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UNIT OF WORK PROFORMA

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UNIT OF WORK PROFORMA

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    „WHO AM I?‟

    STAGE 4 ARABIC

    UNIT OUTLINE

    By: Racha Khodr University of Western Sydney LOTE 1X May 2006

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    UNIT OF WORK

    Language Target group: Unit of work: Estimated duration:

    Arabic Stage 4 Who am I? 3 weeks 4 hours

    (native beginners) (2 lessons/week) What are the key ideas or concepts: Why does the learning matter?

    The key concepts I want students to learn are that: The learning matters because:

    ; A few basic structures can be used to express ideas in a variety of ; Being able to manipulate language from an early age fosters

     contexts creativity

    ; Language functions in similar ways across cultures ; It bridges the gap between two cultural identities

    ; There is a range of language that can be used when introducing ; Students will be able to use Arabic to discuss familiar topics,

     oneself and talking about ones hobbies and interests establishing relationships with Arabic-speaking peers and family Targeted outcomes:

    4.UL.2, 4.UL.3, 4.UL.4, 4.MLC.1, 4.MLC.2, 4.MBC.2

    Students learn about: Students learn to:

    4.UL.2 4.UL.2

    ; the structures and features of specific text types in order to interpret ; skim and scan to predict meaning

     key features of the text, such as heading, introduction, visual ; deduce meaning from context prior knowledge of the subject matter

     supports when reading for gist

    ; the importance of prior knowledge to interpret meaning in text ; identify the purpose in texts and distinguish between main ideas ; ways to analyse text structure and locate relevant information in text and supporting detail

    ; linguistic features of text, such as descriptions and narratives ; identify specific information, e.g. by identifying statements as true

     or false, answering questions in English or Arabic, and choosing the

     correct word

    4.UL.3 4.UL.3

    ; the purpose and context of communication and their influence on ; initiate an interaction, e.g. by greeting, asking a question,

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

     the choice of structure, format and vocabulary ; concluding an interaction using verbal cues and leave taking ; ways of showing that the purpose of communication has been ; produce original text using information and communication

     achieved technologies

    ; the use of information and communication technologies for

     communicative purposes

    4.UL.4 4.UL.4

    ; manipulation of known structures for writing in new contexts ; select and incorporate modeled linguistic structures in own writing ; The importance of the logical development of ideas in constructing ; express ideas and provide additional details in a series of linked

     texts sentences, e.g. using connectives

    4.MLC.1 4.MLC.1

    ; the importance of recognizing audience in communication ; Identify ways in which texts vary according to their intended

     audience, e.g. formality, tone of voice 4.MLC.2 4.MLC.2

    ; specific patters and rules in word construction, word order and ; Identify specific characteristics of the language, e.g. grammatical

     sentence structure structures and features such as nominal sentences, dual form 4.MBC.2 4.MBC.2

    ; the importance of tradition to a sense of cultural identity and ; Identify and explain features of traditional and contemporary

     diversity within the culture lifestyle, e.g. routines of family and school life

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    Structures and script (if appropriate): Social-cultural context: Cross-curriculum content & policies:

     Greetings: ?ب?ج?????ه The diversity of Arabic speaking communities Literacy

    Self introduction: ,??ر?ب?ا????,???و?? ,??و?س?إ

    ب?أ‟ book) in Australia („Creative Arts Physical description ,??????ش ?ى???

     I like/I do not like: ?ت???أ ? ب???أ ,?ت???أ ب???أ Multiculturalism

    Use of connective: ب????? ,?????

    ICT Use of personal pronoun suffix "?"

     in: ??رب??ا???? ,????و?? ,??و?س?إ

     Nouns: ن?س?إ

Adjectives: خ???ص

Noun/Adjective word order

    Building the field:

    Read and discuss stimulus book Ana in Arabic. (Note: this type of book can easily be designed by the classroom teacher. Determine the text, use a digital camera to take appropriate pictures, design these

    to look like a book on your computer then print and bind!).

    Discuss the geographical range of Arabic language use in the world.

    Discuss with students what they believe makes up a person‟s identity.

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    Suggested teaching and learning activities: Resources:

    1. Introduce introducing myself‟ vocabulary flashcards, brainstorm answers, „Ana‟ book 2. Teacher reads and discusses „Me‟ book with students (RR) Teacher Worksheets 3. Discuss the geographical range of Arabic language use in the world (S) 4. Discuss with students what they believe makes up a students‟ identity (S) 5. Listen and respond to Hanadi passage (L&R) 6. Match meaning between English and Arabic words, introducing myself (R&W) 7. Introduce my physical features vocab vocabulary flashcards (R&S) 8. Describe my physical features activity butcher‟s paper, trace student body and label

    body parts with flashcards, post on classroom wall (R&W) 9. Match meaning between English and Arabic words, body parts (R&W) 10. Quiz: fill in the missing word (R&W) 11. Noun and adjective word order activity sheet (R&W) 12. Listen and respond to Haadi passage (L&W) 13. Jigsaw puzzle information about me (R&W) 14. „Me‟ as a resource inserting student information into a range of text types (R&W) 15. Students bring in sample of their hobby & discuss it with class with use of connective (S) 16. Spelling test (W)

    17. A symbol of me in clay students use clay to model a symbol of themselves and explain

    their choice of symbol

    18. Video diary: students prepare speeches to record on video as a class diary (RWS) (*) 19. Who am I?” guessing game: students guess the names of their fellow students who are

    being described (R&W)

    Activities marked with an asterisk (*) can be used for assessment

    Evaluation and variation

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    WHO AM I?

