Scheme of Work

Cambridge IGCSE™ / Cambridge IGCSE (9–1)

First Language Arabic 0508 / 7184
For examination from 2020

Version 1
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Contents

Contents................................................................................................................................................................................................................................................... 3
Introduction............................................................................................................................................................................................................................................... 4
Key writing skills....................................................................................................................................................................................................................................... 8
Reading a variety of texts....................................................................................................................................................................................................................... 11
Descriptive and personal writing............................................................................................................................................................................................................. 13
Reading and responding to writing......................................................................................................................................................................................................... 17
Reading for meaning.............................................................................................................................................................................................................................. 21
Narrative writing...................................................................................................................................................................................................................................... 27
Discursive and argumentative writing..................................................................................................................................................................................................... 32
Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.

Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of learners and size of the class. Length of time allocated to a task is another
possible area for differentiation.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below give some guidance about how many hours we recommend you spend on each topic area.

% of the Guided learning

Scheme of work units Notes
course hours

Unit 1: Key writing skills This unit consolidates learners’ existing writing skills and is designed to build confidence in the
basics of Arabic language: parts of speech, types of sentences and sentence structure, 14% 18 hours
connectives, grammar and spelling, and register.

Unit 2: Reading a variety This unit takes learners through fiction and non-fiction texts and explores the ideas of genre,
of texts audience and writer’s craft. It is intended to encourage an interest in reading and a desire to
5% 7 hours
read Arabic inside and outside the classroom. It introduces learners to the ideas of audience,
tone and register, as well as how writers make use of language through imagery.

Unit 3: Descriptive and This unit explores examples of good descriptive and personal writing and encourages learners
personal writing to analyse these. It takes learners through the process of producing their own pieces of 18% 23 hours
descriptive and personal writing.

Unit 4: Reading and This unit explains to learners how to identify and respond to the main ideas of a text, such as 18% 23 hours
responding to writing following a sequence or argument, identifying the conclusion, distinguishing fact from opinion,
and giving a personal response to the theme in a text. It explores the conventions of various
types of writing: reports, letters, interviews, articles and speeches, considering objectives,

4 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

% of the Guided learning

Scheme of work units Notes
course hours

content, layout, audience, tone and register.

Unit 5: Reading for This unit looks at the basic components of fiction and how to analyse a text.
18% 23 hours
meaning

Unit 6: Narrative writing This unit explores examples of good narrative writing and encourages learners to analyse
14% 18 hours
these. It takes learners through the process of producing narrative writing.

Unit 7: Discursive and This unit explores examples of good discursive and argumentative writing and encourages
argumentative writing learners to analyse these. It takes learners through the process of producing discursive and 14% 18 hours
argumentative writing.

Teaching order
The units are planned to be delivered in order to develop balanced reading and writing skills. Some units are designed to support both reading and writing skills while
some focus on specific skills. The allocated percentage of skills taught in each unit follows the weighting of assessment objectives as stated in the syllabus
(Reading 50%, Writing 50%).

Unit 1 supports Paper 1 Reading and Paper 2 Writing.

Units 2, 4, 5 and 6 support Paper 1 Reading.
Units 3 and 7 support Paper 2 Writing.

The order of the units within the scheme of work follows the development of candidates’ skills and not the pattern of the examination. The rationale behind this is that
the examination is designed to assess the candidates’ skills summatively (i.e. at the end of the course). There is scope for flexibility within the teaching order,
depending on the background of the candidates at the start of the course. The scheme of work should be revisited regularly throughout the teaching of the course.

Assessment objectives AO1 Reading Assessment objectives AO2 Writing

R1 understand and collate explicit meaning W1 articulate experience and express what is thought, felt and imagined
R2 understand, explain and collate implicit meanings and attitudes W2 order and present facts, ideas and opinions
R3 select, analyse and evaluate what is relevant to specific purposes W3 understand and use a range of appropriate vocabulary
R4 understand how writers achieve effects. W4 use language and register appropriate to audience and context
W5 make accurate and effective use of paragraphs, grammatical structures,
sentences, punctuation and spelling.

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 5
Scheme of Work

Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge International, is listed at www.cambridgeinternational.org

Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all
textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each
learning objective. In addition to reading the syllabus, teachers should refer to the specimen assessment materials.

School Support Hub

The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training
opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support
Hub at www.cambridgeinternational.org/support. If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).

The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.

6 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE First Language Arabic 0508 syllabus and it provides some ideas and suggestions of how to cover the
content of the syllabus. We have designed the following features to help guide you through your course.

Suggested teaching activities give you lots of

Learning objectives help your learners by making it
ideas about how you can present learners with
clear the knowledge they are trying to build. Pass
new information without teacher talk or videos.
these on to your learners by expressing them as ‘We
Try more active methods which get your learners
are learning to / about…’.
motivated and practising new skills.
Learning objectives Suggested teaching activities

Communicate clearly, Main focus area: Being content

effectively and Give learners a short passage about ‘Happiness’ and how important it is to appreciate nature.
imaginatively
Formative assessment (F) is on- Learners write sentences using the words which are not in their own list. Learners can
going assessment which informs
Articulate you
experience demonstrate their understanding of words shared by other learners and have a note of any new
Independent
about the progress andof your learners.
express what is words that they have learned. (I)
study (I) gives
Don’t forget to leavethought,
time to felt
review
and
your learners
what your learners have learnt, you
imagined Learners identify a word from their own list and indicate another word with similar meaning or a
the opportunity
could try question and answer, tests, word with opposite meaning; synonym and antonym). (F)
to develop their
quizzes, ‘mind maps’, or ‘concept …………………………………..
own ideas and
maps’. These kinds of activities can Ask learners to focus on the type of questions asked when doing elaborative reading or
understanding
be found in the scheme of work. elaborative understanding of an issue. Ask them to look at the WHY, WHO, WHERE, HOW,
with direct input
WHEN, WHAT questions.
from you.
Extension activity: Learners read another paragraph in Arabic and use the same questions
(WHAT, WHEN, WHERE, WHO, HOW & WHY) and in that get use to the elaborative technique.

