| 1 | 1 | Writing | Guided Writing: Sequencing Ideas | By the end of the sub strand, the learner should be able to; a) list the festivals and holidays celebrated at different times of the year for information b) organise ideas to form a coherent paragraph c) appreciate the need for logic and coherence in writing for effective communication | 1. How can we present ideas in a paragraph in correct sequence? | - listen to a recording on festivals and holidays celebrated at different times of the year - make a list of the festivals and holidays mentioned from the recording - collaborate with peers to prepare a record of festivals in the calender - work jointly to reorder jumbled up sentences to form a coherent paragraph related to the theme - peer review each other’s paragraphs for constructive feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided Writing: Sequencing Ideas | By the end of the sub strand, the learner should be able to; a) list the festivals and holidays celebrated at different times of the year for information b) organise ideas to form a coherent paragraph c) appreciate the need for logic and coherence in writing for effective communication | 1. How can we present ideas in a paragraph in correct sequence? | - listen to a recording on festivals and holidays celebrated at different times of the year - make a list of the festivals and holidays mentioned from the recording - collaborate with peers to prepare a record of festivals in the calender - work jointly to reorder jumbled up sentences to form a coherent paragraph related to the theme - peer review each other’s paragraphs for constructive feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided Writing: Sequencing Ideas | By the end of the sub strand, the learner should be able to; a) list the festivals and holidays celebrated at different times of the year for information b) organise ideas to form a coherent paragraph c) appreciate the need for logic and coherence in writing for effective communication | 1. How can we present ideas in a paragraph in correct sequence? | - listen to a recording on festivals and holidays celebrated at different times of the year - make a list of the festivals and holidays mentioned from the recording - collaborate with peers to prepare a record of festivals in the calender - work jointly to reorder jumbled up sentences to form a coherent paragraph related to the theme - peer review each other’s paragraphs for constructive feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided Writing: Sequencing Ideas | By the end of the sub strand, the learner should be able to; a) list the festivals and holidays celebrated at different times of the year for information b) organise ideas to form a coherent paragraph c) appreciate the need for logic and coherence in writing for effective communication | 1. How can we present ideas in a paragraph in correct sequence? | - listen to a recording on festivals and holidays celebrated at different times of the year - make a list of the festivals and holidays mentioned from the recording - collaborate with peers to prepare a record of festivals in the calender - work jointly to reorder jumbled up sentences to form a coherent paragraph related to the theme - peer review each other’s paragraphs for constructive feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided Writing: Sequencing Ideas | By the end of the sub strand, the learner should be able to; a) list the festivals and holidays celebrated at different times of the year for information b) organise ideas to form a coherent paragraph c) appreciate the need for logic and coherence in writing for effective communication | 1. How can we present ideas in a paragraph in correct sequence? | - listen to a recording on festivals and holidays celebrated at different times of the year - make a list of the festivals and holidays mentioned from the recording - collaborate with peers to prepare a record of festivals in the calender - work jointly to reorder jumbled up sentences to form a coherent paragraph related to the theme - peer review each other’s paragraphs for constructive feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Writing | Guided Writing: Imaginative Writing | By the end of the sub strand, the learner should be able to; a) identify features of an imaginative writing for information b) create a short personal and imaginative text to express ideas on the theme c) appreciate different creative Arabic writing styles | 1. How can you develop a creative text? | - work jointly to research on the features of an imaginative writing from print and non-print sources - collaborate with peers to organise ideas on the theme using mind maps - write an imaginative composition on the theme using the organised ideas - share their compositions with peers for review - publish the best compositions in the school or public magazine | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided Writing: Imaginative Writing | By the end of the sub strand, the learner should be able to; a) identify features of an imaginative writing for information b) create a short personal and imaginative text to express ideas on the theme c) appreciate different creative Arabic writing styles | 1. How can you develop a creative text? | - work jointly to research on the features of an imaginative writing from print and non-print sources - collaborate with peers to organise ideas on the theme using mind maps - write an imaginative composition on the theme using the organised ideas - share their compositions with peers for review - publish the best compositions in the school or public magazine | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided Writing: Imaginative Writing | By the end of the sub strand, the learner should be able to; a) identify features of an imaginative writing for information b) create a short personal and imaginative text to express ideas on the theme c) appreciate different creative Arabic writing styles | 1. How can you develop a creative text? | - work jointly to research on the features of an imaginative writing from print and non-print sources - collaborate with peers to organise ideas on the theme using mind maps - write an imaginative composition on the theme using the organised ideas - share their compositions with peers for review - publish the best compositions in the school or public magazine | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided Writing: Imaginative Writing | By the end of the sub strand, the learner should be able to; a) identify features of an imaginative writing for information b) create a short personal and imaginative text to express ideas on the theme c) appreciate different creative Arabic writing styles | 1. How can you develop a creative text? | - work jointly to research on the features of an imaginative writing from print and non-print sources - collaborate with peers to organise ideas on the theme using mind maps - write an imaginative composition on the theme using the organised ideas - share their compositions with peers for review - publish the best compositions in the school or public magazine | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided Writing: Imaginative Writing | By the end of the sub strand, the learner should be able to; a) identify features of an imaginative writing for information b) create a short personal and imaginative text to express ideas on the theme c) appreciate different creative Arabic writing styles | 1. How can you develop a creative text? | - work jointly to research on the features of an imaginative writing from print and non-print sources - collaborate with peers to organise ideas on the theme using mind maps - write an imaginative composition on the theme using the organised ideas - share their compositions with peers for review - publish the best compositions in the school or public magazine | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Writing | Guided Writing: Imaginative Writing | By the end of the sub strand, the learner should be able to; a) identify features of an imaginative writing for information b) create a short personal and imaginative text to express ideas on the theme c) appreciate different creative Arabic writing styles | 1. How can you develop a creative text? | - work jointly to research on the features of an imaginative writing from print and non-print sources - collaborate with peers to organise ideas on the theme using mind maps - write an imaginative composition on the theme using the organised ideas - share their compositions with peers for review - publish the best compositions in the school or public magazine | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Mechanics of Writing: Punctuation | By the end of the sub strand, the learner should be able to; a) identify punctuation marks used in writing Arabic texts b) use appropriate punctuation marks to write a paragraph for effective communication c) appreciate the role of punctuation marks in writing for effective communication | 1. Why do we do shopping? 2. How do punctuation marks contribute to meaning in texts? | - work jointly to identify punctuation marks used in writing texts in the Arabic language - draw the punctuation marks on charts and display in class - work jointly to match punctuation marks to their uses - practise writing simple sentences on shopping for food and drinks using correct punctuation - collaborate to punctuate a paragraph appropriately - organise their well punctuated paragraphs in the class portfolio | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Mechanics of Writing: Punctuation | By the end of the sub strand, the learner should be able to; a) identify punctuation marks used in writing Arabic texts b) use appropriate punctuation marks to write a paragraph for effective communication c) appreciate the role of punctuation marks in writing for effective communication | 1. Why do we do shopping? 2. How do punctuation marks contribute to meaning in texts? | - work jointly to identify punctuation marks used in writing texts in the Arabic language - draw the punctuation marks on charts and display in class - work jointly to match punctuation marks to their uses - practise writing simple sentences on shopping for food and drinks using correct punctuation - collaborate to punctuate a paragraph appropriately - organise their well punctuated paragraphs in the class portfolio | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Mechanics of Writing: Punctuation | By the end of the sub strand, the learner should be able to; a) identify punctuation marks used in writing Arabic texts b) use appropriate punctuation marks to write a paragraph for effective communication c) appreciate the role of punctuation marks in writing for effective communication | 1. Why do we do shopping? 2. How do punctuation marks contribute to meaning in texts? | - work jointly to identify punctuation marks used in writing texts in the Arabic language - draw the punctuation marks on charts and display in class - work jointly to match punctuation marks to their uses - practise writing simple sentences on shopping for food and drinks using correct punctuation - collaborate to punctuate a paragraph appropriately - organise their well punctuated paragraphs in the class portfolio | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Mechanics of Writing: Punctuation | By the end of the sub strand, the learner should be able to; a) identify punctuation marks used in writing Arabic texts b) use appropriate punctuation marks to write a paragraph for effective communication c) appreciate the role of punctuation marks in writing for effective communication | 1. Why do we do shopping? 2. How do punctuation marks contribute to meaning in texts? | - work jointly to identify punctuation marks used in writing texts in the Arabic language - draw the punctuation marks on charts and display in class - work jointly to match punctuation marks to their uses - practise writing simple sentences on shopping for food and drinks using correct punctuation - collaborate to punctuate a paragraph appropriately - organise their well punctuated paragraphs in the class portfolio | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
