[PDF] Arabic Language Curriculum

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Arabic Language Curriculum

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Arabic Language Curriculum

Arabic Language Curriculum

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Contents*

1. Introduction

2. UN Levels of Language Competence

3. Core curriculum

3.1. Introduction

3.2. UN Level I

- Basic Language Competence

3.3. UN Level II

- Intermediate Language Competence

3.4. UN Level III

- Advanced Language Competence

3.5. UN Level IV - Expert Language Competence

4. Glossary

5. Language

-specific Curriculum page 3

5.1. Application in learning and assessment page 4

5.2. United Nations Language Model page 5

5.3. Language

-specific content page 7

5.4. Arabic Language Curr

iculum page 9

5.5. Chinese Language Curriculum

5.6. English Language Curriculum

5.7. French Language Curriculum

5.8. Russian Language Curriculum

5.9. Spanish Language Curriculum

*Content in bold, available in this document Content greyed out, available in other documents In 2018, the Secretary-General honoured the project "Harmonization of Language Learning and Assessment throughout the UN Secretariat" with a UN Secretary-General Award in the category of Multilingualism. It was awarded to both the Language Training Programme (LTP) at the UN Office in Geneva and the Language and Communications Programme (LCP) at UNHQ, New York. This project won the award principally for creating the United Nations Language Framework, a framework with wide-reaching implications for multilingualism.

Arabic Language Curriculum

3 The purpose of the UN Language Framework is to leverage and mainstream multilingualism, a core value of the United Nations. It is composed of the: UN Levels of Language Competence 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 d ocument entitled "United Nations Language Framework - UN Levels of Language Competence - Core curriculum".

The third element, the "Language

-specific Curriculum", is specific to each of the six official languages. It is the most detailed layer of the UN Language Framework structure and is presented in six separate documents, one for each language. The present document is the Language-specific Curriculum for the Arabic Language. The Language-specific Curriculum describes the minimum content required to achieve the common learning objectives, as indicated in the Core Curriculum.

Targeted users include:

language teachers and trainers learning focal points and training officers, especially those in charge of language programmes instructional designers and developers of learning materials

exam and assessments writers The Language-specific Curriculum constitutes a guideline for all local

language training programmes across the UN Secretariat to define their course programmes and align them with the UN Language Framework standards.

United Nations Language Framework

- Components

UN Levels of Language Competence

Core Curriculum

Language

-specific Curriculum Arabic Language Curriculum English Language Curriculum Chinese Language Curriculum Russian Language Curriculum French Language Curriculum Spanish Language Curriculum

Arabic Language Curriculum

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Application in learning and assessment

Applying the UN Language Framework to local language training programmes implies: comparing it against existing course programmes and adapting them accordingly to align them to the Framework, and potentially expanding the content and range of courses offered.

identifying any potential existing gaps between the local training offered and the described learning objectives,

considering the three domains: personal, public and personal.

creating any new course programmes according to the descriptors of the Framework, also taking identified local needs

into account. identifying up to which UN level the local training programme can reach in each language, as in some duty stations, some languages will not be offered up to UN Level III owing to insufficient need or resources.

deciding on the number of courses covering the UN levels locally offered, considering that each level will require between

150 and 300 hours of instruction, depending on contextual or

language-intrinsic factors.

deciding on course type (regular or specialized), length and format (face-to-face, online or blended), based on the UN

levels they cover in each language. taking into account existing best practices and currently used in-house or mainstream learning materials, in light of the Language-specific Curriculum and the descriptors. The UN Language Framework (UN Levels, Core Curriculum and language-specific content for the six official UN languages) is the result of ongoing work to harmonize language learning and assessment across the Organization. During the coming years, as this advances, the Language-specific

Curriculum 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 learning materials.

Arabic Language Curriculum

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United Nations Language Model

To define and describe language competence, it is first necessary to agree on a common understanding of how to operationalize language. This understanding is a representation of language called a language model. The model developed for the purpose of the UN Language Framework will be hereafter called the

United Nations Language Model

1 . Its components are key in defining how language competence is demonstrated and evaluated, and how pedagogical content is created and delivered. It underlies how the language-specific content is distributed and informs all other elements of the UN Language Framework by considering: the action-oriented nature of human communication the role of language users both as individuals and as social agents the several components comprised in communicative language competence 1

The 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 Benchmarks

Centre (2015) and the Council of Europe (CEFR 2001, extended set of Descriptors 2017) The United Nations Language Model considers language as a competence, in terms of knowledge in use, and underlines language as a means of communication. The model follows the principle of the action-oriented nature of human communication and establishes language users at the centre. The model is presented as a semicircle indicating interdependent, overlapping components and categories. Language competence includes three main sub-competences: pragmatic, linguistic and sociocultural, which, in turn, include their respective categories.

Arabic Language Curriculum

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Language competence is integrated

through three main sub- competences .

Pragmatic competence

allows the user to comprehend and produce oral and written texts aligned with the communicative context and intention.

Linguistic compe

tence allows the user to build and recognize well- formed, meaningful messages, according to language system rules at sentence and text level.

Sociocultural competence

allows the user to recognize and use social and cultural norms and conventions to communicate appropriately in a given context .

Sub-competences include overlapping categories.

Functional competence

allows the user to interpret and perform communicative functions within defined social and professional contexts. Grammatical competence allows the user to recognize lexical, morphological, syntactic, phonological and orthographic features of a language and to use these features effectively to interpret, encode, and decode words and sentences. Cross -cultural competence allows the user to become aware of cultural values, traditions and behaviours, including their own and to tailor communication accordingly.

Discourse

competence allows the user to connect sentences into functional, cohesive and coherent texts which achieve their objectives, and are accurately and logically connected.

Lexis:

the level of language consisting of vocabulary. Variation: geographical or social varieties of a language including accents and language use. Register: degree of formality and the adaption of style and tone to the communicative situation. At the centre of the communicative language model: the users.

Language users,

as individual and social agents triggering communication, are at the centre of the model. Strategic Competence allows the language users to make effective use of resources that activate competences or compensate for any lack thereof. The sub-competences and categories of the United Nations

Language Model determine how the content

-the language- will be presented in the next sections.

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Language-specific content

The language-specific content, detailed in the following sections, is presented and categorized according to the language model using the categories below:

Pragmatic Competence

Functional competence

Discourse Competence*

2

Linguistic Competence

Grammatical competence

Morphology and Syntax

Phonology*

Orthography*

Lexis**

3

Sociocultural Competence

Variation (dialects, social and geographical varieties)*

Register (tone, style)*

Intercultural competence (social conventions, traditions, values, UN culture)*

Pragmatic Competence sections

Functional Competence presents functions or speech acts: what users do when using the language for a communicative purpose.

Linguistic Competence sections

Linguistic Competence is composed of morphology and syntax, and lexis: the linguistic tools enabling users to carry out the functions. The content identified is representative of each level, hence, not exhaustive, and is expanded with examples where possible. 2 * Open to future development and application to local course programmes ** Although it is placed under linguistic competence, lexis is considered a cross-cutting category.

Sociocultural Competence sections

Sociocultural competence refers to cultural and sociolinguistic conventions: 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 Curriculum expands the Core Curriculum as it guides linguistic experts through language-specific content. Thus, it ensures that the harmonized, common learning objectives for each UN level are achieved in each target language. Since the highly specialized learning objectives for UN Level IV have not been defined, the language -specific content for this level has been excluded from the present document.

Approach

In all categories, the content is organized randomly, and is understood as the minimum to achieve the learning objectives for each UN level. Jargon or highly specialized terminology has been avoided as much as possible. The content has been compiled following a hybrid approach that combines acknowledged sources or publications in foreign language research and teaching experience within the UN context. For ease of use, both English and the target language are used to present the categories. The content for each UN level aligns with the Core Curriculum: learning objectives, text types and communicative situations. Each level builds from one to the next. Therefore, the content described in one UN level implies the acquisition of the previous level(s).

Arabic Language Curriculum

8 Although the Language-specific Curriculum is presented in a linear way within each UN level, the repetition and deepening required for effective language acquisition is necessary and must be reflected on and planned for in the local language training programmes. The content defined for each UN level is the indispensable minimum that should be mastered to achieve this level. However, it may be extended to respond to locally-defined learning needs, to exemplify, when the target language is the local language or when a specific field of vocabulary is required locally.

Conventions

The titles of main groups - macro functions, morphology and syntax, lexis topics - are coloured in orange and bolded. The titles of main groups are in English or French, or both in

English or French, and the target language.

All content is numerated for ease of consultation and discussion. The numeration does not imply any sequence or prioritization of any kind. Examples are representative, illustrative of the different elements or topics listed in each category. They are not a finite list. Examples can be presented as text fragments, sentences, chunks of words and single words. Examples are in cursive, except for non-Latin alphabets, and indented. In the "Pragmatic competence" section, the titles in orange represent macro-categories that are repeated across all the UN levels. However, even if the titles are identical, the content listed under these categories varies depending on the UN level. Arabic Language Curriculum

Specificities

The Arabic used and assessed in the United Nations is the Modern Standard Arabic or fuS-Ha, both in written and spoken standards.

However,

special attention will be paid to consider one or more main spoken dialects, as they are essential for everyday communication. Decisions on which dialect(s) will be prioritized, especially for the oral components, will be taken locally and with a view to fulfill the most immediate communication needs. Note that the content of the linguistic category Morphology and Syntax is mostly to be acquired at UN I and UN II for the

Arabic language.

At the UN III level, the category Lexis is predominant.

At a UN Level I, Arabic users are able to

write all the independent positions of the 28 Arabic alphabet letters write the three different positions of each letter of the alphabet (initial, medial and final) be aware of the two main writing styles, naskh and ruq3a distinguish between different sounds and associate them with the appropriate letters. know the six vowel phonemes (three short vowels and three long vowels) recognize and produce hard and soft consonants. pronounce the definite article combined with solar letters and lunes letters.