Past and specimen papers

Extension activities provide your
Past , specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)challenge
abler learners with further
beyond the basic content of the course.
Innovation and independent learning
Specimen papers, past papers and mark schemes are the basis of these activities.
are available for you to download at:
www.cambridgeinternational.org/support

Using these resources with your learners allows you to

check their progress and give them confidence and
understanding.

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 7
Scheme of Work

Key writing skills

Learning objectives Suggested teaching activities

Communicate clearly, effectively Main focus area: Being content
and imaginatively Give learners the text ( ‫ )ابتسم للحياة‬from Reading past paper 0508/01 Jun 2018 about the importance of positive thinking
and contentment.
Articulate experience and
express what is thought, felt and Learners have to identify at least three to five words that they understand.
imagined
The individual learners present the list of words (they understood or familiar with) and explain (articulate and express) the
Assessment objective: W1 meanings of the words to the class. A class list should be created on the board or in their notebooks.

Learners identify a word from their own list and provide another word with similar meaning or a word with opposite meaning;
synonym and antonym. (F) Here are some examples:
Word Antonym Synonym
‫منسجم‬ ‫متوافق‬ ‫متنافر‬
‫يجَّد‬ ‫يكدح‬ ‫يتخاذل‬
‫المتدفق‬ ‫الجاري‬ ‫الناضب‬
‫سانحة‬ ‫متاحة‬ ‫عسيرة‬

Learners write sentences using the words which are not in their own list. Learners can demonstrate their understanding of
words shared by other learners and have a note of any new words that they have learned. (I)

Sequence facts, ideas and Give learners the article: ‫ قصة الصياد‬from Reading past paper 0508 Paper 1 Jun 2018.
opinions Learners read the article and note and understand the sequencing of the arguments or opinions of the writer.
The four main points discussed in the article are:
Assessment objective: W2 Points made Order in article Suggested order
Happiness is not in materialistic gains 1
Be content and happy with what you have 2
Do not look at what others have 3
Enjoy nature and what it has to offer 4
Simplicity brings enjoyment and satisfaction 5

In groups learners discuss if they agree with the writer’s points. The groups then present the order which they have agreed on
(which one of the five points should come first, followed by the consequent points). (F)

8 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Learners then construct at least one or two sentences using one of the five points; either agreeing or disagreeing with the
article. (I)

For example
Happiness is not in materialistic gains
I do not quite agree with the fact that happiness is not in having materialistic gains. I personally believe that owning a good car
and being able to travel are a great source of happiness.

Use a range of appropriate Introduce this website to learners: https://aawsat.com/home/international/section/culture

vocabulary
In groups of four or five learners identify 15−20 words, from the website, which they are familiar with, or don’t understand.
Assessment objective: W3
The groups present their sets of words and indicate the “degree of familiarity”. (F)
Words that they find:
 very familiar (easy to understand)
 not familiar (don’t understand)

(Example: Supposing all five learners know all the words that they selected from the website the degree of familiarity will be
100%)

Individual learners write one or two sentences using the words assigned or identified by the group members. (I)

Use a range of appropriate Illicit examples of prepositions or connectors from learners that they already know or have heard or used before.
vocabulary Learners can create their own lists and compare them with each other.

Assessment objective: W3 Using the same website, learners find prepositions or connectors and add them to their lists – they should give example
sentences to illustrate the preposition so they are clear about the meanings.

Learners then identify more prepositions used in the article: ‫للحياة‬ ‫ ابتسم‬. (F)

Make accurate use of spelling, Give learners a set of words (extracted from the articles) and they have to write sentences using the words correctly
punctuation and grammar
Example of words and their corresponding sentences
Assessment objective: W5 i) ‫( عظائم األمور – من عظائم األمور التخطيط الجيد للمستقبل‬one of the greatest tasks is to plan for the
future)
ii) ‫ منظاره‬-‫(كان منظاره الذي يرى به الدنيا نقيًا‬the perception by which he sees the world would be pure)
iii) ‫ وإنما يفتحونها للدرهم والدينار‬،‫إنما –) أكثر الناس ال يفتحون أعينهم لمباهج الحياة‬Most people do not open

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 9
Scheme of Work

Learning objectives Suggested teaching activities

their eyes to see the beauty of life, however they only open them to see the Dirham and Dinar)

Learners spell out and write the words in a quiz (Spelling Bee: a competition where the announcer reads each word out loud,
and the competitors then spell the word out loud letter by letter www.en.wikipedia.org/wiki/Spelling_bee, challenging each other
and testing each other’s accuracy. (F)

Using tone, style and register Give the same set of words to learners and they have to develop another set of parallel words with same or almost close
appropriate to audience and meanings. By doing this, learners strengthen their comprehension and consumption of the words in different social settings or
context contexts.

Assessment objective: W4 After developing the synonyms, learners (in groups) present “sketches” or “mini drama” with a simple plot. Each group presents
the same drama (same story line) but they have to creatively use the (original set of) words and the parallel synonyms. (F)

Make accurate use of spelling, Give learners a set of words (extracted from the articles) and they have to pronounce the words correctly with the guidance of
punctuation and grammar the teacher.

Assessment objective: W5 They spell out and write the words in some competitive manner (Spelling Bee). The competition is for learners to challenge
themselves on the spelling accuracy. (F)

Using tone, style and register Give the same set of words to learners and they have to develop another set of parallel words with same or almost close
appropriate to audience and meanings. By doing this, learners strengthen their comprehension and consumption of the words in different social settings or
context contexts.

