Arabic Pilot Scheme of Work
Arabic Scheme of Work, Y4
|WEEK |THEME AND STRAND |LEARNING OUTCOMES |TEACHING AND LEARNING ACTIVITIES / RESOURCES |SUCCESS CRITERIA |
|1 / 2 | Numbers 13-20 |Children are able to recognise |Recap numbers 1-12 |Children can correctly identify numbers |
| | |numbers 13-20 |Introduce numbers 13-20 using the Graded Approach |13-20 both aurally and verbally |
| |(Oracy, Literacy, Language |Children are able to use the numbers |Number cards/fans – sow me… chn to hold up correct number (then do this in pairs) |Some children are able to perform simple |
| |Learning Strategies) |to perform simple calculations |Number tennis (as a class then in pairs) |calculations using knowledge from other |
| | | |Find… 1 child is chosen as detective and leaves the room. A number from 13-20 is chosen and the number card |curriculum area |
| | | |given to a child in the classroom, they must hide this number (under book, sit on it…) The detective comes back | |
| | | |into the classroom and must find the number, the class chant the number. The closer the detective gets to the | |
| | | |child with the number, the louder the class get in repeating the number, the class get quieter the further away | |
| | | |from the number the Detective is. | |
| | | |Introduce “plus” , “minus” and “equals” with actions, chn repeat with actions | |
| | | |Give a simple sum (3+7 =…) and show on the board, chn to give the answer. When saying the sum the teacher also | |
| | | |includes the actions | |
| | | |Continue to give a few more sums with actions. | |
| | | |Chn to act as teacher – to give a sum with actions and rest of class to give answer | |
| | | |Pairs – take in turns giving a sum with actions | |
| | | |Number squares – what is the answer to the number square? Which calculation is used? | |
| | | |15 | |
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| | | |11 | |
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| | | |Answer is 11, missing numbers are 4 and 15, calculation is minus (-) | |
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| | | |Answer = 9, calculation is plus (+) | |
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| | | |3 | |
| | | |6 | |
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| | | |6 | |
| | | |3 | |
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| | | |9 | |
| | | |9 | |
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| | | |Answer | |
|3 |The time in Arabic. |Children are familiar with the 12 |Recap numbers 1-12 |Children can recognise the time both |
| | |hour clock |Introduce the time with the Graded Approach (and a big clock) |aurally and verbally |
| |(Oracy, Literacy, Knowledge |Children can recognise the time |Teacher says a time, chn to come to board and point to correct time |Some children can recognise the time in |
| |About Language) | |Human clocks – teacher says a time, chn to use their arms/hands to indicate the time said |written form |
| | | |Mini clocks – teacher says a time, chn to show on mini clock, child to act as teacher (says time, class to show |Some children can confidently say the time|
| | | |on clocks) and do in pairs/small groups |in Arabic |
| | | |Match up – match the time shown on clock cards to the words |Children enjoy learning Arabic. Quieter |
| | | |Class as a clock – chn given cards with time shown on clocks and in written form – chn to find their partner |children are able to participate in the |
| | | |(the clock to find the written form) Class then to make a big circle and form a clock (there should be 2 chn per|lesson |
| | | |hour one with the clock card and one with the time in written form). Teacher to say a time - those without a | |
| | | |card to find the correct time. The first child to find the correct time to go to child holding that time and | |
| | | |swap with the child holding the clock card. Continue (teacher to say another time, those without card to find | |
| | | |the correct time and swap) | |
|4 |The time in Arabic. |Children can recognise quarter past, |Recap time from last lesson |Children can recognise quarter past/to and|
| | |quarter to and half past the hour |Introduce half past the hour (on big clock) Chn to repeat |half past the hour |
| |(Oracy, Literacy, Knowledge | |Class teacher to say a time (on the hour or half past) chn to show that time on mini clocks |Some children can recognise the time in |
| |About Language) | |Introduce quarter past and quarter to the hour, with actions, chn to repeat. |written form |
