0544 Scheme of Work (For Examination From 2021)

Scheme of Work
Cambridge IGCSE™ Arabic

Arabic 0544
For examination from 2021
Version 1
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Contents
Contents ...................................................................................................................................................................................................................................................... 2
Introduction .................................................................................................................................................................................................................................................. 4
Area A: Everyday activities .......................................................................................................................................................................................................................... 7
Area B: Personal and social life................................................................................................................................................................................................................. 18
Area C: The world around us ..................................................................................................................................................................................................................... 23
Area D: The world of work ......................................................................................................................................................................................................................... 31
Area E: The international world ................................................................................................................................................................................................................. 36
Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another
possible area for differentiation.
Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject.
Assessment objectives – AO1 Listening Assessment objectives – AO2 Reading

L1: understand the main points and key information in R1: understand the main points and key information in
simple everyday material simple everyday material
L2: understand clear speech on a range of familiar topics R2: understand authentic factual texts on a range of
L3: understand the description of events and expression of ideas, opinions and familiar topics
attitudes in simple texts R3: understand the description of events and expression of ideas, opinions and
L4: identify and select relevant information in predictable texts attitudes in simple texts
R4: identify and select relevant information in predictable texts
Assessment objectives – AO3 Speaking Assessment objectives – AO4 Writing

S1: communicate clearly and effectively in a range of predictable everyday W1: communicate simple factual information clearly for
situations everyday purposes
S2: engage in conversations on familiar topics, expressing opinions and W2: write simple phrases and sentences on a familiar
feelings topic
S3: use a range of structures and vocabulary with reasonable W3: write simple connected texts describing events, experiences, opinions and
accuracy demonstrate some ability to maintain interaction hopes and ambitions
S4: show some control of pronunciation and intonation W4: use a range of simple vocabulary and language structures reasonably
accurately
Cambridge IGCSE Arabic 0544 – from 2021 4

Scheme of Work
Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge International, is listed at www.cambridgeinternational.org
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all
textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each
learning objective. In addition to reading the syllabus, teachers should refer to the updated specimen assessment materials.
School Support Hub

The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training
opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support
Hub at www.cambridgeinternational.org/support. If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.

Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Arabic syllabus and it provides some ideas and suggestions of how to cover the content of the
syllabus. We have designed the following features to help guide you through your course.
Learning objectives help your learners by making it

clear the knowledge they are trying to build. Pass
Suggested teaching activities give you lots of
these on to your learners by expressing them as ‘We
ideas about how you can present learners with
are learning to / about…’.
new information without teacher talk or videos.
Try more active methods which get your
Syllabus ref. Learning Suggested teaching activities learners motivated and practising new skills.
objectives
People Learners will be Learners think of and note down as many places as they can think of where it is possible to meet
and able to discuss people.
places different ways of
meeting people. Learners are presented with jumbled up dialogue of two people meeting for the first time and are
required to put it in the correct order.
Learners listen to or read a text about young people discussing the advantages and Independent
disadvantages of social media. They carry out a series of gap-filling and general comprehension
study (I) gives
questions. your learners
the opportunity
Learners question each other about their favourite means of social media, and why. They list tothedevelop their
advantages and disadvantages of social media and discuss the world without it. own ideas and
Extension activities provide your
understanding
abler learners with further challenge
Learners write about their experience of having a pen friend, giving details of how they met and
with direct input
beyond the basic content of the
their correspondence with each other. (I) from you.
course. Innovation and independent
learning are the basis of these
Extension activity: Learners can extend this activity to write about modern technology and
activities.
social media: the use of the internet to stay in touch, its use in education and research and what
would life be like without it.
Past and specimen papers Past papers, specimen papers and mark schemes
are available for you to download at:
E4 Places and customs www.cambridgeinternational.org/support
0544/23 Jun 2014 Section 3, Ex1 Q28–33 – Migration from the countryside to the city
0544/03 Specimen paper 2021 – Card Seven, 1 – Tourism, atUsing these resources with your learners allows you to
the reception
check their progress and give them confidence and
understanding.

Scheme of Work
Area A: Everyday activities
Syllabus ref. Learning objectives Suggested teaching activities
Time Learners will be able Learners brainstorm vocabulary related to time phrases, days of the week, months and seasons. For learning the times,
expressions to understand and days of the week etc. there are many free online resources and here are some examples:
exchange https://softarabic.com/telling-time-in-arabic/
Assessment information about https://softarabic.com/the-four-seasons-in-arabic/
objectives: their activities in http://www.everyday-arabic.com/2014/01/telling-time-in-arabic.html
AO1, AO2, relations to certain https://arabic.desert-sky.net/time.html
AO3, AO4 times.
Learners watch/listen to young people giving accounts of their daily routine. They focus on times, days of the week and
the activities using the present tense verb with some adverbs referring to times of the day, e.g.
... ‫ ﺑﻌد اﻟظﮭر‬، ‫ ﻗﺑل اﻟظﮭر‬، (‫ ﻣﺳﺎ ًء )ﻓﻲ اﻟﻣﺳﺎء‬، (‫ ﺻﺑﺎﺣﺎ ً )ﻓﻲ اﻟﺻﺑﺎح‬and how often they do certain activities using
ً ‫ أﺑدا‬... ‫ ﻻ‬، ً ‫ أﺣﯾﺎﻧﺎ‬، ً ‫ داﺋﻣﺎ‬، ً ‫ﻋﺎدة‬. Learners complete related exercises on handouts given by the teacher.
Learners can include family members or friends with whom they share some of their home life activities, e.g. having a
certain meal with a family member in the morning or in the evening. Learn family members
www.earabiclearning.com/blog/2013/12/family-members-vocabulary-in-arabic/
Learners work in pairs or small groups to ask each other questions about their own daily routine: what time they do
certain activities, getting up, going to school, playing, watching TV, going to bed etc.
To include other time expressions, learners can practice talking about their activities during the week and over the
weekend. After that they can include weekly or monthly activities and over the four seasons e.g. going on holiday or
working in the summer.
For vocabulary about the seasons, you can use https://sites.google.com/site/illustratedarabicvocabulary/seasons

Learners can question each other about what they do or would like to do during different seasons e.g. going to beach in
the summer or going skiing in winter. This will get them talking about sports and hobbies.
Learners read a text in Arabic that include time expressions and practise answering questions that require specific
information or a comprehension response.
To prepare learners for the Speaking test, it is important to get them trained on using the past and future tense,
especially in the Topic Conversation and General Conversation parts.

Scheme of Work
Learners are provided with gapped text describing a young person’s routine and they are asked to conjugate the verb
between brackets into the correct form.
Extension activity: To make it more challenging the text could have different types of gaps e.g. verbs, times, months
and seasons, and the learners are asked to fill in the missing words as appropriate.
Learners are asked to write about their daily routine and ‘perhaps’ prepare a PowerPoint with pictures and very little
Arabic writing to present in class. (I) This will create a challenging but fun atmosphere by having the classmates ask
questions on what has been presented. Learners can gain in confidence and transferrable skills in doing such activities.
Use peer learning/checking on the written work after checking the homework and providing feedback by having learning
share the feedback and learn from each other’s mistakes.
To support your teaching use a wide range of resources that suit the needs of your learners.
Suggested resources for teachers:

Mastering Arabic 1, Unit 16 ‘Everyday’
Mastering Arabic1 Activity Book, Unit 16
Other general resources

www.memrise.com/course/71968/gcse-arabic-vocab/
www.madinaharabic.com/quiz/
https://learning.aljazeera.net/en
www.bbc.com/arabic
https://quizlet.com/latest
http://readarabic.nflc.umd.edu/contents/readarabic_1_2_1.html
http://wsh.wokingham.gov.uk/learning-and-teaching/mea/eal/arabic-resources/topic-words/
www.macmillanihe.com/companion/Wightwick-And-Gaafar-Mastering-Arabic-Series/
http://arabalicious.com/secondary-resources.html
www.laits.utexas.edu/aswaat/video_s.php#/1/
http://altd.sdsu.edu/book2/index.html
Useful textbooks:
Mastering Arabic 1 & 2 by Jane Wightwick and Mahmoud Gaafar
Your Arabic Friend by Gassan Mahir
GCSE Arabic Companion by Chawki Nacef
Build your Arabic Vocabulary by Haroun Shirwani

Scheme of Work
Food and drink Learners will be able Learners practise learning vocabulary related to food items: the three meals of the day and some dishes from the Arabic
to use and world and around the world. There are many online resources to help teach this topic. Use YouTube videos, or create a
understand the more fun activity in playing a group game in class, e.g., ‘Quizlet Live’ on: https://quizlet.com/subject/arabic-food-vocabs/
Assessment
language necessary
objectives:
to talk about food Learners listen to young people discussing their food and drink giving reasons for their likes and dislikes. Learners
AO1, AO2,
and drink. complete related multiple-choice, gap-filling and general comprehension questions.
AO3, AO4
Learners practise speaking about their favourite food and drink, in pairs and group work. Learners use adjectives to
describe their likes and dislikes.
Learners are given a reading text about a young person eating habits and then attempt to answer a variety of gap-filling,
multiple-choice and direct questions. (I)
Extension activity: Following some reading texts as examples, learners practise writing about their own favourite food
and drink, incorporating this into their daily routine. (I) Get the learners engaged in preparing and discussing different
recipes.
Talking and writing about food and health, learners can also include festive and cultural aspects of it.