Assessment objective: W4 After developing the synonyms, learners (in groups of four or five) present “sketches” or “mini drama” with a simple plot.
Each group presents the same drama (same story line) but they have to creatively use the (original set of) words and the
parallel synonyms. (F)

Past and specimen papers

Past papers and mark schemes are available to download at www.cambridgeinternational.org/support

0508 Paper 1 Jun 2018 – Text 1 and 2

10 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Reading a variety of texts

Learning objectives Suggested teaching activities

Understanding the use Main focus area: Being content
of imagery and literary Give learners an explanation on being happy and content
devices Share this method to help learners express and elaborate on their ideas
 COURAGE ( ‫ )شجاعة‬is needed to be different
Assessment  OBSERVATION ( ‫ )تأمل وتفكر‬of nature and its beauty
objectives: R1
R2  NEGOTIATION ( ‫ )تفاوض‬is the tool to resolve the differences between yourself and others
 TENACITY ‫ ))إصرار‬is your key to success
 EMPOWERMENT ( ‫ )التمكين‬of yourself with the right attitude
 NATURE ( ‫ )الطبيعة‬is your best friend
 TRUST ( ‫ )الثقة‬your judgment and strengthen your self-confidence.

Ask learners to articulate the whole idea of being content in Arabic using the C.O.N.T.E.N.T. pointers

Understanding the use Give learners a few pieces of images (related to the concept of being content).
of imagery and literary
devices

Assessment
objectives: R1, R2

11 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Learners need to study the images and apply a model of visual imagery
learning-strategy; RIDER (Clark, Warner, Alley, Deshler, Schumaker, Vetter, & Nolan, 1981) www.specialconnections.ku.edu/?
q=instruction/cognitive_strategies/teacher_tools/imagery_strategies :

A visual imagery strategy for reading comprehension is R.I.D.E.R

R = Read a sentence
I = Image (make an image)
D = Describe how the new image is different from the last sentence
E = Evaluate (as one makes the image, check to be sure it contains everything necessary)
R = Repeat (as one reads the next sentence, repeat the steps to RIDE)

Learners will split into groups and each group then presents their understanding of the images given to them in the context of being
happy using the R.I.D.E.R strategy. (F)

Learners read a paragraph, which contains repetition of CONTENT related vocabulary and sentence structures in many variations. (I)

Identifying literary Give groups of learners extracts from various types of fiction and non-fiction texts.
devices in fiction and Modern Arabic Short Stories by Ronak Husni and Daniel L. Newman
non-fiction
Learners identify texts, which are fictional and non-fictional. Guide learners to become familiar with some of the words and proverbs/
Assessment sayings used in the texts. Ask learners to creatively react some of the fictional plots with their (either individually or by groups) own
objectives: R1, R2 original script in Arabic.

Past and specimen papers

Past papers and mark schemes are available to download at www.cambridgeinternational.org/support

0508 Paper 1 Jun 2018 – Text 1

12 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Descriptive and personal writing

Learning objectives Suggested teaching activities

Exploring theme and Give learners samples of descriptive and personal writing which have different themes and moods. (Learners may re-use the texts /
mood in descriptive and reading notes from the Reading unit of this scheme of work.)
personal writing
The whole class discuss:
Assessment  Discuss the different moods they felt reading the different text profiles; learners can share they range of favourite books
objectives: W1, W2,  Analyse the way the texts have been developed and communicated to the readers.
W3, W4, W5
Learners describe in writing their personal response to the theme of the text. (I)

Understanding Ask learners what they understood about the concept or techniques related to being ELABORATIVE?
elaborative techniques
in descriptive and Give learners a simple example using this snapshot (extracted from www.learningscientists.org/blog/2016/7/7-1)
personal writing

Assessment
objectives: W1, W2,
W3, W4, W5

Ask learners to focus on the type of questions asked when doing elaborative reading or elaborative understanding of an issue. Ask
them to look at the WHY, WHO, WHERE, HOW, WHEN, WHAT questions.

13 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Extension activity: Learners read another paragraph in Arabic and use the same questions (WHAT, WHEN, WHERE, WHO, HOW &
WHY) and in that get use to the elaborative technique.

Understanding opening Ask learners what they understand when it comes to DESCRIPTIVE and PERSONAL writing.
and ending techniques
in descriptive and Introduce to them the following definitions:-
personal writing
 The primary purpose of DESCRIPTIVE WRITING is to describe a person, place or thing in such a way that a picture is formed
Assessment in the reader's mind. Capturing an event through descriptive writing involves paying close attention to the details by using all of
objectives: W1, W2, your five senses. Teaching learners to write more descriptively will improve their writing by making it more interesting and
W3, W4, W5 engaging to read. Good descriptive writing often makes use of figurative language such as analogies, similes and metaphors to
help paint the picture in the reader's mind.
www.readingrockets.org/strategies/descriptive_writing

 PERSONAL WRITING means “a broad essay that often incorporates a variety of writing styles. Most personal essay
assignments ask writers to write about an important person, event or time period in their life. The goal is to narrate this event or
situation in a way that the reader can fully experience and understand”.
www.aims.edu/learner/online-writing-lab/understanding-writing/personal.php

 PERSONAL WRITING means “Personal writing is subjective (based on personal opinions or feelings rather than facts or
evidence). When you write personal papers, the content of your writing is based on your own observation, experience, or
opinion. Writing assignments that ask you to state your opinion about an issue, to document what you observed, to relate a
subject to your own life, to share a story, or to provide a description of a person, place, object, or event are considered personal
papers”
https://awc.ashford.edu/tocw-personal-writing.html

Give learners one sample of the publisher’s note in Naguib Mahfouz’s novel Al-Maraya
‫المرايا لنجيب محفوظ مكتبة مصر‬
Ask learners to focus on the way the OPENING and ENDING PARAGRAPHs are written. Ask the learners to take note of the choice of
words or phrases used in opening statements relative to end statements. Some examples of such words would be:-
 ‫م‬1943 ‫( تعرفت باألستاذ نجيب محفوظ سنة‬I was first introduced to Naguib Mahfouz in 1943…)
 ‫ كانت أول معرفتي‬... ( my first acquaintance with him was …)
 ‫ والشيء بالشيء ُيذكر‬... (Additionally,…)
 ‫ إن حصول نجيب محفوظ على جائزة نوبل‬... (winning the Nobel prize is an admission of ….)

