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Arabic Language Course – Phoenix Asia Academy of Technology

Arabic Language Course

Arabic Language

OVERVIEW OF ARABIC LANGUAGE SYLLABUS AND LEARNING OUTCOMES

This course emphasises techniques for reading, research and composition in Arabic, as well as advanced conversational skills. Audio-visual and published materials are introduced to reinforce listening and reading comprehension. Students gain increased confidence in grammar and syntax and concentrate on expanding their vocabulary base. At the end of this course, students should be able to speak, listen, read and write confidently on various subjects in Arabic.

 

AIMS

 

The aims are to enable students to:

  • Offer insights into the culture and society of countries and communities where Arabic is spoken
  • Develop the language proficiency required to communicate effectively in Modern Standard Arabic at level A2 (CEFR Basic User), with elements of level B1 (CEFR Independent User)
  • Develop awareness of the nature of language and language learning
  • Encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures
  • Provide enjoyment and intellectual stimulation
  • Develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of the curriculum
  • Form a sound base of the skills, language and attitudes required for progression to work or further study, either in Arabic or another subject area.

 

 

DETAILS OF THE PROGRAMME:

 

  • Duration: minimum 3 months
  • Hours of teaching: 2 to 4 hours per day
Modules Topics
Reading
  1. Arabic root system and word patterns
  2. Nouns
  3. The article
  4. Demonstratives
  5. Adjectives
  6. Possessives
  7. Pronouns
  8. Numbers and times
  9. Verbs and sentence structure
  10. Adverbs
  11. Interrogatives
  12. Conjunctions
  13. Prepositions
  14. Directions
  15. Negative and affirmative statement
  16. Imperative and comparative forms
  17. Context analysis
  18. Understanding questions in a simple interaction
  19. Reading newspaper/magazine articles
  20. Reading advertisements/brochures
Writing
  1. Types of sentences
  2. Arabic cases
  3. Definite form
  4. Writing sentences with verbs
  5. Writing Arabic phrases (common expressions)
  6. The masculine and the feminine words
  7. The dual and plural forms
  8. Answering a form-filling task
  9. Matching short statements with the correct pictures
  10. Matching short notices or signs with an explanatory statement
  11. Answering multiple choice questions
  12. Introduction to directed writing task
  13. Introduction to extended writing task
  14. Writing about a simple event or past experience
  15. Using simple connectors in writing
  16. Writing main points, specific information and details
  17. Writing an email
  18. Writing a letter
  19. Write an article/ blog
  20. Writing a report
Listening and Speaking
  1. Arabic vowels
  2. Functions of speech
  3. Listening to short monologues and dialogues
  4. Listening to radio broadcasts
  5. Listening to interviews
  6. To ask and understand questions in  a simple interaction
  7. Talking about everyday activities (Home life, School routine, Eating and drinking, Health and fitness)
  8. Talking about personal and social life (Self, family and personal relationships, holidays and special occasions)
  9. Giving and receiving directions
  10. Describing travel plans and holidays
  11. Describing hobbies and interest
  12. Greeting others using several regional greetings and culture-specific expressions
  13. Talking about nationality, occupation and place of stay
  14. Talking about family status and family members
  15. Talking about plans and habitual actions in daily life
  16. Talking about state of being and feeling
  17. Introducing someone (such as a friend, colleague, or family members)
  18. Talking about the world around us (Hometown and local area, natural and made environment, people, places and customs)
  19. Talking about the world of work (Continuing education, Careers and employment, Language and communication in the workplace)
  20. Talking about the international world (Tourism at home and abroad, Life in other countries and communities, World events and issues)

OVERVIEW OF ARABIC LANGUAGE SYLLABUS AND LEARNING OUTCOMES

 

This course emphasises techniques for reading, research and composition in Arabic, as well as advanced conversational skills. Audio-visual and published materials are introduced to reinforce listening and reading comprehension. Students gain increased confidence in grammar and syntax and concentrate on expanding their vocabulary base. At the end of this course, students should be able to speak, listen, read and write confidently on various subjects in Arabic.

 

AIMS

 

The aims are to enable students to:

  • Offer insights into the culture and society of countries and communities where Arabic is spoken
  • Develop the language proficiency required to communicate effectively in Modern Standard Arabic at level A2 (CEFR Basic User), with elements of level B1 (CEFR Independent User)
  • Develop awareness of the nature of language and language learning
  • Encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures
  • Provide enjoyment and intellectual stimulation
  • Develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of the curriculum
  • Form a sound base of the skills, language and attitudes required for progression to work or further study, either in Arabic or another subject area.