Mastering Arabic 1, Unit 12, ‘Eating and drinking’
Mastering Arabic 2, Unit 6 ‘Food and cooking’ ‫اﻟطﻌﺎم واﻟطﺑﺦ‬
Mastering Arabic 2 Activity Book, Unit 6 ‘Food and cooking’ ‫اﻟطﻌﺎم واﻟطﺑﺦ‬
For core vocabulary about food and drink, you can use:
Build Your Arabic Vocabulary, topic 7 ‘Food and drink”
Other vocabulary lists and exercises on this topic, can be found in:
http://wsh.wokingham.gov.uk/_resources/assets/inline/full/0/403181.pdf
https://arabic.desert-sky.net/food.html
http://arabalicious.com/uploads/3/4/1/2/34129515/foodanddrink1wsh.pdf
Food and drink Learners will be able Learners listen to someone arranging to book a table and complete a grid exercise of the date, time, for how many
– eating out to seek information people and the meal type (lunch/dinner) and possibly the occasion, e.g. birthday.
about eating out and
Assessment respond to questions Learners discuss what they listen to with each other and compare the information they completed on the grid (peer
objectives: learning).

Scheme of Work
AO1, AO2, about their food

AO3, AO4 requirements. Learners can then complete role-play activities with each acting the scenario of booking a table in a restaurant.
At the restaurant, learners practise choosing food from a menu and how they ask if certain food contains something they
could be allergic to (revise food items vocabs). They then practise asking for the bill and making payments.
For food items vocabulary, see www.earabiclearning.com/blog/2014/03/complete-list-of-fruits-and-vegetables-by-season-

in-arabic/
As a follow up to the above activity, learners practise speaking and writing about of their experience of eating out and
give opinion about the event and the food/drink they had (using past tense and relevant adjectives). (I)
Extension activity: Learners can use ‘Interactive Arabic for Non-native Speakers’ to practise scenarios about eating out
and ordering food and drink, Unit 4 ‘Food’: http://learnarabiconline.ksu.edu.sa/Default.aspx
You can use handouts so that learners can practise reading and writing. These can be found here (I):
For online vocabulary learning games, you can use:

https://quizlet.com/236314838/mastering-arabic-2-unit-6-flash-cards/
Food and drink Learners will be able Learners are given pictures and short descriptions of some typical Arabic dishes. They are asked to match the dishes to
– around the to seek information the countries where they come from.
world about food and drink
from around the Learners practise food preparations scenarios from ingredients (measurements, quantities) to methods of preparation
Assessment world and share using the verb in the imperative form. See the cultural section in Mastering Arabic 2, Unit 6 (Lebanese cuisine)
objectives: opinion about it.
AO1, AO2, Learners watch YouTube videos of famous chefs around the world cooking popular dishes and discuss different aspects
AO3, AO4 of the preparation and answer comprehension and gap-filling questions.
Learners practise preparing simple dishes in class, e.g. salads and appetisers. They use questioning techniques to ask
each other about the different ingredients and preparation methods. They can then try these and give opinion of what it
taste like.
For revising food vocabulary and cooking methods, go to: https://quizlet.com/282238854/mastering-arabic-2-unit-6-flash-

cards/

Scheme of Work
Learners can listen to and read about ordering food and drink in a restaurant, and complete associated exercises here:
http://readarabic.nflc.org/contents/learn_obj/lo_launch.html?loid=15473
Learners can also listen to and read about a simple Moroccan recipe and complete related exercises here:
Learners are provided with three or four short texts about different people from around the world describing their eating
habits and their popular dishes. Learners are required to identify which dish is from which country and answer some
general comprehension questions.
Learners listen to people describing different dishes from their country and are required to match the descriptions with
pictures of the dishes.
Learners choose a famous dish from their region and write a list of the ingredients and method of preparation to present
to the class. (I)
Extension activity: Learners can also write an article about traditional dishes used for special celebrations in their
country, e.g. Eid, Christmas.
The human Learners will be able Learners study the vocabulary related to the human body. For interactive resource to revise parts of the body go to:
body and to give and https://quizlet.com/subject/arabic-body-parts/
health understand
information about Here is another resource with illustrations of the human body:
Assessment health and discuss https://sites.google.com/site/illustratedarabicvocabulary/humanbody
objectives: the importance of
AO1, AO2, maintaining a Learners listen to people talking about various illnesses and identify the body part that is affected and what the person is
AO3, AO4 healthy lifestyle. suffering from.
Learners are given a list of illnesses and remedies and are required to match them appropriately. (I)
Extension activity: Learners listen to a conversation at a doctor’s surgery and answer question about the ailments and
remedies. They can then perform role-plays, in pairs, at the doctor’s or at the chemist’s.
Learners are given a list of factors that can influence health. In pairs, they are asked to group them in a grid under
‘harmful’ or ‘beneficial’ to health. They then practise speaking drawing contrasts between the items on each list using
good connectors, e.g. whereas.
Learners also practise using phrases used to give advice on health, e.g. should, ought to, might and must.

Scheme of Work
Learners listen to people describing what they do to maintain good health (food, sports, etc.) and they note their answers
in a grid. (I)
After practising listening, reading and speaking about this topic, learners are then asked to write about themselves, their
eating habits and how they keep themselves fit and healthy. (I) They could also work in groups to create a poster for the
school that promotes healthy living and lifestyle, given the proverb ‘Healthy Mind in Healthy Body’ as a starting point.
Extension activity: Learners create a leaflet or write an article for the school magazine warning of the dangers of
unhealthy/fast food, cigarettes. Equally, they can write a letter to the headteacher recommending changes to the school
menu.
A useful free website that combines all four skills can be used to practise. It is called ‘Interactive Arabic for Non-native
Speakers’. To gain access all you need to do is enter an email address and set up a password. Unit 12 is about ‘Health:
http://learnarabiconline.ksu.edu.sa/Default.aspx

Mastering Arabic 2, Unit 9 ‘Health and Happiness’ ‫اﻟﺻﺣﺔ واﻟﺳﻌﺎدة‬
Mastering Arabic 2 Activity Book, Unit 9 ‘Health and Happiness’ ‫اﻟﺻﺣﺔ واﻟﺳﻌﺎدة‬
For core vocabulary on body and health, use:

Build your Arabic vocabulary, topic 8 ‘Body’, and topic 9 ‘Health’.
Other useful resources for listening:

https://langmedia.fivecolleges.edu/exercises_all/25/all/189639
www.faris.org.uk/index.php/topicsleft2/conversation-for-gcse
https://langmedia.fivecolleges.edu/culturetalk-subtopics/Arab-Levant/198/Palestinian-Health-Services
Travel and Holidays, getting Learners are shown a large map in class and after learning the names of different countries in Arabic. They are given
transport around: learners will cards and are asked to place them in the correct place on the map. Whilst doing that they practise how to say the
be able to exchange masculine and feminine nationality of each country.
Assessment information about
objectives: different types of Here is a link for the names of Arabic countries with illustrations:
AO1, AO2, holidays and discuss https://sites.google.com/site/illustratedarabicvocabulary/arab-countries
AO3, AO4 appropriate means
of transport. Learners listen to a selection of people talking about the types of holiday they go on and the reason for their choice. They
them complete a matching exercise on a handout.