14 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Get learners to write the same opening paragraph in Arabic.

Learners practise writing opening and ending paragraphs. (F)

Exploring imagery in Share this guide with learners:

descriptive and www.softschools.com/examples/grammar/imagery examples/141/
personal writing
“When a writer attempts to describe something so that it appeals to our sense of smell, sight, taste, touch, or hearing; he/she has used
Assessment imagery. Often, imagery is built on other literary devices, such as simile or metaphor, as the author uses comparisons to appeal to our
objectives: W1, W2, senses”.
W3, W4, W5
Introduce the concept of SENSORY LANGUAGE (Sensory details include sight, sound, touch, smell, and taste. Writers employ the five
senses to engage a reader's interest.):
www.study.com/academy/lesson/sensory-detairitils-in-wng-definition-examples.html

Share these examples from the same website: -

 I could hear the popping and crackling as mom dropped the eggs into the frying pan, and soon the salty, greasy smell
wafted toward me

‫استطعت أن أسمع صوت فرقعة البيض وطرقعته عندما وضعته أمي في المقالة فهبت فورًا رائحة الملح والدهن‬
.‫تجاهي‬
 Glittering white, the blanket of snow covered everything in sight

.‫ غطت الثلوج كل شيء في األفق‬،‫بلمعانها األبيض‬

 Her iron fingers gripped tight around his shirtsleeve; he was caught.

.‫ لقد تم االمساك به‬.‫قبضت على أكمام قميصه بأصابعها الحديدية‬

Based on the given samples, ask learners to write imagery paragraphs.

Learners practise writing sensory or imagery-orientated paragraphs based on the samples given. (F)

Learners select some excerpts from their favourite writers and share the images and metaphors with other learners. (I)
A good book with such style is The Sea by Saleh Morsi 1993 ‫ مكتبة مدبولي الصغير‬.‫أدب الرحالت لصالح مرسي‬ ‫البحر من‬

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 15
Scheme of Work

Learning objectives Suggested teaching activities

Planning and producing Share this website with learners:
descriptive and https://www.alukah.net/ ‫كيف أكتب مقاًال؟‬
personal writing it is about how to plan and produce different types of descriptive and personal writing.

Assessment Learners produce a PLAN (points only) using these formula (F):
objectives: W1, W2,  opening; ‫المقدمة‬
W3, W4, W5
 content; ‫العرض‬
 Ending; ‫الخاتمة‬

Drafting Check the writing plan of learners and get them to draft their stories.

Assessment Learners use a previous plan to turn into a first draft consisting of approximately 70 words for the opening, 300-400 words for content
objectives: W1, W2, and 40 words for closing paragraphs. They should be conscious of paragraph usage as a structural device. They should count the
W3, W4, W5 number of words in their completed draft. (I) (F)

Editing Correct or help edit the draft writings of learners’. Edit or highlight issues or discrepancies related to the spelling, grammar and
sentence structure.

Return the edited version to learners.

Checking Establish a simple checklist for learners to check their work. Get learners to work individually or in pairs to correct or revise each other’s
work based on the checklist or criteria.

Learners learn constructively using the edited or corrected version of the teacher and the peers. (F)

Improving expression Ask learners to identify words or phrases which are often repeated in their final piece.
Ask them to analyse if they have a good command of vocabulary or a weak one.

By analysing, learners get to recognise their vocabulary’s strength and work towards improving them with a given set of self-help
techniques or guided remedies www.verywellhealth.com/elaborative-rehearsal-a-better-way-to-memorize-98694 (I)

Past and specimen papers

Past and specimen papers, and mark schemes are available to download at www.cambridgeinternational.org/support (F)

16 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Reading and responding to writing

Learning objectives Suggested teaching activities

Selecting main ideas and Ask the learners to google and save short texts from some internet based news, articles or short stories. Ask them to identify main
necessary information points or ideas from the corresponding texts.

Assessment objectives: Ask them to link the ideas with the given titles of the texts.
R3, R4, W2
Ask the learners to RE-organise their points and recompose the texts using their own words.

Identifying facts and opinions Share with learners some critical information to distinguish facts from mere opinions.

Assessment objectives: Facts:

R3, R4  The Moon is an astronomical body that orbits planet Earth.
 Snakes can predict earthquakes. Studies reveal that snakes can sense an emerging earthquake from 121 kilometres away
up to five days before it happens.
 1 Meter equals to 100 Centimetre or 3.3 feet

Opinions:
 Tall people are normally lazy because they cannot move fast with their body mass.
 Children from squatter settlements would not be able to do well in their studies because they don’t have the right environment
to study.

Learners then go back to their earlier points (from the reading materials) and decide which ones are facts and otherwise.

Learners relate the significance of linking facts with opinions (or otherwise). (F)

Preparing a personal It is important for learners to write persuasive writing and in that they should be able to respond (agree, disagree or provide
response alternative ideas) to given sets of texts.

Assessment objectives: Persuasive Writing Tips

R3, R4, W1, W2, W5 www.transkills.admin.cam.ac.uk/resources-staff/mml-supervisor-package/part-ib-seminar-5-speaking-versus-writing/persuasive-
writing

Persuasive writing is always clear writing. Here are some tips to improve the clarity of your writing:
 Use the first sentence of each paragraph to introduce the main point of the paragraph.
 Make clear transitions between points. Linking words and phrases shows the logic between one point and another.

17 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

 Write concisely, eliminating unnecessary words and phrases. The inclusion of words which do not serve a specific purpose
ultimately detracts from your argument. Using subordinate clauses allows you to emphasise certain ideas more than others,
thus making clear the hierarchical relationships between information in your sentences.

Learners will master ways to produce a persuasive personal response.

Identifying a sequence or It is important for learners to identify “introductions”, “supporting points” and “conclusions” from any reading materials or written
argument and conclusion compositions.

