RETOOLING OF JS TEACHERS

ARABIC

MAY, 2024
1
 Session outline
 Essence statement
 Link to Senior School
 Organization of Strands and Sub Strands
 Samples of language skills development
 Breaking down SLO in to teachable units(Lessons).
 Suggested Pedagogies
 Understanding SLO, SLE, KIQ, Core competencies, Values and PCIs
in the Curriculum Design
 Learning resources for Arabic
 Suggested Assessment Methods and Tools for Arabic
 Sample Arabic lesson plan
 1. Essence statement
 Arabic is one of the official languages of the United Nations
(UN) and the African Union (AU).
 It is also the official language of more than 22 countries,
which constitute the Arab League, and the mother tongue of
millions of native speakers .
 Arabic is a sacred language to over one and a half billion
Muslims around the world ,the Holy Quran was revealed in
Arabic .
 Most of the Islamic literatures are written in Arabic.
 LINK TO SENIOR SCHOOL
At Junior School -the Learner is expected to acquire the four
language skills: listening, speaking, reading and writing at a
basic level in the curriculum. This will give the learner an
opportunity to acquire language competencies in an
experiential, innovative and flexible ways
At Senior School-the learner will transit to Senior School
having acquired basic Arabic proficiency.
 Organization of Strands and Sub Strands
 The curriculum design use themes as a vehicle to develop the four
language skills(listening, speaking, reading and writing skills)
 Grade8 Curriculum design has 9 themes as follows:
(1) Greetings and introduction (6) Foods and drinks
(2) Family (7) My body
(3) My surrounding (8) Weather and environment
(4) Time (9) Getting around
(5) Fun and enjoyment
 Organization of Strands and Sub Strands
Arabic Grade 8 Curriculum design comprises of 3 strands
namely :
(1)Listening and speaking.
(2) Reading .
(3) Writing.
 The grammar was embedded in the 3 strands through out the
design.
 Grade 8 Curriculum design has 18 Sub Strands.
 Samples of language skills development
ARABIC GRADE 8 DESIGN
(1) Listening and Speaking
THEME 7 : MY BODY
Strand Sub Strand Specific Learning
Outcomes
1.0 1.7 Pronunciation By the end of the Sub Strand,
Listening and the learner should be able to:
Speaking (2 Sessions) a) pronounce target words
related to the body parts
correctly,
b) apply appropriate stress
and intonation in oral
communication,
c) recognise the role of
correct articulation in
effective communication.
Suggested Learning Key Inquiry
Experiences Question(s)
The learner is guided to: How can you
 read out words on parts of ensure you speak
the body aloud using fluently?
correct pronunciation and
stress,
 conduct a spelling bee
session to pronounce target
words on the parts of the
body,
 ask and answer questions
using the correct
pronunciation and
intonation,
 engage in a dialogue related
to the theme expressing
their opinions, emotions
and feelings fluently.
 (2) Writing
THEME 5:FUN AND ENJOYMENT
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

3.0 Writing 3.5 Mechanics By the end of the Sub Strand, the The learner is guided to: How would texts
of Writing: learner should be able to: be if there no
 create flashcards with the various
punctuation
Punctuation a) apply appropriate punctuation marks applied in Arabic
marks?
marks punctuation marks in a writing,
written text,  organise the flashcards in the class
b) create a short imaginative portfolio,
(2 Sessions) writing to express feelings  observe given pictures and write well
and ideas with correct punctuated sentences about scenic spots
punctuation, and tourist attractions (travel),
c) appreciate different Arabic  write a creative story on travelling with
writing styles. correct punctuation and share with peers,
 review their own stories and assess for
correct punctuation and presentation,
 submit the best texts for a writing
competition or magazine for publishing.
 Breaking down SLO in to teachable units(Lessons).
For example:

Strand Sub Strand Specific Learning Outcomes

3.0 Writing 3.3 Guided Writing: By the end of the sub strand the learner should be able to:
Paragraph Writing a) identify vocabulary related to the theme from a
given text,
(2 Sessions) b) write a simple paragraph on the theme for
effective communication,
 Vocabulary building c) develop interest in writing Arabic.
 Paragraphs
Session 1: Identifying Arabic vocabulary on the theme,
finding meaning of vocabulary
Session 2: Writing a simple paragraph
SUGGESTED PEDAGOGIES
(1) Communicative Language Learning
(2) Task-Based Learning
(3) Problem Based Language Learning
 Understanding SLO,SLE,KIQ ,Core competencies, Values
and PCIs in the curriculum design.
ACTIVITY:
1. Team up with your peers to:
a) Identify knowledge, skills and attitude from the given SLO.
b) Explain how the SLE has been aligned to SLO
c) Mention how KIQ has been linked to sub strand
d) Mention the indicators of core competency, value and PCIs in
relation to SLE
 Learning resources for Arabic
The teaching and learning resources may be categorized as
follows:
1.Visual resources such as text books, posters, pictures, charts
and map.
Audio resources such as audio tapes, audio recorder, radio
broadcasts and phone.
2.Audio-visual resources such as films, video tape, Compact
Disc (CD), computer slides, Digital Versatile Disk (DVD),
television broadcasts and interactive digital content.
3.Other resources such as resource persons, library, museums,
historical sites, archives and cultural centres.
 SUGGESTED ASSESSMENT METHODS AND TOOLS
FOR ARABIC
1)Observation method -Teacher observe learners as they undertake the activity.
Tools used: observation schedule
School: Sun shine academy Learning Area: Arabic

Learners name Ali abdi Date of assessment

20//5/2024

Teachers’ name Mr.Hussein

Strand: Writing Sub Strand: Descriptive
Writing(composition)
Task Individually, write descriptive Composition on qualities of a good neighbor.
Criteria Effectively follow the steps of writing descriptive composition.
Observation The learner was able to use descriptive words appropriately.
Teacher’s The learner has a challenge of arrangement of ideas
comment
Learner’s
signature
Teacher’s
signature
2)Presentation method-Learners present the given task such as songs,
stories, poems ,drama, role play, dialogue in front of the learners after
class sessions.
Assessment tools:
Observation schedule ,checklist etc.
(3) Question and answer method(Q and A session)
Example : What is your name? My name is mohammad
masmuka? Ismii muhammad
How are you? Im fine
Keyfa haaluka? Anaa bikheyr
(4) Oral and Aural method of assessment
ARABIC LESSON PLAN
 Record of Work
Administrative Details
School Amani Junior School
Grade 8
Subject/Learning Area Arabic
Year 2024
Term 1
Teacher’s Details Name : Abdalla TSC No: 470394 Gender: m
 Record of work covered
Date Strand Sub Lesson Skill(s) Work Done Reflection Signature
Strand
5th Writing Guided • -identifying -brainstorming on Most of the learners were Abdalla
June, writing: neat and features of neat and able to write neatly and
2024 Neatness legible writings legible handwritings. legibly. However they
and • -Using neat -copy samples of neat need more practise to
Legibility and legible and legible perfect the ligibility and
handwriting handwriting. neatmess. More
-Critique achothers extended tasks to be
writings given at home or in
-Write composition school especially during
using neat and legible Language Clubs time.
handwriting.

7th
June,
2024
THE END