to identify common American and Arab dishes This is the vocabulary students need to know to achieve this goal
بيتزا، سلطة، برغر، سندويش، شوربة
This the grammar students need to know, if any, to achieve this goal
No grammar necessary
8. Students will be able to identify the key ingredients of different dishes This is the vocabulary students need to know to achieve this goal
لحم، سمك، دجاج بيض، جبنة بطاطا، بصل، ثوم، طماطم، باذنجان، خس
This the grammar students need to know, if any, to achieve this goal
No grammar necessary
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9. Students will be able to read or write a menu in Arabic This is the vocabulary students need to know to achieve this goal
Review of previous vocabulary
This the grammar students need to know, if any, to achieve this goal
No grammar necessary
10. Students will be able to order food at a restaurant This is the vocabulary students need to know to achieve this goal
...عفوا، يا جرسون أريد __________ من فضلك الحساب، من فضلك
This the grammar students need to know, if any, to achieve this goal
No grammar knowledge
End of unit assessment Content of assessment
This assessment has two parts: Part I: Interpersonal speaking—in this part of the assessment, students in pairs will select prompts from an envelope. They will prepare separately to address the prompt and then spontaneously interact with each other. They can be graded using the rubric in the folder. Part II: Interpretive reading, presentational writing – in this part of the assessment, students will be asked to read a menu (and authentic menu which has been edited) and identify different kinds of dishes on the menu. They will also be asked to respond to short writing prompts.
Modes assessed (presentational, interpersonal, interpretive)
Interpersonal speaking, presentational writing, interpretive reading
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Standards National Standards covered
Interpersonal Communication: Learners interact and negotiate meaning in spoken,
signed, or written conversations to share information, reactions, feelings, and opinions. Interpretive Communication: Learners understand, interpret, and analyze what is heard,
read, or viewed on a variety of topics. Presentational Communication: Learners present information, concepts, and ideas to
inform, explain, persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences of listeners, readers, or viewers.
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the
cultures studied.
Acquiring Information and Diverse Perspectives: Learners access and evaluate
information and diverse perspectives that are available through the language and its
cultures. Language Comparisons: Learners use the language to investigate, explain, and reflect
on the nature of language through comparisons of the language studied and their own.
NCCSFL Can-Do Statements
I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized. I can present information about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions. I can write lists and memorized phrases on familiar topics. I can recognize some familiar words and phrases when I hear them spoken. I can recognize some letters or characters. I can understand some learned or memorized words and phrases when I read.
Communicative modes addressed
This unit addressed all communicative modes, although it focused primarily on spoken interpersonal communication. Students also practiced reading authentic materials, focusing primarily on the genre of the menu, and practiced writing menus and food diaries as well.
Unit Title: Clothing and Shopping Unit language goals Unit Title: Clothing and Shopping
1. Students will be able to name common items of American clothing
2. Students will be able to name some common items of Arab clothing
3. Students will be able to describe clothing items
4. Students will be able to purchase clothing item at a market, store, or garage sale
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1. Students will be able to name common items of American clothing This is the vocabulary students need to know to achieve this goal
بنطلون، قميص، جاكيت، فستان، تنورة، حذاء، صدنل، قبعة، نظارة، نظارة شمسية، بنطلون قصير
ألبس، يلبس، تلبس، تلبسين، يلبسون
This the grammar students need to know, if any, to achieve this goal
No new grammar needed.
2. Students will be able to name some common items of Arab clothing This is the vocabulary students need to know to achieve this goal
ثوبحجاب، عباية، كوفية، شبشب ،
This the grammar students need to know, if any, to achieve this goal
No new grammar needed.
3. Students will be able to describe clothing items This is the vocabulary students need to know to achieve this goal
أسود، بنفسجي، رمادي، بني، أبيض، أزرق، أصفر، أحمر، أخضر، برتقالي، وردي، نلو طويل، قصير
This the grammar students need to know, if any, to achieve this goal
Noun-adjective agreement. For the sake of time and simplicity, no need to teach students the feminine forms of colors على وزن أفعل. Students can learn the feminine forms in Level II.
4. Students will be able to buy and sell clothing item at a market, store, or garage sale
This is the vocabulary students need to know to achieve this goal
أشتري، أبيع، أريد بكم، كم، دوالرات، دينار غالي، رخيص سوق، دكان، زبون مقاس، صغير، وسط، كبير
This the grammar students need to
No new grammar needed.
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know, if any, to achieve this goal
End of unit assessment Content of assessment
Students act as the announcer for a “fashion show”; this functioned as more of a formative rather than summative assessment. Students created a “fashion show” PowerPoint presentation with pictures from the Internet. Acting as the fashion show announcer, they described what the people in the pictures were wearing. This was graded as a homework assignment rather than a summative assessment.
Modes assessed (presentational, interpersonal, interpretive)
Presentational speaking
Standards National Standards covered
Interpersonal Communication: Learners interact and negotiate meaning in spoken,
signed, or written conversations to share information, reactions, feelings, and opinions. Interpretive Communication: Learners understand, interpret, and analyze what is heard,
read, or viewed on a variety of topics. Presentational Communication: Learners present information, concepts, and ideas to
inform, explain, persuade, and narrate on a variety of topics using appropriate media and
adapting to various audiences of listeners, readers, or viewers.
Practices to Perspectives: Learners use the language to investigate, explain, and reflect
on the relationship between the practices and perspectives of the cultures studied. Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the
cultures studied.
Making Connections: Learners build, reinforce, and expand their knowledge of other
disciplines while using the language to develop critical thinking and to solve problems
creatively. Acquiring Information and Diverse Perspectives: Learners access and evaluate
information and diverse perspectives that are available through the language and its
cultures. Language Comparisons: Learners use the language to investigate, explain, and reflect
on the nature of language through comparisons of the language studied and their own. Cultural Comparisons: Learners use the language to investigate, explain, and reflect on
the concept of culture through comparisons of the cultures studied and their own.
NCCSFL Can-Do Statements
I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized. I can present information about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions. I can write lists and memorized phrases on familiar topics.
OneWorld Now! Arabic I Curriculum Unit Outline
©OneWorld Now!
I can recognize some familiar words and phrases when I hear them spoken. I can recognize some letters or characters. I can understand some learned or memorized words and phrases when I read.
Communicative modes addressed
This unit addressed all communicative modes, although it primarily focused on spoken interpersonal and presentational communication.