new updated arabic-pilot-scheme-of-work_y4.doc

sample of scheme of work for Arabic lesson.

1. Arabic Scheme of Work, Y4
WEEK THEME AND
STRAND
LEARNING
OUTCOMES
TEACHING AND LEARNING ACTIVITIES / RESOURCES SUCCESS CRITERIA
1 / 2 Numbers 13-20
(Oracy, Literacy,
Language Learning
Strategies)
Children are able to
recognise numbers 13-
20
Children are able to use
the numbers to perform
simple calculations
Recap numbers 1-12
Introduce numbers 13-20 using the Graded Approach
Number cards/fans – sow me… chn to hold up correct number (then do this in pairs)
Number tennis (as a class then in pairs)
Find… 1 child is chosen as detective and leaves the room. A number from 13-20 is
chosen and the number card 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?
Answer is 11, missing numbers are 4 and 15, calculation is minus (-)
Answer = 9, calculation is plus (+)
Answer
Children can correctly
identify numbers 13-20 both
aurally and verbally
Some children are able to
perform simple calculations
using knowledge from other
curriculum area
3 The time in Arabic.
(Oracy, Literacy,
Knowledge About
Language)
Children are familiar
with the 12 hour clock
Children can recognise
the time
Recap numbers 1-12
Introduce the time with the Graded Approach (and a big clock)
Teacher says a time, chn to come to board and point to correct time
Human clocks – teacher says a time, chn to use their arms/hands to indicate the time
said
Mini clocks – teacher says a time, chn to show on mini clock, child to act as teacher
(says time, class to show on clocks) and do in pairs/small groups
Match up – match the time shown on clock cards to the words
Class as a clock – chn given cards with time shown on clocks and in written form –
chn to find their partner (the clock to find the written form) Class then to make a big
circle and form a clock (there should be 2 chn per 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)
Children can recognise the
time both aurally and verbally
Some children can recognise
the time in written form
Some children can
confidently say the time in
Arabic
Children enjoy learning
Arabic. Quieter children are
able to participate in the
lesson
4 The time in Arabic.
(Oracy, Literacy,
Knowledge About
Children can recognise
quarter past, quarter to
and half past the hour
Recap time from last lesson
Introduce half past the hour (on big clock) Chn to repeat
Class teacher to say a time (on the hour or half past) chn to show that time on mini
clocks
Children can recognise
quarter past/to and half past
the hour
Some children can recognise
Belle Vue Girls School
Beverley Minor, Education Bradford
15

11
3 6
6 3
9 9

2. Language) Introduce quarter past and quarter to the hour, with actions, chn to repeat.
Class teacher to say a time, chn to show on mini clocks/white board
Match up – chn to match the time shown in writing to clocks on the board (Give chn
time in pairs to decide how 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
the time in written form
Children begin to feel more
confident with time (both in
Arabic and English)
5 Daily routine
(Oracy, Literacy,
Knowledge About
Langauge)
Grammar: verbs in the
1
st
person
Children can recognise
daily routine
Introduce daily routine using Flashcards/Powerpoint/actoins and the Graded
Approach:
(I wake up, I sleep, I eat breakfast, I get dressed, I get showered, I brush my teeth)
Powerpoint – which action did they see whiz past/flash? Which will they see next?
(discuss in pairs)
Simon says – teacher gives a daily routine, chn to do the correct action, only if they
hear Simon says… those 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”
Mime – 1 child comes to front of class and mimes an action, class to say which daily
routine it is. Then do in small groups
Match up activities (pictures to words on card, on the board)
Children recognise the daily
routine aurally and verbally.
Some children recognise new
vocabulary in the written
form
6 Rooms in the house
(Oracy, Literacy)
To use simple
sentences to describe a
house
Revise room in the house using “this” (Y3 scheme, Lesson 14)
(kitchen, bedroom, dining room, lounge, bathroom, garden, garage, cellar, attic)
Link rooms with numbers 2 kitchens, 3 bathrooms…
Pictures of houses on board, class teacher to describe one, children to say which it is
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)
Children are able to use prior
knowledge to create simple
sentences
Children can create their own
house and some can label
accordingly
7 Rooms and daily
routine
(Oracy, Literacy)
Use prior knowledge to
create longer sentences
Recap daily routine and rooms in the house
Show picture of room in a house, children to give a daily routine
Children to give sentences linking their daily routine and rooms in the house (e.g. I
brush my teeth in the 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
Children are able to use prior
knowledge to create longer
sentences, both orally and in
the written form
8 / 9 Hobbies and interests
(Oracy, Intercultural
understanding)
 Children are able to
confidently state a
hobby that they do
 Introduce hobbies using Graded Approach
Listen to music, read, watch tv, shopping, go to cinema, play in park, dance,
play on computer (and play video games)
 Use variety of games / activities to reinforce new vocabulary. E.g.:
oMime
oSimon says
oSnakes & Ladders (pictures on board, chn to say the picture correctly to
move)
oLotto, 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
 Chn can successfully
give a hobby that they do
and state when
Belle Vue Girls School
Beverley Minor, Education Bradford

