Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
Arabic > LEVEL 9
Subject Focus: Listening
1] I can follow public announcements, voicemails and specific media news in real-life or simulated settings.
2] I can differentiate and identify all the phonemes in MSA.
3] I can try to use a complex array of phrases and expressions with near-native speaker confidence, in real-life or simulated vocational and cultural settings.
4] I can try to follow and respond with near-native speaker competence, to complex questions and instructions that closely simulate real-life usages.
5] I can try to follow and understand a diverse range of spoken MSA texts, responding with near-native speaker confidence, in collaborative learning and/or simulated real-life contexts.
7] I can listen to complex cultural and/or vocational spoken material related to specif topics in MSA in a range of specific subject area contexts
8] I can ask for feedback from speakers to revise my initial interpretation of what I have heard.
LEARNING TO LIVE TOGETHER
2] I can differentiate and identify all the phonemes in MSA.
3] I can try to use a complex array of phrases and expressions with near-native speaker confidence, in real-life or simulated vocational and cultural settings.
4] I can try to follow and respond with near-native speaker competence, to complex questions and instructions that closely simulate real-life usages.
5] I can try to follow and understand a diverse range of spoken MSA texts, responding with near-native speaker confidence, in collaborative learning and/or simulated real-life contexts.
7] I can listen to complex cultural and/or vocational spoken material related to specif topics in MSA in a range of specific subject area contexts
8] I can ask for feedback from speakers to revise my initial interpretation of what I have heard.
LEARNING TO LIVE TOGETHERSubject Focus: Speaking
1] I can give instructions or directions in MSA accurately and respond to requests for elaboration or clarification in classroom or simulated real-life settings.
2] I can ask for clarification or elaboration of questions to follow up complex Arabic speech delivered in a collaborative educational settings or simulations of real-life activities.
3] I can use MSA to give short structured accounts of specialist topics I am familiar with, in class and online, supported by visual aids and respond to straightforward questions.
COMMUNICATION
4] I can use ‘signposting’ and connecting words and phrases to provide structure and coherence to discussions in group learning situations and oral presentations.
5] I can try to pronounce MSA sounds with phonological accuracy in collaborative learning situations and simulations of real-life activities.
6] I can maintain continuous spoken communication in MSA using a range of polite expressions and requests.
7] I can synthesise ideas and express these in extended speech in standard Arabic and use forms to express ideas, opinions and disagreement.
8] I can use MSA to participate effectively in social or cultural activities in a collaborative classroom environment.
LEARNING TO KNOW
9] I can describe an item I do not know the name for i.e. describe what it looks like, what you can use it for, whether you wear, eat or drink it, etc.
PERSONAL
10] I can use opposites such as ‘not married’ for ‘single’.
11] I can use a word that has roughly the same meaning e.g. boat instead of ship.
2] I can ask for clarification or elaboration of questions to follow up complex Arabic speech delivered in a collaborative educational settings or simulations of real-life activities.
3] I can use MSA to give short structured accounts of specialist topics I am familiar with, in class and online, supported by visual aids and respond to straightforward questions.
COMMUNICATION4] I can use ‘signposting’ and connecting words and phrases to provide structure and coherence to discussions in group learning situations and oral presentations.
5] I can try to pronounce MSA sounds with phonological accuracy in collaborative learning situations and simulations of real-life activities.
6] I can maintain continuous spoken communication in MSA using a range of polite expressions and requests.
7] I can synthesise ideas and express these in extended speech in standard Arabic and use forms to express ideas, opinions and disagreement.
8] I can use MSA to participate effectively in social or cultural activities in a collaborative classroom environment.
LEARNING TO KNOW9] I can describe an item I do not know the name for i.e. describe what it looks like, what you can use it for, whether you wear, eat or drink it, etc.
PERSONAL10] I can use opposites such as ‘not married’ for ‘single’.
11] I can use a word that has roughly the same meaning e.g. boat instead of ship.
Subject Focus: Reading
1] I can identify the purpose of specific Arabic texts, identifying key information and gaining insight into everyday usages, inference, register and tone.
2] I can read and follow a diverse range of Arabic media texts dealing with specific topics such as current affairs, culture and entertainment along with some more specialist academic material, in study groups and individually.
3] I can confidently read, follow and respond to a range of specific Arabic texts in diverse media such as emails, web forums and social media for everyday purposes such as
employment, job search or leisure.
LEARNING TO BE
4
5] I can read with confidence a range of real life MSA texts on topics with which I am familiar in group learning activities as well as individually.
6] I can demonstrate that I have consolidated the essential grammar studied at earlier levels, identify some advanced grammatical features of MSA.
7] I can try to use Arabic effectively and appropriately on a diverse range of web-based forums in group learning activities and/or simulated cultural, social or vocational contexts.
LEARNING TO LIVE TOGETHER
2] I can read and follow a diverse range of Arabic media texts dealing with specific topics such as current affairs, culture and entertainment along with some more specialist academic material, in study groups and individually.
3] I can confidently read, follow and respond to a range of specific Arabic texts in diverse media such as emails, web forums and social media for everyday purposes such as
employment, job search or leisure.
LEARNING TO BE 4
5] I can read with confidence a range of real life MSA texts on topics with which I am familiar in group learning activities as well as individually.
6] I can demonstrate that I have consolidated the essential grammar studied at earlier levels, identify some advanced grammatical features of MSA.
7] I can try to use Arabic effectively and appropriately on a diverse range of web-based forums in group learning activities and/or simulated cultural, social or vocational contexts.
LEARNING TO LIVE TOGETHERSubject Focus: Writing
1] I can write longer connected prose texts for description or comparison and try to explain and justify, vocabulary and grammatical choices in collaborative learning activities.