| | | |Class teacher to say a time, chn to show on mini clocks/white board |Children begin to feel more confident with|
| | | |Match up – chn to match the time shown in writing to clocks on the board (Give chn time in pairs to decide how |time (both in Arabic and English) |
| | | |it is matched first) | |
| | | |Human clocks – (as lesson 3) | |
| | | |Dominoes – chn to match the time shown on clocks to the time on other side of card | |
|5 |Daily routine |Children can recognise daily routine |Introduce daily routine using Flashcards/Powerpoint/actoins and the Graded Approach: |Children recognise the daily routine |
| | | |(I wake up, I sleep, I eat breakfast, I get dressed, I get showered, I brush my teeth) |aurally and verbally. |
| |(Oracy, Literacy, Knowledge | |Powerpoint – which action did they see whiz past/flash? Which will they see next? (discuss in pairs) |Some children recognise new vocabulary in |
| |About Langauge) | |Simon says – teacher gives a daily routine, chn to do the correct action, only if they hear Simon says… those |the written form |
| | | |that are out are to sit down, they should still join in with the actions but need to watch their other | |
| | | |classmates to see if any others do the wrong actions/do actions when they don’t hear “Simon says” | |
| |Grammar: verbs in the 1st | |Mime – 1 child comes to front of class and mimes an action, class to say which daily routine it is. Then do in | |
| |person | |small groups | |
| | | |Match up activities (pictures to words on card, on the board) | |
|6 |Rooms in the house |To use simple sentences to describe a|Revise room in the house using “this” (Y3 scheme, Lesson 14) |Children are able to use prior knowledge |
| | |house |(kitchen, bedroom, dining room, lounge, bathroom, garden, garage, cellar, attic) |to create simple sentences |
| |(Oracy, Literacy) | |Link rooms with numbers 2 kitchens, 3 bathrooms… |Children can create their own house and |
| | | |Pictures of houses on board, class teacher to describe one, children to say which it is |some can label accordingly |
| | | |A child acts as teacher – describes rooms in 1 of houses, others to say which house, do in pairs/small groups | |
| | | |Children design own house and label it (With ready made labels) | |
|7 |Rooms and daily routine |Use prior knowledge to create longer |Recap daily routine and rooms in the house |Children are able to use prior knowledge |
| | |sentences |Show picture of room in a house, children to give a daily routine |to create longer sentences, both orally |
| |(Oracy, Literacy) | |Children to give sentences linking their daily routine and rooms in the house (e.g. I brush my teeth in the |and in the written form |
| | | |bathroom) (Some chn able to add a time) | |
| | | |Groups/pairs have cut up sentences and to put them in order | |
| | | |Noughts and crosses – class in 2 teams, to choose a grid on the board (9 squares with pictures of daily routine | |
| | | |or rooms in house) children to give a full sentence to gain a O/X for their team | |
|8 / 9 |Hobbies and interests |Children are able to confidently |Introduce hobbies using Graded Approach |Chn can successfully give a hobby that |
| | |state a hobby that they do |Listen to music, read, watch tv, shopping, go to cinema, play in park, dance, play on computer (and play video |they do and state when |
| |(Oracy, Intercultural | |games) | |
| |understanding) | |Use variety of games / activities to reinforce new vocabulary. E.g.: | |
| | | |Mime | |
| | | |Simon says | |
| | | |Snakes & Ladders (pictures on board, chn to say the picture correctly to move) | |
| | | |Lotto, dominoes, matching pairs… | |
| | | |Link hobby with days of week (Lesson 12, Y3) – I dance on Tuesday | |
| | | |To research hobbies enjoyed by chn in Arabic speaking countries, discuss similarities/differences | |
|10 |Hobbies and interests |Children can state hobbies that they |Revise days of the week |Chn are able to give full sentences about |
| | |do and say when they do them |Children are to give full sentences stating what hobbies that they do, where and when (e.g. I like to go to |their personal hobbies |
| |(Oryac, Literacy) | |cinema in town on Saturday) | |
| | | |Sentence building – chn to put cut out words together to create full sentences and to share with group. | |
| | | |Groups – Pass the parcel – chn to give a sentence re hobbies according to picture that they pull out of bag when| |