 

 

DETAILS OF THE PROGRAMME:

 

  • Duration: minimum 3 months
  • Hours of teaching: 2 to 4 hours per day

 

 

Modules Topics
Reading
  1. Arabic root system and word patterns
  2. Nouns
  3. The article
  4. Demonstratives
  5. Adjectives
  6. Possessives
  7. Pronouns
  8. Numbers and times
  9. Verbs and sentence structure
  10. Adverbs
  11. Interrogatives
  12. Conjunctions
  13. Prepositions
  14. Directions
  15. Negative and affirmative statement
  16. Imperative and comparative forms
  17. Context analysis
  18. Understanding questions in a simple interaction
  19. Reading newspaper/magazine articles
  20. Reading advertisements/brochures
Writing
  1. Types of sentences
  2. Arabic cases
  3. Definite form
  4. Writing sentences with verbs
  5. Writing Arabic phrases (common expressions)
  6. The masculine and the feminine words
  7. The dual and plural forms
  8. Answering a form-filling task
  9. Matching short statements with the correct pictures
  10. Matching short notices or signs with an explanatory statement
  11. Answering multiple choice questions
  12. Introduction to directed writing task
  13. Introduction to extended writing task
  14. Writing about a simple event or past experience
  15. Using simple connectors in writing
  16. Writing main points, specific information and details
  17. Writing an email
  18. Writing a letter
  19. Write an article/ blog
  20. Writing a report
Listening and Speaking
  1. Arabic vowels
  2. Functions of speech
  3. Listening to short monologues and dialogues
  4. Listening to radio broadcasts
  5. Listening to interviews
  6. To ask and understand questions in  a simple interaction
  7. Talking about everyday activities (Home life, School routine, Eating and drinking, Health and fitness)
  8. Talking about personal and social life (Self, family and personal relationships, holidays and special occasions)
  9. Giving and receiving directions
  10. Describing travel plans and holidays
  11. Describing hobbies and interest
  12. Greeting others using several regional greetings and culture-specific expressions
  13. Talking about nationality, occupation and place of stay
  14. Talking about family status and family members
  15. Talking about plans and habitual actions in daily life
  16. Talking about state of being and feeling
  17. Introducing someone (such as a friend, colleague, or family members)
  18. Talking about the world around us (Hometown and local area, natural and made environment, people, places and customs)
  19. Talking about the world of work (Continuing education, Careers and employment, Language and communication in the workplace)
  20. Talking about the international world (Tourism at home and abroad, Life in other countries and communities, World events and issues)

 