Scheme of Work
Learners read texts about young people describing what they like and dislike doing on holiday, and then complete a
series of gap-fill and comprehension exercises. (I)
Learners are provided with a series of positive and negative comments and opinions about holidays and are asked to
classify them into two columns. (I)
Learners listen to a series of young people describing their ideal holiday and note information in a grid provided. They
can then use this as a basis for writing about their own ideal holiday.
In terms of vocabulary for this section, learners will study means of transport, the name for main attractions people visit
whilst on holiday, activities and weather.
Learners are provided with advertisements for holidays taken from holiday broachers or websites. In pairs, they must
decide and discuss which holiday they like best, and why.
Learners take it in turn to ask and answer questions about where they usually go on holiday, where did they go on their
last holiday and was it good or bad, and why.
Learners prepare a PowerPoint on their favourite holiday with family, school or friends and upload some photos to talk
about their holiday when presenting this to their classmates. This can include: where did they go, how, with whom, where
did they stay, what did they do, what did they eat and drink, what was the weather like and finally describe their feelings
given reasons. (I)
Extension activity: Learners practise a short task of writing a postcard and a longer task of giving an account of their
holiday which includes all the above.
Learners are also encouraged to speak and write about their next holiday and where they would like to go in order to
practise the use of the future tense.
For a writing practice handout, you can use:

http://arabalicious.com/uploads/3/4/1/2/34129515/bpastholidaywr.pdf
http://arabalicious.com/uploads/3/4/1/2/34129515/btourisminthearabworldwr.pdf
For core vocabulary on travel, you can use:

Build your Arabic vocabulary, topic 13 ‘Local area’ and topic 14 ‘Travel and tourism’.
For transport and travel vocabulary, you can use:

www.earabiclearning.com/blog/2015/04/travel-vocabulary-and-expression-in-arabic/

Scheme of Work
www.earabiclearning.com/blog/2015/04/means-of-transport-vocabulary-in-arabic/
For listening, reading and writing tasks practice, you can use:
http://learnarabiconline.ksu.edu.sa/Default.aspx Unit 11 (Travel)
For related vocabulary learning, you can use:

Another listening resource is:

Travel and Learners will be able Learners revise different means of transport and complete a simple matching exercise. For revising means of transport
transport to give and seek go to:
information about www.earabiclearning.com/blog/2015/04/means-of-transport-vocabulary-in-arabic/
Assessment different types of https://softarabic.com/transportation-vocabulary-in-arabic/
objectives: journey. They will be
AO1, AO2, able to discuss the Learners listen to young people speaking about which means of transport they use to school, on the weekend, and when
AO3, AO4 environmental going on holiday. They then complete a series of comprehension exercises identifying each means of transport, when it
impact of transport. is used, and why.
Learners will be able
to seek and give Learners practise the use of comparative and superlative when comparing different means of transport in terms of
information about speed, colour, price and size. They can speak about their favourite means of transport, and why.
travel arrangements
(times, prices, etc.) To practice the ‫ أﻓﻌل‬pattern when comparing things, you can use Mastering Arabic 1, Unit 17 ‘Comparing things’. Here
you will find an activity ‘At the car rental office’ whereby learners can work in pairs or small groups practising renting a
car. They learn how to ask to rent a car, say for how long they want it, and then practice ‘bigger, smaller, faster, cheaper,
newer etc with reference to the colour of each car.
Learners read a text about the pollution caused by different means of transport and some solutions to protect the
environment, and then answer some gap-filling and comprehension questions. (I)
Learners write about the means of transport used by their family and in their region and suggest alternatives giving
reasons. (I)
Learners revise station and airport vocabulary and complete a quiz or a matching task. (I)
Learner listen to some announcements in a station or an airport and complete a grid with specific information about the
journey.

Scheme of Work
Learners complete role-play dialogues at the station or airport from making enquiries to completing reservations.
Section 1, Ex. 1 of the listening paper often requires candidates to note basic information about transport arrangements:
destination, price, time, means of transport, etc.
Section 1, Ex. 1 of the reading paper also often requires identifying the correct means of transport use by ticking the
correct box for the correct picture mentioned in the reading statement.
Travel and Learners will be able Learners learn about types of accommodation people use on holiday, hotel, youth hostel, caravan, tents, etc. They are
transport to seek information then provided with descriptions of some of these accommodation and match them with a list of holiday makers, who
about holiday stays where, and why.
Assessment accommodation and
objectives: respond to questions Learners listen to a conversation in which people are enquiring about hotel accommodation and booking room. They
AO1, AO2, about their note the information in a grid provided: room type, facilities provided, price, reservation number, etc. This can also
AO3, AO4 accommodation be used as a reading exercise. The following website can be useful:
requirements. http://readarabic.nflc.umd.edu/contents/learn_obj/lo_launch.html?loid=15474
Learners carry out role-play tasks of enquiring about and reserving holiday accommodation following prompts on a card.
Learners write a letter to a tourist office to find a holiday home to rent giving as much detail about their requirements as
possible (date, length of stay, number of people, type of room) and enquiring about cost and facilities. (I)
In this section, learners also are provided with some examples of formal letters of complaint noting the format of the
introduction then giving detailed account of the problem/s and ending with seeking solution and awaiting response.
Learners practise writing a letter of complaint. This can be about the accommodation, services, food, etc. This writing
task can be applied to a holiday or a restaurant experience. (I)
Other resources:
Travel and Learners are able to Learners revise the vocabulary about travel and transport and complete a series of matching and flashcards exercises:
transport – give and seek https://quizlet.com/273546719/mastering-arabic-2-unit-5-flash-cards/
tourism at information about www.earabiclearning.com/blog/2015/04/means-of-transport-vocabulary-in-arabic/
home and travelling and www.learnarabiconline.com/arabic-travel-vocab.shtml
abroad holidays.

Scheme of Work
Learners think of different types of travel, e.g. business, leisure, study, giving the purpose or reasons for these types of
Assessment travel.
objectives:
AO1, AO2, Learners listen to different people talking about different types of holiday. They are required to classify the advantages
AO3, AO4 and disadvantages of each type of holiday.
For a holiday review site providing examples of good and bad holiday experience, go to:
https://ar.tripadvisor.com/?fid=7b0a2ce2-2487-4d63-ad8a-ef67ea42fa63
Learners read a series of texts about people’s holiday and travel experiences. Learners revise the use of the perfect
tense compared with the imperfect. For this exercise, learners are asked to match whose holiday is it for a list. They are
also asked to list or identify positive and negative comments on a grid. (I)
Learners discuss and question each other about their holiday experience; where do they usually go on holiday and
where did they go on their last holiday. Questions should include where did they go, with whom, for how long, where did
they stay, what did they do and their impressions (positive and negative opinions). Learners can have a list of questions
and in small groups, they take it in turn to question each other.
Learners write an account of a past holiday, describing in detail all the events and emotions and give their reactions to it.
(I)
For an example of enquiring about and booking a holiday, you can visit:
Past and specimen papers
Everyday activities – time expressions

0544/21 Jun 2015 Section 1 Ex2 – Daily activities and present tense use
0544/23 Jun 2016 Section 1 Ex2 – Can be used for daily activities
0544/23 Jun 2017 Section 1 Ex3 – Daily activities at home
Food and drink

0544/21 Jun 2015 Section 1 Ex3 – Food and drinks and some sport activities
0544/23 Jun 2015 Section 1 Ex3 – Food and drinks and sports activities
0544/23 Jun 2016 Section 2 Ex3 B – Writing on a new dish offered by the school
0544/01 Specimen paper 2021 Ex 2, Q13 and Q14 – Fruits and vegetables items
0544/04 Specimen paper 2021 Q2 – Writing on favourite dishes and going out to restaurants

Scheme of Work
0544/03 Specimen paper 2021 Candidate card 8 – Having food outside home
0544/02 Jun 2018 Section 3 Ex 2 – History of tea
0544/04 Jun 2018 Section 1 Q1 – Food items
0544/03 Jun 2018 A – Helping a friend in preparing lunch meal
Travel and transport

0544/01 Specimen Paper 2018 – Ex1, Q25–30 – An interview with a touristic guide
0544/03 Jun 2016 Card Seven – A – Talking about a school trip
0544/21 Jun 2017 Section 1, Ex1, Q2 – Types of transport
0544/41 Jun 2018 Section 1, Q2 – Travel and means of transport
0544/03 Specimen paper 2021 – Card One, 1 – A trip to a zoo
0544/03 Specimen paper 2021 – Card Nine, 1 – Travel by train
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

Scheme of Work
Area B: Personal and social life
Self, family Learners will be able Learners can activate the vocabulary they have learned about family relations by describing their character. A list of
and friends to understand and suitable adjectives is taught through flash cards and quizzes. Select appropriate vocabs from this link:
exchange https://quizlet.com/267991627/arabic-character-and-feeling-flash-cards/
Assessment information about
objectives: themselves, their Learners listen to a young person describing himself and his family relations including their characteristics and discuss
AO1, AO2, families and friends with their peers what they have understood.
AO3, AO4 (including household
pets). In practicing listening, reading, writing and speaking about this topic, pets can also be included as they are part of many
people’s social life. The vocabulary can be found here: www.youtube.com/watch?v=AUwMidvOiGo
Learners read texts that show how adjectives are used in this topic especially when contrasting certain characteristics.
Ask a selection of questions, similar to that in exam papers, to practise comprehension type responses.
Learners are then asked to write about themselves and their family. (I) They can also create a family tree in a
PowerPoint that they present to the class and use the reading models to practise writing. The presentations can
stimulate Q&A sessions amongst the learners and some of these presentations can be printed in colour to display in
class.
Extension activity: Choose a famous Arabic personality (e.g. a singer, a writer or a sports person) to practise listening
and reading about their life, in terms of when and where they were born, what is their nationalities, their family, their
achievements, and why they are/were famous. Learners are then asked to choose a personality of their choice (this
could be from their own culture or famous worldwide) to research and write about them and then present it to the class.