| | | |music stops | |
|Optional |Preferences |Chn can use preferences to give |Introduce preferences (I like, I don’t like, I hate) |Chn can recognise simple connectives |
| | |information about themselves |Class teacher to model a sentence, what could this mean? (e.g. I like reading, I don’t like shopping but I like |Some chn are able to use connectives |
| |(Oracy, Literacy, Language | |dancing) |correctly in sentences |
| |Learning Strategies) | |Children to use modelled sentence to say what they do/don’t like/hate doing | |
| | | |Children to tell as many people around them as possible what they do/don’t/hate doing in 1 minute | |
| | | |Pass the parcel – chn to give a sentence about hobbies using a preference, according to a picture they take from| |
| | | |a bag once the music has stopped | |
| | | |Find a partner – chn have picture cards depicting a hobby with a smiley face and preference, they have to find | |
| | | |others who have the same preference and hobby using Arabic | |
|11 |Sports |Chn are able to say sports that they |Introduce sports using the Graded Approach |Chn can give extended sentences using |
| | |like to play |I play football, tennis, , golf, basketball, badminton I ski, I swim, I dance |preferences |
| |(Oracy, Literacy) | |Use a variety of games and pair group/activities to reinforce new vocabulary | |
| | | |Each child is given a picture (or, 1 some have pictures some have words) of a sport, play music, chn have to | |
| | | |find others who have the same sport as them by stating what they have in Arabic. Tell chn that they have a time | |
| | | |limit to put themselves into groups. Play music. When music stops chn to stop and check that all are in correct | |
| | | |groups | |
| | | |Chn to tell each other the sport that they do and don’t like (to use and, but…) | |
|12 / 13 |Sports |Chn can say what hobbies/sports they |Introduce locations (in the park, playground, garden, pool) |Chn have confidence to give longer |
| | |like including where and when they do|Chn to recognise sentences showing hobbies and locations (aurally and the written word) |sentences verbally |
| |(Oracy, Literacy) |them |Recap days of the week |Chn are able to create longer sentences in|
| | | |Chn match words and short phrases together to create longer sentences |the written form |
| | | |Some chn are able to include preferences and days of the week (e.g. I like to play football in the park on | |
| | | |Mondays) | |
|14 |Hobbies and the weather |Using connectives and prior knowledge|Revise weather (Lessons 17-19, Y3) |Chn can use prior knowledge successfully |
| | |to talk about hobbies |Introduce “when” chn to repeat |to give extended sentences, both orally, |
| |(Oracy, Literacy, Knowledge | |Teacher models sentence, (e.g. When it is cold I listen to music) Chn to say what this means |verbally and with the written word |
| |about Language) | |Teacher to extend the sentence (When it is cold I like listening to music) Again chn to state what this means: | |
| | | |Pairs/groups – chn to come up with as long a sentence as possible about hobbies (When it is cold I like | |
| | | |listening to music in the bedroom but when it is hot I like playing football in the garden…) Chn to share their | |
| | | |sentences (First teacher may want to give words cut up in envelopes to support some chn, match words/short | |
| | | |phrases together to create longest sentence) | |
|15 / 16 / 17|Hobbies |Chn can create a presentation on |Recap vocabulary covered: hobbies & interests, sports, weather, days of week, rooms in house and locations, |Chn enjoy giving information about |
| | |their hobbies and interests using |time) |themselves |
| |(Oracy, Literacy, Knowledge |language learnt to date |Chn to create a presentation on hobbies and sports that they do/don’t like to do. To include locations, |Chn are able to give extended sentences |
| |about Language) | |weather, days of week and time if possible (Some chn to use a model) Chn can decide how to present this (e.g. |confidently |
| | | |role play, as picture story/comic strip, using Powerpoint…) |Chn can use language creatively for real |
| | | |Class teacher to model an example first. Some chn volunteer to take turns reading the presentation and class to |purpose |
| | | |say what it means and how they know this. | |
|18 / 19 |Family Members |Children can begin to describe their |Revise family members (Lesson 11, Y3) |Chn are able to identify parts of |