2] I can produce relatively complex texts in Arabic which are grammatically accurate and use an array of connecting words and phrases.
3] I can translate more complex sentences from Arabic into English or Maltese and translate more basic texts from English or Maltese into accurate MSA.
4] I can write Arabic texts which synthesise information from a diverse range of written Arabic sources.
5] I can write grammatically accurate MSA texts for a range of purposes such as description, argumentation, comparison, narration etc.
6]
7] I can try to write a first draft and be able to review it using different strategies to check my written work, write a second draft and using accurate well-connected MSA prose.
8] I can try to write a first draft and be able to review; ask a friend or the teacher to read my written work.
9] I can review the strategies I used that did not work and improve on them for next time.
10] I can read the text all the way through to see if it makes sense.
2] I can produce relatively complex texts in Arabic which are grammatically accurate and use an array of connecting words and phrases.
3] I can translate more complex sentences from Arabic into English or Maltese and translate more basic texts from English or Maltese into accurate MSA.
4] I can write Arabic texts which synthesise information from a diverse range of written Arabic sources.
5] I can write grammatically accurate MSA texts for a range of purposes such as description, argumentation, comparison, narration etc.
6]
7] I can try to write a first draft and be able to review it using different strategies to check my written work, write a second draft and using accurate well-connected MSA prose.
8] I can try to write a first draft and be able to review; ask a friend or the teacher to read my written work.
9] I can review the strategies I used that did not work and improve on them for next time.
10] I can read the text all the way through to see if it makes sense.
Subject Focus: Heritage and culture
1] I can research and demonstrate the history of the Arab presence in Malta and the ways in which this has influenced culture, learning and knowledge locally and worldwide.
LEARNING TO DO
2] I can follow short clips of television programmes on familiar topics from different Arab countries.
SELF AWARENESS
3] I can use standard Arabic to communicate with native speakers in cultural and social settings e.g. eating out, sporting events, museums, galleries and exhibitions and in simulated or supported workplace settings.
LEARNING TO LIVE TOGETHER
4] I can recite a number of straightforward proverbs in Arabic and identify equivalent proverbs in English or Maltese.
SOCIAL CHANGE
5] I can grasp colloquialnidioms in conversation with native speakers.
6] .
7] I can watch Arabic films and television programmes and try to follow them with others in class.
LEARNING TO DO
8] I can brainstorm the pros and cons of different jobs.
COMMUNICATING FOR DIVERSITY
LEARNING TO DO2] I can follow short clips of television programmes on familiar topics from different Arab countries.
SELF AWARENESS3] I can use standard Arabic to communicate with native speakers in cultural and social settings e.g. eating out, sporting events, museums, galleries and exhibitions and in simulated or supported workplace settings.
LEARNING TO LIVE TOGETHER4] I can recite a number of straightforward proverbs in Arabic and identify equivalent proverbs in English or Maltese.
SOCIAL CHANGE5] I can grasp colloquialnidioms in conversation with native speakers.
6] .
7] I can watch Arabic films and television programmes and try to follow them with others in class.
LEARNING TO DO8] I can brainstorm the pros and cons of different jobs.
COMMUNICATING FOR DIVERSITYSubject Focus: Grammar
1] I can read extended texts accurately, in unmarked Naskh and Ruq’a scripts, write accurately and legibly using these scripts, to identify and read basic texts in other scripts, including ancient and ornamental scripts.
2] I can develop and consolidate through practice my understanding of essential MSA grammar.
3]
4] I can consolidate all the grammar learned to date and demonstrate my learning in listening, speaking, reading and writing in collaborative and co-operative classroom contexts as well as more supported contexts and I am compentent in the intermediate features of MSA grammar, namely: advanced broken plurals and broken plural patterns; the conjugation across number, gender, moods and verb forms of 'doubled' verbs, 'hamzated' verbs, 'assimilated' verbs, 'hollow' verbs, 'defective' verbs, 'double weak' verbs, verbs with four or more radicals; advanced prepositions; cardinal and ordinal numbers.
5] I am familiar with the difference between the phrasal syntax of the Arabic dialects and the case-based syntax of MSA. I can understand when listening to different dialects of the following features: pronunciation, alternative forms of the verb "to need/want", and other key words, methods of negative verbs in dialect, present and future tense.
6] I am familiar with the difference between the phrasal syntax of the Arabic dialects and the case- based syntax of MSA. I can understand when listening of different dialects of the following features: pronunciation, alternative forms of the verb 'to need/want' and other key words, methods of negating verbs in dialect, present and future tense.
2] I can develop and consolidate through practice my understanding of essential MSA grammar.
3]
4] I can consolidate all the grammar learned to date and demonstrate my learning in listening, speaking, reading and writing in collaborative and co-operative classroom contexts as well as more supported contexts and I am compentent in the intermediate features of MSA grammar, namely: advanced broken plurals and broken plural patterns; the conjugation across number, gender, moods and verb forms of 'doubled' verbs, 'hamzated' verbs, 'assimilated' verbs, 'hollow' verbs, 'defective' verbs, 'double weak' verbs, verbs with four or more radicals; advanced prepositions; cardinal and ordinal numbers.
5] I am familiar with the difference between the phrasal syntax of the Arabic dialects and the case-based syntax of MSA. I can understand when listening to different dialects of the following features: pronunciation, alternative forms of the verb "to need/want", and other key words, methods of negative verbs in dialect, present and future tense.
6] I am familiar with the difference between the phrasal syntax of the Arabic dialects and the case- based syntax of MSA. I can understand when listening of different dialects of the following features: pronunciation, alternative forms of the verb 'to need/want' and other key words, methods of negating verbs in dialect, present and future tense.