Mastering Arabic 2, Unit 1 ‘Myself and others’ ‫أﻧﺎ واﻵﺧرون‬
Mastering Arabic 2 Activity Book, Unit 1 ‘Myself and others’ ‫أﻧﺎ واﻵﺧرون‬
For core vocabulary on travel, use:

Build your Arabic vocabulary, topic 3 ‘Family and friends’
Other useful resources for reading and writing:

http://arabalicious.com/uploads/3/4/1/2/34129515/selffamilyspeakingandwriting.pdf
http://arabalicious.com/culturemyselfandarearg.pdf

Scheme of Work
A suggested resource for listening:

In the home Learners will be able Ask learners to create a list of vocabulary related to home and furniture. They can work in pairs or small groups and the
to give and seek one that creates the most vocabs will win.
information about
Assessment
people's homes and Review a list of useful vocabulary related to this topic with the learners and create fun games and quizzes to check
objectives:
rooms and they will understanding. They can use https://arabic.desert-sky.net/house.html and https://quizlet.com/268838140/arabic-house-
AO1, AO2,
be able to discuss and-home-flash-cards/
AO3, AO4 household tasks.
Provide a large picture of a house and the learners practise labelling the different rooms and furniture. (I)
After practicing home and furniture vocabulary, learners describe their own home and express whether they like to live in
the city or the countryside, and why. Here is a practice work sheet as an example,
http://arabalicious.com/uploads/3/4/1/2/34129515/house_and_family_worksheet.pdf
After listening to a description of a house in detail, learners also read a text with similar content and answer different
questions. They are then asked to write a task in which they either describe their home or an ideal home they would like
to live in and give opinion. (I)
In covering this topic about house and home, household tasks are also taught. Use visual aids in the form of cards or
posters of, for example, featuring tidying a bed, shopping, cooking, washing the dishes or ironing, etc. Learners are then
requested to work in pairs to discuss which household activity they do or help with, if any, and how often they do such
activities, giving reasons for their likes and dislikes. A useful, fun and stimulating class room activity that incorporate all
four skills can be found here:
http://arabalicious.com/uploads/3/4/1/2/34129515/carouselfamilydomestictaskscar.pdf

Mastering Arabic 2, Unit 2 ‘House and home’ ‫اﻟدار واﻟﺑﯾت‬
Mastering Arabic 2 Activity Book, Unit 2 ‘House and home’ ‫اﻟدار واﻟﺑﯾت‬
For core vocabulary about home, use:

Build your Arabic vocabulary, topic 2 ‘House and home’.
Other resource and useful worksheets can be found here:

http://arabalicious.com/secondary-resources.html

Scheme of Work
Colours Learners will learn Learners study colours in their feminine and masculine form. Leaners are reminded that colours function like adjectives
vocabulary and so they follow the nouns and they have to agree in gender. Remember that non-human plural takes feminine singular
grammar around adjective e.g. ‫ ﻗﻣﺻﺎن ﺑﯾﺿﺎء‬for ‘white shirts’.
Assessment
colours in different
objectives:
contexts. To revise plurals and colours vocabulary, you can use:
AO1, AO2,
AO3, AO4
Learners practice using colours by describing the colours of items around the classroom. They can also ask each other
what they wearing adding colours to the clothes or shoes items.
Learners listen to a shopping scenario of a lady buying party items in terms of hats, candles, paper plates, plastic cups
etc. as she asks for items of different colours. They then compete some short answer questions related to colours and
numbers.
The teacher can display different flags of different countries in the classroom and the learners describe the colours on
each flag. They can also practice using different shades of the colour, e.g. ‘light blue’ or ‘dark red’.
Learners read a text giving a description of rooms and furniture in a house. They complete related gap-filling and
comprehension questions related to these items and their colour.
Learners write an article describing the colours of their school uniform and express whether they like it or not and make
suggestions to change it to their favourite colour, using ‘I prefer”.
Suggested resources for teachers on this topic:

Mastering Arabic 1, Unit 11 ‘plurals and colours’.
Mastering Arabic 1 Activity Book, Unit 11 ‘plurals and colours’
Clothes and Learners will learn For a worksheet related to clothes and colours, you can use:
accessories vocabulary related to http://arabalicious.com/uploads/3/4/1/2/34129515/clothes_worksheet.pdf
clothes and
Assessment accessories.
objectives:
AO1, AO2,
AO3, AO4
Leisure time Learners will be able Sports is an interesting topic for most young learners. They often refer to hobbies and sport activities in the productive
to understand and skills, speaking and writing about what they do in their free time.
give information

Scheme of Work
Assessment about leisure and Key sports vocabularies and associated adjectives can be found here. Use flash cards, memory or matching games:
objectives: entertainment and https://quizlet.com/324577605/sports-and-hobbies-in-arabic-flash-cards/
AO1, AO2, will be able to https://quizlet.com/305149736/arabic-hobbies-sports-and-leisure-flash-cards/
AO3, AO4 exchange and justify
opinions about them. The following reading exercise worksheet of a young person introducing himself and talking about what he does in his
spare time, can be useful for you to use in class. The associated activity of identifying different parts of speech (verbs,
Learners will be able nouns, adjectives, good connectors) is helpful in improving writing task:
to accept and refuse http://arabalicious.com/uploads/3/4/1/2/34129515/sports_activities_activity_h_sheet_pdf.pdf
invitations to go out
and give excuses or Here is a worksheet that learners can use to practise writing about what they do in their free time (I):
suggest alternative http://arabalicious.com/uploads/3/4/1/2/34129515/hobbieswsh.pdf
arrangements.
Learners are encouraged to think of different kinds or sports, e.g. some they used to do in the past, they practise at
present and some they would like to do in the future; giving reasons (using adjective) of their likes and dislikes. (I)
Extension activity: A reading text about a sports person can be used in class, with gap filling or matching exercises.
They can research and write about a famous sports person (e.g. footballer, tennis player, swimmer) and speak about
them in class (presentation), giving reasons why they are famous, and why they like/admire them.
Suggested resources for teachers :

Mastering Arabic 2, Unit 4 ‘Sport and leisure’ ‫اﻟرﯾﺎﺿﺔ واﻟﺗرﻓﯾﮫ‬
Mastering Arabic 2 Activity Book, Unit 4 ‘Sport and leisure’ ‫( اﻟرﯾﺎﺿﺔ واﻟﺗرﻓﯾﮫ‬The activities can be used in the classroom or
self-study) (I)
Self, family and friends

0544/21 Jun 2017 Section, Ex3, Q11-15 – My children daily routine
0544/01 Specimen paper 2018 Q16–24 – A dialogue about the lives of two people living in Safaaqis or Sfax, Tunisia
0544/01 Specimen paper 2018 Q31–33 – An interview with Hassan talking about his parents
In the home
0544/41 Jun 2014 Q1 – A – Moving to a new home
0544/21 Jun 2017 Section 1 – Q3 – Household items
0544/21 Jun 2018 Section 1 – Q3 – Household items
0544/03 Jun 2018 Card Four, A – A new home and choosing one’s bedroom

Scheme of Work
Leisure time
0544/23 Jun 2014 Section 1 – Q5 – Leisure, hobbies and sports
0544/41 Jun 2014 Q5, B – Organising sport activity
0544/21 Jun 2014 Section 1, Ex 1, Q2 – Activities on Sunday
0544/21 Jun 2015 Section 1, Ex 3, Q11–15 – Picnic to the countryside
0544/21 Jun 2015 Section 2, Ex 1, Q16–20 – Leisure activities in Agadir/Morocco
0544/21 Jun 2015 Section 2, Ex 2, Q21–29 – Trips to the beach, countryside and mountains
0544/41 Jun 2015 Section 1, Q1 – Going out to theatre
0544/41 Jun 2015 Section 2, Q1, A – Organising a birthday party
0544/21 Jun 2016 Section 1, Ex3, Q11–15 – A new sport and watching a variety of sports
0544/03 Jun 2016 Card Two, B – Organising a party/celebration
0544/03 Jun 2016 Card Eight, A – talking about/describing a school trip
0544/03 Specimen paper 2021 Card Three, 1 – Going out to the cinema
Leisure time / sport

0544/21 Jun 2015 Section 2 Ex2 – Summer holiday with some sport activities
0544/23 Jun 2015 Section 2 Ex1 – Some sports activities and others
0544/23 Jun 2016 Section 1 Ex3 – Hobbies and sports
0544/41 Jun 2016 Section 2 Ex3 – A Writing on hobbies
0544/01 Specimen paper 2021 Ex1, Q6 and Q7 – Can be utilized for hobbies
0544/01 Specimen paper 2021 Ex2, Q11 – Activities
0544/01 Specimen paper 2021 Part 2, Q21 – hobbies/activities
0544/03 Specimen paper 2021 Card 6 – Joining a sport club
0544/04 Jun 2018 Section 2 Q3, A – Building a sport centre and activities
0544/23 Jun 2016 Section 3 Ex2, Q33-37 – Sport of hunting birds
0544/02 Specimen paper 2015 Section 3 Ex1, Q28–32 – Importance of sport

