Written by: Edma Kassouf

GARDEN COLLEGE UNIT PLANNER

Subject: Arabic Year Level: Reception Term: 3 Year: 2018

Duration: 10 weeks Teaching Staff: Edma Kassouf Australian Curriculum Version: v8.3

☒ Literacy ☐ Numeracy ☐ ICT ☐ Critical and Creative Thinking

General Capabilities ☐ Ethical Behaviour ☐ Personal and Social ☒ Intercultural Understanding

Cross-curriculum Priorities ☐ Aboriginal and TSI ☐ Asia and Australia’s ☐ Sustainability

Histories and Culture Engagement with Asia

PURPOSE (What do we want students to learn?

Big Idea: (from Year Band Description)

The nature of the learners

Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate
world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people in settings outside the home, share with others, and participate in
structured routines and activities at school.

Arabic language learning and use

Arabic is learnt in parallel with English language and literacy. While the learning of Arabic differs from the learning of English, each supports and enriches the other. Arabic is used at
home and in familiar Arabic-speaking settings, and in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this
stage, there is a focus on play, imaginative activities, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help
learners to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Learners use Arabic for functions such as greeting (‫)مرحبا؛ صباح الخي‬, sharing
information ( ‫أخت لينا؛ عمري ست سنوات‬‫) هذه ي‬, responding to instructions ( ‫) نعم؛ أنا هنا؛ حاض‬, and taking turns in games and simple shared tasks. The transition from spoken to written
language is scaffolded via shared exploration of simple texts and language features. Learners use a variety of cues, including images, context and frequently used word patterns, to
comprehend texts and communicate.

Contexts of interaction
The primary contexts for interaction in Arabic are the immediate environment of home and the classroom. Learners use Arabic to interact with each other and the teacher within the
learning environment at school and with immediate family members at home. The use of information and communications technologies (ICT) enriches the learning of Arabic language
and culture by providing alternative experiences, a range of resources, and opportunities to access authentic language in different contexts.

Texts and resources

 Written by: Edma Kassouf
Learners engage with a variety of spoken, written and visual texts, such as children’s songs and nursery rhymes, stories from Big Books and interactive resources. Writing skills progress
from identifying the alphabet to tracing, labelling and copying letters, and then to constructing simple, short texts using familiar vocabulary.

Features of Arabic language use

Learners become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting
rhymes and poems and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases and sentences relating to pictures, objects and actions, for
example, ‫ طاولة صغية‬. They learn to recognise the letters of the Arabic alphabet, including new sounds, for example,‫ خ؛ ع؛غ؛ ق؛ ص؛ ض؛ ط؛ ظ‬, and the way letters are joined to make
words, for example, ‫طار؛ طي؛ ذهب‬, and make comparisons with the English alphabet. They write letters, words and simple sentences using familiar vocabulary, prelearnt language
features and structures, and formulaic expressions, for example, ‫كان يا ما كان‬. They begin to recognise how language use changes according to the speakers and context.

Level of support
The classroom is a new context of communication where learners rely on the teacher to assist their learning. Learning experiences are supported by the teacher through scaffolding,
modelling, cueing, monitoring, feedback and encouragement. Multiple and varied sources of input and stimulus are used, including visual cues, such as the use of gestures, and
resources, for example, bilingual Big Books and picture books, subtitled cartoons and video programs, and realia, objects, maps and charts.

The role of English

 Arabic is used as the medium for class interaction and to demonstrate and model new language acquisition. English may be used to explain features of language and aspects of culture.
Both English and Arabic may be used when learners are communicating about similarities and differences between Arabic and other languages and cultures and reflecting on how they
talk and behave in Arabic-speaking and English-speaking contexts.

Content Descriptions:
(Choose from Australian Curriculum Strands)

Communicating Skills: (What are students expected to be able to do?) Knowledge and Understanding: (What are students expected to know and understand?)

Socialising Systems of language

Initiate interactions with peers and the teacher by asking and responding to questions and Recognise the letters and sounds of the Arabic alphabet and identify how letters are
exchanging information about self and family, friends and school(ACLARC103) modified so they can be joined to form words (ACLARU114)

