Arabic

Length of Course Year 9 : One year

Year 9 is the last year of the three year Key Stage 3 Arabic programme

Course description and aims

During the course of the one year, students will allow students to develop their ability to communicate in Arabic in both speech and writing. Students will study across a variety of contexts relevant to their age and interests and will develop a greater awareness of the culture of Arabic-speaking communities and countries. Students will need to develop and use their knowledge and understanding of Arabic grammar progressively through their course of study.

The course will develop students’ awareness and understanding of the culture and identity of the countries and communities where the language is spoken, they will be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge.

Main concepts and topics covered

The course is designed across all four-language skills, which are set in common contexts, addressing a range of relevant contemporary and cultural themes. They are organised into the following topics

1. The basics

· To be able to differentiate between letters.

· To use cardinal and ordinal numbers.

· To greet people

2. About Me

· Introduce yourself

· Forming questions

· Nationality

3. My family

· Family members

· Compare people and things

4. My job

· Jobs and work places

· What people do

5. At Home

· My house

· Rooms of the house

· Time

· Routine and actions at home

6. Hobbies

· Types of hobbies

· Likes and dislikes

· Justify opinions

7. What does he look like?

· Physical appearance

· Compare people

· Body parts

8. My town

· Places in town

· Directions

· Weather

9. At school

· School subjects

· Consolidate likes/dislikes

· School uniform

10. Transport

· Models of transport

· Transport preferences

· Describes modes of transport

11. Clothes

· Items of clothing

· Describing clothes

· Four seasons

· Shopping

12. Food

· Types of food

· Food items

· Quantities

· Recipients and containers

· Meals

·

The Arabic programme aims to ensure that all students:

· Understand and respond to spoken and written language form from a variety of authentic sources.

· Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say including thorough discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.

· Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.

Acquire an understanding of the Arabic culture around them

Language Content

Short long vowels, sun & moon letters, different forms of numbers, adjectives (feminine, masculine), forming questions, the feminine marker, demonstrative pronouns, possessive adjectives, comparative and superlative, present tense, past tense, future tense, prepositions of place, dual/plural form, personal/possessive/attached pronouns, adverbs of time, adverbs of frequency, adjectives, comparative, quantifiers/intensifiers.

Course outcomes

Students will be able to:

· communicate confidently and coherently in speech and writing, conveying what they want to say with increasing accuracy

· express and develop thoughts and ideas spontaneously and fluently

· listen to and understand clearly articulated, standard speech at near normal speed

· increase their independent use and understanding of extended language in a wide range of contexts

· acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts

Types of assessment

· End of unit tests

· Level assessments each term

· End of year exam

Methodology

A variety of teaching strategies and approaches are used to help students remain focused and to make teaching effective and enjoyable e.g.

· Group work

· Pair work

· Individual work

· Games

· Different kinds of listening activities such as selective and detailed listening

· Different kinds of oral work such as conducting surveys, role plays, songs, interviews and presentations

· Different kinds of written work such as dialogues, short letters/essays, fill in the blanks etc.

· Using Information Technology

Text and materials

The Pre-GCSE Arabic Companion المرافق الإعدادي عربية

Workbook

CDs Flashcards Worksheets

Information Technology Websites

Grading policy

All assessment is criterion referenced and aligned to learning objectives as outlined in the teacher’s projections for the term. Teachers mark work on the basis of mark schemes made in collaboration with colleagues of the same year group.

Formative assessments may be given a mark, a grade or a comment. This values teacher judgment and informs the learner about strengths and areas of development. All summative assessments are graded on a scale as published in the whole school assessment policy.

Additional expectations

For learning a Language regular revision of vocabulary and grammar is necessary. Additional reading (storybooks, according to the language level the student has achieved) is strongly recommended, as are the language websites to which the school has a subscription.