Arabic Language Curriculum

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UN LEVEL I

BASIC LEVEL OF LANGUAGE COMPETENCE

Arabic Language Curriculum

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UN LEVEL I ARABIC

PRAGMATIC COMPETENCE

- Functional Competence

1ϦϳήΧϵ΍ϢϳΪϘΗϭβϔϨϟΎΑϒϳήόΘϟ΍ϭΔϴΤΘϟ΍

Greet and introduce oneself or other people

1.1

ᓀᏟᑩኤዳᑿᑢቨቺቲᘭዲኤᑢቨᑷቨጤዳኤ።ቨ

greetings differenting Us

- ጳᓗᒙᑢቨዎቲᘘᎉͭᢕᣂዳᑢቨዎቲᘘᎉ- ጳᓗᒙᑢቨᔹቲ፭ᑻͭᢕᣂዳᑢቨᔹቲ፭ᑻ

- ᑷᕙ፭ᑢቨᒃᜓᘭᑩᎳᓆͭᒃᜓᘭᑩᎳᑷᕙ፭ᑢቨ

1.2

ቹጥᒳᑻቹᓗᑩ።ቦᓆᓀᎣᘭ፭ᚽቺቨᢕᣂኣᎻ኏ᑷቨጤዳኤ።ቲᗷᒢᗫᖁዡᕒቨᏃᓾጕᓗ኏ᓆᑛቲᘘᏽኤ።ቨ

Receive someone

forms polite and expressions simple using leave take and

-ሑᕙᒯቦᅩ᠍ቲᘘዠፅᑻ ͘ቲᒙᏕᡫᣄᘻᅩሑᕙᒳ።ᓆ

- ͘ᑃᑿᑩ፭ᛒᕚᅩᓀᑻᕙ፭ᑢቨᏃᑻᅩᕚጤᑿዲᑢቨᅩᑷቲᑿ኏ᅩᢕᣂዳᗷᅰᑛቲዲᑢቨᏩᘭᐛ

1.3 ϦϳήΧϵ΍ϢϳΪϘΗ others Introduce - ΐϴΒρϮϫˬΪϤΤϣϲϘϳΪλ΍άϫ - ΓΫΎΘγ΃ϲϫˬϰϨϣϲΘΧ΃ϩάϫ

2ΕΎϣϮϠόϣϭϖ΋ΎϘΣ˯Ύτϋ·ϭΐϠρ ΔτϴδΑ

Ask and give factual information

2.1 ᑛቨᓖ፭ᑢቨ ᓀᎣᘭ፭ᚽᓀᘭᎏዳ፣ቺቲᑻᓗᑩᎻᑻᒢᎳጳቲᘘዡᕔቨᓆ

Ask and give basic personal information

- ͘ᢝᣤᢝᣥ።ቨᅰᑃᑿ።ቨቲᑻ

- ͘ቨጤᒙᑢᓗᒯᒢᑻቲᒐቦᅰኹᒐቦᒢᓾቦᒢᑻ

- ᢝᡧᣚᑰᑿᎳቦᅰᑰᑿᎻ኏ᒢᓾቦ ͘ᒻጤዲኤᑿᑢቨᒃᑻᕓቨ

- ͘Ꮹᘭᒙዟᢝᡧᣚᒢᐯ።ቦᅰᒢᐯ፭ᘻᒢᓾቦ

- ᓭጤᒙᎳᅰᐇፅᑿᎳቲᑻ35 ͘ᓀᒙ።

- ͘ቺቲᎼᑢቻᕙነቻጤዲ኏ቦᅰᡧᢕᣌነጤዲኤ኏ᓀᎼᑢᒃ᛿

2.2

ᑛቨᓖ፭ᑢቨ ቺቲᘌቨᓗᒳᑢቨᓆቺቨጕቲᎻᑢቨᒢᎳጳቲᘘዡᕔቨᓆ

Ask about and tell one's habits and hobbies

- ͘ᓭፅዱᑢቨᓆᓀዠቲᘘ፭ᑢቨኸዠቦᅰᓀᑩ᎐Ꮯᑿᑢቨᑃኤᎊቲᗫጳᢝᣦቲᑻ

- ͘ᡨᣛᘭ።ᓗᑿᑢቨᣠቧᎫቲᑿኤ።ᕕቨᑰ᎐Ꮥቦᅰᑃ኏ቲᘌቨᓗᒯᢝᣦቲᑻ

- ᠍ቲዠቲᘘᎉᓀᎻᗷቲ፭ᑢቨᓀᎳቲ፭ᑢቨᢝᡧᣚጳᓗᎣᏟᑢቨᑛᓆቲᒙ኏ቦ᠍ቲᑿᓹቨጕᅰጳᓗᎣᏟᑢቨᑛᓆቲᒙᙬ኏ᡨᣎᑻ

. 2.3

ᒢᎳጳቲᘘዡᕔቨᓆᑛቨᓖ፭ᑢቨᒻጕቲኤᎻᑿᑢቨᓀᎣ፮ᙏᕓቨ ᒇቲᜓᑿᑢቨᓆኹᏸᓗᑢቨᓆᑷᓗᔏᑢቨጤᘌጤዲ኏Ꮓᑻ

Ask and give information about routine activities n specifying day, time and locatio