Engage in guided group activities and transactions such as playing games, role-playing,
singing and dancing, and communicate ideas, using movement, gestures and pictures to
support meaning (ACLARC104)
Participate in classroom activities and routines, such as opening and closing of lessons,
responding to instructions and taking turns (ACLARC105)
Recognise parts of speech and frequently used words in familiar contexts, and understand
the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the
masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms
(ACLARU115)
Written by: Edma Kassouf
Informing
locate and organise information from simple spoken, written and visual texts to
identify details about people and objects ACLARC106
Share information obtained from different sources, including online and digital
sources, by listing, tabulating or sequencing information and using illustrations and
gestures to support meaning ACLARC107
Creating
Listen to, view and read to simple imaginative texts, including digital and multimodal texts,
and respond by making simple statements about favourite elements and through action,
mime, dance, drawing and other forms of expression (ACLARC108)
Create own representations of people or events in imaginative texts using familiar words,
illustrations, actions and other verbal and non-verbal forms of expression (ACLARC109)
Translating
Listen to, view and read to simple imaginative texts, including digital and multimodal texts,
and respond by making simple statements about favourite elements and through action,
mime, dance, drawing and other forms of expression (ACLARC108)
Create own representations of people or events in imaginative texts using familiar words,
illustrations, actions and other verbal and non-verbal forms of expression (ACLARC109)
ASSESSMENT EVIDENCE (How will we know what students have learnt?)
Recognise that language is organised as text, and that texts such as songs, stories and labels
have different features (ACLARU116)
Language variation and change
Recognise the letters and sounds of the Arabic alphabet and identify how letters are
modified so they can be joined to form words (ACLARU114)
Recognise parts of speech and frequently used words in familiar contexts, and understand
the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the
masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms
(ACLARU115)
Recognise that language is organised as text, and that texts such as songs, stories and labels
have different features (ACLARU116)
Role of language and culture
Understand that the languages people use and the way they use them relate to who they
are, where and how they live and what is important to them (ACLARU119)
Reflecting
Describe the experience of using Arabic at home and at school, such as how it feels and the
particular behaviours they associate with speaking Arabic (ACLARC112)
Identify themselves as members of different groups, including the Arabic class, the school,
and their family and community, describing their roles within these different groups
(ACLARC113)
Written by: Edma Kassouf
Achievement Standard (Copy directly from Australian Curriculum) (Please highlight the knowledge/skills highlighted in this unit of work)

By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, ‫أم‬ ‫هان؛ أنا ليىل؛ عمري ست سنوات؛ ي‬‫إسم ي‬‫ي‬
‫صديقت رنا‬
‫ي‬ ‫؛‬ ‫ام‬
‫ر‬
‫ي ي‬‫صديق‬ ‫وأخت؛‬ ‫أخ‬ ‫عندي‬ ‫خالد؛‬ ‫أن‬ ‫ي‬ ‫ة؛‬‫سمي‬, and initiate interactions by asking and responding to questions. They use repetitive language when participating in shared activities and
transactions and responding to classroom instructions. When speaking, they use the sounds of the Arabic language, for example, ‫حروف مثل خ؛ ح؛ ط؛ ظ؛ ص؛ ض؛ ع؛ غ؛ ق‬. They locate
information about people, places and objects in simple texts, and share information in different formats, using illustrations and gestures to support meaning, for example, ‫ما اسمك أين تسكن؛‬
‫ه معلمتك؟ هل تحب المدرسة؟‬ ‫كيف حالك؟ هل عندك أصدقاء؟ كم أخت عندك؟ ماذا يعمل أبوك؟ ما اسم مدرستك؟ من ي‬. They make simple statements about favourite elements in response to imaginative
experiences, and create own representations of imagined characters and events, using illustrations, familiar language and non-verbal forms of expression. Students identify specific parts
of speech, such as nouns, verbs and adjectives, in spoken and written texts, and use familiar words and phrases, for example, ‫المدرسة؛ العائلة؛ األم؛ األب؛ األصدقاء؛الصف؛ المعلمة؛ البيت أسكن مع‬
‫صديق يوم السبت؛ يف الصباح؛ األمس؛ كل يوم‬ ‫ي‬ ‫أخت؛‬
‫بيت؛ ي‬ ‫قصي؛ جميل؛ نظيف؛ المدرسة؛ ي‬/‫كبي؛ طويل‬/‫أغت؛ صغي‬ ‫عائلت؛ أحب؛ آكل؛ أذهب؛ ألعب؛ ي‬
‫ي‬ and sentence patterns in simple texts, such as ‫ ال أحب‬/...‫أحب أن آكل‬
‫؛ أذهب إىل؛ أذهب مع؛‬....‫أن‬. They recognise questions and commands, for example, ‫ه لعبتك المفضلة؟ أجلس هنا من فضلك؛ تكلم اآلن؛ إرفع‬ ‫اذا تحب أن تلعب؟ من صديقك يف المدرسة؟ هل بيتك كبي؟ ما ي‬/ ‫ما أسمك؛‬
‫يدك؛ تعال إىل هنا‬, and use vocabulary and simple sentences to communicate information about themselves, their family and classroom, such as ‫ذهب سمي إىل المدرسة؛ ذهبت لينا إىل البيت‬, applying
basic rules of word order and gender. Students translate frequently used words and simple phrases using visual cues, and create word lists, labels and captions in both Arabic and English
ً
for their immediate environment, for example,‫صديقت كثيا؛‬ ‫ي‬ ‫معلمت؛ إسمها آنسة هالة؛ أحب‬
‫ي‬ ‫إسمه عادل؛ هذه‬. ‫أن؛‬
‫البيت؛ الغرفة؛ الحديقة؛ المدرسة؛ الصف؛ المعلمة؛ الدرس؛ المدير؛ الشارع؛ الباص؛ الملعب؛ الدكان هذا ي‬.
They describe their roles as members of particular groups, and share their feelings and ways of behaving as they use Arabic at home and in the classroom, such as . ‫أنا سعيد؛ أحب أن أتكلم مع‬
‫العرن كثيا؛ أنا يف فريق كرة القدم؛‬
‫ي‬ ‫بالعرن ال أفهم‬
‫ي‬ ‫أم‬
‫ي‬
Students identify letters of the Arabic alphabet and join some letters to form simple words. They identify features of familiar texts. They distinguish between the language spoken by
different Arabic speakers in different situations, such as at home with family or at school with the teacher, for example, ‫؛ لوسمحت‬...‫؛ هل أقدر أن‬...‫من فضلك؛ هل يمكن أن‬.... Students name some
of the many languages that are spoken in Australia, including Arabic, and provide examples of simple words in Arabic that have been borrowed from English and vice versa. They identify
how the ways people use language reflect where and how they live and what is important to them.