Scheme of Work
Area C: The world around us
People Learners will be able Having revised the vocabulary necessary for talking about places in a town, learners listen to different young people
and places to give and seek describing their town. Then they complete various gap-fill and comprehension tasks. (I)
information, and
Assessment directions, about the Learners interview each other about their region. They can be provided with suitable questions as prompts.
objectives: AO1, local area.
AO2, AO3, AO4 Learners are provided with a text based on peoples’ experience and opinion of living in the town and the countryside.
They then complete a grid of two columns about the advantages of disadvantages of each type of lifestyle. (I)
In small groups, learners take it in turn to describe a town, each adding a sentence to the description. Each member
of the group must repeat what had gone before and add a new sentence. Give some guidance on this activity. The
winner in the group is the one who can remember all parts of the description.
Learners write a detailed description of their town or local area and express opinion if they like living there or prefer to
live in a bigger/smaller town, or in the countryside, and why. (I)
Extension activities: For listening and reading practice about Lodging, you can use:
Suggested resources for teachers

Mastering Arabic 2, Unit 5 (Travel and Tourism)
Mastering Arabic 2 Activity Book, Unit 5
People and places Learners will be able Learners are given a map of the Middle East and revise the name of each country and its capital.
to give and seek https://quizlet.com/241447574/arab-countriescapitals-arabic-english-flash-cards/
Assessment information about https://quizlet.com/186053644/arabiyyat-al-naas-unit-2lesson-2-arab-countries-and-capitals-flash-cards/
objectives: AO1, different
AO2, AO3, AO4 geographical areas. At the end of each unit in Mastering Arabic 2, there is a cultural section whereby a detailed map for one of the Arab
countries is presented. Learners are encouraged to look at these and perform different activities like: name the
capital, describe the location, check other major cities, and other features, e.g. river, sea.
Learners can play a game ‘guess the name of the country’ by asking each other a set of short questions, whereby the
answer is ‘yes’ or ‘no’, until they guess the name of the country.

Scheme of Work
Learners question each other about the location of each country on a big coloured map of the Middle East, e.g.
• what borders each country from all directions
• have they visited or would they like to visit a particular country, and why.
This activity can be extended to talk about other countries and major cities around the world.
For a reading practice, you can visit this website, which contains interactive exercises for the learners. The topic is
about where to go on holiday in the Middle East and the lesson is called ’Natural Beauty in Arab Countries’:
Learners read some texts about some capital cities in the Middle East, e.g. Cairo, Baghdad, Amman, which include,
location, historical importance, population, food, traditional clothing, weather. Learners complete a series of reading
comprehension. (I)
Learners are encouraged to practise making comparisons between these cities in speaking and writing.
https://quizlet.com/186053644/arabiyyat-al-naas-unit-2lesson-2-arab-countries-and-capitals-flash-cards/
Learners write an article describing their country and the region where they live. They can extended this activity by
writing about which region they would like to live in, and why. (I)
Extension activity: Learners can also research and write about another country by making comparison between that
and their own in terms of inhabitants, culture, cuisine, etc. and say whether they would like to visit or live there, and
why.
Suggested resource for teachers:

Arabiyyat Al-Naas, Part 2 by Munther Younes and Hanada Al-Masri (Unit 2)
The natural world, Learners will be able Learners revise expressions for discussing the weather by matching weather expression to different symbols.
the environment, to give and seek
the climate and information on Other weather-related vocabulary can be practised through flashcards and matching games on this website:
the weather weather and climate. https://quizlet.com/337204683/arabiyyat-al-naas-pt-2-unit-8-flash-cards/
Assessment Learners watch examples of weather forecast in Arabic and complete a series of comprehension, multiple choice and
objectives: AO1, gap-filling exercises. (I)
AO2, AO3, AO4
Learners prepare their own versions of describing the weather and present the weather bulletins to the class. This
can be competitive by deciding a winner on the best weather forecast presentation. (I)

Scheme of Work
Learners read different texts about the weather and climate in different countries. They complete reading
comprehension exercises. (I)
Learners discuss the relationship between the geographical location and the climate of different countries in the
Middle East and around the world and compare that with their own country. (I)
Learners read about and practise speaking about how the climate influences peoples’ clothing. See the cultural
section in Mastering Arabic 2, Unit 8 (the correlation between clothing and the environment). (I)
This activity can be extended to discuss the relationship between the climate and food and drink in different
countries.
In discussing the weather and climate, another activity can be created speaking about different types of sports that
are practices in different countries at different times of the year, e.g. skiing, swimming, cycling, camel riding.
Extension activity: Learners practise writing an article about a trip or an incident in which the weather played an
important role. They are asked to describe what happened and their reactions to it. (I)
For core vocabulary about the weather, use:

Build your Arabic vocabulary, topic 12 ‘Weather and environment’.
The natural world, Learners will be able Learners are provided with key phrases and expressions about the weather, environment and climate change. These
the environment, to give and seek can be in the form of cause and effect that learners work together to connect each phrase from the first column to the
the climate and information about the relevant one from the second column.
the weather weather and
problems affecting Learner listen to and read about a world weather bulletin and complete a grid of the weather and temperature in
Assessment the environment major cities around the world, giving the weather condition and temperature for each one. (I)
objectives: AO1, such as climate
AO2, AO3, AO4 change and pollution Learners listen to a weather forecast in one Arabic country and complete a multiple-choice question.
and remedial
measures such as Learners write about the weather in their country over the four seasons and say which one they prefer, and why. (I)
conservation and
recycling. Learners listen to a group of young people speaking about the effect of climate change on the environment and what
steps their school is taking to tackle this issue, e.g. recycling and using environmentally friendly equipment.
Learners work together to make a poster that can be displayed in the classroom to raise awareness of how to
become environmentally friendly and reduce waste.

Scheme of Work
Learners research online about some natural disasters as a result of pollution and temperature-rising, e.g. fire, flood,
and prepare some slides to speak about it in class.
Extension activity: Learners write an article about what they think is the reason for the global warming and what
steps they are taking to preserve nature and the environment, giving reasons. (I)
Suggested teacher resources:

Mastering Arabic 2, Unit 11 ‘Climate and the environment’ ‫اﻟﻣﻧﺎخ واﻟﺑﯾﺋﺔ‬
Mastering Arabic 2 Activity Book, Unit 11 ‘Climate and the environment’ ‫اﻟﻣﻧﺎخ واﻟﺑﯾﺋﺔ‬
For flashcards and matching games to learn the vocabulary related to this topic use:
Communications Learners will be able Learners think of and note down as many places as they can think of where it is possible to meet people.
and technology – to discuss social
the digital world media Learners are presented with jumbled up dialogue of two people meeting for the first time and are required to put it in
the correct order.
Assessment Learners listen to or read a text about young people discussing the advantages and disadvantages of social media.
objectives: AO1, They carry out a series of gap-filling and general comprehension questions.
AO2, AO3, AO4
Learners question each other about their favourite means of social media, and why. They list the advantages and
disadvantages of social media and discuss the world without it.
Extension activity: Learners can extend this activity to write about modern technology and social media: the use of
the internet to stay in touch, its use in education and research and what would life be like without it.
The built Learners will be able Learners are provided with a street map of their local area, which contains certain landmarks. They then practise
environment – to give and ask for asking for and giving directions. Relevant vocabularies are given for this task including using the imperative form of
urban areas directions the verb in different pronouns (singular, plural, masculine and feminine).
Assessment For basic vocabulary on asking for directions, go to: www.earabiclearning.com/blog/2013/10/how-to-ask-for-

objectives: AO1, directions-in-arabic/
AO3, AO4 Learners listen to a series of dialogues of people seeking directions and mark the answers on a diagram. The
diagram contains six or eight places and learners need to identify where each place is by listening to the directions.,
For extra reward, the learners are asked to write the names of these places, e.g. bank, school, hospital, train station.
Learners write out a simple set of directions telling a foreign friend how to get to different places in a new town. (I)