- ͘ሑᔹቲ፭ᑻᓀ፭ᑻቲዳᑢቨᡨᣎዠ᠍ቲዠቲᘘᎉᓀᎻ።ቲኤᑢቨᓀᎳቲ፭ᑢቨᒢᑻᓀᎻᑿዱᑢቨᣠቧᡧᢕᣌᒙነᕕቨᒢᑻᑰᑿᎳቦ

- ͘ᑰᑿᎻᑢቨጤᎻᗷᢝᡧᣔቲᗫᖁᑢቨፆᐛፅᑿᑢቨᢝᡧᣚᓀᎊቲᗫᖁᑢቨፗጳቲᑻቦ

- ᅰᢝᣤᓗᔏᑢቨᑃዱᑻቲᒐፅ኎ᓗᒯቲᑻ

2.4

ᒢᜧቲᑻᕓቨᓆᔹቲᘭ፣ᕓቨᓆᎃቲዳ፣ᕗᑢᎧᘭ፭ᚽᏩᎉᓆᔹቲᎣᎳលᓆᒢᎳᑛቨᓖ፭ᑢቨ

Ask and give a simple description of a person, object, or place

- ͘ᒻጴቲኤᑿᑻᓀᑻጤዳᑢቨᓆ᠍ቨጥᘌጥᑢᑷቲᎻᎣᑢቨᒇቲ᛿ᅩᒃᎻᒐᅰᒃᎻᎣᑿᑢቨᑃᘘዱᎳቦᑰᒯ

- ͘ᑛᓗዱዡᒷᒙ᜻ᑢᓆᏩᘭᎣᑢᓆኸᘭ᎟ᢝᡧᣐቦ

2.5

᎟ቺቨጕቲ፣ጳቧᔹቲᎣᎳលᓆኸᑩ᎟ᓀᎣᘭ፭ᚽᐂᗫᖁ

Ask and give simple directions

- ͘ᐇጳቲ፭ᛒᣠቧቲᒯጤዱኤ።ᓆ᠍ቲᒙᔏᑿᘌᒷዱ኏ቨᅰቺቨፅᑿ኏ᓖᑿᑢቨᓀᘌቲᒙ኎ᣠቧኸᒯ጖ቦᏩᘭᐛ

- ͘ኺᑢቲእᑢቨጳᓆጤᑢቨᢝᡧᣚᢝᣥᘭᑩᎻኤᑢቨፆᐛፅᑿᑢቨᅰᢝᣥᘭᑩᎻኤᑢቨፆᐛፅᑿᑢቨᒢᓾቦ

2.6

ዏቲᒙᑿᑢቨᓆ፸ᏽᎣᑢቨᒢᎳጳቲᘘዡᕔቨᓆᑛቨᓖ፭ᑢቨ

Ask and give information about weather or climate

- ᑢቨᏩᘭᐛᒻጳቨፅዲᑢቨᓀዟጳጕᓆ፸ᑿ፮ᑻ፸ᏽᎣᑢቨᅰᑷᓗᔏᑢቨ፸ᏽᎣ70 ͘ᓀᘭᑢቲᎳᓀᗖᖔ᎟ፅᑢቨᒢ᜻ᑢᓆኹᘌቲᒳᒐፅᒳᏕ

- ͘ᔹቲኤ፮ᑢቨᢝᡧᣚፅᎣᑿᑻᓆጕጳቲᗷᒢ᜻ᑢᓆᏩᘭᎏᑢቨᢝᡧᣚጳቲዠᓆ፸ᑿ፮ᑻᓗዱᑢቨᅰᣆᑻᢝᡧᣚዏቲᒙᑿᑢቨᏩᘭᐛ

3ϩ΅΍ΪΑ·ϭϱ΃ήϟ΍Ϧϋϝ΍Άδϟ΍

Ask and express opinions 3.1

ᒷ᎐ᎼᘘᗫᓆᔹፅᑿᑢቨᒷᘘዲᘌቲᑿᎳᢕᣂኣᎻኤᑢቨᓆᑛቨᓖ፭ᑢቨ

ss likes and dislikesAsk and expre

- ͘ፅᏟ፭ᑢቨኸዠቦᅰኸዲ኏ቨ጖ቲᑻ

- ͘ኸᎻᎉᒷᒐቦጤᏽኤᎳቦ͘᠍ቨᢕᣂእᐛᢝᡧᣎኣዱᎻᘌᕕᅰᏩᎏᑢቨቨጥᒯᑃᘘዱᎻᘌᑰᒯ

3.2

ᒢᜧቲᑻᕓቨᓆᔹቲᘭ፣ᕓቨᓆᎃቲዳ፣ᕓቨ᎕ዳᘌቲᑿᘭᏕቺቨጳቲᘭኤዡᕕቨᓆቺᕙᘭ᎐ᏟኤᑢቨᣢᎳᓀᗷቲዟᕔቨᓆᒢᎳᑛቨᓖ፭ᑢቨ

Ask and respond to preferences when comparing people objects or places

- ᒷᜧቨᓗᏟᑢቨᓆቺቨᓆᡧᣆዳᑢቨᑰᝏቦᑰ᎐Ꮥቦᅰᑰ᎐Ꮯ኏ᑷቲᎻ᎟ᓭቦ

- ͘ᓭᓗ፮ᑿᑢቨᑃᑿ፭ᑢቨᑰ᎐Ꮥቦᅰᓭᓗ፮ᑿᑢቨᑃᑿ፭ᑢቨᑷቦᓭᓗ፮ᑿᑢቨውቲዟጤᑢቨᡧᢕᣌᑩ᎐Ꮯ኏ᑰᒯ

- ͘ᒻጳቲᘭ፭ᑢቲᗷፅᏟ፭ᑢቨᑰ᎐Ꮥቦᅰ፸ᛳᗖᖔ኏ᕓቲᗷᑷቦᒻጳቲᘭ፭ᑢቲᗷፅᏟ፭ᑢቨᅰᡧᢕᣌᑩ᎐Ꮯ኏ቨ጖ቲᑻ

3.3

ቲᒳᒙᎳᢕᣂኣᎻኤᑢቨᓆᓀᎣᘭ፭ᚽᏃᔏᎊቨᓗᑿᗷᓀᏽᑩᎻኤᑿᑢቨᔹቨጳᕒቨᒢᎳᑛቨᓖ፭ᑢቨ

Ask and express opinions related to basic topics

- ͘ᒻጤᘭዟᒷኤᎏᏸᒇቦጤᏽኤᎳቦᅰᒃᑩᘭᏟᑢቨቨጥᒯᢝᡧᣚᑃᘌቦጳቲᑻ

- ͘ᓀᎻᑻቲዟᑰ᎐ᏕቦᢝᣦቲᘭኣᑻᓗᑢᓗᐛᓀᎻᑻቲዟᅩᢝᢝᣍቦጳᢝᡧᣚᅰᐇጳᓗᗫᖔᔏᒐᢝᡧᣚᓀᎻᑻቲዟᑰ᎐Ꮥቦᢝᣦቲᑻᅩᑃᑢᓀᘘ፭ ᑢቲᗷ

- ͘ᓬፅዡቦፅᎤᒐᓀᒳዟᓆᢝᣠᒢ᜻ᑢᓆᒻጤᘭዟᒿፅᎤᒐᓀᒳዟᓆᅰᑃᑩᘭᑻጴᓭቦጳᏃᑻᐂᏟኤ኏ᑰᒯ

3.4

ᓀᎣᘭ፭ᚽቺቲዠቨᡨᣂᏸቨᓆጄᓹቲᎏᒐᔹቲᎣᎳលᓆኸᑩ᎟

Ask and give simple suggestions/advice

- ͘ᒇቲዲኤᑻᕕቨᑰᘘᏸቺቨጕፅᏟᑿᑢቨᓀᎻዟቨፅᑿᗷᑃዲᎏᒐቦᅰ጖ቲኤ።ቦቲᘌᑃኤዲᘭᎏᒐቲᑻ

- ͘ቲᒳኣዲ኏ᓀᏟᘭᎠᓆᣢᎳᑷጤᏽ኏ᒇተᗷᑃዲᎏᒐቦᅰᑰᎻᏕቦᒇቦᢝᡧᣎዲᎏᒙ኏ቨ጖ቲᑻ

- ͘ᒃᑩᘭᏕᒻጤᒯቲ፮ᑿᑢኸᒯጥᒐቲᘭᒯᅰሑᔹቲ፭ᑻᑰᎻᏟᒐᒇቦዎᡨᣂᏽ኏ቨ጖ቲᑻ

- ͘Ꮹዲኤᑿᑢቨᣠቧቹቲᒯጥᑢቨዎᡨᣂᏸቦ

4ϴδΑΕΎΒϠρΔϏΎϴλΎϬπϓέϭ΃ΎϬϟϮΒϗϭˬΔτ

Make, accept or decline a simple request

4.1ᒷᘭᑩᎳጕፅᑢቨᓆᎧᘭ፭ᚽኸᑩ᎟ᓀᎴቲᘭᎉ

Make and respond to a simple request

- ᅰᢝᡨᣍጤᎳቲ፭ᑻᑃᒙᐯᑿᘌᑰᒯ

- ᅩ᠍ቲᎻᘘ᎟ᅩᏃኣᎣᑢቲᗷ ͘ጳᓆᣃᑰᜓᗷͭᓀᎻ፭ᑢቨᓆኸዠፅᑢቨᣢᎳ

- ᅰፅᗫᖁᏽኤᑢቨᓀᗷቲኤᐛᢝᡧᣚᢝᡨᣍጤᎳቲ፭ᑻᡧᢕᣌᎻᘭᎣኤ፭ᘻᑰᒯ