    STAGE 4 - ARABIC

    UNIT LESSON PLANS

    1 2 3 4 By: Racha Khodr University of Western Sydney

    LOTE 1X May 2006

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    LESSON PLAN ONE

    Stage Year Class Date Time

    4 7

Objectives:

That Students:

Consider the wide use of the Arabic language in the world and in which

    contexts

    ???ث?????? Greet others in Arabic using:

     Introduce themselves using appropriate language structures, namingly:

     ل?ض?????ا ??????ط ,??????ا???? ,??ف ?ه???س?أ ,ي????ع ,???س?إ ,???ث??????

Listen to a passage and extract relevant information

     Match phrase structures for introducing oneself in English and Arabic Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    LESSON PLAN ONE

    Part Teaching & Learning Actions Resources

     Teacher:

     - Introduces the topic „Who Am I?‟ to the class and briefly outlines the scope

     of the new unit.

     - Writes the title of the unit on the board in Arabic ???و?أ ه??

    Students:

     - Design a title page for the unit in their workbooks

     Introduction

    Teacher:

     - Prompts students to think about what components make up a person‟s

     identity. How are we different or similar to one another?

     - Introduces relevant vocabulary through flashcards, students repeat Flashcards

     pronunciation after the teacher.

     - Teacher posts flashcards on board and brainstorms with students their Whiteboard marker/Chalk

     possible meanings and individual answers

     "?وأ"

     - Reads the book titled and prompts the students to "?وأ"

     consider its subject matter through attention to the visual representations in Body the pages. What is the book about? How do we know? What key words can book

     students extract from the text?

     - Discusses the main character of the story, what nationality is he?

     - Discuss the wide use of the Arabic language in non-Arabic societies.

    Activity: Students:

     - Form into six groups

     - Each group is given a large sheet of butcher‟s paper, marking pens and a

     word from the vocabulary introduced at the beginning of the lesson. Butcher‟s paper

     - The groups are instructed to write down the word in Arabic in the centre of

     the butcher‟s paper and brainstorm answers in both English and Arabic, Pens

     they must first define what the word means, e.g.

     “Marhaba” is the word used for greeting in the Arabic community and it Blue tack

     means „hello‟.

     - Student stick their butcher‟s paper on the wall in one area of the classroom

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    Students:

     - Listen to the passage „Hanadi‟. What information can they extract? Audio CD

     - Answer the attached questions with true or false.

     - Attempt the activity sheeting asking them to connect the English and Arabic „Hanadi‟ worksheet

    Conclusion words with the same meanings

     Matching meaning

    - Using the activity sheet, students fill in their own details worksheet

     „Who am I‟ activity sheet

    Teacher:

    - Summarises the learning achieved for that lesson and briefly outlines the

    activities for the next lesson.

    Reflection

    Was the introduction motivating and relevant to learners‟ lives?

    Did the learners engage in the discussion about personal identity?

    Was group work the most effective strategy to enhance learning?

    Was the material Stage appropriate?

    Will this learning experience transfer to learner‟s lives at home/community?

    Have students worked toward the objectives for this lesson?

    Stage 4 Unit Who Am I? LOTE 1X - May 2006

    Racha Khodr (B Arts/B Teaching [Secondary]) University of Western Sydney

    ???ب????

     .خ???س ?ح?????? بز?????إ ????و??? ???ب???? ?و?س?إ ,?ب?ج?????م

     ?ذ???ث ?? ??ث?أ ? ??ه?أ ?ع?ه ??????ا??زس ??? ?ي???س?أ

    .???ج?ك ??ب?????? ?????س?أ ??????ش? ?خ?هب???ا ?خ??????ط ب???أ

     ?ع?ه ?ت?????ا ??رب??ا???? ي?ه .???غ?ص ??????أ? ?ىب?ز????ب?ه??

     ?ت???أ ب???أ .خ??ب?ج???ا? ?ة?????و?ا ?ح?????ث ??ثب???ص?أ

     ?ل?????و?ا ??هب???ط .خ???ز?و?ه ?خ??ب???? ب?????? خ??ب?ج???ا

     .خ???????و?ا ب?طب???ج?ا? ?ءب?????ج?ا ?خ???????ب?ث ?خ??????????و?ا

Stage 4 Unit Who Am I? LOTE 1X - May 2006

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