Scheme of Work
Learners perform role-plays in a tourist office, in which a tourist comes to ask for directions to certain places in town.
The built Learners will be able Learners are provided with expressions necessary for dialogues in banks, post offices, police stations or estate
environment – to give and ask for agents. This can be in the form multiple matching sentence or reordering jumbled-up dialogues.
buildings and information about
services public services. Learners listens to various dialogues of public services, e.g. at a post office:
http://readarabic.nflc.umd.edu/contents/learn_obj/lo_launch.html?loid=15472
Assessment
objectives: AO1, Learners can create interesting scenarios of certain situations: e.g.
AO3, AO4 • someone wants to open an account or exchange money at the bank
• someone wants to report an incident at a police station or enquire about a lost item
• someone wants to rent a room or a flat from an estate agent.
These can be then performed in role-plays in front of the class.
After practising listening, reading and speaking about such scenarios, learners write their own dialogue of an
imaginary situation or one they have experienced, giving opinion about their feelings. (I)
The built Learners will be able Learners revise shopping vocabulary and names for shops where they can find different items, e.g. food, clothes,
environment – to give and seek jewellery.
shopping information about
different shops. They Learners are given a list of items either as a listening or reading task and are asked to match the items to the shops
Assessment will be able to on a grid. For interactive games on revising names of shops and shopping items vocabulary, you can use:
objectives: AO1, understand https://quizlet.com/273546719/mastering-arabic-2-unit-5-flash-cards/
AO2, AO3, AO4 information and give https://quizlet.com/282238854/mastering-arabic-2-unit-6-flash-cards/
their own opinions on https://quizlet.com/283759276/mastering-arabic-2-unit-8-clothes-flash-cards/
clothes and fashion.
Learners listen to and read about different dialogues taking place in various shops. They then complete different
related tasks requiring specific information, e.g. number, quantity, colour, sizes and prices. They practise using the
comparative form, e.g. bigger, smaller, cheaper, etc. They can also perform gap filling, multiple-matching or general
comprehension exercises. (I)
In pairs, learners take part in role-plays playing the role of the customer and a sales person following certain prompts
on a card similar to speaking test scenarios. The scenarios can include shopping for food (using kg, litre, bag of, a
packet or tin of, a piece of etc) or shopping for shoes and clothes asking for certain sizes. These dialogues can be
practised and performed in small groups or in front of the class.

Scheme of Work
Learners are given a plan of a shopping centre with different types of shops. They are asked to label these shops in
Arabic. They are then given a list of items and they must decide which department they can buy each one from. (I)
Extension activity: Learners can activate the vocabulary leaned in this field to write about a shopping experience
describing in detail what they bought including quantity and prices and give their opinion and feeling of this shopping
experience.

Mastering Arabic , Unit 10 ‘Counting things’.
Mastering Arabic 2, Unit 8 ‘Clothes and colours’ ‫اﻟﻣﻼﺑس واﻷﻟوان‬
Mastering Arabic 2 Activity Book, Unit 8 ‘Clothes and colours’ ‫اﻟﻣﻼﺑس واﻷﻟوان‬
Materials Learners will be able Learners are provided with a list of names for materials related to clothes (cotton, silk, wool, leather etc) or other
to name materials in items (glass, wood, gold, silver, bronze etc).
Assessment relation to shopping.
objectives: AO1, Learners can use flashcards and matching games to learn the vocabulary about material:
AO2, AO3, AO4 https://quizlet.com/309983660/mastering-arabic-1-unit-10-flash-cards/
https://quizlet.com/283759276/mastering-arabic-2-unit-8-clothes-flash-cards/
Learners listen to shopping scenarios in a market or clothes shop whereby customers ask for items of special make
and colours. They answer related questions which include materials.
Learners practice speaking and describing traditional clothing and what people wear in different seasons. They give
reasons why the material and colour of clothing differ according to the weather and culture.
Learners read different texts about shopping dialogues where customers asks for items of different materials and
answer related questions.
Learners write an article about a shopping trip with a friend or family member and they describe what they bought for
themselves or others as gifts e.g. cotton T-shirt, leather sandals, silk tie, wool sweater etc.

Mastering Arabic, Unit 10 ‘Counting things’.
Mastering Arabic 2, Unit 8 ‘Clothes and colours’ ‫اﻟﻣﻼﺑس واﻷﻟوان‬
Mastering Arabic 2 Activity Book, Unit 8 ‘Clothes and colours’ ‫اﻟﻣﻼﺑس واﻷﻟوان‬

Scheme of Work
Places and places

0544/23 Jun 2014 Section 3, Ex1 Q28–33 – Migration from the countryside to the city
0544/03 Specimen paper 2021 – Card Seven, 1 – Tourism, at the reception
The natural world, environment the climate, and the weather

0544/41 Jun 2014 Q2 – Cleaning town
0544/03 Jun 2014 Card One – B – Maintaining the environment
0544/21 Jun 2015 Section 1, Ex1, Q4 – Type of weather
0544/23 Jun 2015 Section 1, Ex1, Q4 – Type of weather
0544/23 Jun 2016 Section 3, Ex1, Q28–32 – Importance of building dams
0544/03 Jun 2016 Card One – B – Presenting a weather forecast
0544/21 Jun 2017 Section 3, Ex1, Q26–30 – Role of water in our lives/Pollution
0544/41 Jun 2017 Section 2, Q3, A – Solving problem of crowdedness in your town
0544/21 Jun 2018 Section 2, Ex2, Q21–29 – Environment of the desert
0544/41 Jun 2018 Section 2, Q3 – B – Organising a programme to maintain the environment
0544/02 Jun 2015 Section 1, Ex1, Q2 – Types of weather
0544/02 Specimen paper 2021 – Q3 – A letter to a friend about the weather in Jerusalem
0544/02 Specimen paper 2021 – Q4 – A letter about recycling
0544/02 Specimen paper 2021 – Q5 – The world of seas
Communications and technology

0544/21 Jun 2015 Section 3, Ex 2, Q35–39 – Inventions and technology based on Sci-Fi
0544/21 Jun 2017 Section 3, Ex2, Q31–34 – New inventions (airship)
0544/41 Jun 2017 Section 2, Q3, B – Writing on the use of technology and how it helps with studies and people’s lives
0544/21 Jun 2018 Section 3, Ex1, Q30–34 – Technology (electronic libraries)
0544/03 Jun 2018 Card One, B – Designing a website
Shopping
0544/23 Jun 2014 Section 1, Ex 1, Q1 – Buying clothing items
0544/03 Jun 2014 Card One – A – Shopping for school items
0544/03 Jun 2014 Card Two – B – Buying a camera
0544/03 Jun 2014 Card Four – A – Buying flowers
0544/23 Jun 2015 Section 1, Ex1, Q3 – Buying clothing items
0544/23 Jun 2015 Section 1, Ex1, Q5 – Shopping for school items
0544/03 Jun 2016 Card Three – B – Buying stamps at the post office
0544/03 Jun 2016 Card Five – A – Buying a bag/suitcase
0544/21 Jun 2017 Section 1, Ex1, Q5 – Buying clothing items
0544/03 Specimen paper 2021 Card Four, 1 – Buying clothes

Scheme of Work
Public services
0544/03 Jun 2017 Card Seven – A – Public services in a new town you moved to
0544/03 Jun 2018 Card Six – C – At the airport/information

Scheme of Work
Area D: The world of work
Syllabus ref. Learning Suggested teaching activities
Education Learners will be Learners study vocabularies related to schools starting from classrooms objects, uniforms and ending with different
able to give and stages of school life and subjects taught at schools and Higher Education. https://arabic.desert-sky.net/education.html
Assessment understand
objectives: information about Learners use online games and quizzes to learn such vocabularies, e.g. www.internetpolyglot.com/lesson-1202101075;
AO1, AO2, AO3, school, including www.internetpolyglot.com/lesson-1202101077
AO4 school
descriptions, Explain to your learners about the different school systems, e.g. some Arabic schools don’t start from nursery but from a
subjects studied, primary stage and some European countries have no middle school, only primary and secondary stages.
likes and dislikes.
Learners practise and describe their school routine in small groups, and then one or two learners will speak about their
daily routine to the rest of the class; then invite Q&A to involve the rest of the class in this activity.
Learners practise listening, reading and writing about school subjects. They give an account of what they study, how
often, on which days and times. They can then speak and write about their favourite subjects, expressing opinion about
their likes/dislikes giving reasons.
Learners read about a young person’s school routine and answer different types of questions of varied abilities to check
understanding. (I)
Extension activity: Learners are provided with some examples of opinions of school subjects and are asked to sort
them out into positive and negative opinions. They could then be asked to add some of their own.
Learners use flashcards or matching games to learn about clothes and colours. They then read or listen to different
opinions about descriptions of school uniforms. This will be followed by discussions about what they think about their
own, expressing opinions and suggesting an alternative. They will then be asked to write a task about this topic. (I) For
school clothes vocabularies, you can use https://arabic.desert-sky.net/clothes.html
Learners compare their current school with any previous school they went to in terms of location, size, facilities, subjects,
school, school rules, opinions and justifications.