- ᑰᑿᎳᓭጤᒙᎳᅩᓀᏟ።ብ ͘᠍ቨጤᎴᑃ኏ጤᎳቲ፭ᑻᢝᡧᣎᒙᐯᑿᘌᒢ᜻ᑢᅩᑷᓗᔏᑢቨᢕᣂእᐛ

4.2 ᓀᎣᘭ፭ᚽᓀᘭኣᑩ᎟ᑰᑿᎳ Make a simple order

- ᐇፅᑻቦኹዲ኏ᅰᑃᑩ᎐ᏕᒢᑻጴጳቦᏃᑻᓭᓗ፮ᑻውቲዟጕጤᗫጳቦ

- ͑ᑰ᎐Ꮯ኏

- ͘ᢝᣢ᎐Ꮯ኏ᅰᑃᑩ᎐ᏕᒢᑻኸᘭᑩዠᓀᘘᑩᎳᒢᐯᑿᑻ

4.3

ቺᕙᎉቨᓗᑿᑢቨᑰᓹቲ።ᓆᓆᒇቲᜓᑿᑢቨᓆᒇቲᑻፆᑢቨጤᘌጤዲ኏ᏃᑻᎧᘭ፭ᚽ᎛ቲ፮ᙏᓆቨቻጤዲᑢᎧᘭᎣዳኤᑢቨ

date, time, a simple plan specifying Make location and means of transportation

- ͘᎖ᘭ኎ᕓቨኹᘭኣᑢቨᒻጳቲᗫᖂᑢᒢᎣᒙ፣ቨᓆᣠቧጳቲᎣᏽᑢቲᗷፅᏕቲ።ተ።ᑷᓗᔏᑢቨ

- ቲᒙᓹቲᏸጤᎉቦᏃᑻᔹቲ፮Ꮋᑩᑢኸᒯጥᒙ።ᢝᢔᣐᓆጴᓆቲᒐቦ ͘ᑷᓗᔏᑢቨᔹቲ፭ᑻ

4.4

ቲᎼᑢលᓆፆዱዠᓆቦጤᎳᓗᑻᑰᑿᎳᓅቲᑿᒯ

r reservationMake and cancel a simple appointment o

- ͘ኹᏸᓗᑢቨ፸ᏟᒐᢝᡧᣚፅዡብጤᎳᓗᑻᓭጤᒙᎳ͘ᑷᓗᔏᑢቨᎫቲᑿኤዟᕕቨጳᓗ᎐ዠᏃᔏᎣኤ።ቦᒢᑢ͘Ꮹ።ብ

- ᅰ᠍ቨፅᒳᎠᓀእᑢቲእᑢቨᢝᡧᣚ᠍ቨጤᎴኸᘭኣᎣᑢቨᏃᑻጤᎳᓗᑻጤᘌጤዲ኏ᏃᔏᎣኤ።ቦᑰᒯ

4.5

ቲᒳ᎐ᏕጳᓆቦᒻᓗᎳጕᑛᓗኣᏸᓆᑰᑿᎳ

Extend, accept or decline an invitation

- ᘭᜧተኤᑢቲᗷᐇቲᒙᒯᒇᓗᜧተ።͑ᑰᏟዲᑢቨᡧᣆዠተ።ᏃኣᎣᑢቲᗷ͘ጤ

- ͘ጳᓗ᎐ዲᑢቨᒢᑻᒢᐯᑿኤᚏ።ᢝᢔᣐᓆጴᒢ᜻ᑢᓆᑰᑿᎻᑢቨኸᛞ፭ᚽጳᓗ᎐ዲᑢቨᏃᔏᎣኤ።ቦᕕᅩᒷᏟ።ብ

- ͘ᢝᣙᑻᢝᡧᣍᓗᐯ኏ᒇቦᐇጤᗫጳቦᅩᑷጕቲᏽᑢቨጤዠᕓቨᑷᓗᓾᓭጕᕙᘭᑻጤᘭᎳ

5Ε΍ήΒΨϟ΍ϭΙ΍ΪΣϷ΍ϭϒϗ΍ϮϤϟ΍Ωήγϭϒλϭ

Describe and narrate situations, events and experiences

- ᓀᘌᕕᓆᢝᡧᣚᢝᡨᣎዡቦᒻጳቲᗫᖂᑢሕኹᘘᒯ጖ᓀᎻᑿዱᑢቨᑷᓗᓾ ቲᒙኣᒯ጖ᅩሑᕕᓆቦ͘᠍ቨᢕᣂእᐛᓀᑩዠፅᑢቲᗷኹᎻኤᑿኤ።ቨᓆቲᘭ ᔏዟᢕᣂᏕ

- ቲᒐጳጴᅩᑃᑢ጖ጤᎻᗷ͘ᢝᢔᣍፅᎳᒃᎻᎣᑻᢝᡧᣚᔹቨጥᎼᑢቨቲᒙᑢᓆቲᒙ኏ᒃነᅩ᠍ቲᔊᏕቨጕᓆ᠍ቲ፭ᑿ፮ᑻᓗዱᑢቨᒇቲ᛿ኺᘭዠፅዲᘘᑢቨᣠቧ

- ͘ᐇጳᓗᗫᖔᔏᒐᣠቧኹᎻዟጳᓆ፸ᛳᗖᖔ኏ᕕቨኹᘘᐛጳ᠍ቨᢕᣂዡቦᓆ͘ᓀᎻᓹቨፅᑢቨቺቲᑻᓗ።ፅᑢቨቲᒐጤᒯቲ፣ᓆᒇᓗᒙᏟᑢቨᏩዲኤᑻ

- ͑ᓀᎻኤᑿᑻᓀᑩዠጳ᠍ቲᏽዠኹᒐቲ᛿ጤᏽᑢ

- ᘘᎏᑢቨᢝᡧᣚ͘ᐇቲᒙᒯᓀ᎟ᡫᣄᑢቨቺጤዟᓆᢝᡧᣎ᜻ᑢᓆᑰᑿᎳᕓᑃᒙኣᑢቨᣠቧኹᘘᒯ጖ᒃነᒻᓗᒳᏸᒇቲዱᒙᏕኹᗖᡫᣃᅩዎቲ

- ኹᑢᓆቲዠቲᑻጤᒙᎳ͘ᑃᒙኣᑢቨᢝᡧᣚᓀᏸᣃᒢᎳᒇᓗᑿᑩᜓኤᓾፗቲᒙᑢቨ᎖ᎻᗷኹᎻᑿ።ᢝᡧᣎ᜻ᑢᓆቻጤዠቲᑻᏋፅᎳቦᒃᑢ

- ᅩᑃᒙኣᑢቨᑛᓗዡጕ ͘ᑃᒙኣᑢቨᢝᡧᣚኹነጤዠᓀᏸᣃᐇቲᒙᒯᒇᕓᑛᓗዡጤᑢቨᡧᢕᣌᎻᘭᎣኤ፭ᘻᕕΗᎧᗷቲ᎐ᑢቨᢝᣠᑛቲᏸ

- ቲ፣ቦᢝᣤᓗᓾኹᛳ᎐ᏸᓆኹᘭኣᑢቨᣠቧቺጤᎻᏕ͘ᒇᓗᗫᖂᏟᘭᑩኤᑢቨᢝᡧᣚጳቲᘘዡᕓቨጤᒯ

Arabic Language Curriculum

11

UN LEVEL I ARABIC

PRAGMATIC COMPETENCE

- Discourse Competence

ςΑ΍ϭέ ϒτόϟ΍

Coordinating conjunctions

ᑷቦᅩᓆቦᅩᒃነᅩᅱᏕᅩᓆ

ςΑ΍ϭέ ΩΎπΘϟ΍

Contrast መᒢ᜻ᑢ- ሗᒢ᜻ᑢ

ςΑ΍ϭέ ϞλϮϟ΍

Amend

ᑃᑢጥᐛᅩ᠍ቲ᎐ᘌቦᅩቨጥᒳᑢᓀᏕቲᎊᕔቲᗷᅩᑃᑢጥᑢᓀᏕቲᎊᕔቲᗷᅩቲᑿ᛿

ςΑ΍ϭέ ΪϴϛϮΘϟ΍ Emphasis

ᓀᏽᘭᏽዲᑢቨᢝᡧᣚᅩ᠍ቲᏽዠᅩሑᕙᎻᏕ

ςΑ΍ϭέ ϊΑΎΘΘϟ΍ Sequencing

᠍ቲእᑢቲነᅩ᠍ቲᘭᒐቲነᅩሑᕕᓆቦᅩ᠍ቨᢕᣂዡቦᓆᅩሑᓀᘌቨጤᗷᅩᓀᘌቲᒳᒙᑢቨᢝᡧᣚᅩᓀᘌቨጤᘘᑢቨᢝᡧᣚᅩᑰᘘᏸጤᎻᗷᅩ᠍ቨᢕᣂዡቦᅩᑃᑢ጖ᑰᘘᏸᅩᑃᑢ጖ጤᎻᗷᅩሑᕕᓆቦ

ςΑ΍ϭέ ϥ΍ήΘϗϻ΍ ϲϨϣΰϟ΍

Subordinate conjunctions

ᔏዠᅩቲᑿ᠐ᑢᅩቲᑻጤᒙᎳጤᎻᗷᅩᑰᘘᏸᅩᓭጥᑢቨኹᏸᓗᑢቨᢝᡧᣚᅩቲᑿᒙᚏ኎ᅩቲᑿᒙ

ςΑ΍ϭέ ήϴΒόΘϟ΍ Ϧϋ ϱ΃ήϟ΍ Expressing opinion ᓭቦጳᢝᡧᣚᅩᅱᑢᓀᘘ፭ ᑢቲᗷ ςΑ΍ϭέ ϞϴΜϤΘϟ΍ Exemplification and similarity

