Arabic Language Curriculum - United Nations

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Arabic Language CurriculumArabic Language Curriculum1

Arabic Language CurriculumContents*1. Introduction2. UN Levels of Language Competence3. Core curriculum3.1. Introduction3.2. UN Level I - Basic Language Competence3.3. UN Level II - Intermediate Language CompetenceIn 2018, the Secretary-General honoured the project “Harmonization ofLanguage Learning and Assessment throughout the UN Secretariat” with a UNSecretary-General Award in the category of Multilingualism.3.4. UN Level III - Advanced Language Competence3.5. UN Level IV – Expert Language Competence4. Glossary5. Language-specific Curriculumpage 35.1. Application in learning and assessmentpage 45.2. United Nations Language Modelpage 55.3. Language-specific contentpage 75.4. Arabic Language Curriculumpage 9It was awarded to both the Language Training Programme (LTP) at the UNOffice in Geneva and the Language and Communications Programme(LCP) at UNHQ, New York.This project won the award principally for creating the United NationsLanguage Framework, a framework with wide-reaching implications formultilingualism.5.5. Chinese Language Curriculum5.6. English Language Curriculum5.7. French Language Curriculum5.8. Russian Language Curriculum5.9. Spanish Language Curriculum*Content in bold, available in this documentContent greyed out, available in other documents2

Arabic Language CurriculumThe Language-specific Curriculum constitutes a guideline for all locallanguage training programmes across the UN Secretariat to define theircourse programmes and align them with the UN Language Frameworkstandards.The purpose of the UN Language Framework is to leverage andmainstream multilingualism, a core value of the United Nations. It iscomposed of the: UN Levels of Language CompetenceCore Curriculum: common learning objectives and relateddomains, suggested text types and communicative situationsLanguage-specific Curriculum: pragmatic, linguistic and sociocultural competencesThe first two elements are common to all languages and can beconsulted in the document entitled “United Nations LanguageFramework – UN Levels of Language Competence – Core curriculum”.The third element, the “Language-specific Curriculum”, is specific toeach of the six official languages. It is the most detailed layer of the UNLanguage Framework structure and is presented in six separatedocuments, one for each language. The present document is theLanguage-specific Curriculum for the Arabic Language.The Language-specific Curriculum describes the minimum contentrequired to achieve the common learning objectives, as indicated inthe Core Curriculum.UN Levels of Language CompetenceCore CurriculumLanguage-specific CurriculumTargeted users include: Arabic Language CurriculumChinese Language CurriculumFrench Language Curriculumlanguage teachers and trainerslearning focal points and training officers, especially those incharge of language programmesinstructional designers and developers of learning materialsexam and assessments writersEnglish Language CurriculumRussian Language CurriculumSpanish Language CurriculumUnited Nations Language Framework - Components3

Arabic Language CurriculumApplication in learning and assessmentThe UN Language Framework (UN Levels, Core Curriculum andlanguage-specific content for the six official UN languages) is the resultof ongoing work to harmonize language learning and assessmentacross the Organization.Applying the UN Language Framework to local language trainingprogrammes implies: comparing it against existing course programmes andadapting them accordingly to align them to the Framework,and potentially expanding the content and range of coursesoffered. identifying any potential existing gaps between the localtraining offered and the described learning objectives,considering the three domains: personal, public and personal. creating any new course programmes according to thedescriptors of the Framework, also taking identified local needsinto account. identifying up to which UN level the local training programmecan reach in each language, as in some duty stations, somelanguages will not be offered up to UN Level III owing toinsufficient need or resources. deciding on the number of courses covering the UN levelslocally offered, considering that each level will require between150 and 300 hours of instruction, depending on contextual orlanguage-intrinsic factors. deciding on course type (regular or specialized), length andformat (face-to-face, online or blended), based on the UNlevels they cover in each language. taking into account existing best practices and currently usedin-house or mainstream learning materials, in light of theLanguage-specific Curriculum and the descriptors.During the coming years, as this advances, the Language-specificCurriculum will be updated accordingly.In applying the Framework, future phases will focus on self-assessment,examinations for UN Level I and UN Level II, and the creation of learningmaterials.4