Mastering Arabic 1, Unit 18 ‘Education and Business’
Mastering Arabic Activity Book, Unit 18 ‘Education and Business’
Mastering Arabic 2, Unit 9 ‘Education and training’ ‫اﻟﺗﻌﻠﯾم واﻟﺗدرﯾب‬

Scheme of Work
Mastering Arabic 2 Activity Book, Unit 9 ‘Education and training’ ‫اﻟﺗﻌﻠﯾم واﻟﺗدرﯾب‬
Other resources:
www.macmillanihe.com/resources/pages/mastering-arabic/vocab-player.html?v=2
http://arabalicious.com/uploads/3/4/1/2/34129515/school_subjects_ws.pdf
http://arabalicious.com/uploads/3/4/1/2/34129515/schoolsubjectswsh.pdf
Suggested listening and reading resources:

http://readarabic.nflc.umd.edu/contents/readarabic_1_2_1.html
https://gloss.dliflc.edu
Suggested listening resource:

http://arabicwithoutwalls.ucdavis.edu/aww/coursecontent.html
Education – Learners will be Learners revise subjects and education vocabulary. It is important to remind learners that these are used with a definite
further education able to give and article ‘‫ ’ال‬or ‘‫ ’إﺿﺎﻓﺔ‬form.
and training seek information https://quizlet.com/357544146/mastering-arabic-1-unit-18-flash-cards/
about exams and https://quizlet.com/364909864/mastering-arabic-2-unit-9-flash-cards/
Assessment preferences for
objectives: future study. They Learners listen to some young people talking about their subjects of study and give opinion about what subject they are
AO1, AO2, AO3, will be able to good/weak, which is their favourite, and why.
AO4 exchange
information and Learners listen to a dialogue of two friends discussing how they feel about their exams and complete a table of which
opinions about subject they are feeling positive of negative about.
work experience.
Learners read examples of young people talking about their school subjects and how often they study them each week.
They also talk about their future aspirations, e.g. what they want to study at college or university and where. Here is an
example with a worksheet about reading comprehension:
http://arabalicious.com/uploads/3/4/1/2/34129515/schoolsubjectswsh.pdf
Learners complete some role-plays following certain prompts from a card, asking each other different questions about
school subject, and which is their most/least favourite subject, and why.
From another card, learners can practise discussing exam preparation and work experience they hope to do before
pursuing further education. This can be in the form of voluntary or paid work after school.
In pairs, learners draw up a list of top revision tips. These can then be shared with the class.

Scheme of Work
Extension activity: Learners write a short article about their school subject, which exams they will be taking, what they
will be doing to revise, and what their plans are in the near and more distant future in terms of studies and career. (I)

Mastering Arabic 1, Unit 18 ‘Education and Business’
Mastering Arabic 2, Unit 9 ‘Education and Training’ ‫اﻟﻌﻣل واﻟﺗدرﯾب‬
Mastering Arabic 2 Activity Book, Unit 9 ‘Education and Training’ ‫اﻟﻌﻣل واﻟﺗدرﯾب‬
For core vocabulary learning, you can use:

Build Your Arabic Vocabulary, topic 15 ‘Education’ and topic 16 ‘Work’.
Additional listening and reading resource can be found here:

Work Learners will be Learners revise a list of job vocabulary and match these jobs with their places of work.
able to give and
seek information Learners listen to or watch a group of young people being interviewed about what and where they would like to work in
Assessment
about preferences the future. They will give reason for / or opinion about their choices.
objectives:
for jobs and
AO1, AO2, AO3,
careers, and the Learners will then interview each other about their future plans, what job they would like to have, and why.
AO4
workplace
Learners are provided with a list of jobs and match them with advantages and disadvantages. (I)
Learners listen to or read about someone describing a typical day at work: what time they start, what they do at different
time in the day, what time they go home and how they feel. To check their understanding, they can then complete an
exercise of numbering the events in the order they occur.
Extension activity: Learners write an article about their ideal job, and why. (I)
For core vocabulary learning, you can use:

Build Your Arabic Vocabulary, topic 16 ‘Work’.
Work Learners will be Part-time jobs can be introduced with a matching or group activity to come up with different types of part-time job and
able to discuss main tasks involved.
Assessment different aspects of
objectives: a job, including Learners listen to or read a series of short texts in which young people explain their motivation for having a part-time job
AO1, AO2, AO3, part-time and and their opinion. Learners then sort out the different opinion into positive and negative opinions.
AO4 summer jobs.

Scheme of Work
Learners discuss with each other whether they had or would like to have a part-time or summer job. This can include a
paid or voluntary job as well as work experience roles.
Learners write an article about a part-time job they had or would like to do. This could be retail, office, hospitality, etc.
They should describe what the job involves and what they thought or hope to get out of it, e.g. gaining transferrable skills
like organisation and communication. (I)
Work Learners will be Learners are given examples of different CVs and are asked to match each CV to the appropriate job from a list of job
able to use the vacancies.
Assessment language
objectives: necessary to find Learners read different job advertisements, which require certain skills and qualifications, given details of the job role,
AO1, AO2, AO3, out information and location, salary, etc. and detail of how to apply. They then complete a series of comprehension exercises.
AO4 to make an These CVs and advertisements can then be used for identifying some of the main vocabulary needed for communication
application for a at work, e.g. personal details, qualifications, skills and work experience.
job.
Learners listen to a scenario of a manager and his secretary going through a CV they have received recently. The
learners are then asked to complete the candidate’s details on a worksheet or blank CV. They then discuss their
answers with each other in small groups. (Mastering Arabic 2, Unit 3)
Learners listen to young people talking about their jobs, what they do, the qualities needed to do the job, what they like
or dislike about their jobs.
Learners are given a list of job advertisements and are asked to classify them by order of preference, deciding which of
the jobs they would most like to apply for and which they would least like to apply for, giving reasons for their choices. (I)
Learners write an imaginary CV and an application letter, in the form of a personal statement, for the job they have
chosen. They should be encouraged to give reason why they should be given the job. (I)
In pairs, learners create job interview dialogues and they perform mock interview with one person being the interviewer
and the other person being the interviewee.
For a listening and reading sample on job advertisements, with associated matching and multiple choice exercises, you
can visit: http://readarabic.nflc.umd.edu/contents/learn_obj/lo_launch.html?loid=15445
Extension activity: Another good resource and interactive exercise on this topic in in Unit 9 of the Interactive Arabic
website (remember that you need to create a user name and a password to access this site):
http://learnarabiconline.ksu.edu.sa/Unit9/Lesson6/9-6-1.aspx

Scheme of Work
Education
0544/23 Jun 2014 Section 2 Ex 1 – Reading on class, subjects and school environment
0544/23 Jun 2016 Section 1 Ex1 Q5 – School items
0544/41 Jun 2015 Section 1 Q 1 – Directed writing on school items
0544/41 Jun 2015 Section 2Q 1 C – Directed writing on college, difficulties, activities and expressing opinions
0544/21 Jun 2017 Section 2 Ex2 – School/university context
0544/41 Jun 2017 Section 2 Ex3 – B Writing about use of technology at school
0544/01 Specimen paper 2021 Ex 1, Q4 – Listening on school’s subjects
0544/01 Specimen paper 2021 Part 2 Q22 and Q23 – School subjects and locations
0544/02 Specimen paper 2021 Q1 – Reading: School signs
0544/02 Specimen paper 2021 Q4 – Reading: School topic on recycling
0544/04 Specimen paper 2021 Q3, A – Writing on the new school uniform
0544/41 Jun 2015 Section 2, Q1, C – Arabic at college and difficulties faced
0544/21 Jun 2017 Section 2, Ex2, Q21–25 – Further education abroad and financial issues
0544/03 Jun 2016 Card Three, B – Summer language course for travel abroad
0544/02 Specimen paper 2015 Section 2, Ex1, Q16–20 – Learning Arabic at Muscat summer school
Jobs and careers

0544/23 Jun 2014 Section 3, Ex2 Q34–39 – Volunteering work and experience
0544/21 Jun 2016 Section 2, Ex2, Q21–27 – Work experience at a dentist
0544/03 Jun 2016 Card One, A – Teaching work experience
0544/03 Jun 2016 Card One, B – Work experience at a clinic
0544/04 Specimen paper 2021 Q3, B – Summer vacation work
0544/02 Specimen paper 2021 Page 10, Q6 – Description of a stewardess career