ᕙእᑻᅩᑰእᑻᅩᑰᎻᏕнቲᑿ᛿ ˬᅩᑃᑢ጖ᣢᎳᑛቲእᑿ᛿ᓆ ᅱᐛ

ςΑ΍ϭέ ϞϴϠόΘϟ΍ ΔϴΒΒδϟ΍ϭ

Cause and result

ᑢጥᑢᅩኸᛞ፭ᚽᅩᅱᑢᅩᒇᕓᑃ

Arabic Language Curriculum

12

UN LEVEL I ARABIC

LINGUISTIC COMPETENCE

- Morphology and Syntax 1. ˯ΎϤγϷ΍ Nouns 1.1 ᒻፅᐯᒙᑢቨᓆᓀᏕፅᎻᑿᑢቨ

Definiteness/ Indefiniteness

-

ΏΎΘϛ ˬ ΫΎΘγϷ΍

1.2 Ꭻᖔᒙᑢቨ

Gender

1.2.1 ፅᐛጥᑿᑢቨ Masculine ᒻጥ኏ቲ።ቦᅩᓭቲ፣ᅩጤᑿዲᑻ

1.2.2 Ιϧ΅ϣϟ΍

Feminine

ˬΎϬϣ ˬΓϭϬϗ ˯Ύϣγ

1.3 ᡧᣎእᑿᑢቨ

Dual

ᒢᓾጤᑢᓆ

ͭᒇቨጤᑢᓆᅩᡧᢕᣌኤ ኎ͭᒇቲኤ ኎

ᡧᢕᣌ኏ጳቲᘭ።ͭᒇቲ኏ጳቲᘭ።ᅩᡧᢕᣌ኎ቲኤᐛͭᒇቲᗷቲኤᐛ

1.4Ꮓᑿዱᑢቨ

Plural

1.4.1 ᒃᑢቲ፭ᑢቨፅᐛጥᑿᑢቨᏃᑿዟ

plural masculine Sound

ᒇᓗᔏᒐቲᗷቲᘭᑢቨᅩᒇᓗᑩᑻቲᎻᑢቨᅩᒇᓗ።ጳጤᑿᑢቨ

1.4.2 ᒃᑢቲ፭ᑢቨኺᒐᓖᑿᑢቨᏃᑿዟ

plural feminine Sound

ቲᎻᑢቨᅩቺቲ።ጳጤᑿᑢቨቺቲᘭᒐቲᗷቲᘭᑢቨᅩቺᕙᑻ

1.4.3 ᢕᣂ፭ᐯኤᑢቨᏃᑿዟ

plural Broken

ᑷቲᑿᎳቦᅩᑰᓹቲ።ጳᅩቺᓗᔏ኎ᅩᒇጤᑻ

2.ΕΎϔμϟ΍

Adjectives

2.1 ቺቲᏟᎏᑢቨᒇቨጴᓆቦ

patterns adjective Common

ᢕᣂኣᐛᅩᑰᗫᖔ᎟ᅩᑰᘭᑿዟ͗ᑰᘭᎻᏕ

2.2 ᏋᓗᎉᓗᑿᑢቨᓆᓀᏟᎏᑢቨ

Phrases Adjective -Noun

ᕙᎣᑢቨᅩᢕᣂᎼᎏᑢቨᏩᎏᑢቨᅩᓀᘭᗖᖁᎳᓀᘘᑢቲ᎟ᅩጤᘭዟ጖ቲኤ።ቦᎧᎣᏽᑢቨᅩቺቨጤᘌጤዱᑢቨቺቲᘘᑢቲᎣᑢቨᅩጕጤዱᑢቨቹ

ᓀᘭᑢቲᎻᑢቨቺቲᘌቲᒙኣᑢቨᅩᓀᑩᘭᑿዱᑢቨ

2.3 ᓀᘘ፭ ᑢቨ

affiliation of Adjectives ᅩᓀᘭᐛፅ኏ᒻᓗᒳᏸᅩ

ᢝᢔᣍፅᎼᑻ጖ቲኤ።ቦ ቺቲᘭᒙᚏᎉቺቲ።ጳጤᑻᅩቹፅᎳᒇᓗ።ጳጤᑻᅩᓀᘭ፭ᙏፅᏕኸኤᐛ

3.ή΋ΎϤπϟ΍ ΔϴμΨθϟ΍

Personal pronouns

3.1 ᓀᑩᎏᏟᒙᑿᑢቨፅᓹቲᑿ᎐ᑢቨ

pronouns Subject

ሔኹᒐቦᅩቲᒐቦቲᑿᒯᅩቲᑿኤᒐቦᅩᒃᒯᅩᒃኤᒐቦᅩᒢዲᒐᅩᢝᣦᅩᓗᒯᅩሖኹᒐቦᅩ

3.2 ᓀᑩᎏኤᑿᑢቨፅᓹቲᑿ᎐ᑢቨ

pronouns Suffix

3.2.1 ᓀᘭ᜻ᑩᑿᑢቨፅᓹቲᑿᎊ

pronouns Possessive ᅩᒷᅱᅩ

ሖᐇᅩሔᑃᅱᅩᔠᅱ ቲᑿᒳᅱᅩቲᑿᜓᅱᅱᅩᒃሕᒳᅱᅩᒃ᠑ᜓᅱᅩቲᒙᅱᅩቲᒳᅱ

3.2.2 ኸᎏᒙᑢቨፅᓹቲᑿᎊ

pronouns Object

ᅩᔠᅱᒐ ᅩሕᒷᅱᅩሖᑃᅱᅩሔᑃᅱ ᅩᒃ᠑ᜓᅱᅩቲᒙᅱᅩቲᒳᅱ ቲᑿᒳᅱᅩቲᑿᜓᅱᅱᅩᒃሕᒳᅱ

4.˯ΎϤγ΃ ΓέΎηϹ΍ pronouns Demonstrative

ᒇቨጥᒯᅩᒇቲ኏ቲᒯᅩᑃᑩ኏ᅩᑃᑢ጖ᅩᔹᕕᓖᒯᅩᒿጥᒯᅩቨጥᒯ

5.έάΠϟ΍ ϥίϮϟ΍ϭ pattern and Root

5.1 ጳጥዱᑢቨ

Root ፘ ͗ᑛᓗᎼ፮ᑻ- Ꭼ- ᑛ Ᏻ ͗ᑰᘘᏽኤ፭ᑻ- ቹ- ᑛ

5.2 ᒇጴᓗᑢቨ

Pattern

ᑰᎻᏟኤ፭ᑻ

͗ᑰᘘᏽኤ፭ᑻᅩᑛᓗᎻᏟᑻ͗ᑛᓗᎼ፮ᑻ

6 .΍ϝΎόϓϷ

Verbs

6.1 ᑰᎻᏟᑢቨᒇቨጴᓆቦ

Verb patterns I

Form ሔᑰሖᎻᏕͭሔᑰሕᎻᏕͭሔᑰሔᎻᏕ͗Form II ˬᑰ቙ᎻሔᏕ͗Form III ˬᅩᑰᎳቲᏕ͗Form IV ͗

ᅩᑰᎻᏕቦ

Form Vᑰ቙ᎻሔᏟሔ኏͗Form VI ˬᑰᎳቲᏟ኏͗Form VII ˬᅩᑰᎻᏟᒐቨ͗Form VIII ͗

ᑰᎻኤᏕቨ Form X ˬᑰᎻᏟኤ።ቨ͗

6.2 ᑛቲᎻᏕᕓቨᏩᗫᣆ኏

conjugation Verb

6.2.1 ᣆ ኏ᑰᎻᏟᑢቨᏩᗫ ᢝᡧᣔቲᑿᑢቨ

tense past Simple

ᅩᒃሕኤᑩᎻᏕᒃኤᒐቦᅩቲᒙᑩᎻᏕᒢዲᒐᅩመኹᑩᎻᏕᢝᣦᅩሔᑰᎻᏕᓗᒯᅩሖኹᑩᎻᏕሖኹᒐቦᅩሔኹᑩᎻᏕሔኹᒐቦᅩሕኹᑩᎻᏕቲᒐቦ

ቨᓗᑩᎻᏕᒃᒯ

6.2.2 ᑰᘘᏽኤ፭ᑿᑢቨ

tense future Simple ᅱ።ᅩᏋᓗ።

6.2.3 ᎫᖔᏕፅᑿᑢቨᎫጳቲ᎐ᑿᑢቨᑰᎻᏟᑢቨᏩᗫᣆ኏

sverb tense present Conjugating mode iveindicat the in

ᅩሕᑰᎻᏕቦቲᒐቦ ᅩሕᑰᎻᏟᒐᒢዲᒐᅩሕᑰᎻᏟ኏ᢝᣦᅩሕᑰᎻᏟᘌᓗᒯᅩሔᡧᢕᣌᑩᎻᏟ኏ሖኹᒐቦᅩሕᑰᎻᏟ኏ሔኹᒐቦ ᒃᒯᅩሔᒇᓗᑩᎻᏟ኏ᒃኤᒐቦ

ሔᒇᓗᑩᎻᏟᘌ

6.2.4 ቹᓗᎏᒙᑿᑢቨᎫጳቲ᎐ᑿᑢቨᏩᗫᣆ኏

verb present the Conjugating mode subjunctive the in

ᒐቦᅩሔᑰᎻᏟᒐᒢዲᒐᅩሔᑰᎻᏟ኏ᢝᣦᅩሔᑰᎻᏟᘌᓗᒯᅩᢝᣢᎻᏟ኏ሖኹᒐቦᅩሔᑰᎻᏟ኏ሔኹᒐቦᅩሔᑰᎻᏕቦቲᒐቦᅩቨᓗᑩᎻᏟ኏ᒃኤ

ቨᓗᑩᎻᏟᘌᒃᒯ

6.2.5 ᑷᓆፆዱᑿᑢቨᎫጳቲ᎐ᑿᑢቨᏩᗫᣆ኏

verb present the Conjugating mode jussive the in

ᅩቨᓗᑩᎻᏟ኏ᒃኤᒐቦᅩመᑰᎻᏟᒐᒢዲᒐᅩመᑰᎻᏟ኏ᢝᣦᅩመᑰᎻᏟᘌᓗᒯᅩᢝᣢᎻᏟ኏ሖኹᒐቦᅩመᑰᎻᏟ኏ሔኹᒐቦᅩመᑰᎻᏕቦቲᒐቦ

ቨᓗᑩᎻᏟᘌᒃᒯ

6.3 ᑰኤᎻᑿᑢቨᑰᎻᏟᑢቨ

verbs Irregular

ቨ͗ᏋᓗዟᕓቨᑰᎻᏟᑢ ᑷቲᎉᅩᑷቲᒐᅩᒇቲ᛿

ᓬᡨᣂ፣ቨᅩ᠓ᣢᎉᅩᣧኤᒐቨ͗᎕ᏸቲᒙᑢቨᑰᎻᏟᑢቨ

7. ΔϓΎοϹ΍ ΔϓήόϤϟ΍ Annexation Definite

ኸዟቨᓗᑢቨᓀᗷቲኤᐛᅩ፸ᚱጳቲᗷᓀᒙᓾጤᑻᅩ጖ቲኤ።ᕓቨኹᛳ኎

8.ϝΎΤϟ΍

Adverbs

᠍ቨጳቲᒳᒐᅩ᠍ቲᎻᗫᣃᅩሑᕙᘭᑩᏸᅩ᠍ቨᢕᣂእᐛᅩ᠍ቨፅᐯ፣ᅩሑᕙᎻᏕᅩ᠍ቲᑿᓹቨጕᅩ᠍ቨጤᎴᅩ᠍ቲ᎐ᘌቦ͗ጄኤᏟᑢቨᒢᗫᖔᒙ኏

9.Ω΍ΪϋϷ΍ Numbers

9.1 ጕጤᎻᑢቨᓨጕቲᘘᑻ ጕᓆጤᎻᑿᑢቨᓆ

Basics of number-qualifier rules

9.1.1 ᒢᑻጕቨጤᎳᕓቨ ᆇ- ᅲᆅ

10-Numbers 3

ኸኤᐛᒻᡫᣄᎳ

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9.1.2 ᒢᑻጕቨጤᎳᕓቨᆅᆅ- ᅻᅻ

99-11 from Numbers

ᅩ᠍ቲᗷቲኤᐛᒇᓆᡫᣄᎳ ᠍ቲᏟᎠᓗᑻᡫᣄᎳᓀ፭ᑿዡ

9.2 ᓀᘭኣᚏ኏ᡨᣂᑢቨጕቨጤᎳᕓቨ

Numbers Ordinal

Ꮓ኎ቨፅᑢቨᅩኺᑢቲእᑢቨᅩᢝᡧᣍቲእᑢቨᅩᑛᓆᕓቨ

10.ω΍Ϯϧ΃ Πϟ΍ϞϤ types Sentence

10.1 ᓀᑩᑿዱᑢቨ ᓀᘭᑿ።ᕕቨ

sentence Nominal - ᓀᗫᣆᑻቲᒐቦ

- ᐇጳᓗᗫᖔᔏᒐᢝᡧᣚᒢᐯ፭ᘻᣥᑩ።

10.1.1 ᑷጤᏽᑿᑢቨᢔᣂዳᑢቨ

sentence nominal predicate Fronted - ͘ᒻጳቲᘭ።ᓭጤᒙᎳ - ͘ᔹቲᏸጤᎉቦᢝᣠ - ͘ፗᓗᑩᏕᢝᣙᑻ

- ͘ᏋፅᎴᏃᅱᅱᗖጳቦᒷᘭᏕᢝᡨᣎᔏ኎ͭ͘ᏋፅᎴᏃᅱᅱᗖጳቦᢝᡨᣎᔏ኎ᢝᡧᣚ

- ᢝᡧᣚᒇᓆᢕᣂእᐛᒇᓗᏟᎠᓗᑻᐇቲᒙᒯ͘ᒻጤዲኤᑿᑢቨᒃᑻᕓቨ

10.2 ᓀᘭᑩᎻᏟᑢቨᓀᑩᑿዱᑢቨ

Sentence Verbal

- ͘፸ᛳᑿዡᑰ᛿ᒻቨጳቲᘘᑿᑢቨᢝᢔᣍቲዲᎉቦጤᒯቲ፮ᛒ

-͘፸ᛳᑿዡᑰ᛿ᒻቨጳቲᘘᑿᑢቨᒇᓆጤᒯቲ፮ᛒᢝᢔᣍቲዲᎉቦ

11.ϲϔϨϟ΍ Negation

11.1 ᢝᡧᣚᓀᘭᑿ።ᕕቨᓀᑩᑿዱᑢቨᢝᡧᣛᒐ Ꭻጳ ቲ᎐ ᑿᑢ ቨ

tense present in sentence nominal Negating - ͘᠍ቨጕᓗዟᓗᑻ፸ᛳᑢጤᑿዲᑻ - ᑻቲᑻ͘ፗᓗᑩᏕᢝᣙ

11.2 ᢝᡧᣔቲᑿᑢቨᢝᡧᣚᓀᘭᑿ።ᕕቨᓀᑩᑿዱᑢቨᢝᡧᣛᒐ

tense past in sentence nominal Negating - ͘ፗᓗᑩᏕᢝᣙᑻᒇቲ᛿ቲᑻ

- ͘᠍ቨጕᓗዟᓗᑻᒇቲᝏቲᑻጤᑿዲᑻ

11.3 ᢝᡧᣚᑰᎻᏟᑢቨᢝᡧᣛᒐ Ꭻጳ ቲ᎐ ᑿᑢ ቨ

tense present in sentence verbal Negating - ͘ᒃዲᑩᑢቨኸዠቦᕕ

- ͘Ꭻᖔኣ።ቦᑰ᛿ᢝᡧᣔቲᗫᖁᑢቨᓭጕቲᒙᑢቨᣠቧኸᒯ጖ቦᕕ

411. ᢝᡧᣛᒐ ᢝᡧᣔቲᑿᑢቨᢝᡧᣚᑰᎻᏟᑢቨ

tense past in sentence verbal Negating

- ͘ᑷᓗᔏᑢቨᑰᑿᎻᑢቨᣠቧኹᘘᒯ጖ቲᑻ

- ͘ᑷᓗᔏᑢቨᑰᑿᎻᑢቨᣠቧኸᒯ጖ቦᒃᑢ

11.5 ᑰᘘᏽኤ፭ᑿᑢቨᢝᡧᣚᑰᎻᏟᑢቨᢝᡧᣛᒐ

future the in sentence verbal the Negating

- ͘᠍ቨጤᎴᎫቲᑿኤዟᕕቨሔᡧᣆዠቦᒢᑢ

- ͘ᑷጕቲᏽᑢቨᎫᖔኣ።ᕓቨᑛቲᏟኤዠᕕቨᣠቧቨᓗᔊᔏዱᘌᒢᑢ

2.1έΪμϤϟ΍

Gerund

ᒻጤᒯቲ፮ᑿᑢቨᅩᒃᡑᑩᜓኤᑢቨᅩᑷᕙᎻኤ።ᕕቨᅩᓀᏕፅᎻᑿᑢቨᅩᒃᘭᑩᎻኤᑢቨᅩᑰᑿᎻᑢቨ

- ͘ᑰᑿᎻᑩᑢቲᘭᒐቲᘘ።ቧᣠቧፅᏟ፭ᑢቨጤᗫጳቦ

- ͘ሔᑰᑿᎳᕓቲᘭᒐቲᘘ።ቧᣠቧሔፅᏕቲ።ቦᒇቦጤᗫጳቦ

.13Ε΍ϭΩ΃ ϡΎϬϔΘγϻ΍ Particles Interrogative

ᅩᑰᒯᅩᏩᘭᐛᅩᒢᓾቦᅩᒢሔᑻᅩᓭቦᅩቨ጖ቲᑻᅩቲᑻ ቨ጖ቲᑿᑢᅩᒢᑻᏃᑻᅩᓭቦᢝᡧᣚᅩᒢᓾቦᒢᑻ

14.ώϴλ ϞϴπϔΘϟ΍ ΔϧέΎϘϤϟ΍ϭ adjectives comparative and Superlative - ᑰᎏᏕᒢ፭ዠቦ - ᒇጤᑿᑢቨᑰᑿዟቦ

