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Advice for teachers -
Arabic

Teaching and learning activities

Unit 4

Unit 4 – Area of Study 1: Interpersonal communication

Theme: The world around us
Topic: The influence of science and technology
Sub topic: Scientific and technological issues – manufacturing

Outcome 1

Share information, ideas and opinions in a spoken exchange in Arabic.

Examples of learning activities

  • Watch a documentary about manufacturing in the Arab world. List the major centres of manufacturing, what is produced and any other significant characteristics mentioned. Note whether it is predominantly artisan or large-scale.
  • Research statistics about a manufacturing industry and its economic contribution to its town or region. Identify any negative aspects or downside to this industry.
  • Listen to a discussion about a manufacturing company in the Arab world. Note key information about it in terms of size of operation, number of employees and how the manufacturing is carried out. Prepare a poster about the company to highlight its major features.
  • Research the state of manufacturing in Australia in comparison to the state of manufacturing in the Arab world. Discuss findings as a class.
  • Debate, in small groups, the topic ‘Is manufacturing vital to a country’s wellbeing?’ Use information gleaned about manufacturing in general and examples from the individual company studied.
  • Write a 250-word evaluative report on the debate topic for an economics magazine.
  • Present the report as a PowerPoint and a three-minute speech.
  • Read an article on manufacturing in an Arabic-speaking country and answer comprehension questions on it.
  • Listen to a news item about a manufacturing company and answer comprehension questions on it. Synthesise answers to produce a 100-word summary of the article and news item.
  • Example icon for advice for teachers
    Write a formal letter to the director of a science museum in a country where Arabic is spoken to persuade them to mount an exhibition on a manufacturer and their product. State how this might inspire others to value the positive impact of manufacturing.
Example icon for advice for teachers 

Detailed example

A formal letter to the director of a science museum

  1. Conduct research into products from an Arabic-speaking country that are available in Victoria, or that you would like to see available in Victoria. List them on a class poster.
  2. Individually or in pairs, choose a product. Read and listen to at least three different pieces of information about it.
  3. Write notes about the product. This might include: the company that manufactures the product, where they are situated in an Arabic-speaking country, how many of the products are sold or used here, plus any other significant information.
  4. Look at formal letters written in Arabic. Annotate an example to highlight salient features.
  5. Look at the website of a science museum to ascertain its current interests, structure and style of exhibitions. Note points that could be used in your letter.
  6. Read two examples of persuasive writing. Analyse the writing for specific vocabulary and/or grammar features used.
  7. Draft a plan that incorporates all of the above to make your letter appropriate for the task.
  8. Write the formal letter to persuade the director of a science museum in a country where Arabic is spoken, to mount an exhibition on a manufacturer and their product. State how this might inspire others to value the positive impact of manufacturing.

Unit 4 – Area of Study 2: Interpretive communication

Theme: The Arabic-speaking communities
Topic: Historical and contemporary people and events
Sub topic: History – a monarch and their castle/palace

Outcome 2

Analyse information from written, spoken and viewed texts for use in a written response in Arabic.

Examples of learning activities

  • Read a timeline of the history of a country in the Arab world in order to situate the monarch in the context of time and events.
  • Read biographical extracts about the monarch and take notes about the major events of their life.
  • Watch a documentary or film about the monarch and their relationship to their castle/palace. List their contribution to the building or refurbishment of the buildings and/or gardens.
  • Research information about the construction of the building and how it was accomplished. Identify a particular aspect for further study; for example, the architect or a room in the building.
  • View an artist’s portrait of the selected monarch and analyse it.
  • Give a two-minute speech to the class about the identified area of interest.
  • Write a 300-word evaluative report about the chosen area of interest.
  • Write notes on how to describe the role of this castle/palace for this monarch and thus in the culture of a country in the Arab world. Consider questions such as: What did the castle/palace symbolise for the people in that country? What was the role of the monarch?
  • Search for literature, paintings or other artistic products associated with this monarch and their castle/palace. Consider whether the artistic product was produced recently or is from a past era. Compare ideas with other students to increase knowledge on this topic. Write these up as notes.
  • Visit an exhibition based on this monarch and their castle/palace or an aspect of it at a museum or art gallery. Alternatively, make a virtual visit to the castle/palace online. Answer a series of questions about the exhibits seen.
  • Write a 300-word persuasive letter to a friend encouraging them to visit this castle/palace.
  • Example icon for advice for teachers
    Use the learning from these activities to prepare a role-play between a tour guide and a visitor at a castle/palace.
Example icon for advice for teachers 

