M-2016.846.1-Arabic Curriculum Updated 2016 Page 1 of 41 Student Program Curriculum Basic Program Information Host Institution: The University of Texas at El Paso Program Title: STARTALK at UTEP Curriculum Title: Arabic Curriculum Language(s): Arabic Grade(s) of Learners: G9-12; Language Background: Non-heritage; Program Setting: Non-residential Program Type: Blended Duration: 30 Days
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
M-2016.846.1-Arabic Curriculum
Updated 2016Page 1 of 41
Student Program Curriculum
Basic Program Information
Host Institution: The University of Texas at El Paso
Program Title: STARTALK at UTEP
Curriculum Title: Arabic Curriculum
Language(s): Arabic
Grade(s) of Learners: G9-12;
Language Background: Non-heritage;
Program Setting: Non-residential
Program Type: Blended
Duration: 30 Days
M-2016.846.1-Arabic Curriculum
Updated 2016Page 2 of 41
Contact Hours: 180 Hours
M-2016.846.1-Arabic Curriculum
Updated 2016Page 3 of 41
STAGE 1: What will learners be able to do with what they know by the end of the
program?
Target Proficiency/Target Performance
Target Proficiency Level (by end of program):
Novice Range
Target Performance Level(s) (during and by end of program):
Novice Mid, Novice High
Program Overview and Theme
The major instruction goal for our three-week Arabic Language summer program is to facilitate an interactive learner-centered classroom
and culturally rich environment that supports students in progressing from no knowledge of Arabic to the Novice-Mid/Novice-High
proficiency levels. A thematic, backward designed, and standards based curriculum using age-appropriate authentic materials will be
M-2016.846.1-Arabic Curriculum
Updated 2016Page 4 of 41
implemented in the target language and will integrate culture, content and language. Student progress will be assessed using an integrated
performance assessment (summative assessment, such as end of the program performance) that incorporates continuous feedback at
each stage of the program through formative assessments, such as white boards, handouts, bicycle chain activity and pair and share
activities. “Making New Friends” is the major theme of STARTALK@UTEP’s curriculum and is accompanied by four sub-themes. At the
end of the program, students will communicate with one another in the target language by engaging in a visit from a new friend in their
Arabic living room. Engaging in a real-life experience, students will exchange information about themselves, their families, friends and
favorite places. For the cultural and comparison component, students will compare experiences in the Arabic living room to their own by
wearing traditional dress, serving typical food items and using culturally appropriate behavior (eye contact, conversational mannerisms,
and visiting etiquette) while in the Arabic living room. Students will also compare family structure, family members’ and friends’ social
interactions and some highlighted traditions from the Arabic culture to their own culture(s). Students will make connections through their
learning by engaging with familiar topics while using the target language. Students will present a poster they created about their favorite
place and plan to go there with their friend using words and short sentences to describe the information and pictures on the poster. A
sense of community will be fostered through the invitation of guest speakers and presenters to the classroom. Students will also participate
in a field trip to engage with the Arabic-speaking community. The first sub-theme of “This is Me” will address meeting and greeting,
origin, nationality, likes and dislikes allowing students to introduce themselves in the target language. The sub- theme of “This is My
Family” will cover another set of vocabulary and language tools to facilitate students’ ability to talk about family members. The sub-theme
of “My Friends” will expand the language and grammar set to allow students to introduce their friend(s) and provide information about
M-2016.846.1-Arabic Curriculum
Updated 2016Page 5 of 41
them. The last sub-theme “My Favorite Place” will allow students to exchange information about a famous place in the selected Arabic
country and plan to take the new friend there. Using the interpersonal mode of learning, students will be able to introduce themselves, and
exchange information about their nationality, origin, and likes/dislikes. Under the interpretative mode, students will be able to read name
tags, generate information from family pictures. They will also be able to understand gestures and simple media information. Using the
presentational mode, students will participate in a poster contest, using the knowledge of the target language to by present information
about a place in an Arab country.