- ᒃᑢቲᎻᑢቨᢝᡧᣚቺቲᘌቲᒙኣᑢቨᑷጤᏸቦᒢᑻ

- ͘ᒻᢕᣂኣ᜻ᑢቨቲᒳኤዡቦᒢᑻᑛᓗ᎟ቦᢝᣦ

15.ΔϠϤΠϟ΍ Δϴρήθϟ΍ Conditional sentence - ͘ጄዱᒙᙬ፭Ꮥቺፅᜧቨ጖ቨ጖ቧ

-͘ᒷኤᑩᗷቲᏽᑢᅩᐇቲᒙᒯኹᒙᐛᓗᑢ

- ᅩᑃᎻᑻኸᒯ጖ተ።͘ጤᗫᖁ኏ኹᒙᐛቨ጖ቧ

16.ϞϤΟ Δϔμϟ΍ sentences Descriptive

- ͘ቺቲᎼᑢቻᕙነᒃᑩᜓኤ኏ᒻ጖ቲኤ።ቦᏋፅᎳቦ

- ᢝᡧᣚᒇᓗᒙᐯ፭ᛒቹጳቲᏸቦᓭጤᒙᎳ ͘ቲᗫᡧᢕᣂᑢቲᑻ

17.˯ΎϤγϷ΍ ΔϟϮλϮϤϟ΍ pronouns Relative

- ͘ቺቲᎼᑢቻᕙነᒃᑩᜓኤ኏ᢝᡨᣎᑢቨᒻ጖ቲኤ።ᕓቨᏋፅᎳቦ

- ᒢᓾጥᑢቨᢝᢔᣍጳቲᏸቦ ͘ቨጤᘭዟᓀᘭᗖᖁᎻᑢቨᒇᓗᑿᑩᜓኤᓾቲᗫᡧᢕᣂᑢቲᑻᢝᡧᣚᒇᓗᒙᐯ፭ᛒ

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UN LEVEL I ARABIC

LINGUISTIC COMPETENCE

- Lexis

1. ΕΎϫΎΟΗϻ΍

Directions

ᑷቲᑻቦᅩኸᒐቲዱᗷᅩጳቲ፭ᛒᅩᡧᢕᣌᑿᘌᅩቹፅᎴᅩᏳᡫᣃ

2.ΓέγϷ΍/ ΔϠ΋Ύόϟ΍ ΕΎϗϼόϟ΍ϭ ΔϳϋΎϣΗΟϻ΍

Family and social relations

ዏቦᓀዟᓆጴᅩᓀᑿᎳኹ ኎ᅩᑛቲዡᒢ኎ቨᅩᓀᑩᘭᑻጴᅩጳቲዟᅩᓀዟᓆጴᅩጤᑢቨᓆᅩኹ ኎ᅩᒢ኎ቨ

3. Ω΍ΩϋϷ΍

Numbers

ᏩᑢቦᅩᓀᔊᑻᅩጤዠቨᓆᅩᏩᎉ ኺᑢቲእᑢቨᅩ ᢝᡧᣍቲእᑢቨᅩᑛᓆᕓቨ 4.ϥ΍ϭϟϷ΍

Colors

ቦሗᢝᡧᣎ኎ᅩሗᓭጕጳᓆᅩፅᑿዠቦᅩᏳጳጴቦᅩ᎖ᘭ኎

5.ϡΎϳϷ΍ έϭϬηϟ΍ϭ ΕΎϣϳϭϘΗϟ΍ϭ ΔϔϠΗΧϣϟ΍

Days, months and different calendars

ᢝᡧᣍቲእᑢቨᒇᓗᒐቲ᛿ᅩፗጳቲᑻᅩፅᓾቨᢔᣂᏕᅩፅᓾቲᒙᓾᅩᔹቲᎻᗖጳᕓቨᅩᔹቲነᕙእᑢቨᅩᡧᢕᣌᒙነᕔቨ ᅩፅᏟᎉᅩᑷፅዲᑻᅩጳቨ጖ብᅩ᎛ቲᘘ፣ᅩ

ᒇቲ᎐ᑻጳ 6.ΩϼΑϟ΍ ϥΩϣϟ΍ϭ Countries and cities

ᒻጤዲኤᑿᑢቨቺቲᘌᕕᓗᑢቨᅩᒇቲᗷቲᘭᑢቨᅩፅᓹቨፆዱᑢቨᅩᒇቲᒙኣᑢᅩᣆᑻ

ቺᓆ

ᢕᣂ኎ᅩᐇጳᓗᗫᖔᔏᒐᅩᎄቲᗫᖁᑢቨᅩᒻፅᒯቲᏽᑢቨ

7.ΕΎϳΣΗϟ΍

Greetings

ᅩᒻጤᘭᎻ።ᅩᕙᒯቦᅩᒃᜓᘭᑩᎳᑷᕙ፭ᑢቨᅩᢕᣂዳᑢቨዎቲᘘᎉᅩ᠍ቲᘘዠፅᑻᅩᕙᒳ።ᓆᕙᒯቦᅩᕙᒯ

ᕙ።ᅩᓀᑻᕙ፭ᑢቨᏃᑻቲᒙᏕᡫᣄᘻᅩᑷ

8.ΕΎϳγϧΟϟ΍ ΕΎϐϠϟ΍ϭ

Nationalities and languages

ᓀᘭᑢቲᎣᘌᕔቨᅩᓀᘭ፭ᙏፅᏟᑢቨᅩᓀᘭᗖᖁᎻᑢቨᅩሗᢝᡧᣍቲᒐᓗᓾᅩሗᓭጳᓗ።ᅩሗᢝᢔᣍፅᎳ

9.ΕΎϧ΍ϭϳΣϟ΍

Animals

ᒇቲᎏዠᅩጳᓗᏟᎏᎳᅩጤ።ቦᅩᓀᎣᏸᅩኸᑩ᛿

10.ΕΎγ΍έΩϟ΍ study of Fields

ᅩጕቲᎏኤᏸᕕቨᅩᒻጳቲዱኤᑢቨ ᓀ።ጤᒙᒳᑢቨᅩኸᎣᑢቨᅩቹቨጕᕒቨ

11.ΔοΎϳέϟ΍ tsSpor

ᓀዠቲᘘ፭ᑢቨᅩጃᑢᡧᡨᣂᑢቨᅩᓀᑩ፭ᑢቨᒻፅᐛᅩᑷጤᏽᑢቨᒻፅᐛ

12.έϔγϟ΍ ϝ΋Ύγϭϭ Εϼλ΍ϭϣϟ΍ transportation and Travel

ኹᗫᖂᒐቨፅ኏ᅩᐂᗫᖁ᎟ᒢᎳᅩᒻᡫᣃቲᘘᑻᓀᑩዠጳᅩᓀᏕቲ፭ᑿᑢቨᅩᓀዟቨጳጤᑢቨᅩᒻጳቲᘭ፭ᑢቨᅩጳቲᎣᏽᑢቨᅩᒻፅᓹቲᎣᑢቨ

13.ϥϛγϟ΍

Housing

ᒻፅᏟ።ᅩᑷᓗᒐᏋፅᎴᅩᐂ኎ቲ᎟ᅩᓀᘌቲᒙ኎ᅩᑃᑩᑻᅩጳቲዱᔊᙬ።ቨᅩᓀᏽ፣ᅩኹᛳ኎

14.ΔΣλϟ΍ lthHea

ᅩᓀᘌቲᒙᎳᅩᔹቲᏟ፣ᅩᔹቨᓆጕᅩᒻጕቲᘭᎳᅩ᎕Ꮌᑻᅩጕፅ኎ᅩᎫቨጤᎉᅩᑷጤᏸᅩጤᘌᅩፗቦጳᅩᒢᎣᗷᅩኸᘭኣ᎟ᅩᒃᑢቦ

ቦᅩᓀᘭᑢᓆᕓቨቺቲᏕቲᎻ።ᕔቨᅩፘቲ፣ᅩᒢᎣᏸᅩᓀኤ፣ᓆጳᅩᓀᎊፅᑿᑻᒃ፭ዱᑢቨᔹቲ᎐Ꮃ

15.ΕΎϔλϟ΍

Adjectives

᡽ᢕᣎ።ᅩጤᘭዟᅩጤᘭᎻ።ᅩᎧᘭ፭ᚽᅩᒃᒳᑻᅩኸᎻᎉᅩᑰᗫᖔ᎟ᅩᏃ።ቨᓆᅩᒃᘌጤᏸᅩጤᘌጤዟᅩᢕᣂᎼᎉᅩᢕᣂኣᐛ

16.ϡΎόρϟ΍ Ώ΍έηϟ΍ϭ rinksd and Food

ᅩᢕᣂᎏᎳᅩᑃᑿ።ᅩᑷᓗዲᑢᅩውቲዟጕᅩᒷᜧቨᓗᏕᅩጳቲ᎐ዡᅩቺቲᎣᑩ።ᅩቺቲᗫᖔᑩዠᅩቺᕙᘘᏽᑻ ᅩᓭቲ፣ᅩᔹቲᑻ

ቺቲᘘዟᓆᅩᒻᓗᒳᏸ 17.αϘρϟ΍

Weather

ᓀᗖᖔ᎟ፅᑢቨᅩᒻጳቨፅዲᑢቨᓀዟጳጕᅩጃᑩእᑻᅩᒃᓹቲᎴᅩ፸ᑿ፮ᑻᅩጳቲዠᅩጕጳቲᗷ

18.ΕΎϳϭΗΣϣ ΕϳΑϟ΍

Household items

ᅩፅᗫᣃ ᅩᏩᘭᐯᑻᅩጴቲዟᓗ኏ᓗ኎ᅩᒻተᏕጤᑻᅩᓀዟᕙነͭጕቨፅ኎ᅩᓀᒐቨፆዡᅩᢝᣒፅᐛᅩᓀᑢᓆቲ᎟ ᒇᓗᗫᖂᏟᑩ኏

19.ΕΎϳϭΗΣϣ ϝλϔϟ΍ items Classroom

ᅩዎᖔᑢͭᒻጳᓗኣ።ᅩᢝᣒፅᐛ ᓀ፣ቲ፣ᅩቹቲኤᐛᅩᡨᣂᏕጕᅩᓀᑢᓆቲ᎟

20.αΑϼϣϟ΍

Clothes

ᓀᘘᔏዟͭᒻጳᓗᒙ኏ᅩᓀᎣᒙ፣ͭᓀᘘᔏᏽዠᅩᓗᎣᑢቲᗷͭᏩᎣᎻᑻᅩᔹቨጥዠᅩ᎕ᘭᑿᏸᅩᒇቲኤ፭Ꮥ

21.ΕΎϣυϧϣϟ΍ ΔϳϟϭΩϟ΍
rganizationO International

ᎏᑢቨᓀᑿᎤᒙᑻᅩፅᑿዠᕓቨኸᘭᑩᎏᑢቨᅩᒻጤዲኤᑿᑢቨᒃᑻᕓቨቨᓆፅᒐᓆᕓቨᅩᓗᐯ፭ᛳᒐᓗᔏᑢቨᅩᓀᘭᑿᑢቲᎻᑢቨᓀዲ

22.ϥϬϣϟ΍ ΕΎλλΧΗϟ΍ϭ ϑ΋Ύυϭϟ΍ϭ ϥϛΎϣ΃ϭ ϝϣόϟ΍

place work and Profession

ᅩኸ።ቲዲᑻᅩኸᘭኣ᎟ ᅩጤᎳቲ፭ᑻᅩፅᓾጤᑻᅩፗሗጳጤᑻᅩᢝᣤቲዲᑻ ᅩᡧᣛ፮ᙬ፭ᑿᑢቨᅩኸኤᐯᑿᑢቨᅩᢕᣂ኏ፅᐯ።ᅩᑛᓆᓖ፭ᑻ

ᓀᑿᎤᒙᑿᑢቨᅩᓀᎻᑻቲዱᑢቨᅩᓀᘭᑢጤᘭᎏᑢቨ

23. ΕΎρΎηϧϟ΍ Δϳϣϭϳϟ΍ ϲϓ ΕϳΑϟ΍ ϲϓϭ ϝϣόϟ΍

office the in and home at tivitiesac Daily

ᒻጤᒯቲ፮ᑻᅩᢝᡧᣍᓆᡨᣂ᜻ᑢቧጤᗫᖁ኎ᑛቲ።ጳቧᅩᑷቲᎻᎣᑢቨᑛᓆቲᒙ኏ᅩᑰᑿᎻᑢቨᒢᑻᎫᖔዟፅᑢቨᅩᑰᑿᎻᑢቨᣠቧቹቲᒯጥᑢቨ

ᏩᘭᎤᒙ኏ᅩᎫቲᑿኤዟቨጳᓗ᎐ዠᅩᓀᘭᏟ኏ቲᒯᓀᑿᑢቲᜓᑻᔹቨፅዟቧᅩጴቲᏟᑩኤᑢቨ ᎖ሗᗫᡨᣂᑢቨᅩጅኣᎣᑢቨᅩኹᘭኣᑢቨኸᛳ኏ፅ኏ᓆ

24. ΕΎϳ΍ϭϬϟ΍ ΕΎϗϭ΃ϭ ύ΍έϔϟ΍

leisure and Hobbies

ᒻᔹቨፅᏽᑢቨᅩᓀዠቲᘘ፭ᑢቨᒻፅ኎ᕔቨᑛቲᎼ፣ቦᅩᔹቲᒙᎼᑢቨᅩᓀᗷቲኤ᜻ᑢቨᅩᓭፅዱᑢቨᅩጃᒐፅᎣ፮ᑢቨኸᎻᑢቨᅩ

25.Εϗϭϟ΍
Time

ቨጤᎴᅩ፸ᑻቦᅩፅᒳᎤᑢቨጤᎻᗷᅩᔹቲ፭ᑿᑢቨᅩዎቲᘘᎏᑢቨ

Arabic Language Curriculum

15

SOCIOCULTURAL COMPETENCE

At every level of language competence, UN staff members are expected to function as social agents in a

variety of multilingual and multicultural contexts and, as such, use existing plurilingual and pluricultural

competences to further develop their linguistic and cultural repertoire(s), and to facilitate and promote

successful communication and cooperation throughout the Organization. Given the changing nature of the social and cultural contexts of the language, geographical location, language contact, history, values, etc., deciding on one list of minimum content for the Language-specific

Curriculum would

be inappropriate. This section presents a general approach on how to get acquainted with sociocultural elements when acquiring the language.

Sociocultural competence encompasses:

- the ability to produce and understand utterances appropriately - rules of politeness - sensitivity to register, dialect or variety - norms of stylistic appropriateness - sensitivity to "naturalness" - knowledge of idioms and figurative language - knowledge of culture, customs and institutions - knowledge of cultural references - uses of language through interactional skills to establish and maintain social relationships Sociocultural competence allows the user to recognize and use social and cultural norms and conventions to communicate appropriately in a given context. According to the UN Language Model, this competency is composed of three main categories: Variation: Awareness of dialects, social and geographical varieties and their connotations Register: Awareness of the tone, style (communicative conventions), expression of (in)formality Intercultural competence: Awareness of individual and others culture (traditions values, social conventions, etc.) and the UN culture (core values, inclusive communication, etc.) Sociocultural competence can be developed while acquiring new language skills, through immersion in another culture, by individual choice of reflecting with oneself and others. Among other factors, sociocultural competence takes into account the conjunction of language, cultural expression, expected expressions of human relations, reactions and attitudes. Therefore, sociocultural competence develops in an organic fashion rather than in a linear one, having no predefined order of acquisition. In addition to life experiences, individual factors -such as interest, curiosity and immersion or contact with the target culture(s)- play an essential role in developing sociocultural skills. While developing sociocultural competence does not necessarily occur in parallel with the improvement of some linguistic aspects, for instance, memorizing vocabulary or mastering the target alphabet, acquiring a language necessarily requires developing sociocultural competence. In the context of the United Nations, learning and assessing any language shall consistently emphasize sociocultural competence by, for example, selecting learning materials and topics that are socially and geographically representative of cultural realities. The UN Language Framework principles not only underpin respect for diversity, but all dimensions of the inclusive use of language in multilingual communication.

Arabic Language Curriculum

16

UN LEVEL II

INTERMEDIATE LEVEL OF LANGUAGE COMPETENCE

Arabic Language Curriculum

17

UN LEVEL II ARABIC

PRAGMATIC COMPETENCE

- Functional Competence

1. ϝλ΍ϭΗϟ΍

ΎϳϧϬϣ

professionally Interact

1.1 Ꮋᑻᢝᡨᣛᑩ኏ᓆኸᑩ᎟Ꮹ኏ቲᒳᑢቨᢔᣂᎳᓆᒷዟᓗᑢቲᒳዟᓆᑰᑿᎻᑢቲᗷᓀᎉቲዡቺቲᑻᓗᑩ

Request specific work related information in person and by phone

- ᅰᑃᑩ᎐ᏕᒢᑻፅᓾጤᑿᑢቨᏃᑻቻጤዲኤᑢቨᢝᡧᣎᒙᐯᑿᘌᑰᒯ͘᠍ቲᘘዠፅᑻ

- ᅰᓀᑢቲ።ጳᒷᑢᐇፅ኏ቦᒇቦᢝᡧᣎᒙᐯᑿᘌᑰᒯ

1.2 ጳቲᘘዡᕓቨͿᓀᘭᑢᓆᕓቨቺቲዟቲᘭኤዠᕕቨጴᓆቲዱኤ኏Ꮓᔏᎊቨᓗᑻᢝᡧᣚᓀᐛጳቲ፮ᑿᑢቨᓆᏃᑻᑰᎳቲᏟኤᑢቨᢝᡧᣚቻቨጤዠᕓቨᓆ

;ᎧᘭዲᑿᑢቨᏃᑿኤዱᑿᑢቨᓆᑰᑿᎻᑢቨᒇቲᜓᑻ

Participate in and respond to topics beyond immediate survival needs (news and events in the workplace or community)

- ᅰᎫᖔᎊᓗᑿᑢቨᓀ፮ᏸቲᒙᑿᑢፅᒳᎤᑢቨጤᎻᗷᎫቲᑿኤዟቨᣠቧᓗᎳጤᒐᑰᒯ

- ፅᑻቦᐇፅ኏ቦᒇቦᢝᡧᣎᒙᐯᑿᘌᑰᒯ͘ᎫቲᑿኤዟᕕቨጤᎳᓗᑻጕጤዲᒙ።ᅩᒃᎻᒐ ᅰᑃᑢᒃᘭᎤᒙኤᑢቨ

- ቲᒙᎳቲᑿኤዟቨጤᏽᎻᒐᑷቦ ᅰኸᘌቲᜓ።ᣢᎳ

1.3 ᓀᎻᗷቲኤᑿᑢቨᓀᑩᔊ።ቦᓆᑰᑿᎻᑢቲᗷᐂᑩᎻኤᓾቲᑿᘭᏕᑰᘭᎏᏟኤᑢቲᗷᓀᗷቲዟᕔቨᓆᑛቨᓖ፭ᑢቨ

Ask and respond in detail to a variety of work related - questions and follow up questions