ARABIC LANGUAGE LEARNING OUTCOMES

WEEK READING WRITING LISTENING SPEAKING
Week 1
  • Students can understand short, simple texts (e.g. signs and notices in public places, such as streets, restaurants and bus/ railway stations and airports)
  • Students can understand and fill in forms providing simple details
  • Students can understand short recordings dealing with everyday needs (e.g. simple transactions in shops, simple directions or instructions).
  • Students can participate in short social exchanges (e.g. greet people, make and respond to invitations, apologies).
Week 2
  • Students can understand authentic texts on familiar topics and situations (e.g. newspaper/magazine articles, email messages, blogs and letters).
  • Students can communicate simple factual information in writing using everyday vocabulary and expression
  • Students can understand factual information and ideas from a range of sources (e.g. announcements, phone messages, news items, interviews, dialogues) on familiar topics.
  • Students can communicate on familiar topics to meet simple needs (e.g. order food and drink, simple transactions in shops, use public transport, ask and give directions, request information).
Week 3
  • Students can understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in articles, interviews or personal messages).
  • Students can write a series of simple phrases and sentences linked with simple connectors, relating to personal life, immediate environment and everyday topics (e.g. writing about a holiday).
  • Students can understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in radio broadcasts, interviews, dialogues).
  • Students can participate in unprepared conversations on familiar topics of personal interest or relevant to everyday life (e.g. family, friends, home environment, hobbies and interests, education, work, travel).
Week 4
  • Students can identify main points, specific information and details in predictable texts (e.g. advertisements, brochures, menus, timetables, instructions, messages)
  • Students can write simple connected texts (e.g. email messages, articles) on familiar topics (e.g. plans and arrangements, likes and dislikes, family, home environment, hobbies and interests, education, work and travel)
  • Students can identify main points, specific information and details on everyday topics (e.g. personal and family
    information, shopping, local area, employment, school, leisure activities).
  • Students can describe past events and experiences, hopes and ambitions and give brief reasons for opinions and plans.
Week 5
  • Students can identify main points, themes and opinions in predictable texts (e.g. newspaper/ magazine articles, simple plots of films or books).
  • Students can describe past events and experiences, opinions, hopes and ambitions and give brief reasons for opinions and plans.
  • Students can identify main points, specific information and details on everyday topics (e.g. personal and family information, shopping, local area, employment, school, leisure activities).
  • Students can communicate with reasonable accuracy, using a range of structures, tenses and vocabulary relevant to the given situation.
Week 6
  • Students can match pictures to a text after reading, though vocabulary has to be pre-taught.
  • Students can communicate with reasonable accuracy, using a range of structures, tenses/time frames and vocabulary relevant to the given situation
  • Students can deduce the meaning of occasional unknown words and expressions from the context.
  • Students can use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a connected sequence of points.
Week 7
  • Students can identify the specific information required, although they may have to read the text again.
  • Students can use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a connected sequence of points
  • Students can understand descriptions of hopes and ambitions in simple texts (e.g. in radio broadcasts, interviews, dialogues).
  • Students can exchange ideas, and express their personal opinions on familiar topics, and can participate in short social exchanges, and ask questions related to the social activity.
  • Students can use appropriate strategies to maintain interaction.
Week 8
  • Students can deduce the meaning of occasional unknown words and expressions from the context
  • Students can match statements to pictures after reading, though vocabulary has to be pre-taught.
  • Students can follow a spoken text and identify the specific information required, though repetition may be required.
  • They can also listen to a spoken text and put events into the correct order with some degree of accuracy.
  • Students can use features of pronunciation and intonation to convey meaning and attitude.
Week 9
  • Students can understand a short text that employs family themes, and find the specific information required, though re-reading is required.
  • Students can use and form questions with some degree of accuracy.
  • Students can punctuate and lay out a short simple text with a good degree of accuracy.
  • Students are able to understand a spoken text and complete the sentences, though repetition may be required.
  • Students are also able to understand a text and answer the questions with a good degree of accuracy
  • Students can express their opinion with some degree of clarity when talking about a general issues / topic briefed on before.
Week 10
  • Students build their vocabulary to describe family members.
  • They are also able to put events in a short text into the correct order, albeit with some hesitancy.
  • Students can use the future simple to make predictions, offers and decisions with a good degree of control.
  • Students can link words more effectively.
  • Students can hear how intonation outlines the purpose of a question.
  • Students can process the information in a spoken text more quickly and can evaluate statements as being true or false with a good degree of accuracy.
  • Students can discuss, and express their opinions about jobs and careers around the world.
  • They can describe job satisfaction in detail using new vocabulary and structures more effectively.
Week 11
  • Students can match statements to pictures quite accurately and can predict the context with some degree of accuracy.
  • Students can use the present tenses more accurately and can become more familiar with state and action verbs, though there is still some confusion regarding verbs that can be both.
  • They also have a greater degree of control over the past tenses and can combine them, when speaking and writing, with more accuracy
  • Students can understand the spoken text quite well and match the information to the pictures with a good degree of accuracy.
  • They are able to understand the text in general and can answer the questions, though repetition is required because of the speaker’s accent.
  • They are able to participate in a conversation focusing on plans and intentions with a good degree of accuracy.
  • They are also able to make predictions, offers and decisions more grammatically accurately.
Week 12
  • Students learn how to guess from context and can answer vocabulary with a fair degree of accuracy.
  • Students can follow textual context and answer the question quite accurately.
  • Students can produce a short cohesive text on a given subject related to communication using a template and pre-learned structures and phrases.
  • They are able to express their opinions more clearly whilst maintaining a good degree of grammatical control.
  • Students can follow the spoken text and identify the specific information required, although repetition is necessary.
  • They are also able to listen for detail with more accuracy.
  • Students are able to discuss hobbies or interests that they know.
  • Students can ask and answer questions more confidently.
  • They are able to ask for /provide information and describe their hobby or interest personally and give some details about them using new vocabulary.