Assessment Records and Routines

Formative Assessment Summative Assessment

Other Evidence of Learning: (may include major formative learning tasks, rubrics, formal Assessment Task(s): (Summative tasks that cater for students across the full range of
and informal feedback, student self-assessment, anecdotal notes, observations) abilities)

A direct feedback is given to the students regarding their work in the class. Also, the Reading 30%
students receive feedback regarding their homework.  Alphabets with the short sounds
 The careers, verbs and adjectives

Regular assessment through questions and activities such as exit card is held at the end of Speaking & Listening 25%
the learning session.  Introducing themselves
 Naming the careers
 Stating the verbs
 Naming the opposite adjectives
Written by: Edma Kassouf
Writing 30%
 Letters at the beginning, middle and end of the word
 Matching the opposites
 Matching the careers to their photos

Participation 15%
 Participating in all the activities in the class

RESOURCES
(What materials do we need to help us plan and teach this topic?)
 Worksheets prepared by the teacher, related to the topic.
 Play dough
 Colouring
 Videos from YouTube

Teaching and Learning Sequence (How will the learning tasks be sequenced?) Differentiation: Adjustments for Needs of Learners (How will specific
learning needs of individual students be catered for?)

(This may be week by week)

Format The required materials and the product will be differentiated to match the
students with special needs based on their abilities.
Learning focus: Alphabets
Content:
Learning Intention: The students should know how to write and read the alphabets from Ta to Lam. They Process:
should know the short sounds of these letters. The students are given booklets where they can practice Product:
writing these letters in their different forms. The students are also given worksheets to help them write Learning Environment:
these letters connected to different letters as well as with different sounds. Student Readiness (growth)
Student Interests (engagement)
Learning Focus: Social Skills Learning Profiles (efficiency)

Learning Intention: For the students to be able to communicate easily using Arabic, the students will be
studying the names of different careers in Arabic. They will also learn some of the verbs in the present tense,
opposite adjectives and some disconnected pronouns. This helps the students form short sentences using
the Arabic language.
To be able to achieve that, the students listen to different videos and songs. They are also asked to recall
the words orally in the class by pointing at the pictures.
Week one:
Activity/Focus:
Written by: Edma Kassouf
 Identifying different verbs in the present tense ‫تركض‬ ‫يكتب تقرأ يقرأ ترسم يرسم يركض‬
‫يشرب تشرب تأكل يأكل تكتب‬
 Writing the letter ‫ط‬
 Reading the letter ‫ط‬

Lesson 1:
Students watch a video about letter ‫ط‬
The students identify the different short sounds of letter ‫ط‬
Each one comes to the board and write the letter ‫ط‬
Then they take their worksheets and colour the letter ‫ط‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Using the posters on the wall, introduce the verbs to the students.
Explain the verbs and the usage with respect to gender.
Let the students repeat the names.
Week two:
Activity/Focus:
 Identifying verbs
 Writing the letter ‫ظ‬
 Reading the letter ‫ظ‬