Arabic Language CurriculumUnited Nations Language ModelTo define and describe language competence, it is first necessaryto agree on a common understanding of how to operationalizelanguage. This understanding is a representation of languagecalled a language model. The model developed for the purposeof the UN Language Framework will be hereafter called theUnited Nations Language Model1.The United Nations Language Model considers language as acompetence, in terms of knowledge in use, and underlineslanguage as a means of communication. The model follows theprinciple of the action-oriented nature of human communicationand establishes language users at the centre.Its components are key in defining how language competence isdemonstrated and evaluated, and how pedagogical content iscreated and delivered.The model is presented as a semicircle indicatinginterdependent, overlapping components and categories.Language competence includes three main sub-competences:pragmatic, linguistic and sociocultural, which, in turn, include theirrespective categories.It underlies how the language-specific content is distributed andinforms all other elements of the UN Language Framework byconsidering: the action-oriented nature of human communicationthe role of language users both as individuals andas social agentsthe several components comprised incommunicative language competenceThe UN Language Model draws on research and literature sources, such as Bachman and Palmer 1996 and 2010 and Celce-Murcia and Dornyei 1995, and on the work by the Canadian BenchmarksCentre (2015) and the Council of Europe (CEFR 2001, extended set of Descriptors 2017)15

Arabic Language CurriculumCross-cultural competence allows the user to become aware ofcultural values, traditions and behaviours, including their own and totailor communication accordingly.Language competence is integrated through three main subcompetences.Discourse competence allows the user to connect sentences intofunctional, cohesive and coherent texts which achieve theirobjectives, and are accurately and logically connected.Lexis: the level of language consisting of vocabulary.Variation: geographical or social varieties of a language includingaccents and language use.Pragmatic competence allows the user to comprehend and produceoral and written texts aligned with the communicative context andintention.Register: degree of formality and the adaption of style and tone tothe communicative situation.Linguistic competence allows the user to build and recognize wellformed, meaningful messages, according to language system rulesat sentence and text level.At the centre of the communicative language model: the users.Sociocultural competence allows the user to recognize and usesocial and cultural norms and conventions to communicateappropriately in a given context.Sub-competences include overlapping categories.Language users, as individual and social agents triggeringcommunication, are at the centre of the model.Strategic Competence allows the language users to make effective useof resources that activate competences or compensate for any lackthereof.Functional competence allows the user to interpret and performcommunicative functions within defined social and professionalcontexts.The sub-competences and categories of the United NationsLanguage Model determine how the content -the language- will bepresented in the next sections.Grammatical competence allows the user to recognize lexical,morphological, syntactic, phonological and orthographicfeatures of a language and to use these features effectively tointerpret, encode, and decode words and sentences.6

Arabic Language CurriculumLanguage-specific contentSociocultural Competence sectionsSociocultural competence refers to cultural and sociolinguisticconventions: appropriacy regarding the social and cultural context(s).This is a general approach about how to address aspects of variation,register and intercultural competence.The language-specific content, detailed in the following sections, ispresented and categorized according to the language model usingthe categories below:Pragmatic CompetenceFunctional competenceDiscourse Competence*2The Language-specific Curriculum expands the Core Curriculum as itguides linguistic experts through language-specific content. Thus, itensures that the harmonized, common learning objectives for each UNlevel are achieved in each target language.Since the highly specialized learning objectives for UN Level IV have notbeen defined, the language-specific content for this level has beenexcluded from the present document.Linguistic CompetenceGrammatical competenceMorphology and SyntaxPhonology*Orthography*Lexis**3Sociocultural CompetenceVariation (dialects, social and geographical varieties)*Register (tone, style)*Intercultural competence (social conventions, traditions, values, UNculture)*ApproachIn all categories, the content is organized randomly, and is understood asthe minimum to achieve the learning objectives for each UN level.Jargon or highly specialized terminology has been avoided as much aspossible. The content has been compiled following a hybrid approachthat combines acknowledged sources or publications in foreignlanguage research and teaching experience within the UN context.Pragmatic Competence sectionsFunctional Competence presents functions or speech acts: what usersdo when using the language for a communicative purpose.For ease of use, both English and the target language are used topresent the categories.Linguistic Competence sectionsLinguistic Competence is composed of morphology and syntax, andlexis: the linguistic tools enabling users to carry out the functions.The content for each UN level aligns with the Core Curriculum: learningobjectives, text types and communicative situations. Each level buildsfrom one to the next. Therefore, the content described in one UN levelimplies the acquisition of the previous level(s).The content identified is representative of each level, hence, notexhaustive, and is expanded with examples where possible.* Open to future development and application to local course programmes** Although it is placed under linguistic competence, lexis is considered a cross-cutting category.27

Arabic Language CurriculumArabic Language CurriculumSpecificitiesAlthough the Language-specific Curriculum is presented in a linear waywithin each UN level, the repetition and deepening required foreffective language acquisition is necessary and must be reflected onand planned for in the local language training programmes.The Arabic used and assessed in the United Nations is theModern Standard Arabic or fuS-Ha, both in written andspoken standards.The content defined for each UN level is the indispensable minimumthat should be mastered to achieve this level. However, it may beextended to respond to locally-defined learning needs, to exemplify,when the target language is the local language or when a specific fieldof vocabulary is required locally.However, special attention will be paid to consider one ormore main spoken dialects, as they are essential for everydaycommunication. Decisions on which dialect(s) will beprioritized, especially for the oral components, will be takenlocally and with a view to fulfill the most immediatecommunication needs.ConventionsNote that the content of the linguistic category Morphologyand Syntax is mostly to be acquired at UN I and UN II for theArabic language.At the UN III level, the category Lexis is predominant. The titles of main groups - macro functions, morphology andsyntax, lexis topics - are coloured in orange and bolded. The titles of main groups are in English or French, or both inEnglish or French, and the target language. All content is numerated for ease of consultation anddiscussion. The numeration does not imply any sequence orprioritization of any kind. Examples are representative, illustrative of the differentelements or topics listed in each category. They are not a finitelist. Examples can be presented as text fragments, sentences,chunks of words and single words.odistinguish between different sounds and associatethem with the appropriate letters. Examples are in cursive, except for non-Latin alphabets, andindented.oknow the six vowel phonemes (three short vowels andthree long vowels) In the “Pragmatic competence” section, the titles in orangerepresent macro-categories that are repeated across all the UNlevels.However, even if the titles are identical, the content listedunder these categories varies depending on the UN level.orecognize and produce hard and soft consonants.At a UN Level I, Arabic users are able too write all the independent positions of the 28 Arabicalphabet letterso write the three different positions of each letter of thealphabet (initial, medial and final)o be aware of the two main writing styles, naskh andruq3ao8pronounce the definite article combined with solarletters and lunes letters.

Arabic Language CurriculumUN LEVEL IBASIC LEVEL OF LANGUAGE COMPETENCE9

Arabic Language Curriculum UN LEVEL I ARABIC PRAGMATIC COMPETENCE - Functional Competence .1 اﻟﺘﺤﯿﺔ واﻟﺘﻌﺮﯾﻒ ﺑﺎﻟﻨﻔﺲ وﺗﻘﺪﯾﻢ اﻵﺧﺮﯾﻦ Greet and introduce oneself or other people 1.1 اﺳﺘﺨﺪام اﻟﺘﺤ ﺎت اﻟﻤﺨﺘﻠﻔﺔ Using different greetings اﻟﺨ / ﻣﺴﺎء اﻟﻨﻮر اﻟﺨ / ﺻبﺎح اﻟﻨﻮر - ﻣﺴﺎء ي ﺻبﺎح ي اﻟﺴﻼم ﻋﻠ كﻢ / وﻋﻠ كﻢ اﻟﺴﻼم ﺗﻌﺒ ات ﺴ ﻄﺔ وأﺳﻠﻮب ﻣﻬﺬب 1.2 اﺳﺘﻘبﺎل وﺗﻮدﻳﻊ اﻵﺧ ﻦ بﺎﺳﺘﺨﺪام ي Receive someone and take leave using simple expressions and polite forms ً ً وﺳﻬﻼ ، ﻓﻨﺎ . ﻣﺮﺣبﺎ ، أهﻼ بﺨ ، ﺗﻤﺎم ، اﻟﺤﻤﺪ ، ﻣﻊ اﻟﺴﻼﻣﺔ ، ﺴﻠﻤﻚ . ﻛ ﻒ اﻟﺤﺎل؟ ي 1.3 ﺗﻘﺪﯾﻢ اﻵﺧﺮﯾﻦ Introduce others ھﺬا ﺻﺪﯾﻘﻲ ﻣﺤﻤﺪ ، ھﻮ طﺒﯿﺐ . ھﺬه أﺧﺘﻲ ﻣﻨﻰ ، ھﻲ أﺳﺘﺎذة . .2 طﻠﺐ وإﻋﻄﺎء ﺣﻘﺎﺋﻖ وﻣﻌﻠﻮﻣﺎت ﺑﺴﯿﻄﺔ Ask and give factual information 2.1 اﻟﺴﺆال واﻹﺧبﺎر ﻋﻦ ﻣﻌﻠﻮﻣﺎت ﺷﺨﺼ ﺔ ﺴ ﻄﺔ Ask and give basic personal information اﺳ ي . ﻣﺎ اﺳﻤﻚ؟ ي ﻣﻦ أﻳﻦ أﻧﺖ؟ أﻧﺎ ﻣﻦ هﻮﻟﻨﺪا . أﻳﻦ ﺗﻌﻤﻞ؟ أﻋﻤﻞ ن ي اﻷﻣﻢ اﻟﻤﺘﺤﺪة . أﻳﻦ ﺴﻜﻦ؟ أﺳﻜﻦ ن ي ﺟﻨ ﻒ . ﻣﺎ ﻋﻤﺮك؟ ﻋﻨﺪي 35 ﺳﻨﺔ . ين ﺗﺘﺤﺪﺛن؟ أﺗﺤﺪث ﺛﻼث ﻟﻐﺎت . كﻢ ﻟﻐﺔ 2.2 اﻟﺴﺆال واﻹﺧبﺎر ﻋﻦ اﻟﻌﺎدات واﻟﻬﻮا ﺎت Ask about and tell one's habits and hobbies ﻣﺎ ر ﺎﺿﺘﻚ اﻟﻤﻔﻀﻠﺔ؟ أﺣﺐ اﻟﺴبﺎﺣﺔ واﻟﺠﺮي . ي اﻟﻤﻮﺳ . هﻮا ﺎﺗﻚ؟ أﻓﻀﻞ اﻻﺳﺘﻤﺎع إ ﻣﺎ ي ن ﻣئ ﺗتﻨﺎول اﻟﻔﻄﻮر؟ داﺋﻤﺎ أﺗﻨﺎول اﻟﻔﻄﻮر ي اﻟﺴﺎﻋﺔ اﻟﺴﺎبﻌﺔ ﺻبﺎﺣﺎ . 2.3 اﻟﺴﺆال واﻹﺧبﺎر ﻋﻦ اﻷ ﺸﻄﺔ اﻟﻤﻌﺘﺎدة ﻣﻊ ﺗﺤﺪ ﺪ اﻟﻴﻮم واﻟﻮﻗﺖ واﻟﻤكﺎن Ask and give information about routine activities specifying day, time and location ً ﺻبﺎﺣﺎ ين ﻣﺴﺎء . ﺣى اﻟﺨﺎﻣﺴﺔ اﻻﺛﻨن إ اﻟﺠﻤﻌﺔ ﻣﻦ اﻟﺴﺎﻋﺔ اﻟﺘﺎﺳﻌﺔ أﻋﻤﻞ ﻣﻦ اﻟ ﺎ بﻌﺪ اﻟﻌﻤﻞ . أﻣﺎرس اﻟ ﺎﺿﺔ ي اﻟﻤﺮﻛﺰ ي اﻟﻴﻮ ؟ ﻣﺎ هﻮ ﺑﺮﻧﺎﻣﺠﻚ ي 2.4 اﻟﺴﺆال ﻋﻦ و ﻋﻄﺎء وﺻﻒ ﺴ ﻂ ﻟﻸﺷﺨﺎص واﻷﺷ ﺎء واﻷﻣﺎ ﻦ Ask and give a simple description of a person, object, or place هﻞ أﻋﺠبﻚ اﻟﻤﻄﻌﻢ؟ ﻧﻌﻢ ، كﺎن اﻟﻄﻌﺎم ﻟﺬ ﺬا واﻟﺨﺪﻣﺔ ﻣﻤﺘﺎزة . ن أ ﻃ ﺐ وﻟﻄ ﻒ وﻟ ﻨﻪ ﺧﺠﻮل . ي 2.5 ﻃﻠﺐ و ﻋﻄﺎء إرﺷﺎدات ﻃ ﻖ ﺴ ﻄﺔ Ask and give simple directions ﻛ ﻒ أذهﺐ إ ﺑﻨﺎ ﺔ اﻟﻤﺆﺗﻤﺮات؟ اﺗﺠﻪ ﻤﻴﻨﺎ وﺳﺘﺠﺪهﺎ إ ﺴﺎرك . اﻟﺘﻌﻠ ن ي اﻟﺪور اﻟﺜﺎﻟﺚ . اﻟﺘﻌﻠ ؟ اﻟﻤﺮﻛﺰ أﻳﻦ اﻟﻤﺮﻛﺰ ي ي 2.6 اﻟﺴﺆال واﻹﺧبﺎر ﻋﻦ اﻟﻄﻘﺲ واﻟﻤﻨﺎخ Ask and give information about weather or climate ﻛ ﻒ اﻟﻄﻘﺲ اﻟﻴﻮم؟ اﻟﻄﻘﺲ ﻣﺸﻤﺲ ودرﺟﺔ اﻟﺤﺮارة 70 ﻓﻬﺮﻧﻬﺎ ﺖ وﻟ ﻦ اﻟﺮﻃ ﺔ ﻋﺎﻟ ﺔ . ﻛ ﻒ اﻟﻤﻨﺎخ ن ي ﻣ ؟ اﻟﺠﻮ ﻣﺸﻤﺲ وﺣﺎر ن ي اﻟﺼ ﻒ وﻟ ﻦ بﺎرد وﻣﻤﻄﺮ ن ي اﻟﺸﺘﺎء . .3 اﻟﺴﺆال ﻋﻦ اﻟﺮأي وإﺑﺪاؤه Ask and express opinions واﻟﺘﻌﺒ ﻋﻤﺎ ﺤبﻪ اﻟﻤﺮء و بﻐﻀﻪ 3.1 اﻟﺴﺆال ي Ask and express likes and dislikes ﻣﺎذا ﺗﺤﺐ؟ أﺣﺐ اﻟﺴﻔﺮ . ن ﻛﺜ ا . أﻋﺘﻘﺪ أﻧﻪ ﺻﻌﺐ . هﻞ ﻌﺠبﻚ هﺬا اﻟﺼﻒ؟ ﻻ ﻌﺠﺒي ي ي 3.2 اﻟﺴﺆال ﻋﻦ واﻹﺟﺎبﺔ ﻋ اﻟﺘﻔﻀ ﻼت واﻻﺧﺘ ﺎرات ﻓ ﻤﺎ ﺨﺺ اﻷﺷﺨﺎص واﻷﺷ ﺎء واﻷﻣﺎ ﻦ Ask and respond to preferences when comparing people objects or places اﻟﺨ وات واﻟﻔﻮا ﻪ أي ﻃﻌﺎم ﺗﻔﻀﻞ؟ أﻓﻀﻞ أ ﻞ ين ﺗﻔﻀﻠن اﻟﺪﺟﺎج اﻟﻤﺸﻮي أم اﻟﺴﻤﻚ اﻟﻤﺸﻮي؟ أﻓﻀﻞ اﻟﺴﻤﻚ اﻟﻤﺸﻮي . هﻞ ين ﺗﻔﻀﻠن؟ اﻟﺴﻔﺮ بﺎﻟﺴ ﺎرة أم بﺎﻷﺗ ﺲ؟ أﻓﻀﻞ اﻟﺴﻔﺮ بﺎﻟﺴ ﺎرة . ﻣﺎذا واﻟﺘﻌﺒ ﻋﻨﻬﺎ 3.3 اﻟﺴﺆال ﻋﻦ اﻵراء اﻟﻤﺘﻌﻠﻘﺔ بﻤﻮاﺿﻴﻊ ﺴ ﻄﺔ ي Ask and express opinions related to basic topics ﻣﺎ رأ ﻚ ن ي هﺬا اﻟﻔ ﻠﻢ؟ أﻋﺘﻘﺪ أن ﻗﺼﺘﻪ ﺟ ﺪة . بﺎﻟنﺴبﺔ ﻟﻚ ، ﻣﺎ أﻓﻀﻞ ﺟﺎﻣﻌﺔ ن ﻧﻴ ﻮرك؟ ن أﻓﻀﻞ ﺟﺎﻣﻌﺔ . ﻛﻮﻟﻮﻣﺒ ﺎ ﺟﺎﻣﻌﺔ ، أي ر ي يي ي ي ي هﻞ ﺗﺘﻔﻖ ﻣﻊ رأي زﻣ ﻠﻚ؟ وﺟﻬﺔ ﻧﻈﺮە ﺟ ﺪة وﻟ ﻦ ي وﺟﻬﺔ ﻧﻈﺮ أﺧﺮى . 3.4 ﻃﻠﺐ و ﻋﻄﺎء ﻧﺼﺎﺋﺢ واﻗ اﺣﺎت ﺴ ﻄﺔ Ask and give simple suggestions/advice ﻣﺎ ﻧﺼ ﺤﺘﻚ ﺎ أﺳﺘﺎذ؟ أﻧﺼﺤﻚ بﻤﺮاﺟﻌﺔ اﻟﻤﻔﺮدات ﻗبﻞ اﻻﻣﺘﺤﺎن . ن ﺗﻨﺼﺤى أن أﻓﻌﻞ؟ أﻧﺼﺤﻚ بﺄن ﺗﻘﺪم ﻋ وﻇ ﻔﺔ ﺗﺤﺒﻬﺎ . ﻣﺎذا ي ﻣﺎذا ً ﻣﺴﺎء؟ ه ﺎ ﻧﺬهﺐ ﻟﻤﺸﺎهﺪة ﻓ ﻠﻢ . ﺗﻘ ح أن ﻧﻔﻌﻞ أﻗ ح اﻟﺬهﺎب إ اﻟﻤﺘﺤﻒ . 10 4. ﺻﯿﺎﻏﺔ طﻠﺒﺎت ﺑﺴﯿﻄﺔ ، وﻗﺒﻮﻟﮭﺎ أو رﻓﻀﮭﺎ Make, accept or decline a simple request 4.1 ﺻ ﺎﻏﺔ ﻃﻠﺐ ﺴ ﻂ واﻟﺮد ﻋﻠ ﻪ Make and respond to a simple request ﻣﺴﺎﻋﺪي؟ هﻞ ﻤﻜﻨﻚ ي بﺎﻟﻄﺒﻊ ، ﻃبﻌﺎ ، ﻋ اﻟﺮﺣﺐ واﻟﺴﻌﺔ / بكﻞ ور . ن ين ﻣﺴﺎﻋﺪي ي ﻛﺘﺎبﺔ اﻟﺘﻘ ﺮ؟ ﺴﺘﻄ ﻌن هﻞ ي ن ﻤﻜﻨي ﻣﺴﺎﻋﺪﺗﻚ ﻏﺪا . ﻟ ﻦ اﻟﻴﻮم ، ﻛﺜ ﻋﻤﻞ آﺳﻔﺔ ، ﻋﻨﺪي ي ي 4.2 ﻋﻤﻞ ﻃﻠﺒ ﺔ ﺴ ﻄﺔ Make a simple order أر ﺪ دﺟﺎج ﻣﺸﻮي ﻣﻊ أرز ﻣﻦ ﻓﻀﻠﻚ؟ ﺗﺤﺖ أﻣﺮك ﺗﻔﻀﻞ! ﺗﻔﻀ . ﻣﻤﻜﻦ ﻋﻠبﺔ ﺣﻠ ﺐ ﻣﻦ ﻓﻀﻠﻚ؟ ي 4.3 اﻟﺘﺨﻄ ﻂ ﻟﺤﺪث او ﺸﺎط ﺴ ﻂ ﻣﻊ ﺗﺤﺪ ﺪ اﻟﺰﻣﺎن واﻟﻤكﺎن ووﺳﺎﺋﻞ اﻟﻤﻮاﺻﻼت Make a simple plan specifying date, time, location and means of transportation اﻟﻴﻮم ﺳﺄﺳﺎﻓﺮ بﺎﻟﻘﻄﺎر إ واﺷﻨﻄﻦ ﻟ ﺎرة اﻟﺒ ﺖ اﻷﺑ ﺾ . وزو ﺳﻨﺬهﺐ ﻟﻠﻌﺸﺎء ﻣﻊ أﺻﺪﻗﺎﺋﻨﺎ ﻣﺴﺎء اﻟﻴﻮم . أﻧﺎ ي 4.4 ﻋﻤﻞ ﻣﻮﻋﺪ أو ﺣﺠﺰ و ﻟﻐﺎؤهﻤﺎ Make and cancel a simple appointment or reservation ن آﺳﻒ . ﻟﻦ أﺳﺘﻄﻴﻊ ﺣﻀﻮر اﻻﺟﺘﻤﺎع اﻟﻴﻮم . ﻋﻨﺪي ﻣﻮﻋﺪ آﺧﺮ ي ﻧﻔﺲ اﻟﻮﻗﺖ . هﻞ أﺳﺘﻄﻴﻊ ﺗﺤﺪ ﺪ ﻣﻮﻋﺪ ﻣﻊ اﻟﻄﺒ ﺐ ﻏﺪا ي اﻟﺜﺎﻟﺜﺔ ﻇﻬﺮا؟ 4.5 ﻋﻤﻞ وﻗﺒﻮل دﻋﻮة أو رﻓﻀﻬﺎ Extend, accept or decline an invitation ن ﺳﺄﺣ اﻟﺤﻔﻞ! ﺳﺄ ﻮن هﻨﺎك بﺎﻟﺘﺄ ﺪ . بﺎﻟﻄﺒﻊ زو ﺳيﺘﻤﻜﻦ ﻣﻦ اﻟﺤﻀﻮر . آﺳﻔﻪ ، ﻻ أﺳﺘﻄﻴﻊ اﻟﺤﻀﻮر ﺴبﺐ اﻟﻌﻤﻞ وﻟ ﻦ ي ن ﻣ . ﻋ ﺪ ﻣ ﻼدي ﻳﻮم اﻷﺣﺪ اﻟﻘﺎدم ، أر ﺪك أن ي ﺗﻜﻮي ي .5 وﺻﻒ وﺳﺮد اﻟﻤﻮاﻗﻒ واﻷﺣﺪاث واﻟﺨﺒﺮات Describe and narrate situations, events and experiences ً ُ ذهبﺖ ﻟ ﺎرة ﻛﺜ ا . أوﻻ ، ذهﺒﻨﺎ ﻳﻮم اﻟﺠﻤﻌﺔ أﺧي ي وﻻ ﺔ يﻓ ﺟﻴن ﺎ واﺳﺘﻤﺘﻌﺖ بﺎﻟﺮﺣﻠﺔ ي ي وداﻓﺌﺎ ، ﺛﻢ ﺗﻨﺎوﻟﻨﺎ اﻟﻐﺬاء ن ﻋﺮئ . بﻌﺪ ذﻟﻚ ، زرﻧﺎ ﻣﻄﻌﻢ ﻣﺸﻤﺴﺎ اﻟﺠﻮ كﺎن إ اﻟبﺤﺮ ﺣ ﺚ ي ي وأﺧ ا رﻛبﺖ اﻻﺗ ﺲ ورﺟﻌﺖ إ ﻧﻴ ﻮرك . ﻣﺘﺤﻒ اﻟﻔﻨﻮن وﺷﺎهﺪﻧﺎ اﻟﺮﺳﻮﻣﺎت اﻟﺮاﺋﻌﺔ . ي ﻟﻘﺪ كﺎﻧﺖ ﺣﻘﺎ رﺣﻠﺔ ﻣﻤﺘﻌﺔ! اﻟﺼبﺎح ، ن وﻟ ى وﺟﺪت اﻟ ﻃﺔ هﻨﺎك . ﻷﻋﻤﻞ اﻟﺒﻨﻚ إ ذهبﺖ ﺛﻢ ﻗﻬﻮة ﻓﻨﺠﺎن ﺖ ي ي ن ﺣﺪث ﻟﻢ أﻋﺮف ﻣﺎ وﻟ ي ﺳﻤﻌﺖ بﻌﺾ اﻟﻨﺎس ﻳﺘكﻠﻤﻮن ﻋﻦ ﻗﺔ ن ي اﻟﺒﻨﻚ . ﻋﻨﺪﻣﺎ ﺣﺎوﻟﺖ ي ن ن ﺴﺘﻄ ﻌن اﻟﺪﺧﻮل ﻷن هﻨﺎك ﻗﺔ ﺣﺪﺛﺖ ي اﻟﺒﻨﻚ . دﺧﻮل اﻟﺒﻨﻚ ، ﻗﺎل ي اﻟﻀﺎبﻂ" ﻻ ي ﻳﻮ أﺷﺎهﺪ اﻷﺧبﺎر ن ي اﻟﺘﻠ ﻔ ﻮن . - ﻓﻌﺪت إ اﻟﺒ ﺖ وﻗﻀ ﺖ ي

Arabic Language Curriculum UN LEVEL I ARABIC PRAGMATIC COMPETENCE - Discourse Competence رواﺑﻂ اﻟﻌﻄﻒ Coordinating conjunctions و ، ﻓـ ، ﺛﻢ ، أو ، أم رواﺑﻂ اﻟﺘﻀﺎد Contrast ﻟ ﻦ ّ - ْ ﻟ ﻦ رواﺑﻂ اﻟﻮﺻﻞ Amend كﻤﺎ ، بﺎﻹﺿﺎﻓﺔ ﻟﺬﻟﻚ ، بﺎﻹﺿﺎﻓﺔ ﻟﻬﺬا ، أ ﻀﺎ ، ﻛﺬﻟﻚ رواﺑﻂ اﻟﺘﻮﻛﯿﺪ Emphasis ً ﻓﻌﻼ ، ﺣﻘﺎ ، ي اﻟﺤﻘ ﻘﺔ رواﺑﻂ اﻟﺘﺘﺎﺑﻊ Sequencing ً ً ً ن ن وأﺧ ا ، أوﻻ ، ﺛﺎﻧ ﺎ ، ﺛﺎﻟﺜﺎ

Core Curriculum: common learning objectives and related domains, suggested text types and communicative situations Language-specific Curriculum: pragmatic, linguistic and socio-cultural competences The first two elements are common to all languages and can be consulted in the document entitled “United Nations Language

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ﺑﺮﻌﻟا The Beginner's Guide to Arabic GUIDE TO STUDYING ARABIC 2 WHY STUDY ARABIC 2 HOW TO STUDY ARABIC 3 WHERE TO STUDY ARABIC 4 WHAT YOU NEED BEFORE YOU START 4 THE ARABIC ALPHABET 5 INTRODUCTION TO THE ALPHABET 5 THE LETTERS 6 THE VOWELS 11 SOME BASIC VOCABULARY 13 RESOURCES FOR LEARNING ARABIC 17 ONLINE 17 RECOMMENDED BOOKS 18 OUR NEWSLETTERS 19 by Mohtanick Jamil . Guide to .

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Classical Arabic to Modern standard Arabic Focusing on the main reason for changes within the Arabic language. Then it discusses the Arabic dialects focusing on the phenomenon of diglossia, which is the existence and use of two or more types of Arabic in an Arabic-speaking country, the reasons for its existence and its effect

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Syllabus - Department of Arabic, L. U. ARABIC B. A. III, Paper III History of Arabic Literature and Composition M. M. 50 (Outlines) (A) UNIT-I Pre-Islamic Period and Umayyad Period UNIT-II Abbasid Period, Modern Period (B) UNIT-III Translation from Arabic into English/Urdu and Vice Versa UNIT-IV Letter Writing or Essay on any topic in Arabic .

UNFICYP United Nations Peacekeeping Force in Cyprus UNIDO United Nations Industrial Development Organization UNIFIL United Nations Interim Force in the Lebanon UNIKOM United Nations Iraq-Kuwait Observation Mission UNMOGIP United Nations Military Observer Group in India and Pakistan

UN DKPO United Nations Department of Peacekeeping Operations UNAMID African Union/United Nations Hybrid operation in Darfur UNAMSIL United Nations Mission in Sierra Leone . XIV UNEF 1 United Nations Emergency Force in Egypt UNHCR Office of the United Nations High Commissioner for Refugees UNISFA