ARABIC LANGUAGE LEARNING OUTCOMES

WEEK READING WRITING LISTENING SPEAKING
Week 1
  • Students can understand short, simple texts (e.g. signs and notices in public places, such as streets, restaurants and bus/ railway stations and airports)
  • Students can understand and fill in forms providing simple details
  • Students can understand short recordings dealing with everyday needs (e.g. simple transactions in shops, simple directions or instructions).
  • Students can participate in short social exchanges (e.g. greet people, make and respond to invitations, apologies).
Week 2
  • Students can understand authentic texts on familiar topics and situations (e.g. newspaper/magazine articles, email messages, blogs and letters).
  • Students can communicate simple factual information in writing using everyday vocabulary and expression
  • Students can understand factual information and ideas from a range of sources (e.g. announcements, phone messages, news items, interviews, dialogues) on familiar topics.
  • Students can communicate on familiar topics to meet simple needs (e.g. order food and drink, simple transactions in shops, use public transport, ask and give directions, request information).
Week 3
  • Students can understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in articles, interviews or personal messages).
  • Students can write a series of simple phrases and sentences linked with simple connectors, relating to personal life, immediate environment and everyday topics (e.g. writing about a holiday).
  • Students can understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in radio broadcasts, interviews, dialogues).
  • Students can participate in unprepared conversations on familiar topics of personal interest or relevant to everyday life (e.g. family, friends, home environment, hobbies and interests, education, work, travel).
Week 4
  • Students can identify main points, specific information and details in predictable texts (e.g. advertisements, brochures, menus, timetables, instructions, messages)
  • Students can write simple connected texts (e.g. email messages, articles) on familiar topics (e.g. plans and arrangements, likes and dislikes, family, home environment, hobbies and interests, education, work and travel)
  • Students can identify main points, specific information and details on everyday topics (e.g. personal and family information, shopping, local area, employment, school, leisure activities).
  • Students can describe past events and experiences, hopes and ambitions and give brief reasons for opinions and plans.
Week 5
  • Students can identify main points, themes and opinions in predictable texts (e.g. newspaper/ magazine articles, simple plots of films or books).
  • Students can describe past events and experiences, opinions, hopes and ambitions and give brief reasons for opinions and plans.
  • Students can identify main points, specific information and details on everyday topics (e.g. personal and family information, shopping, local area, employment, school, leisure activities).
  • Students can communicate with reasonable accuracy, using a range of structures, tenses and vocabulary relevant to the given situation.
Week 6
  • Students can match pictures to a text after reading, though vocabulary has to be pre-taught.
  • Students can communicate with reasonable accuracy, using a range of structures, tenses/time frames and vocabulary relevant to the given situation
  • Students can deduce the meaning of occasional unknown words and expressions from the context.
  • Students can use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a connected sequence of points.
Week 7
  • Students can identify the specific information required, although they may have to read the text again.
  • Students can use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a connected sequence of points
  • Students can understand descriptions of hopes and ambitions in simple texts (e.g. in radio broadcasts, interviews, dialogues).
  • Students can exchange ideas, and express their personal opinions on familiar topics, and can participate in short social exchanges, and ask questions related to the social activity.
  • Students can use appropriate strategies to maintain interaction.
Week 8
  • Students can deduce the meaning of occasional unknown words and expressions from the context
  • Students can match statements to pictures after reading, though vocabulary has to be pre-taught.
  • Students can follow a spoken text and identify the specific information required, though repetition may be required.
  • They can also listen to a spoken text and put events into the correct order with some degree of accuracy.
  • Students can use features of pronunciation and intonation to convey meaning and attitude.
Week 9
  • Students can understand a short text that employs family themes, and find the specific information required, though re-reading is required.
  • Students can use and form questions with some degree of accuracy.
  • Students can punctuate and lay out a short simple text with a good degree of accuracy.
  • Students are able to understand a spoken text and complete the sentences, though repetition may be required.
  • Students are also able to understand a text and answer the questions with a good degree of accuracy
  • Students can express their opinion with some degree of clarity when talking about a general issues / topic briefed on before.
Week 10
  • Students build their vocabulary to describe family members.
  • They are also able to put events in a short text into the correct order, albeit with some hesitancy.
  • Students can use the future simple to make predictions, offers and decisions with a good degree of control.
  • Students can link words more effectively.
  • Students can hear how intonation outlines the purpose of a question.
  • Students can process the information in a spoken text more quickly and can evaluate statements as being true or false with a good degree of accuracy.
  • Students can discuss, and express their opinions about jobs and careers around the world.
  • They can describe job satisfaction in detail using new vocabulary and structures more effectively.
Week 11
  • Students can match statements to pictures quite accurately and can predict the context with some degree of accuracy.
  • Students can use the present tenses more accurately and can become more familiar with state and action verbs, though there is still some confusion regarding verbs that can be both.
  • They also have a greater degree of control over the past tenses and can combine them, when speaking and writing, with more accuracy
  • Students can understand the spoken text quite well and match the information to the pictures with a good degree of accuracy.
  • They are able to understand the text in general and can answer the questions, though repetition is required because of the speaker’s accent.
  • They are able to participate in a conversation focusing on plans and intentions with a good degree of accuracy.
  • They are also able to make predictions, offers and decisions more grammatically accurately.
Week 12
  • Students learn how to guess from context and can answer vocabulary with a fair degree of accuracy.
  • Students can follow textual context and answer the question quite accurately.
  • Students can produce a short cohesive text on a given subject related to communication using a template and pre-learned structures and phrases.
  • They are able to express their opinions more clearly whilst maintaining a good degree of grammatical control.
  • Students can follow the spoken text and identify the specific information required, although repetition is necessary.
  • They are also able to listen for detail with more accuracy.
  • Students are able to discuss hobbies or interests that they know.
  • Students can ask and answer questions more confidently.
  • They are able to ask for /provide information and describe their hobby or interest personally and give some details about them using new vocabulary.