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Advice for teachers -
Arabic

Teaching and learning activities

Unit 3

Unit 3 – Area of Study 1: Interpersonal communication

Theme: The individual
Topic: Personal identity and lifestyles
Sub topic: Health and wellbeing

Outcome 1

Participate in a spoken exchange in Arabic to resolve a personal issue.

Examples of learning activities

  • Read an article outlining the importance of a healthy lifestyle for young people in an Arabic-speaking country. Summarise your findings in a 100-word paragraph.
  • Discuss the findings with classmates.
  • Create a glossary of words and expressions to form a basis for understanding the topic.
  • Read blog posts from an Arabic-speaking country about how young people balance school commitments and fitness.
  • Listen to a conversation between two young people in an Arabic-speaking country discussing school routines and finding time for recreational activities/part-time work.
  • Role-play in pairs asking each other questions about tips for the importance of a balanced and healthy lifestyle.
  • Write a 250-word informative article for the school magazine outlining the importance of a balanced and healthy lifestyle.
  • Create a PowerPoint presentation comparing healthy lifestyles and young people’s involvement in part-time work.
  • Watch a video of people discussing how they try to balance work and leisure in their lives. Answer questions about it.
  • Example icon for advice for teachers
    Write a 250-word personal email to a friend to convince them to adopt a more balanced lifestyle.
Example icon for advice for teachers 

Detailed example

A personal email to a friend

  1. List vocabulary related to health and wellbeing.
  2. Listen to a conversation between students about how their studies are progressing. Take notes on what they say to each other and the language they use.
  3. Watch a vlog in which a teacher offers ideas to students about how to tackle Year 12 (or equivalent in an Arabic-speaking country) in the healthiest way possible.
  4. Find and read websites that target students and their study methods. List ideas and advice provided.
  5. Read a youth magazine where students have asked questions about healthy and balanced lifestyles. Discuss the responses and decide whether they are realistic.
  6. Draft an email to be written to a friend suggesting actions they could take to have a balanced and healthy lifestyle in VCE. In the draft, include:
    • solutions or ideas
    • language that would be used when addressing a friend
    • vocabulary and expressions that highlight your knowledge in this area
    • grammar that showcases your linguistic ability.

Unit 3 – Area of Study 2: Interpretive communication

Theme: The Arabic-speaking communities
Topic: The Arabic cultural heritage
Sub topic: Traditions and regional life

Outcome 2

Interpret information from texts and write responses in Arabic.

Examples of learning activities

  • Study a map of Arab countries and identify the regions, their geographical situation and features.
  • Individually or in pairs, choose a region. Read about it and list the major historical developments and/or particularities. Include towns, farming, traditions, costumes, festivals and food. Prepare a poster or PowerPoint presentation of the most important characteristics of that region.
  • View a series of captioned illustrations that depict information about regional life in Arabic-speaking countries. Answer a series of questions about them.
  • In small groups, research links between the different regions studied. Alternatively, compare the way in which the regions have developed.
  • Example icon for advice for teachers
    Deliver a three-minute speech about the chosen region with emphasis on one particular aspect of its traditions or regional life. Respond to questions from the class and to their comments about the presentation in terms of content and language used.
  • Consider the region’s role in the mythology or history of the Arab world. Consider the questions: Do any of the traditions represent Arabic-speaking people at all? Why/how might that be so? How do other regions of the world view this?
  • Write a 250-word personal blog post as though you have just visited the region. Make comments about your reactions to discovering the region and any cultural observations about its role in the Arab world.
Example icon for advice for teachers 

Detailed example

A three-minute speech on a chosen region and its traditions or regional life

  1. Research the chosen region. Write lists of information about its various attractions and traditions, as well as its geography and history.
  2. Gather images of the area and any of its traditions. Display them on a poster with detailed captions.
  3. Watch a video of someone talking about a region. Make notes under these questions as headings: How do they present themselves physically while giving the talk? What type of language do they use? What techniques do they employ to make it engaging and interesting?
  4. Plan the three-minute speech using the research. Re-read the information gathered about the region and consider which aspects must be included to convey the flavour of the area and its traditions in the best possible way.
  5. Practise reading the script aloud and note areas that might pose problems in terms of pronunciation or intonation.
  6. If using images as part of the speech, practise indicating them to others so that the audience is aware of them and appreciates how they support the spoken material.
  7. Record the speech; listen to the recording and make any necessary changes to either content or delivery. Also, note the timing and adjust speed of presentation or information included.
  8. Deliver the speech and respond to questions from the class and to their comments about the presentation in terms of content and language used.

Unit 3 – Area of Study 3: Presentational communication

Theme: The world around us
Topic: The influence of science and technology
Sub topic: Sustainability and energy use in the Arab world and Australia

Outcome 3

Express ideas in a personal, informative or imaginative piece of writing in Arabic.

Examples of learning activities

  • Create a glossary of words and expressions in Arabic, focusing on concepts and ideas on sustainability and energy usage.
  • Read an article about sustainability and energy usage in the Arab world. Compare the glossary to the vocabulary in the article. Identify any particular words or expressions not already in the glossary. Consider whether this highlights other cultural concerns in Arabic-speaking countries. Research widely to find information about the views of people in Arabic-speaking countries about improving sustainability and reducing energy usage.
  • Write an advertisement to promote sustainable practices.
  • Compare how one selected Arabic-speaking country and Australia rate in energy usage and sustainability in global terms. Research the major energy usage of both countries. Use the statistics to compare costs and efficiencies. List the differences and similarities. Then write comparative sentences about them. Discuss the similarities and differences in pairs and write a 100-word paragraph explaining why that might be so.
  • Watch a television program from an Arabic-speaking country in which participants discuss issues of energy usage and sustainability.
  • Listen to recordings of representatives from energy companies and their consumers discussing their needs in the energy market. Discuss personal responses to this topic.
  • Example icon for advice for teachers
    Research the topic of sustainability and energy usage in a selected Arabic-speaking country. Use information extracted from spoken, written and viewed texts on the topic of sustainability and energy usage in a selected Arabic-speaking country to create a leaflet that presents strategies to promote sustainable practices.
Example icon for advice for teachers 

Detailed example

A leaflet promoting sustainability and reduced energy usage

  1. Using information extracted from spoken, written and viewed texts on the topic of sustainability and energy usage in Arabic-speaking countries, respond to specific questions.
  2. View a documentary on sustainability and energy usage in the Arab world.
  3. Read an article on sustainability and energy usage and how it has changed over the last 10 years.
  4. Listen to a conversation between young people in which they discuss their views on sustainability and energy usage in an Arabic-speaking country.
  5. In pairs, using full sentences in Arabic, discuss how best to answer questions related to the topic.
  6. Individually, select an article and write questions about it. Also, create an answer key for these questions.
  7. Circulate the sets of questions between class members. Answer all of the questions. Correct as a group.
  8. Examine some advertising material and leaflets.
  9. In pairs, draft some paragraphs to be used in the leaflet.
  10. Incorporate the above research into the design of a leaflet promoting sustainability and reduced energy usage in an Arabic-speaking country.