Detailed example

A role-play of a discussion between a tour guide and a visitor at a castle/palace

  1. Write a 100-word description of a selected castle or palace.
  2. Give a two-minute talk to a small group about the relationship of the monarch to their castle/palace. Include an estimate of its importance or significance to the country in the Arab world.
  3. Review the range of question forms, their particular vocabulary and grammatical features to use in a role-play.
  4. Listen to, or watch, examples of people discussing either this topic or a similar one. Note the linguistic and culturally appropriate ways in which the speakers relate to each other.
  5. With a classmate, practise using some of their expressions and ways of delivering a message.
  6. Write the script of a role-play between a tour guide and a visitor at a castle/palace.
  7. Add to the script with informative and evaluative ideas about the chosen castle/palace.
  8. Practise the role-play aloud with the classmate in order to hone pronunciation and delivery, and to ensure ideas are conveyed clearly.
  9. Perform role-plays to the class.

Unit 4 – Area of Study 3: Presentational communication

Theme: The world around us
Topic: Communication and media
Sub topic:Newspapers and magazines in a country in the Arab world and Australia

Outcome 3

Present information, concepts and ideas in evaluative or persuasive writing on an issue in Arabic.

Examples of learning activities

  • Conduct research into newspapers and magazines from a country in the Arab world using school or language department libraries, as well as online. List all the titles and types of publication you find.
  • Research online to discover the biggest selling newspapers and magazines in a country in the Arab world to learn more about them.
  • Read an article about print and digital media in a country in the Arab world. Answer questions about the article.
  • Listen to Arabic speakers discussing their reading habits. Write a list of their opinions and note their preferences for reading hard copy or digital forms of print media.
  • Read an Arabic language newspaper or magazine with a classmate. Consider: “How much of it can be understood without using a dictionary?” What is of interest to readers of this paper? How does it compare to similar newspapers or magazines in Australia?
  • Example icon for advice for teachers
    Complete an activity based on listening and reading texts in order to answer a series of questions about newspapers and magazines in a country in the Arab world.
  • Discuss Australian newspapers and magazines and write a 100-word informative summary. Finish it with a statement about why you read newspapers and magazines, or why you do not.
  • Read two blogs by different people, one of whom loves newspapers and magazines and the other who dislikes them or is indifferent to them. Write a list of reasons for and against the reading of newspapers and magazines.
  • Discuss as a class if and how newspapers and magazines play a role in today’s society.
  • Give a two-minute speech persuading the class to read more newspapers and magazines.
  • Debate in groups the topic ‘Newspapers and magazines are obsolete’. Write a 300-word summary of the debate stating whether or not you agree with the winner’s stance.
Example icon for advice for teachers 

Detailed example

Responses to a series of questions based on texts about newspapers and magazines in a country in the Arab world.

  1. Visit the website of an Arabic newspaper or magazine and read the comments left by its users. Create a matrix of pros and cons offered, as well as vocabulary, expressions and grammar used by the commentators.
  2. In a class discussion, comment on comprehension exercises previously completed. Analyse the texts, questions and required answers for general clues and/or specific ideas for how to study for comprehension tasks.
  3. Discuss in class how each class member tackles reading an article. For example: Do you read it through once to get the gist? Do you read it and highlight unknown words? Do you look up every word in a dictionary? Do you translate the whole text? When do you read the questions? Do you read them first and then only look for clues to them in the text? Which of these would work best when there is a time limit?
  4. Do the same with a listening text. Discuss how different class members take notes while listening. For example: Do you try to write every word? Do you write how some words sound so you can look for them in a dictionary later? Do you just listen and take no notes the first time you hear the text and then write some notes the second time?
  5. Each student finds a 200-word article, three-minute talk/conversation or three-minute video on the topic of effective reading and listening techniques to share with classmates for study and/or practice.
  6. Prepare answers to a set of questions on texts and in the next lesson discuss the answers as a group. Correct your own work and note areas that need attention.