SUBJECT AIM
Cambridge IGCSE Arabic B encourages learners to be confident, responsible and reflective by; using new and familiar structures and vocabulary to communicate with others in everyday situations; seeking opportunities to use and develop their language skills; considering how to communicate different ideas and attitudes innovatively; applying language to a variety of situations engaged and by developing learning strategies which help them to express their ideas and their understanding of other cultures.
WHAT YOU WILL STUDY
The course will cover a wide range of topics in the four key skills of Listening, Speaking, Reading and Writing. The subject content is organised in five broad topic areas:
- Everyday activities
- Personal and social life
- The world around us
- The world of work
- The international world
These provide contexts for the acquisition of vocabulary and the study of grammar and structures. The study of these topic areas enables students to gain an insight into countries and communities where Arabic is spoken.
HOW WILL YOU BE ASSESSED
IGCSE French (grades A*- G) | Paper 1 Listening | Paper 2 Reading | Paper 3 Speaking | Paper 4 Writing |
25% weighting 40 marks 50 min approx.
| 25% weighting 45 marks 1 hour | 25% weighting 40 marks 10 min approx. | 25% weighting 45 marks 1 hour |
WHAT THIS SUBJECT CAN LEAD TO
- Translator, interpreter, blogger, teacher, journalist, reporter, product localisation manager, field researcher, liaison officer, tour guide, podcaster, sales associate, motivational speaker, flight attendant, private tutor…
- Support your appreciation and the importance of Modern Languages in society, employment and study.
Please click on the arrow for a detailed breakdown:
| THE LEARNING JOURNEY FOR ARABIC B | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| Life in the UAE | UAE union story | present tense | Term 1 | caring |
| famous places in the UAE | past tense | |||
| Currency, flags, religion | future tense | |||
| traditions including clothes and food | factual presentation | |||
| Description of some famous attractions in Dubai | formal tetter | |||
| pluralism in the UAE | ||||
| To what extent does the existence of different cultues in the UAE enrich the UAE culture? | ||||
| Send a letter to Sheikh Mohamad talking about the great things in Dubai suggesting something you would like to see in it | ||||
| present tense | ||||
| past tense | ||||
| Around the world | different countries around the world | future tense | Term 2 | open-minded |
| famous places around the world | factual paragraphs | |||
| Weather | opinion expressions | |||
| Architecture | ||||
| traditions in different places around the world (food, clothes, celebrations,..) | ||||
| the differences and the similarities that you can see in these countries | ||||
| What lessons can people learn from travelling around the world or learning about different cultures? | ||||
| Cinema and TV | explore different types of TV programs | all tenses to be used | Term 3 | reflective |
| explore different types of films | adjectives and connectives | |||
| describe a film/ program I have watched lately | convincing essays | |||
| express and justify opinions about different types of TV programs and films | opinion expressions | |||
| engage in a conversation with a friend about the best films in cinema | ||||
| famous actors and actresses in the world and in the Arab countries | ||||
| To what extent do movies reflect the culture and beliefs of any society? | ||||
| THE LEARNING JOURNEY FOR ARABIC B | IG | |||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| Everyday activities | Time expressions | masculine/feminine singular adjectives | Term 1 | Balanced, Risk taker |
| date, day, months, seasons | common plural adjectives | |||
| describe your daily routine using time/ time phrases | Negative (un – not) with غير | |||
| Compare between your daily life in Dubai and in your hom country | comparative and superlative | |||
| Famous international and local dishes | Demonstratives | |||
| a meal at restaurant | factual paragraphs | |||
| compare between some of the Arabic dishes and your hometown ones | comparative essays | |||
| What does balanced meal mean? | ||||
| Do you think that food is part of people’s identity? Explain. | ||||
| What does healthy lifestyle mean? | ||||
| an experience at hospital | ||||
| In your opinion, how can people keep a healthy lifestyle? | ||||