Learning Goals
NCSSFL-ACTFL Global Can-Do Benchmarks
Be sure to label the mode and proficiency level of each statement.
Program Can-Do Statements or
NCSSFL-ACTFL Can-Do Statements
Interpersonal Communication
(Novice Mid: I can communicate on very familiar topics using
a variety of words and phrases that I have practiced and
memorized. )(Novice High: I can communicate and exchange
1. I can introduce myself and learn about others by asking and
answering simple questions.
M-2016.846.1-Arabic Curriculum
Updated 2016Page 6 of 41
information about familiar topics using phrases and simple
sentences, sometimes supported by memorized language. I can
usually handle short social interactions in everyday situations by
asking and answering simple questions. )
2. I can introduce my family members and talk about their ages,
genders, things they like/dislike, and things they like to do.
3. I can introduce my friends and talk about their ages, genders,
nationalities, things they like/dislike, and things they like to do.
4. I can talk about my favorite place, providing basic information
about where it is located and what can be done there.
Interpretive Listening
(Novice Mid: I can often understand words, phrases, and simple
sentences related to everyday life.)(Novice High: I can recognize
pieces of information and sometimes understand the main topic of
what is being said.)
5. I can understand and recognize all the Arabic letters and
numbers when I hear them.
6. I can understand simple questions or statements about myself.
7. I can understand simple questions or statements about my
family.
M-2016.846.1-Arabic Curriculum
Updated 2016Page 7 of 41
8. I can understand simple questions or statements about my
friends.
9. I can understand simple questions or statements about my
favorite place.
10. I can understand basic information when presented with
pictures, signs and objects about myself, my family, and my
friends.
11. I can understand basic information when presented with
pictures, signs and objects about my favorite place.
Interpretive Reading
(Novice Mid: I can recognize some letters or characters. I can
understand some learned or memorized words and phrases when
I read. )(Novice High: I can understand familiar words, phrases,
12. I can understand and recognize most of the Arabic letters (Alif-
Yaa) and numbers (0-20) when I see them.
M-2016.846.1-Arabic Curriculum
Updated 2016Page 8 of 41
and sentences within short and simple texts related to everyday
life. I can sometimes understand the main idea of what I have
read. )
13. I can usually understand short, simple, written sentences
about myself.
14. I can usually understand short, simple, written sentences
about my family.
15. I can usually understand short, simple, written sentences
about my friends.
16. I can usually understand short, simple written sentences about
my favorite place.
17. I can usually understand short, simple, written descriptions
about myself, my family, my friends and my favorite place with the
help of pictures, signs, or objects.
Presentational Speaking
M-2016.846.1-Arabic Curriculum
Updated 2016Page 9 of 41
(Novice Mid: I can present information about myself and some
other very familiar topics using a variety of words, phrases, and
memorized expressions. )(Novice High: I can present basic
information on familiar topics using language I have practiced
using phrases and simple sentences.)
18. I can present basic information about myself to the class, such
as my name, age, nationality and my likes/dislikes.
19. I can present basic information about my family, such as their
names, ages, nationalities, and likes/dislikes.
20. I can present basic information about my friends, such as their
names, ages, nationalities, and likes/dislikes.
21. I can present basic information about my favorite place, such
as where it is located and what can be done there.
Presentational Writing
(Novice Mid: I can write lists and memorized phrases on familiar
topics.)(Novice High: I can write short messages and notes on
familiar topics related to everyday life.)
22. I can write short sentences (two to three words) providing
basic information about myself.
M-2016.846.1-Arabic Curriculum
Updated 2016Page 10 of 41
23. I can write short sentences (two to three words) providing
basic information about my family.
24. I can write short sentences (two to three words) providing
basic information about my friends.
25. I can write short sentences (two to three words) providing
basic information about my favorite place.
26. I can write the Arabic numbers 0-20.
27. I can write most of the Arabic alphabet (Alif-Yaa) in their stand-
alone and connecting positions.
M-2016.846.1-Arabic Curriculum
Updated 2016Page 11 of 41
STAGE 2: How will learners demonstrate what they can do with what they know by