| | |family members |Introduce simple adjectives using pictures, what could they mean?: |sentences |
| |(Oracy, Literacy, Knowledge | |tall, short, fat, thin, pretty, ugly |Chn understand how to create their own |
| |About Language) | |Pictures of people on board, class teacher to describe a picture using he/she is…, chn to choose the picture |sentences |
| | | |being described and explain their choices | |
| | | |Show sentence on board, chn to break sentence down and say which each part means and how they know. | |
| | | |Through teacher questioning and modelling, children to change sentences using new vocabulary | |
| | | |A picture on board – pairs – chn to decide how to describe the picture and to give sentences | |
|20 / 21 |Facial descriptions |Children are able to give simple |Introduce new language using flashcards and the Graded Approach |Most chn are able to use simple grammar |
| | |descriptions of people |Eyes, blue, green, brown, hair, brown, blonde, black, long, short, curly, straight |correctly to describe others |
| |(Oracy, Literacy) | |Q&A: Teacher models sentences (e.g. I have brown eyes and long brown hair), chn to say what it means | |
| | | |How would you change “I have…” to “he/she has…”? | |
| | | |Class teacher gives sentences using he/she has… chn to draw in correct eyes/hair according to description they | |
| | | |hear on mini white boards and then to show | |
| | | |1 child to act as teacher and give a description, rest of class to draw and show | |
| | | |Pairs as barrier game – as above, take it in turns to give descriptions and drwa | |
| | | |Lotto – using lotto cards with pictures of people’s faces | |
|22 |Facial parts |Children are able to describe |Introduce facial parts using the Graded Approach |Chn enjoy describing others |
| | |people’s facial features |Head, nose, mouth, ears (eyes), (eyebrows) | |
| |(Oracy, Literacy) | |Use variety of activities to reinforce new vocabulary, to include pair/group work (e.g.) | |
| | | |Noughts and crosses | |
| | | |Lotto | |
| | | |Matching pairs, dominoes, barrier games… | |
|23 / 24 |Body parts |Children use new language in known |Introduce body parts using the Graded Approach |Children can use new language (body parts)|
| | |contexts |arm, leg, stomach, shoulder, fingers, hand, foot, knee |in known contexts (I have…) |
| |(Oracy, Literacy, Knowledge | |Song – (XXX p.XXX) Play song – can chn identify any words? Play again, chn to clap their hands when they hear a | |
| |About Language, Language | |body part. Play a 3rd time, chn to touch the correct body part that they hear. | |
| |Learning Strategies) | |Show song lyrics and go through. Play song again, chn to follow song, keep pressing pause – chn to say what the | |
| | | |last word/next word is… | |
| | | |Song with actions – head/shoulders/knees and toes, chn to sing along to the song touching correct body parts | |
| | | |Pictures of face and body given to pairs/groups, chn to match the labels to correct face/body part | |
|25 - 28 |Body parts |Children create a monster and are |Class teacher to model a monster (e.g. Shrek, a character from Monsters Inc), through questioning, chn as a |Chn enjoy playing with language to create |
| | |able to describe it |class to describe it (What colour is it, how many arms/legs… does it have? What is the hair like…?) |and describe their own monster |
| |(Oracy, Literacy, Knowledge | |Jumbled sentences on the board – pairs, chn to unjumble the sentences to describe the monster |All chn can give simple sentences using |
| |About Language) | |Pairs/groups – chn given envelopes with cut up sentences in, chn to create sentences with words given and share |most recently taught language |
| | | |with class |Some children are able to use simple |
| | | |How can the sentences be changed, extended? (NB use of and, but, he likes playing….) |connectives and longer, extended |
| | | |Pairs/groups, chn to create their own monster and then to describe it (teacher should provide a model for some |sentences, using prior knowledge |
| | | |chn) | |
| | | |The monster should include: | |
| | | |Monster’s name, age and where it lives | |
| | | |Monster’s hair/eye colour and physical description | |
| | | |What hobbies/interests the monster has and what he doesn’t like doing | |
| | | |Chn to present their monster to the class | |
Each lesson is based on approximately 30 minutes. However, some lessons may require additional time.
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