Lesson 1:
Students watch a video about letter ‫ظ‬
The students identify the different short sounds of letter ‫ظ‬
Each one comes to the board and write the letter ‫ظ‬.
Then they take their worksheets and colour the letter ‫ظ‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Have the students remember the verbs by playing “Simon Says”
Then working in pairs the students should stick the name under each picture.
The students present their work to their classmates
Week three:
Activity/Focus:
Written by: Edma Kassouf
 Identifying adjectives and their opposites ‫جديد‬ ‫قديم‬ ‫تحت‬ ‫فوق‬
 ‫حزين‬ ‫سعيد‬ ‫كبير‬ ‫صغير‬
 Writing the letter ‫ع‬
 Reading the letter ‫ع‬

Lesson 1:
Students watch a video about letter ‫ع‬.
The students identify the different short sounds of letter ‫ع‬.
Each one comes to the board and write the letter ‫ع‬.
Then they take their worksheets and colour the letter ‫ع‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
The students watch a video about the adjectives
https://www.youtube.com/watch?time_continue=36&v=ZGH-BcWxqIk
The students repeat the adjectives
Week Four:
Activity/Focus:
 Identifying different adjectives and their opposites
 Writing the letter ‫غ‬
 Reading the letter ‫غ‬

Lesson 1:
Students watch a video about letter ‫غ‬.
The students identify the different short sounds of letter ‫غ‬.
Each one comes to the board and write the letter ‫غ‬.
Then they take their worksheets and colour the letter ‫غ‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Watch a video about adjectives. https://www.youtube.com/watch?time_continue=36&v=ZGH-BcWxqIk
Working in groups the students match each adjective to its opposite
The students present their work
Week Five:
Activity/Focus:
Written by: Edma Kassouf
 Identifying different careers ‫معلم معلمة ممرض طبيبة طبيب ممرضة شرطية‬ ‫شرطي‬
 Writing the letter ‫ف‬
 Reading the letter ‫ف‬

Lesson 1:
Students watch a video about letter ‫ف‬.
The students identify the different short sounds of letter ‫ف‬.
Each one comes to the board and write the letter ‫ف‬.
Then they take their worksheets and colour the letter ‫ف‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
The students watch the video about careers
https://www.youtube.com/watch?v=i3Cb0UbZwxU
The students recall the names of the careers in Arabic
Week Six:
Activity/Focus:
 Revising the careers
 Writing the letter ‫ق‬
 Reading the letter ‫ق‬

Lesson 1:
Students watch a video about letter ‫ق‬.
The students identify the different short sounds of letter ‫ق‬.
Each one comes to the board and write the letter ‫ق‬.
Then they take their worksheets and colour the letter ‫ق‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
The students recall the careers by “role play”
Each student draw on a paper what he/she want to be in the future and they write the name in Arabic
under their drawing.
Week 7

Assessment week
Written by: Edma Kassouf
Listening and speaking assessment.
Writing and comprehension assessment.
Reading assessment.

Week Eight:
Activity/Focus:
 Introducing the disconnected pronouns ‫أناررررررهوررررررهر‬
 Writing the letter ‫ك‬
 Reading the letter ‫ك‬

Lesson 1:
Students watch a video about letter ‫ك‬.
The students identify the different short sounds of letter ‫ك‬.
Each one comes to the board and write the letter ‫ك‬.
Then they take their worksheets and colour the letter ‫ك‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
I demonstrate the pronouns for the students using two other students.
I repeat the demonstration 3 times
I ask the students about the difference between gender
The students will know when to use each pronoun
Week Nine:
Activity/Focus:
 Pronouns
 Writing the letter ‫ل‬
 Reading the letter ‫ل‬

Lesson 1:
Students watch a video about letter ‫ل‬.
The students identify the different short sounds of letter ‫ل‬.
Each one comes to the board and write the letter ‫ل‬.
Then they take their worksheets and colour the letter ‫ل‬.
The students are given the worksheet to practice writing the letter at home.
http://moghtarebah.com/2012/12/08/‫فتح‬-‫ألف‬-‫لألطفال‬-‫العربية‬-‫للغة‬-‫عمل‬-‫أوراق‬
https://www.youtube.com/watch?v=-A_uepM5yTg
Written by: Edma Kassouf

Lesson 2:
The students recall the pronouns by demonstrating it within groups of three
Working in groups, the students use the cards to match each picture to the pronoun it represents.
Week Ten:
Revision week through Arabic Games
Supporting Documents (Assessment attachments and checklists, rubrics need to be attached)

The worksheets are all found in the black folder on the shelf. The folders name is Reception.

TEACHER REFLECTION ON THE UNIT PLAN (How successful was the Unit in meeting the purpose of the Unit in Part 1? How do I know? What evidence have I collected?)

Identify what worked well during and at the end of the unit, including:
 learning tasks that worked well and why
 learning tasks that could be improved and how
 assessment that worked well and why
 assessment that could be improved and how