3. 10 Hobbies and interests
(Oryac, Literacy)
 Children can state
hobbies that they do
and say when they do
them
 Revise days of the week
 Children are to give full sentences stating what hobbies that they do, where and
when (e.g. I like to go to 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
 Chn are able to give full
sentences about their
personal hobbies
Option
al
Preferences
(Oracy, Literacy,
Language Learning
Strategies)
 Chn can use
preferences to give
information about
themselves
 Introduce preferences (I like, I don’t like, I hate)
 Class teacher to model a sentence, what could this mean? (e.g. I like reading, I
don’t like shopping but I like dancing)
 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
 Chn can recognise
simple connectives
 Some chn are able to
use connectives correctly in
sentences
11 Sports
(Oracy, Literacy)
 Chn are able to say
sports that they like to
play
 Introduce sports using the Graded Approach
I play football, tennis, , golf, basketball, badminton I ski, I swim, I dance
 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…)
 Chn can give extended
sentences using preferences
12 /
13
Sports
(Oracy, Literacy)
 Chn can say what
hobbies/sports they like
including where and
when they do them
 Introduce locations (in the park, playground, garden, pool)
 Chn to recognise sentences showing hobbies and locations (aurally and the written
word)
 Recap days of the week
 Chn match words and short phrases together to create longer sentences
 Some chn are able to include preferences and days of the week (e.g. I like to play
football in the park on Mondays)
 Chn have confidence to
give longer sentences
verbally
 Chn are able to create
longer sentences in the
written form
14 Hobbies and the
weather
(Oracy, Literacy,
Knowledge about
Language)
 Using connectives
and prior knowledge to
talk about hobbies
 Revise weather (Lessons 17-19, Y3)
 Introduce “when” chn to repeat
 Teacher models sentence, (e.g. When it is cold I listen to music) Chn to say what
this means
 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)
 Chn can use prior
knowledge successfully to
give extended sentences,
both orally, verbally and
with the written word
15 / Hobbies  Chn can create a
presentation on their
 Recap vocabulary covered: hobbies & interests, sports, weather, days of week,
rooms in house and locations, time)
 Chn enjoy giving
information about
Belle Vue Girls School
Beverley Minor, Education Bradford

4. 16 /
17
(Oracy, Literacy,
Knowledge about
Language)
hobbies and interests
using language learnt to
date
 Chn to create a presentation on hobbies and sports that they do/don’t like to do.
To include locations, weather, days of week and time if possible (Some chn to use a
model) Chn can decide how to present this (e.g. role play, as picture story/comic strip,
using Powerpoint…)
 Class teacher to model an example first. Some chn volunteer to take turns reading
the presentation and class to say what it means and how they know this.
themselves
 Chn are able to give
extended sentences
confidently
 Chn can use language
creatively for real purpose
18 /
19
Family Members
(Oracy, Literacy,
Knowledge About
Language)
 Children can begin
to describe their family
members
 Revise family members (Lesson 11, Y3)
 Introduce simple adjectives using pictures, what could they mean?:
tall, short, fat, thin, pretty, ugly
 Pictures of people on board, class teacher to describe a picture using he/she is…,
chn to choose the picture 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
 Chn are able to identify
parts of sentences
 Chn understand how to
create their own sentences
20 /
21
Facial descriptions
(Oracy, Literacy)
 Children are able to
give simple descriptions
of people
 Introduce new language using flashcards and the Graded Approach
Eyes, blue, green, brown, hair, brown, blonde, black, long, short, curly, straight
 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
 Most chn are able to
use simple grammar
correctly to describe others
22 Facial parts
(Oracy, Literacy)
 Children are able to
describe people’s facial
features
 Introduce facial parts using the Graded Approach
Head, nose, mouth, ears (eyes), (eyebrows)
 Use variety of activities to reinforce new vocabulary, to include pair/group work
(e.g.)
oNoughts and crosses
oLotto
oMatching pairs, dominoes, barrier games…
 Chn enjoy describing
others
23 /
24
Body parts
(Oracy, Literacy,
Knowledge About
Language, Language
Learning Strategies)
 Children use new
language in known
contexts
 Introduce body parts using the Graded Approach
arm, leg, stomach, shoulder, fingers, hand, foot, knee
 Song – (XXX p.XXX) Play song – can chn identify any words? Play again, chn to
clap their hands when they hear a body part. Play a 3
rd
time, chn to touch the correct
body part that they hear.
 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
 Children can use new
language (body parts) in
known contexts (I have…)
Belle Vue Girls School
Beverley Minor, Education Bradford

5. 25 -
28
Body parts
(Oracy, Literacy,
Knowledge About
Language)
 Children create a
monster and are able to
describe it
 Class teacher to model a monster (e.g. Shrek, a character from Monsters Inc),
through questioning, chn as a class to describe it (What colour is it, how many
arms/legs… does it have? What is the hair like…?)
 Jumbled sentences on the board – pairs, chn to unjumble the sentences to describe
the monster
 Pairs/groups – chn given envelopes with cut up sentences in, chn to create
sentences with words given and share with class
 How can the sentences be changed, extended? (NB use of and, but, he likes
playing….)
 Pairs/groups, chn to create their own monster and then to describe it (teacher
should provide a model for some chn)
 The monster should include:
oMonster’s name, age and where it lives
oMonster’s hair/eye colour and physical description
oWhat hobbies/interests the monster has and what he doesn’t like doing
 Chn to present their monster to the class
 Chn enjoy playing with
language to create and
describe their own monster
 All chn can give simple
sentences using most
recently taught language
 Some children are able
to use simple connectives
and longer, extended
sentences, using prior
knowledge
Each lesson is based on approximately 30 minutes. However, some lessons may require additional time.
Belle Vue Girls School
Beverley Minor, Education Bradford