Assessment objectives: For this, give learners reading materials, which are brief/short in length. Giving them articles from curated magazines or newspapers.
R3, R4, W2
Ask learners to distinguish points clustered under INTRO, CONTENT and CONCLUSION.
For the points under the CONTENT cluster, encourage learners to explore the possibility of rearranging them, and if possible, get
learners to re-organise.

Learners ability to organise and arrange points based on some logical flow/sequence will be strengthened

Exploring different writing Explain to learners the details about FORMATS and REGISTERS and how important it is to write with the ultimate reader(s) in mind:
formats, registers, purposes
and audiences Formats Registers

Assessment objectives: Writing formats here refer to different details or Register here refers to the degree of formality used in the
R3, R4, W1, W2, W3, W4, requirements such as type of fonts to be used, size of the writing expressions; i.e., High formal is the level of
W5 font, alignment of the words or paragraphs (i.e., centred, language that one uses to address the president or prime
right-aligned, left-aligned or justified alignment, etc.) minister; Formal is used to when one relates with those in
higher position or authority; Neutral is the level used in
report writing and business presentations and Informal is
used when one relates via letters or emails to friends.
(source: https://justpublishingadvice.com/control-register-
in-your-writing/

Reinforce the necessity to keep within the word count limit of the compositions.

Newspaper reports ‫الشرق األوسط‬/‫بوابة الشروق‬/‫الجزيرة‬

Ask learners to read some newspaper reports. Discuss aspects related to headings, summary / synopsis / highlights, main
paragraphs and other details normally found in newspaper reports. Ask them to identify common formats or style of presentations
across many newspaper articles.

18 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Letters: ‫الرسائل والخطابات‬

Introduce the concept of writing formal and informal letters. Show learners samples of letters written in different formats and styles
(colloquial / semi-colloquial).
Formal Informal
Would you mind …? Will you …?

I’ve got … I have …

Hi Dear

‫بحسب األبحاث العلمية‬ ‫في رأي الناس‬

‫ستقوم باألعمال كلها‬ ‫أنت ستعمل كل األعمال‬

‫؟‬...‫هل يمكنك أن‬ ‫؟‬... ‫هل تستطيع‬

‫يجب عليك أن تلتزم بالزي‬ ‫كل ما عليك القيام به هو ارتداء‬

‫الرسمي في مسيرة الغد‬ ‫الزي الرسمي خالل المسيرة غدا‬

Give learners a piece of prepared text with neutral use of language (limited in tone and mood) to rewrite into a form of letter for
different readers; i.e. a friend in colloquial style, a respected relative in a semi-colloquial style, or to an official in a formal style.

Teach learners on how write good letters which are appropriate in format and register. Show them different formats of letters(letters
of complaint, fund-raising letters, proposals)

Also show them examples of poorly constructed letters.

Give sample letters (of request or instruction) and get learners to respond.

Learners redraft the example of a poorly written letter into an improved response. (F)

Magazine articles (‫والمجالت‬ ‫)المقاالت المنشورة في الصحف‬

Introduce to learners articles from popular magazines. Get them to explore the intended audience of the magazine.

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 19
Scheme of Work

Learning objectives Suggested teaching activities

Ask learners to identify the key differences in the style of writing in magazines (relative to the styles of writing as seen in the
newspaper reports and letters as discussed earlier on).

Ask learners to name magazines they are familiar with. Ask them which ones they like most and what are the features of the
magazines that attract them.

Ask learners to identify one newspaper report and convert the points/the story into a magazine format.

Interviews (‫)المقابالت واألحاديث الصحفية‬

Introduce the main components or dimensions (interviewer, interviewees, etc.) of an interview; show them examples of written text of
an interview www.cambridge.org/elt/blog/2016/02/02/teaching-speaking-2-styles-functions-speaking-talk-interaction/ Ask them to
differentiate the context of the interviews (who, what, where, when and how the interview took place).

Get learners to identify who the interviewer and the interviewee was, how knowledgeable was the interviewer and the interviewee,
etc.)

Ask learners to identify the type of questions and the corresponding answers. Ask them if they agree with the way the interviewer
asks or presents his / her questions and the way the questions are responded.

Set an interview based scenario. Get learners to pair up and play the role of interviewer and interviewee based on a given set of
subjects / topics. Get them to prepare the interview scripts before they assume the roles (host vs. guest)

Learners rewrite the interview based on the oral communication that took place between the pairs. (F)

Past and specimen papers

Past and specimen papers, and mark schemes are available to download at www.cambridgeinternational.org/support (F)

20 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Reading for meaning

Learning objectives Suggested teaching activities

Understanding components Main focus area: Being engaged
of fiction
Ask learners what they understand the main differences between fiction and non-fiction writing are. Show them this image
Assessment objectives: www.bookriot.com/2017/11/02/difference-between-fiction-and-nonfiction
R1. R2

Introduce the main features or components of FICTION; use the following extract
www.scribophile.com/blog/the-seven-elements-of-fiction/ explaining the seven components of a FICTIONAL writing.

i. Character ‫ الشخوص‬:
These are the beings who inhabit our stories. Sometimes they are actual people but, just as often, they are animals,
dragons, faeries (gotta love those fantasy folks and their creative spellings!), or even inanimate objects (consider the
spoon, dish, and clock from Disney’s Beauty and the Beast). Characters are necessary because we need someone to
invest in, to care about, and to root for (or against). It doesn’t matter where your story is set, what the point-of-view is, or
how exciting the plot–without characters, no one will care and the other six elements quickly become irrelevant.

ii. Plot ‫ الحبكة‬:

21 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Plot is what happens in the story, the series of events. This happened, then this happened, then this happened.

iii. Setting ‫ الزمان والمكان‬:‫ البيئة‬:

The setting is where your story takes place. But some settings are so powerful, they almost seem like characters
themselves. Settings can be large and all-encompassing (A hospital, a jungle, inner city centre) or more intimate (a
kitchen, an alley, a park bench). Setting also includes season and time of day (Summer, 5 p.m.), climate (sultry, bucolic),
and era (Pharaonic period, World War II, The Arab Spring). Instead of merely describing setting, though, smart writers
impart setting through the filter of their characters’ feelings about that setting.

iv. Point-of-view‫ الفكرة أو المغزى‬:

To figure out the point-of-view, ask yourself “Whose story is it?” and then tell the story from that character’s perspective.
Point-of-view includes first person (“I” and “me”), second person (“you”–this is very rarely used in fiction) and third person
(“He,”and “she,” ‫)”في رواية اللص والكالب لنجيب محفوظ “سعيد مهران” و “نور‬. Third person is further split into
omniscient (the reader accesses all of the characters’ heads and hearts, a conceit that’s now considered somewhat old-
fashioned) and limited (where we see the entire story through a single character’s perspective).

v. Style‫ األسلوب‬:
Style is like a fingerprint, no two are alike. A function of diction, syntax, and voice, style tends to emerge from how you
write rather than from a concerted effort to control it.

vi. Theme ‫ الموضوع‬:

Theme refers to “The Big Ideas” that bubble up from what you’ve written. Is your story about Betrayal, Love, Friendship,
Justice, Family, Honor, Violence, Hypocrisy? You may have a theme in mind when you sit at the keyboard but, like it or
not, readers will carve their own idea of theme out of what you write. And that’s as it should be.

vii. Literary devices ‫ األدوات األدبية‬:

Literary devices are the true tools of the writer. A partial list of literary devices includes simile, metaphor, personification,
symbolism, alliteration, hyperbole, figurative language, humor, onomatopoeia, and irony.

Alternatively, show the image below for a quick understanding of (key) elements that constitutes FICTION.

22 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Give them a few titles of fiction based stories and ask them to identify these seven (or more) components
www.wilsonplays.weebly.com/writing-class.html

Ask learners to write these key elements and get them to understand the main differences between the elements. The learners
could also attempt to understand or relate to the similarities between the elements in context.

Exploring theme and tone Give learners some examples of different themes generally used in FICTION or NON-FICTIONAL writings.

Assessment objectives: Thematic questions

R1, R2
Fiction Non-fiction

How did the main character feel? When did the event take place?

Why did he/she reacted this or that way? Who said what?

What were the emotions involved? Where was the event?

https://bookriot.com/2017/11/02/difference-between-fiction-and-nonfiction/

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 23
Scheme of Work

Learning objectives Suggested teaching activities

Ask learners to always relate to the text they read by answering key questions which start with WHAT, WHO, WHEN, WHERE,
WHY and HOW.
Or
Divide them into pairs and one learner asks their partner the WHAT, WHO, WHEN, WHERE, WHY and HOW questions.

Exploring characterisation Ask learners what they understand about CHARACTERS.

Assessment objectives: Ask learners to think of more questions related to the character(s) involved in the story; ask them to go beyond the WHO question.
R1, R2 Introduce the following chart:

24 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Exploring settings After understanding the characters and their characterisation, get learners to explore the settings of the story / the backdrop of the
story.
Assessment objectives:
R1, R2 Ask learners to explore the relationship between the settings and:
1) The theme
2) The characters
3) The mood / tone
4) The impact or final outcomes of the story
5) The reader

Understanding point of view Learners should also be able to digest the importance of ‘Point of View’: they should be able to identify who is the first, second,
third person and the omniscient person in the story.
Assessment objectives:
R1, R2 Learners should able to articulate how appropriate the use of the Point of View in the story was.

Exploring plot development Learners should be able to identify or answer the Who, What, Where, When, Why, How questions and in that answer how the
answers to these questions change over time?
Assessment objectives:
R1, R2 Learners should be able to answer:-
 When and where it began?
 What were the emotions involved?
 How were the emotions managed?
 What were the main milestones in the story / change of events from one point to the other?
 What were the conflicts?
 How were the conflicts handled?
 Where it ends?

Improving use of language Reinforce the fact that learners can improve the use of the language by mastering more words, idioms and synonyms.
by increasing vocabulary,
understanding synonyms, Share some tips of simple but effective methodologies to strengthen their mastery of these words, phrases, idioms, proverbs and
idioms and their effects synonyms.

Assessment objectives: Give learners a series of short sentences. In pairs, learners change selected words with synonyms and discuss the change in
R1, R2 inferential meaning. The whole class discusses the importance of inferential meaning represented by different words.

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 25
Scheme of Work

Learning objectives Suggested teaching activities

Ask learners to master some good techniques by reading some of the sample composition from the Reading past paper 0508
Paper 1 Jun 2017 "‫"أثر تدهور البيئة في الحيوانات‬
Assign learners into different groups to research and collect synonyms of specific words. (I)

Assign learners with tasks or activities related to proverbs / idioms; like matching the idioms with their corresponding meanings. (I)

Past and specimen papers

Past and specimen papers, and mark schemes are available to download at www.cambridgeinternational.org/support (F)
0508 Paper 1 Jun 2018 – Text 2

26 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
‫‪Scheme of Work‬‬

‫‪Narrative writing‬‬

‫‪Learning objectives‬‬ ‫‪Suggested teaching activities‬‬

‫‪Understanding mood, tone‬‬ ‫‪Main focus area: Being ENGAGED and INNOVATIVE‬‬
‫‪and plot in narrative writing‬‬
‫‪Introduce the concept of narrative writing. Introduce some of the pointers in “List of narrative techniques” as found in:‬‬
‫‪Assessment objectives:‬‬ ‫‪https://en.wikipedia.org/wiki/List_of_narrative_techniques‬‬
‫‪R1, R2, R3, W1, W2, W3,‬‬
‫‪W4, W5‬‬
‫‪Tell them the key differences in a narrative writing relative to other types/styles of writing.‬‬
‫‪Examples of Narrative Writing Styles vs. Other Types‬‬
‫‪Narrative style‬‬ ‫‪Expository style‬‬

‫في ذلك اليوم بالتحديد شعرُت بالتعب حقًا حتى بعد‬ ‫تعتمد لياقة المرء إلى حد كبير على الطريقة التي‬
‫نومي أكثر من ‪ 8‬ساعات متواصلة‪.‬‬ ‫يقوم بها الشخص بالتدريب لتحسين مستوى اللياقة‬
‫البدنية وفًقا لتقنيات التمارين المختلفة والعادات‬
‫الغذائية المتبعة وساعات النوم الكافية‪.‬‬

‫‪Narrative style‬‬ ‫‪Persuasive Style‬‬

‫صديقي ُح سام لديه رأي مختلف عن رأيي‪ ،‬أعتقد أنُه‬ ‫يجب علينا دائما أن نمارس التسامح وأن نضمن أن‬
‫متأثر بخلفيته الدينية‪ ،‬وبرغم احترامي الكامل لحسام‬ ‫عقيدة المرء ُتحترم‪.‬‬
‫إال أني ال أستطيع تجاهل معتقداتي الخاصة‪.‬‬

‫‪Narrative style‬‬ ‫‪Descriptive style‬‬

‫في ذلك اليوم وأنا على الشاطئ الجميل‪ ،‬أحسسُت‬ ‫المدينة المتاخمة للبحر جميلة جدًا‪ .‬ساحلها ممتد‬
‫أني ال أستطيع أن أميز نفسي عن اآلخرين‬ ‫وسكانها أفراد من أعراق مختلفة‪ .‬واألنشطة األكثر‬
‫المتواجدين على شاطئ البحر‪ .‬الكُل كان سعيدًا حقًا‬ ‫رواجًا هي للتجار الصغار الذين يبيعون الطعام‬
‫كما لو كنا ننتمي إلى نفس العائلة‪.‬‬ ‫والمشروبات للمواطنين‪.‬‬

‫‪27 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020‬‬
Scheme of Work

Learning objectives Suggested teaching activities

Reinforce their understanding of MOOD, TONE and PLOT of a story.

MOOD and TONE is always used interchangeably but they are actually two different things. MOOD refers to the climate or the
atmosphere of the story being told but TONE relates to the personal perception or attitude of the author towards the subject/story.

PLOT is about the chronology of events and the structure of the story’s episodes from the beginning to the end. It is about the
arrangement or sequencing of the entire storyboard or flow of the story from one point to the other.

Ask learners to research types of narrative texts and share the mood, tone and plot of the texts.

Whole class discussion (F):

 What is the importance of mood, tone and plot in a story?
 How does the writer organise the content?
 What are the details of the narrative texts?

Understanding plot Share concepts or techniques related to narrative writings:

development techniques in  points of views
narrative writing  flash back
 flash forward
Assessment objectives:  chronological order
R1, R2, R3, W1, W2, W3,  foreshadowing
W4, W5  repetition
 cliff hanger
 Self-fulfilling prophecy
 story within story, etc.

Learners select a piece of narrative writing to read and explore these techniques.
Ask learners to prepare a chart and produce a table to distinguish the key features (in terms of tone, mood, setting) between these
techniques. Learners could also indicate the closeness or similarities of features between these different techniques.
Key features
Tone
Mood

28 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Settings

Analysing literary Introduce new examples of narrative writing and get learners to analyse:
components  the characters
 settings and
Assessment objectives:  points of view
R1, R2, R3, W1, W2, W3,
W4, W5 Get learners to analyse using the 5W1H (WHAT, WHERE, WHO, WHEN, WHY and HOW?) technique, i.e., what happened to the
hero? who was the villain? Why was there such spike of emotions, how did the villain manipulate the situation or how did the hero
resolve the whole issue?

Analyse imagery and Reinforce the elements of imagery and literary devises (what are they and why are they important).
literary devices
Based on the earlier sets of narrative texts learners have read, ask them to identify the key imagery and literary devices.

Planning and producing For learners to produce their work effectively or in an organised way (with enough time allocated for planning, drafting, editing,
narrative writing checking and improving the expressions) introduce good tools/techniques, e.g.
 mind-maps
 timelines
 diagrams

Show or share sample narrative texts which are good and bad with learners; ask learners’ opinion of the given narratives. Ask them
which one they prefer/like and which they don’t like.

Explain why some of those are good and some are not.

Learners produce a piece of text to consolidate processes and techniques discussed. (I) (F)

Drafting Introduce this “model of drafting” to learners:

 DETAILS: ask learners to focus on DETAILS of the story they are going to write
Assessment objectives:  RICH: ask learners to build a story line which is RICH with emotions powered by choice of words and idioms
R1, R2, R3, W1, W2, W3,  AMPLIFICATIONS: ask learners to think of ways to amplify the mood, tone and plot within the chosen theme
W4, W5  FINE-TUNE: as they draft ask them to also fine-tune their pointers by eliminating pointers which may not be relevant in the
context of the entire theme

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 29
Scheme of Work

Learning objectives Suggested teaching activities

 TIME-CONSCIOUSNESS: reinforce to learners that, ultimately, time counts and that learners should train themselves to
write within the given/allowed time frames

Editing Learners should give particular attention and edit their work to enhance:

 EMOTIONAL ENGAGEMENT with the target readers

 DECORATIVES; hence they should edit their work reasonable number of connectors / adverbs / proverbs / idioms / catchy
phrases. Sample list of Arabic adverbs & proverbs/idioms:
https://mawdoo3.com/ ‫حكم وأقوال من ذهب‬
www.rowadalaamal.com/ ‫أقوال وحكم‬
www.muhtwa.com/ ‫أمثال عربية مشهورة‬
 INTRODUCTION with powerful opening pointers
TONE of the story with good choices of words and sentence-structure variations. Provide good samples from magazines or
newspapers.
 TECHNICAL aspects such as the length of the texts (350−400 words)

Checking Always tell learners the importance of checking and rechecking their work thoroughly. Ask them to avoid careless mistakes.

Ask them to double check their spelling and grammar accurateness.

Introduce criteria for checking and get learners to check each other’s work in groups or in pairs.
In pairs, learners read through a piece of each other’s writing and annotate in pencil as appropriate according to relevant, agreed
criteria.

Ensure learners learn from their mistakes by taking extra measures/putting extra efforts to correct or improve their work.

Improving expression Introduce a set of proverbs in Arabic to learners.

Go through the idioms / proverbs (‫ )أمثال وجمل تعبيرية‬and other related expressive phrases in Arabic language from any of the
previously mentioned sites.

Get learners to check the work of their peers in groups or in pairs. Ask them to compare the choice of words used to express the
chosen themes, the ideas, the setting, the tone/mood.

30 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

Learners should be able to learn from each other and get the best narrative writer (among learners) to share his or her techniques of
mastering the narrative writing.

Past and specimen papers

Past and specimen papers, and mark schemes are available to download at www.cambridgeinternational.org/support (F)
0508 Paper 1 Jun 2018 – Text 2

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 31
Scheme of Work

Discursive and argumentative writing

Learning objectives Suggested teaching activities

Exploring discursive and Main Focus Area: Being REFLECTIVE & INNOVATIVE
argumentative writing
Give learners samples of discursive and argumentative writing related to fast food.
Assessment objectives: http://mramrbastawy.blogspot.com/2014/12/blog-post.html
R1, R2, R3, W1, W2, W3,
W4, W5 Learners read and highlight the main ideas of each paragraph from the text.

Whole class discussion (F):

 What is the article about?
 Who made the statements in the article?
 How important is government related funding for education?

Learners relate the idea of Modernity ((‫الحداثة‬/‫السرعة‬ ‫عصر‬. (I)

Exploring elaborative Introduce the idea of THINKING to learners;

techniques
What is thinking? ‫ما المقصود بالتفكير؟‬
Assessment objectives:  Human beings are unique because of their ability or desire to know or explore things or meanings.
R1, R2, R3, W1, W2, W3,
W4, W5
.‫ُيعد اإلنسان كائنًا فريدًا بسبب قدرته أو رغبته في معرفة أو استكشاف األشياء والمعاني‬ 
 Intellectual ability has to be encouraged to enhance one’s quality of thinking.
.‫يجب تشجيع القدرة الفكرية لتعزيز ملكة التفكير وجودتها‬ 
 The process of thinking is about using existing data and from there on new data is realized.
.‫تدور عملية التفكير حول استخدام البيانات الموجودة ومن ثم الحصول على بيانات جديدة‬ 

Learners read the points above and discuss among themselves.

Introduce PEE (Point, Evidence, Explanation) or PEEL (Point, Evidence, Explanation, Link)
www.tutorfair.com/resource/206/taking-the-pee...-the-point-evidence-explanation-method

32 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
Scheme of Work

Learning objectives Suggested teaching activities

 P is for Point This is where you make a statement about the text.

 E is for Evidence This is where you use the text to back up your statement by quoting from the passage you’ve been given
or from the text if you’re working on an essay from home (don’t forget your quotation marks).

 E is for Explanation This is where you let loose creatively (not so loose that you forget what you want to say) and explain
how the evidence backs up your point. Here you can explain the meaning of the quote, discuss the subtext/your inferences
and bring in some of the technical terms you’ve learned that will boost your score.

Learners relate the given article about the duty of hospitality from past paper 0508/01 Reading Oct/Nov 2018, and organise the
points, evidences and explanations using their own words.

Extension activity: Learners do homework on three short paragraphs related to critical thinking. They share what they understood
with the members of the class. The other members of the class elaborate their take (whether they can link with other evidences from
their own lives).

Understanding opening and Introduce learners to a 5-minutes video from www.youtube.com/watch?v=oAUKxr946SI

ending techniques in The video is about techniques to write effective discursive essay.
discursive and
argumentative writing (F) Whole class discussion (F):
 Planning
Assessment objectives:  Structure
R1, R2, R3, W1, W2, W3,  Method: spider diagram, flow chart or positive and negative table
W4, W5

Planning and producing Give a title and get learners to write a fresh composition either using the PEE / PEEL techniques.
discursive and
argumentative writing Learners relate/REFLECT with the importance of having a good mastery of Arabic vocabulary to be highly expressive in their writing
skills.
Assessment objectives:
W1, W2, W3, W4, W5

Planning, Drafting, Editing Ask learners on how they usually plan, draft, edit and check their compositions.
and Checking

Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020 33
Scheme of Work

Learning objectives Suggested teaching activities

Checking Learners plan their elaboration using various techniques such as ‘PEE’ and ‘PEEL’ appropriate to the purpose of the text.
Groups/class consider the strengths and weaknesses of responses generated by each approach. (Can use marking criteria for
writing from Paper 2 Section 1 to inform discussion.)

Simulate an examination scenario for the class. Give learners 15 minutes to complete the exam.
Observe the behaviour of the learners and make a list of critical pointers to share later.

Share the critical pointers (the DOs and DONTs when checking “answers” during examinations).

Learners take note of the observation and share their challenges or limitation when it comes to examinations.

Improving expression Give learners five sentences. For each sentence, learners re-write using their own sentence without losing the original meaning.
or
Learners do two sentences each. They share their sentences with the members of the class. The other learners relate to the
expressions used and suggest better words which are more appropriate to the given context.
or
Learners do a research on Arabic proverbs or sayings and share their understanding of at least two or three sayings, two sentences
each. They share their sentences with members of the class. The other learners relate to the expressions used and suggest better
words which are more appropriate to the given context.

Past and specimen papers

Past and specimen papers, and mark schemes are available to download at www.cambridgeinternational.org/support (F)
0508 Paper 1 Nov 2018 – Texts 1 and 2

34 Cambridge IGCSE and Cambridge IGCSE (9–1) First Language Arabic 0508 / 7184 – from 2020
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