Scheme of Work
Area E: The international world
Countries, Learners will be Learners listen to different people describing where they come from and giving a brief description of their country
nationalities and able give and seek including people, language, weather, food, etc. and complete listening comprehension exercises.
languages information about
places around the Learners are asked to research a particular country in the Middle East or around the world and present this in class.
Assessment world. They can make these interesting by adding coloured pictures and animations which may include: geographical location,
objectives: traditional dishes and clothing, weather, arts and music, etc. (I)
AO1, AO2, AO3,
AO4 The class can then discuss the different presentations expressing opinions and what they like and dislike about each
country. They can then vote on which country they have visited or would like to visit (using the past and future tenses),
and why.
Learners choose an Arabic speaking country and do some research about life in that country. (I) Provide questions to
guide the learners in their research. They write a report which covers different aspect of life in that country and they
explain the reason for their choice and whether they like to live there, and why. (I)
Culture, Learners will be Learners are provided with a list of media vocabulary and means that keep people informed of what is happening locally
customs, faiths able to give and and worldwide.
and celebrations seek information
about world issues For listening to and reading about different types of news in the Middle East and abroad, learners can use:
Assessment and media www.aljazeera.net and www.bbc.com/arabic
objectives: coverage. They will
AO1, AO2, AO3, be able to express Learning are provided with a list of news headlines and are required to classify them by type, e.g. politics, economics,
AO4 an opinion and society, health, sports, science and technology.
discuss differing
viewpoints Learners can read different websites or watch different TV channels and compare the coverage of certain events around
the world giving their personal opinion and using certain terminologies related to media coverage. (I)
Learners think of or are given a list of world problems and are asked to classify them starting with the ones they consider
to be the most serious.
Learners listen to or read texts in which young people express their concerns about world issues. They identify what
worries young people and what is most important to them. (I)
Learners revise vocabulary to do with arts and cinema: https://quizlet.com/273138894/mastering-arabic-2-unit-13-flash-

cards/ (I)
Learners are provided with expressions used to discuss cultural activities, art and movies.
Scheme of Work
Learners perform role-plays about social activities following certain prompts from a card. Learners can compare activities
they used to do when they were younger with activities they do now.
Learners are encouraged to use different verb tenses when performing speaking exercises, e.g. what books do you like
to read, programmes or movies you like to watch, what did you last read or watch and what are you going to read or
watch in the future.
Extension activity: Learners write an article about a book they read or film they watched, starting from who the author
or director is moving to the main characters and main events up to the conclusion. (I) Learners need to argue their
viewpoint whether they liked it or not and what could they have changed to make it more interesting.

Mastering Arabic 2, Unit 10 ‘News and Media’ ‫اﻷﺧﺑﺎر ووﺳﺎﺋل اﻹﻋﻼم‬
Mastering Arabic 2, Unit 13 ‘Arts and Cinema’ ‫اﻟﻔﻧون واﻟﺳﯾﻧﻣﺎ‬
Mastering Arabic 2 Activity Book, Units 10 and 13.
For core vocabulary about media, use:

Build your Arabic vocabulary, topic 11 ‘Media’
For different media resources around the Arab world, use:

https://arabic-media.com/arabicnews.htm
Culture, Festivals and Learners learn about special festivals in Arabic speaking countries and compare that to what they celebrate in their own
customs, faiths special occasions: country, e.g. religious celebrations. For a list of common celebration in the Arab world, go to:
and celebrations Learners will be https://www2.rocketlanguages.com/arabic/vocabulary/holidays-in-arabic/
able to exchange
Assessment information about Learners learn about customs and traditions of different types of celebrations and dates when they occur (taking into
objectives: festivals and account that some may vary). Learners are giving a list of major celebrations and learn about the Christian and Islamic
AO1, AO2, AO3, special occasions calendars.
AO4 and will gain some
understanding of Learners listen to or watch videos about religious/cultural events, e.g. Eid or Christmas and they discuss what they hear
significant festivals or see in terms of how people celebrate, food, clothes, presents.
in Arabic-speaking
countries. Here is an example of meeting a person who has been on a pilgrimage:
http://readarabic.nflc.umd.edu/contents/learn_obj/lo_launch.html?loid=14073
Learners are encourages to complete related listening and reading tasks on this topic.
Learners prepare presentations about how they celebrated such festivities and they speak about them in class creating
debates and answering questions. (I)

Scheme of Work
Learners listen to/read about a young people describing a variety of different festivals (Christmas, Diwali, Eid-al-Fitr …)
and carry out different gap fill/comprehension tasks. They then choose a festival that is significant to them and write a
description of it. (I)
Learners write about how they celebrate/d a religious occasion (family gathering, clothes, food, presents) and describe
their feelings on such occasions, giving reasons. (I)
Extension activity: Learners read descriptions of birthday celebrations and the write a description of their favourite
birthday ever, and why.

Mastering Arabic 2, Unit 5 ‘Travel and Tourism’ ‫ اﻟﺳﻔر واﻟﺳﯾﺎﺣﺔ‬This unit is partly about a religious celebration (Eid-al-Fitr).
Mastering Arabic 2 Activity Book, Unit 5 ‘Travel and Tourism’ ‫اﻟﺳﻔر واﻟﺳﯾﺎﺣﺔ‬
For learning the vocabulary related to this topic, you can use:
Countries, nationalities and languages

0544/01 Specimen paper 2021 Q25-30 – Tourism in Abu Dhabi
0544/02 Specimen paper 2015 Section 3, Ex 2, Q33-36 – The Candle Museum in the town of Halwan, Egypt
0544/03 Jun 2017 Card Two – B – Attending a festival
0544/03 Jun 2017 Card Five – B – Attending a festival near the museum
0544/01 Specimen paper 2018 Ex2, Q9–14 – Advert on Alexandria Festival (Egypt)
0544/02 Specimen paper 2015 – Section 2, Ex 2, Q21-27 – The history of Eskimo
0544/21 Jun 2018 Section 2, Ex 2, Q21–29 – Environment of the desert
Celebrations
0544/21 Jun 2017 Section 2, Ex1, Q16–20 – A village annual festival and social activities
0544/41 Jun 2017 Section 1, Q2 – A popular celebration in a foreign city
0544/03 Jun 2017 Card Two – B – Attending a festival
0544/03 Jun 2017 Card Five – B – Attending a festival near the museum
0544/21 Jun 2018 Section 2, Ex 1 Q16–20 – Annual summer “open cinema” in a village
0544/03 Jun 2018 Card Seven, A, Inviting a friend to a wedding party
0544/01 Specimen paper 2018 Ex2, Q9–14 – Advert on Alexandria Festival (Egypt
0544/01 Specimen paper 2018 Q15 – Going out on a birthday party
0544/01 Specimen paper 2021 Q15 – Going out for a birthday party

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Copyright © UCLES March 2019

Guided learning hours

Assessment objectives – AO1 Listening Assessment objectives – AO2 Reading

Assessment objectives – AO3 Speaking Assessment objectives – AO4 Writing

Cambridge IGCSE Arabic 0544 – from 2021 4

School Support Hub

Cambridge IGCSE Arabic 0544 – from 2021 5

Learning objectives help your learners by making it

Cambridge IGCSE Arabic 0544 – from 2021 6

Area A: Everyday activities

Syllabus ref. Learning objectives Suggested teaching activities

For vocabulary about the seasons, you can use https://sites.google.com/site/illustratedarabicvocabulary/seasons

Cambridge IGCSE Arabic 0544 – from 2021 7

Syllabus ref. Learning objectives Suggested teaching activities

Suggested resources for teachers:

Other general resources

Cambridge IGCSE Arabic 0544 – from 2021 8

Syllabus ref. Learning objectives Suggested teaching activities

Suggested resources for teachers:

Cambridge IGCSE Arabic 0544 – from 2021 9

Syllabus ref. Learning objectives Suggested teaching activities

AO1, AO2, about their food

For food items vocabulary, see www.earabiclearning.com/blog/2014/03/complete-list-of-fruits-and-vegetables-by-season-

For online vocabulary learning games, you can use:

For revising food vocabulary and cooking methods, go to: https://quizlet.com/282238854/mastering-arabic-2-unit-6-flash-

Cambridge IGCSE Arabic 0544 – from 2021 10

Syllabus ref. Learning objectives Suggested teaching activities

Cambridge IGCSE Arabic 0544 – from 2021 11

Syllabus ref. Learning objectives Suggested teaching activities

Suggested resources for teachers:

For core vocabulary on body and health, use:

Other useful resources for listening:

Cambridge IGCSE Arabic 0544 – from 2021 12

Syllabus ref. Learning objectives Suggested teaching activities

For a writing practice handout, you can use:

For core vocabulary on travel, you can use:

For transport and travel vocabulary, you can use:

Cambridge IGCSE Arabic 0544 – from 2021 13

Syllabus ref. Learning objectives Suggested teaching activities

For related vocabulary learning, you can use:

Another listening resource is:

Cambridge IGCSE Arabic 0544 – from 2021 14

Syllabus ref. Learning objectives Suggested teaching activities

Cambridge IGCSE Arabic 0544 – from 2021 15

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

Everyday activities – time expressions

Food and drink

Cambridge IGCSE Arabic 0544 – from 2021 16

Syllabus ref. Learning objectives Suggested teaching activities

Travel and transport

Cambridge IGCSE Arabic 0544 – from 2021 17

Area B: Personal and social life

Syllabus ref. Learning objectives Suggested teaching activities

Suggested resources for teachers:

For core vocabulary on travel, use:

Other useful resources for reading and writing:

Cambridge IGCSE Arabic 0544 – from 2021 18

Syllabus ref. Learning objectives Suggested teaching activities

A suggested resource for listening: