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You can choose the order in which you use our units according to your (or your learners) needs and interests. Our units can be used separately since they are themed units and are not like a linear grammar curriculum. However for some units, we have added the suggested before or next unit in their page.
Note: our units were previously numbered. We removed the numbers as it was causing some confusion.
- There is no recommended length for each unit, one unit may take two weeks, another one month. That depends on the time you dedicate to them each week, on the level of your learners etc. We recommend that you take time, use the same resources several times and let your learners take ownership of the content so that they feel comfortable using it even after you are done with this unit.
- We also recommend you to leave the printed (and protected) materials of the units accessible in your home/classroom so that your learners can go back to them whenever they want it and to also remind you to review them from time to time.
Go back to a unit after a few months and increase the level of the activities if you had left some more advanced parts.
For very young children, you will focus on practicing the listening and speaking (repeating) skills, introducing the Arabic alphabet through play and exposing them to vocabulary and fluent sentences.
Our units are suitable for preschoolers when adapting which resources you use and how you use them. For example in the “Greeting & Introducing myself” Unit, with a very young child you can:
– sing the Hello and Goodbye rhymes to him/her and make him/her repeat after you. (It doesn’t have to be perfect!)
– read-aloud the story and point/repeat the key words.
– show him/her the flashcards and make him repeat the words/short sentences and match the cards that are related.
– practice orally what’s in the worksheets (in this unit, the questions/answers for name, age, like/dislike, etc.).
– make him/her watch the unit’s videos.
– help him/her do the “introducing myself” craft shown in the photos in the “Resources in use” section of the unit.
Here are some suggestions:
• Resources like wall displays (seasons/weather wheels, days of the week train, etc.) can be integrated daily into a « morning routine » or « morning circle ».
- Add our printable books to your « morning basket » if you use one (or similar) and read one book aloud per day.
• Have a daily « Arabic time » (it can be 10 minutes, 20 minutes) in which you go through a themed unit.
One day, you introduce the story. The next day, play with the flashcards.
The next day, use the read & repeat videos. The next one, the worksheets. Another day, a related craft. If it’s a unit that involves going outside to practice, plan a trip and take your resources outside, etc.
• Tie up a unit to what you are learning in your other subjects if it is relevant. For example, you can use our birds unit or space unit when you are learning about these topics in Science.
• Integrate one of our short texts + audios from the section « From Child to Child » once a week or once a month (some of them go well with some units).
• Don’t be afraid of repetition, re-using and reviewing a resource several times is good to acquire the language and grow your children’s confidence.
• One of the main goals of our resources is to practice in daily life so that the language is lived and acquired, you can add sticky notes to your home to remind you what you have learned throughout the weeks.
Depending of your learners’ level, here are some activities you can do with our short Arabic texts and audios:
- Listening practice: simply read them aloud/listen to their audio, and enjoy them (maybe at snack or tea time, so it adds coziness!)
- Reading practice: ask your children/students to choose one text they love and make them take turns to read aloud one text or a part of a text.
- Copywork and dictation (words or full sentences; adapt to the child’s level)
- Free-writing or Guided Writing: ask your children/students to write a short text on a similar topic or to write on a topic they want. You can guide them kindly. It’s normal if they make mistakes, if it needs to be edited etc…Be their partner in writing! Also ask them if they want to draw a little drawing illustrating what they wrote about.
We will be happy to support you even more by:
correcting your child’s writing,
recording a read-aloud audio of this writing
publishing it in the FROM CHILD TO CHILD Category to inspire other children, and show him/her that his/her work is valuable!
Since we design our resources with non-native speakers in mind, we make sure we integrate all the necessary vowels. You might be referring to the long sounds, indeed we don’t place vowels on the letters with a long sound created by an Alif, a Waw or a Yaa. For example in the word باب (“door”), you don’t need the vowel (fetha) on the first ب because the long sound it makes comes from the Alif after it.
– in the word في (“in”), you don’t need the vowel (kesra) on the letter ف because its sounds comes from the yaa after it (making a long “eee” sound ).
– in the word نور (“light”), you don’t need a damma on the letter ن because its sounds come from the و (making a long “ooo” sound).
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