| Different daily transportations these days | ||||
| What is urban transportation? | ||||
| which kind of transportation do you prefer? Why? | ||||
| How can your daily habits improve your life? | ||||
| Personal and social life | Describe yourself, family and friends | Adverbs: common adverbs of time/place/manner | Term 2 | Communicator, Caring |
| Describe a day at home. | Pronouns: Subject pronouns, Possessive pronouns, Object pronoun, Relative pronouns | |||
| what kinds of activities do you do at home? | Verbs: double, hollow and weak basic verb patterns, common unusual verbs | |||
| Different types pf clothes and accessories | Tenses: Present Tense, Future Tense and negation with لن | |||
| Describe your traditional clothes comparing it with some of traditional clothes in different Arabic countries | Past Tense, Imperative فعل الأمر and its negation | |||
| How can our choices of clothes refect our way of thinking? | ||||
| Different types of leisure time | ||||
| How do you spend your leisure time? | ||||
| Do you prefer holidays with family or friends? Why? | ||||
| How does travelling enrich our understanding of others? | Term 3 | Inquirer, Thinker | ||
| Perfect and imperfect and their negation with وال، ما أو لم respectively basic conditional | ||||
| The world around us | The natural world | Subjunctive after أن، حتى، لكي | ||
| the environment | Verbal nouns | |||
| measurements | Passive voice in the imperfect and the perfect | |||
| materials in nature | Active Participle | |||
| the climate and the weather | Passive Participle | |||
| What does ‘the built environment’ mean? | ||||
| How can we protect environment? | ||||
| Some of the environmental issues/ causes and effects | ||||
| some solutions for the environmental issues | ||||
| Do you prefer urban life or rural life? Why? | ||||
| Is it government or community responsibility to protect environment? Explain. | ||||
| THE LEARNING JOURNEY FOR ARABIC B | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| The world of work | different kinds of learning and educational institutions | Conjunctions and Prepositions | 14 weeks | Communicator, Reflective |
| what is your favorite subject/s at school? Why? | conjunctions | |||
| Which subjects do not you like? Why? | Prepositions | |||
| Describe your school (physicl building, curriculum, teachers, subjects, class mates) | ordinal numbers (masculine and feminine) | |||
| What do you like about your school? Why? | agreement of numbers with nouns | |||
| How can schools prepare students for workplace? | westernised calendar months | |||
| What is your plan when you graduate from school? | clock times (12-hour analogue) | |||
| What do you want to be in future? Why? | persuasive essay | |||
| Describe different kinds of jobs | CV writing skills | |||
| the nature of each job | interview skills | |||
| the advantages and disadvantages of certain jobs | descriptive essay | |||
| How do you write your CV? | ||||
| Job interviews | ||||
| How does culture or experiences impact expectations of what a ‘the best job’ looks like? | ||||
| The International World | different countries around the world | Possessives | 14 weeks | Open-minded, Caring |
| Different nationalities | Interrogatives | |||
| a variety of languages | Common Question Words | |||
| Currencies | singular accusative | |||
| weather and climate in different parts of the world | Verbal sentences word order of verb, subject, object and agreement of subject before and after verbs | |||
| the most popular places and attractions around the world and in the Arabic world | Non-verbal sentences | |||
| compare the famous Arabic dishes with some of the international dishes | Use of إن and its sisters, use of كان and its sisters, Negative with ليس | |||
| What does globalisation mean? How do you think bout it? | descriptive essays | |||
| Describe religious celebrations | comparative essays | |||
| Describe national celebrations in the UAE and in your hometown | persuasive essays | |||
| Describe Personal celebrations | ||||
| traditions and activities done in each celebration | ||||
| comparison between these celebrations and what you have in your countries in terms of clothes, food, etc | ||||
| Compare between celebrations in different parts of the world | ||||
| How does the culture differ from one place to another? | ||||
| How far do these celebrations reflect the individual’s identity? | ||||