Arabic+1+Unit+3

This is My School .........................................................................................................
 * [[image:wiki can do bar 4.png width="245" height="30"]]
 * Suggested Unit Can Do statements **
 * aligned to the National Standards for Learning Languages **

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I can ask for school items and give people school items. I can have a simple conversation about school. I can explain where basic classroom items are in a room.
 * Interpersonal: Speaking/Listening Reading/Writing **

I can understand and follow simple classroom instructions and directions. I can understand when my classmates describe basic items and people. I can recognize cognates which help me to understand meaning. I can distinguish between questions, statements and exclamations. I can understand when told where things are in a room
 * Interpretive: Listening **

I can read familiar words about school. I can identify familiar school words within authentic written materials.
 * Interpretive: Reading **

I can talk about places in my school. I can describe items at school. I can describe my teacher and classmates.
 * Presentational: Speaking **

I can fill in a simple school form with my personal details. I can write lists of school items. I can label items in a school room. I can write a simple note to a pen pal about my school.
 * Presentational: Writing **

I can compare American schools and schools in the Arab world. I can identify major Arab contributions to education. I can identify school behavior in the Arab world. || .... ||
 * Culture: **


 * Suggested Core Vocabulary Words and Phrases **

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Preview: ....................................................................................... ||

click on links to view the activities and resources click here for editable versions of resource documents (rtf format) ............................................................................................................................... || Activity Plan ............................................ || Resource Documents ............................................ || ** Blind Draw ** Working in pairs or small groups, students describe pictures orally, and their partners draw what they hear in the description. The activity has 3 phases: large-group warmup/modelling, pair work, and large-group review/wrap-up. • Paired and Large Group Activity • Class time: 45 min - 1 hour • Teacher prep: 10 min - print materials, prepare pictures || ||   || Students are each given a picture of a painting by an Arab artist. They circulate around the room describing their picture until they find the student who has a match. • Large Group Activity • Class time: 20-30 min • Teacher prep: 20 min - prepare art cards || ||   || In this large-group game, students ask and answer basic questions using school-related vocabulary. • Large Group Activity • Class time: 10 min • Teacher prep: 10 min - write sentences on board and collect extra objects || ||   || This is a race, done in pairs. Each student has a picture that differs from their partner’s picture in 7 ways. The first team to identify and list the 7 differences between the pictures wins. The activity has two phases: pair work, and large-group review. • Paired Activity • Class time: 20 min • Teacher prep: 10 min - print materials || ||  || Students use information they get from their classmates to try to win a bingo game. The activity provides an opportunity for extensive, semi-structured communicative practice. • Paired Activity • Class time: 30-45 min • Teacher prep: 15 min - print bingo cards || ||  || In small groups, students play the traditional card game “go fish” to activate vocabulary items. • Small Group Activity • Class time: 15-20 min • Teacher prep: 20-30 min - print and cut cards || ||  || This activity reviews colors and school item vocabulary through a spontaneous speaking game completed as a large group. • Large Group Activity • Class time: 15 min • Teacher prep: N/A || ||   || A variety of large group and paired activities to help students identify colors. • Paired and Large Group Activity • Class time: 10-20 min • Teacher prep: 10-30 min depending on the activity || ||  || Students are given the assignment to prepare to introduce their study space and study supplies to the class. This activity requires time on two class days, as well as at-home preparation by students. • Individual Presentations and Large Group Activity • Class time: 50+ min • Teacher prep: 20 min || ||   || Students are introduced to prepositions and use of prepositions in simple descriptions of location. This input activity can be followed by output/production activities. • Paired and Large Group Activity • Class time: 20 min • Teacher prep: 5 min - bring figurine || ||   || Students must use an advertisement from a shop to shop for school supplies. This activity has three main phases: paired discussion, paired review, and large-group review • Paired Activity • Class time: 20-30 min • Teacher prep: 15 min - print materials || ||  || This activity reviews the vocabulary set “classroom activities” through a large-group game modeled after “Simon Says.” • Large Group Activity • Class time: 15 min • Teacher prep: none! || ||   || This activity introduces words from the vocabulary set “At School” in a way that allows for extensive repetition in an engaging format. It encourages listening to and clarifying with peers, and introduces the basic question “what is this?” • Large Group Activity • Class time: 10-15 min • Teacher prep: 5 min - gather items on vocabulary list || ||   ||
 * Overview
 * ====
 * ** Describing Art **
 * ** Detective Game **
 * ** Find the Differences **
 * ** Get-To-Know-You Bingo **
 * ** Go Fish! **
 * ** I Spy **
 * ** Mini Activities for Colors **
 * ** My Study Space **
 * ** Prepositions **
 * ** School Shopping **
 * ** Simon Says **
 * ** What's This? **