- ᑃᑩ᎐Ꮥᒢᑻፅᑿ኏ᓖᑿᑢቨᢝᡧᣚᡧᢕᣌᐛጳቲ፮ᑿᑢቨᣠቧቺᕙᘭᑿᘌᕔቨኹᑩ።ጳቦᕙᒯᅰ

- ᎖Ꮋᘘᑢቨᒇቦኺᘭዠᡧᢕᣌᎏኤዳᑿᑢቨᡧᢕᣌᔏᒙᏽኤᑢቲᗷᑛቲᎏ኏ᕕቨᓆᓀᑩᗷቲᏽᑿᑩᑢᎧᘭᎣዳኤᑢቨᣠቧውቲኤዲᒐ

͘᠍ቲᘭᎊቨᡨᣂᏕቨᎫቲᑿኤዟᕕቨᒇᓆᡧᣆዲᘭ።

- ᅰᢝᡧᣔቨᡨᣂᏕᕕቨጳᓗ᎐ዲᑢቲᗷጤᎏᏽ኏ቨ጖ቲᑻ

1.4 ቺቨᓗᎣዳᑢቨᒻጕጤᎻኤᑻቺቲᑿᘭᑩᎻ኏ᓆቺቲᒳᔏዟᓗ኏Ꭻቲᘘ኏ቨᓆᔹቲᎣᎳቧ

step directions and instructions-Give/follow multi

- ᒃነቻጤዠቲᑻᑰᜓᗷቨፅᗫᖁᏽ኏ኸኤᐯ኏ᒇቦᑷጴᕙᑢቨᒢᑻᒇᓗᐯᘭ።ᕕᓆቦ

ᔟᑩᎳኸᘭዱ኏ᓆᑰᘭᎉቲᏟኤᑢቨᒷᑢዎᡫᣄᙬᑢፅᓾጤᑿᑢቨᏃᑻሑԉ᠍ቨጤᎳᓗᑻጕጤዲ኏

͘ጳቨፅᏽᑢቨᣢᎳᐂᓾጤᎏኤᑢቨᒷᒙᑻኸᑩᎣ኏ᒇቦᑰᘘᏸᒷኤᑩᔊ።ቦ

1.5 ᑰᑿᎻᑢቲᗷᓀᏽᑩᎻኤᑻᑛቲᎻᏕቦጕᓆጕጳᓆጄᓹቲᎏᒐᢝᡨᣛᑩ኏ᓆᔹቲᎣᎳቧ

related advice -Give and receive work as well as feedback

- ͘ᒻᢕᣂᎏᏸᓀዠቨᡨᣂ።ቨጤᎻᗷቺቲ፮ᏸቲᒙᑿᑢቨᏩᒐተኤ፭ᘻᒇቦᑰ᎐Ꮥᕓቨᒢᑻ

- ͘ᑰᏸᕓቨᣢᎳᎫᖔኣ።ተᗷጤᎳᓗᑿᑢቨᑰᘘᏸᎫቲᑿኤዟᕕቨᒻጤᒙዟᕓጕቨጤᎳᕔቨᢝᡧᣚᔹጤᘘᑢቨᣠቧውቲኤዲᒐ

- ͘ᒻጴቲኤᑿᑻኹᒐቲ᛿Ꭻᖔᎊᓗᑿᑢቨቲᒳ኎ኹᑢᓆቲᒙ኏ᢝᡨᣎᑢቨᓀᏽᗫᖁᎣᑢቨᒇቦጤዟቦ

- ͑ኹ ፭ዠቦ

2. ϝλ΍ϭΗϟ΍ ˱ΎϳϋΎϣΗΟ΍

socially Interact

2.1 ᘭኤዠᕕቨᒢᎳᢕᣂኣᎻኤᑢቨᏩ኏ቲᒳᑢቨᢔᣂᎳᓆቦᒷዟᓗᑢቲᒳዟᓆቺቲዟቲ

Express needs in person or by phone

- ͘ᔹቨጤᎼᑩᑢቲᎻᑻኸᒯጥᒐᓆᑰᗷቲᏽኤᒐቲᒙᎳጕ

- ᅰᓀᏽ፮ᑢቨኸዠቲᎏᗷᢝᡧᣎᑩᎉᓗ኏ᒇቦᑃᒙᐯᑿᘌᑰᒯ

2.2 ᏋᓆፅᎻᑻᓆቦᓀᑻጤዡኸᑩ᎟

Ask for favors

- ͘ᓬፅዡᕓቨᓀᏕፅᎼᑢቨᣠቧᓀᒐቨፆዳᑢቨᑰᏽᒐᢝᡧᣚᑃ኏ጤᎳቲ፭ᑻᣠቧᓀዟቲዲᗷቲᒐቦ

- ᅰᓀᑻጤዡᑃᒙᑻኸᑩ᎟ቦᒢᐯᑿᑻ

- ᅰቲᒙᒯᒢᑻኸᗫᖁᏸኸኤᐯᑻጤዟᓗᓾᑰᒯᅩᑃᑩ᎐Ꮥᒢᑻ

2.3 ᢝᡧᣍቲᒳኤᑢቨᓆቺቲᘭᒙᑿኤᑢቨᒢᎳᢕᣂኣᎻኤᑢቨ

Express wishes and congratulations

- ͘ᢕᣂዳᗷᒃኤᒐቦᓆᑷቲᎳᑰ᛿

- ͑ᒻጤᘌጤዱᑢቨᓀᏟᘭᎠᓗᑢቨᐇᓆᢔᣂᑻ

- ͑ᒃᝣᑢᢔᣎᏽᎻᑢቨ - ͑ᐂᔏᏕᓗኤᑢቨᑃᑢᡧᣎᑿ኏ቦ

2.4 ᡧᣔፅᑢቨᑷጤᎳͭᡧᣔፅᑢቨᒢᎳᢕᣂኣᎻኤᑢቨ

nExpress satisfaction/dissatisfactio

- ͘ጃᓹቲኤᒙᑢቲᗷᔹቨጤᎻ።ᒢዲᒐ

- ͘Ꮓᔏᑿዱᑩᑢᓀᘭᎊፅᑻጃᓹቲኤᒙᑢቨቺተ኏ᒃᑢᏩ።ᕓቨᏃᑻ

- ͘ፅᒳኣᑻᔹቨጕቦᓆᏃᓹቨጳᑰᑿᎻᗷᑷቲᏸጤᏸᐂᗫᖁᏟᑢቨᒇቦᣢᎳᏃᔏᑿዱᑢቨᐂᏟኤᓾ

2.5 ᑷᕙዠᕓቨᓆቺቲᘭᒙᑻᕓቨᒢᎳᢕᣂኣᎻኤᑢቨ

dreams and hopes Express

- ͘ቲᘘᗫᖁᏸᑃ኏ጳቲᗫᖂ኎ቲᒙᏕᡫᣄᘻᒇቦᡧᣎᑿ኏ቦ

- ͘Ꮹᘌጤᑢቲᑿᑢቨጳፆዟᣠቧᓀᑩዠፅ኎ᒃᑩዠቦ

2.6 ኏ቺቨᓖኣ ኏ᓆቺቲᎻᏸᓗ

Predict and expect

- ᅰቲᒙᏕጤᒯᐂᔏᏽዲ኏ᒢᑻᒢᐯᑿኤᒐᒃᑢᓗᑢቨ጖ቲᑻ

- ᒇቲ᛿ቨ጖ቧᑛᔹቲ፭ᘻቦ ᒿጥᒯᣢᎳᐂᏕቨᓗᔏ።ᢝᢔᣐᓆጴ ᒻፅᐯᏟᑢቨ-

- ͘ሑᔹቲ፭ᑻᒻᡫᣃቲᎻᑢቨᓀᎳቲ፭ᑢቨጕᓆጤዠᢝᡧᣚᑰᎏᒐᒇቦᏃᏸᓗኤᑿᑢቨᒢᑻ

2.7 ቺᕕቲᑿኤዠᕕቨᓆᑃ፮ᑢቨᓆᡧᢕᣌᏽᘭᑢቨᒢᎳᢕᣂኣᎻኤᑢቨ

doubt and, probability, certainty Express

- ͘ᓀዱᘭᙬᒙᑢቨᒢᑻᓀᏽነቨᓆኹ፭ᑢ

- ͘ᒻᢕᣂዡᕓቨቻቨጤዠᕓቨኸᛞ፭ᚽᒇቲᜓᑿᑢቨᒻጳቲᗫጴᏃᔏᎣኤ፭ᙏᕕጤᏸ

2.8 ᒻጳᓆᡧᣆᑢቨᓆᑷቨᡧᡨᣂᑢᕕቨᒢᎳᢕᣂኣᎻኤᑢቨ

necessity and obligation Explain

- ᒇተ፮ᚽᢝ᡽ᣍቲᒳᒐጳቨፅᏸ጖ቲዳ኏ቨᒢᑻጤᗷᕕ ͘ቺቲዠᕙᎉᕔቨᒿጥᒯ

- ͘ᓀᑩᑻቲ᛿ᓀᏽᘭᏽዲᑢቨᒷᑢᑛᓗᏽ኏ᒇቦᑃᘭᑩᎳᒇቲ᛿

3. ϑλϭϟ΍ Ωέγϟ΍ϭ ϳλϔΗϟΎΑϝ detail Describe and narrate in

3.1 ᓀነጕቲዲᑿᑢቨᏳቲᘭ።ᢝᡧᣚ᎕ᎏᏽᑢቨጕᣃ

nTell stories as a part of conversatio

- ᢝ᡽ᣍቲᏸጤᎉቦᏃᑻውᖁዡቦኹᒙᐛᒻᢕᣂᎼᎉኹᒙᐛቲᑻጤᒙᎳᢝᡧᣎᒐቦፅᐛ጖ቦᓆ͘ᒻፅᒯቲᏽᑢቨᢝᡧᣚቺተ፮ᙏ

ᑰ፭ᑩ፭ᑿᑢቨᓆፅᗫጴቨᓗᏟᑢቨᒻጤᒯቲ፮ᑿᑢቲᎻᗫᣃጕᓗᎻᒐቲᒙᐛᓆᒇቲ᎐ᑻጳᢝᡧᣚጳቲᎣᏕᕔቨጤᎻᗷ

͘ᢝᣤᓗᔏᑢቨ - ᒙᐛ͘ᒻጤᘭᎻᗷኹᒐቲ᛿ቲᒳᒐቦᒢᑻᒃᎴፅᑢቲᗷᑷᓗᓾᑰ᛿ᓀ።ጳጤᑿᑢቨᣠቧᢝᡫᣓᑿᒐቲ

- ͘ᒻጤᎳቲ፭ᑿᑢቨኸᑩᎣ኏ᓀᘭᜧቲᗷቲᒙ኏ጳቲዟቺᔹቲዟቲᑻጤᒙᎳᒻቨጳቲᘘᑿᑢቨጤᒯቲ፮ᛒᢝᢔᣐᓆጴᒇቲ᛿

3.2 ᑰᑿዱᑩᑢᢝᡨᣛᎣᒙᑻኸᛳ኏ᡨᣂ኎ቻጤዠጕᣃ

Recount an event in a logical sequence of sentences

- ᒢᑻᢝᡨᣍᣃቦᏃᑻኹᑩᏽኤᒐቨ ᐇጳᓗᗫᖔᔏᒐᣠቧቨᣄᚱᖔ።ᢝᡧᣚᏩᘭᒙዟ ᑷቲᎳ 2015 ቲᒙᑿᑩᏸተ኏͘

ቲᒐቦኹᏽዲኤᑢቨᓆᅩኹᘭኣᑢቨᒢᑻᓀᘘᗫᖁᏽᑢቨᓀ።ጳጤᑿᑢቨᢝᡧᣚᓀ።ቨጳጤᑢቨᑛቲᏟ᎟ᕓቨቦጤᘘᏕᓀᎳᣄᚽ

͘ᒻጤᘌጤዟቺቲᏸቨጤᎉቲᒙᑿᏸቦᓆᢝᡧᣔቲᗫᖁᑢቨᓭጕቲᒙᑢቲᗷᢝᡨᣎዟᓆጴᓆ

3.3 ᠍ቲᏟᎉᓆቻቨጤዠᕓቨᓆᎃቲዳ፣ᕓቨᓆᒢᜧቲᑻᕓቨᓀᒐጳቲᏽᑻᓆᏩᎉᓆ ሑᕙᎏᏟᑻ

Describe, compare and contrast places, people and events

- ᑻᢔᣂኤᎻ኏͘ᒃᑢቲᎻᑢቨᒇጤᑻᢔᣂᜧቦᒢᑻᒻጤዠቨᓆᅩᓀᘭᒐቲᗷቲᘭᑢቨᓀᑿᎉቲᎻᑢቨᅩᓗᔏᐛᓗ᎟ᓀᒙᓾጤ ᢝᣦᓆ

ᒻጤዠቨᓆቲ᎐ᘌቦᅩቲᝏቲ።ᓆቦᅩቲᑿᒙᚏ኎͘ᒻቲᘭዲᑢቨᒻᢕᣂ኏ᓆᢝᡧᣚᓀᎳᣄᑢቲᗷᡧᢕᣂᑿኤ኏ᓆᓀᑿዠጕፆᑻᓀᒙᓾጤᑻ

͘ᒻፅዠቲ፭ᑢቨᓀᎻᘭኣᎣᑢቨᓆᔹᓆጤᒳᑢቲᗷᏃኤᑿኤ኏ᅩᒇቲᗷቲᘭᑢቨᢝᡧᣚᒇጤᑿᑢቨቺቲᗫᢔᣂᐛᒢᑻ

43. ᓀᘭᑩᘘᏽኤ፭ᑿᑢቨᎧᎣዳᑢቨᒢᎳᑰᘭᎏᏟኤᑢቲᗷᑷᕙᝣᑢቨ

detail in plans efutur about Talk

- ᢝᡧᣚᒃᘭᏽᒐᒇቦᓭᓗᒙᒐᓆᑷጕቲᏽᑢቨᑷቲᎻᑢቨᒃᒳ኏ጳቲᗫᖂᑢᎧᎣዳᒐᒢዲᒐ ͘ᒃᒳኤᚏ኎ᒢᑻᓀᘘᗫᖁᏸᓀᏽ፣

- ͘ᑛᓗኣᒙᎣ።ቧᓀᒙᓾጤᑻጳᓆጴቦᒇቦኹᘭᒙᑿ኏ቲᑿᑢቲᎣᑢ

- ͘ᔹቲᏽᑩᑢቨᒃᘭᎤᒙ኏ᢝᡧᣚᐇጤᎳቲ።ተ።

53. ᎕ᘭዳᑩ኏ΕΎϳΎϜΤϟ΍ ᓀᘭᎏዳ፮ᑢቨቺᕙᗷቲᏽᑿᑢቨᓆቺቲᑿᘌጤᏽኤᑢቨᓆᓀᘭ኏ቨጥᑢቨᢕᣂ፭ᑢቨᓆ

,biographies, narratives Summarize interviews and, presentations

- ᢝᡧᣚᓀᘭᒙᒳᑿᑢቨቲᒳ኏ቲᘭዠᓀᘌቨጤᗷጥᒙᑻᓀᘭ።ቲᑻᓗᑩᗷጕኸᎉቲᒙᑻᒻጤᎳቲᘌቲᏕᓗᑢቲᏕቲᒐቲᘭ኏ቲ኏ኹᑩᎼ፣

ᒻጤዲኤᑿᑢቨᒃᑻᕗᑢᒃᓹቨጤᑢቨፅᏽᑿᑢቨᢝᡧᣚቲᒙᑿ፭ᏽᗷᐂዲኤᑩ኏ᒇቦᑰᘘᏸᓆᢝᡧᣔቲᑿᑢቨᒇፅᏽᑢቨቺቲᒙᚏᒐቲᑿነ

͘Ꮹᘭᒙዟᢝᡧᣚ

- ͘ዏቲᒙᑿᑢቨᢕᣂᎼ኏᎕ዳᘌቲᑿᘭᏕቲᑿᒳᓾቦጳᒢᎳᡧᢕᣌዲ፣ፅᑿᑢቨᕙ᛿ᑰᔊ።

4.˯΍ΩΑ· ϬΟϭΕΎ έυϧϟ΍

Presenting viewpoints

4.1 ᒿፅᗫᢔᣂ኏ᓆᑰᘭ᎐Ꮯኤᑢቨ

Express what you prefer and provide justifications

- ኸ፭ᙏᕓቨᒢᑻᒷᒐቦᓬጳቦ ጕᓗዟᓆᒢᑿ᎐ᒙᑢᑷጕቲᏽᑢቨᎫᖔኣ።ᕓቨᣠቧᎫቲᑿኤዟᕕቨᑰᘭዟተ኏ᒃኤᓾᒇቦ

ጤᎻᗷᏃᔏᑿዱᑢቨ ͘ጕቲᘭᎳᕓቨᒻጴቲዟቧᒢᑻᒻጕᓗᎻᑢቨ

4.2 ᓀᑢጕᕓቲᗷቲᒳᑿᎳጕᓆጳቲᜓᏕᕓቨᒃᘌጤᏽ኏

views that are supported with evidenceGive

- ቲᘭᎻᗫᡫᣄᘻቲᎳቲᑿኤዟቨᢝᢔᣍᓆጳᓆᕓቨጕቲዲ኏ᕕቨጤᏽᎻᘌ ᒢᑻᒇᓗᐯኤ።ᅩᑷጕቲᏽᑢቨ፸ᛳᑿዳᑢቨᑷᓗᓾቲᑻቲᒯ

ቺቲᏸᕙᎻᑢቨጤᘌጤዲ኏ᒷዱᓹቲኤᒐ ͘ᓬፅዡᕓቨᑛᓆጤᑢቨᡧᢕᣌᗖᓆቲᒙᒙᚏ኎ᓀᗫጳቲዱኤᑢቨ

4.3 ጃᓹቲኤᒙᑢቨᓆቺቲᑻጤᏽᑿᑢቨጕᣄᚽቲᒳᑢᓗᑩዠᓆቺᕙᜓ፮ᑿᑢቨᒢᎳᑷᕙᝣᑢቨ

k about Use cause and effect to tal problems and solutions

- ᏃᔏᎣኤ፭ᙏᕕቲᒙᒐቦጳቲᘘኤᎳᕕቨᢝᡧᣚጥዡᕓቲᗖᓆቲᘭᑢቲዠᓀᘭᑢቲᑿᑢቨጕጳቨᓗᑿᑢቨᓀᑩᏸᣠቧፅᎤᒙᑢቲᗖᓆ

ኺዲᘘᑢቨᓭጳᓆᡧᣆᑢቨᒢᑿᏕᅩᓀᘭᒐቲ፭ᙏᕔቨቺቨጤᎳቲ፭ᑿᑢቨጃᑻቨᢔᣂ኎ᓀᎉቲዳᑢቨᓀᘭᒐቨᡧᢕᣂᑿᑢቨ᎖ᘭᏟዳ኏

Arabic Language Curriculum

18 ͘ᒻጤᘌጤዟᑰᗫᖔᑿ኏ጳጕቲᎏᑻᒢᎳ

- ቲᒯጥᑢቨᒇቦᕕቧᑷᓗᓾᑰ᛿ᒻጳቲᘭ፭ᑢቲᗷቲᒙᑩᑿᎳᣠቧኸᒯጥᒐᒇቦቲᒙᒙᐯᑿᘌᒇᓗᐯᘭ።ᎃቲᘘᑢቲᗷቹ

͘ᓀᔊᚏኣᑩᑢቨጳᡧᣅᑰᏸቦᒷᒐቦቲᑿ᛿ቲᘌጕቲᑻፅᏕᓆቦ

4.4 ᓀᑩᘌጤᗷቺቲዠᡨᣂᏽᑻᒃᘌጤᏽ኏ᓆᓭቦፅᑢቨᢝᡧᣚᏋᕙኤዡᕕቨᓆᓀᏽᏕቨᓗᑿᑢቨ

Express agreement/disagreement

s and making suggestion

- ͘ቲᑻቲᑿ኏ᓭቦፅᑢቨᑃᏽᏕቨᓆቦ

- ͘Ꭷᘘ᎐ᑢቲᗷᒿጤᗫጳቦቲᑻቨጥᒯᓆ

- ͘ቨጥᒯᢝᡧᣚᑃᎻᑻᐂᏟ኏ቦᕕᅩᏩ።ብ

5.Ωέγϟ΍ϡϳυϧΗϡϼϛϟ΍ϭ΃

Organize the narration or speech

5.1 ᓀᏕᓗᑢተᑻቺቲᎳᓗᎊᓗᑻᒢᎳጳቨᓗዲᑢቨᓀᑩᎉቨᓗᑻᓆᔹጤᗷ

Initiate and carry on a conversation on a familiar topic - ᅰ፸ᑻቦቻጤዠቲᑿᎳኹᎻᑿ።ᑰᒯ

- ͘ᢝᣕዳ፣Ꭻᖔᎊᓗᑻᢝᡧᣚᐇᢕᣂ፮ᙬ።ቦᒇቦጕᓆቦኹᒙᐛ

5.2 ጄᔏᎊᓗኤᑢቨኸᑩ᎟ᣢᎳጕፅᑢቨᓆዎቲ᎐ᘭᙬ።ᕕቨ

pond to requests for clarification and Ask for and res elaboration

- ᅰᡵᣂᜧቦᢝᣠጄᎊᓗ኏ᒇቦᒢᐯᑿᘌᑰᒯ

- ͘ጤᎏᏽ኏ቨ጖ቲᑻᒃᒳᏕቦᕕᅰᡧᣎᎻᑿᗷ

- ͘ᒃᜓᎻᑻቹቲᒯጥᑢቨᢝᡧᣎᒙᐯᑿᘌᕕᅩፅዡብᡧᣎᎻᑿᗷ

- ͘ኹᏸᓗᑢቨቨጥᒯᢝᡧᣚቨጤዟᕕᓗᎼ፮ᑻᒇᓗᜧቦቲᑻᒻጕቲᎳᢝᡧᣎᒐቦጤᎏᏸቦ

5.3 ኤ።ቨᓆᢝᡧᣎᑻፆᑢቨᑰ፭ᑩ፭ᙬᑢቨᒻቲᎳቨፅᑻᏃᑻቲᘭᏽᎣᒙᑻቲᎣᗖጳቻቨጤዠᕓቨᎧᗖጳᓀᘘ።ቲᒙᑿᑢቨᎧᗷቨᓆፅᑢቨᑷቨጤዳ

ᡫᣃቲᘘᑻᓆᎧᘭ፭ᚽ᎕ᒐᢝᡧᣚ Narrate events in a straightforward text logically using appropriate connectors, tenses and modes

- ᣠቧቺጳፅᎣᎊቲᏕᅩᑰᎻᏟᑢቲᗷኹᎻᑩᏸቦጤᏸᒻፅᓹቲᎣᑢቨኹᒐቲ᛿ᅩጳቲᎣᑿᑢቨᣠቧኹᑩᎉᓆቲᑻጤᒙᎳ

͘ᒻጤᘌጤዟᒇቨᢕᣂ᎟ᒻፅᐛጥ኏ᔹቨᡫᣃ

5.4 ቲᎳᓗᎊᓗᑻᓆᐂᓹቲᏽዠᒃᘌጤᏽ኏ጕቨፅᎣኤ።ᕕቨᓆᓀᎻ᎟ቲᏽᑿᑢቨᓆᎫᖔᎊᓗᑿᑢቨᢕᣂᔏᎼ኏ᓆᒻጤᘌጤዟቺ

Introduce new facts or new topics, changing topic, interrupting and resuming

- ͘ᓀᎣᏽᒙᑢቨᒿጥᒯᎃᓗᎏዳᗷᓭፅᎤᒐᓀᒳዟᓆዎᡫᣃቦᒇቦጕᓆቦᒢ᜻ᑢᅩᓀᎻ᎟ቲᏽᑿᑢቨᣢᎳᏩ።ብ

- ᅰᎫᖔኣ።ᕓቨᓀᘌቲᒳᒐᓀᑩᎣᎳᒢᎳቨ጖ቲᑻᓆ

- ͘ᓬፅዡቦᓀᎣᏽᒐᣠቧᑰᏽኤ ᒙᑢ

5.5 លᓆᑰᎳቲᏟኤᑢቨᑷቲᑿኤᒯᕕቨᔹቨጤᗷ

Show interest in developing the narration

- ͑ቲᏽዠ፹ᒯጤᑻፅᑻቦቨጥᒯ

- ͘ᕙᎻᏕᑷቲᑿኤᒯᕙᑢᢕᣂእᑻፅᑻቦቨጥᒯ

5.6 ᓀᎴቲᘭᎏᑢቨᒻጕቲᎳቧ

Rephrase

- ᑰዡጤ኏ቲᒳᑿᒯቦᒻጤᘌጤᎳᑰᝏቲ፮ᑻᒢᑻᓀᑩᓹቲᎻᑢቨኹᛳ኎ᢝᡧᣚᒇᓗ፮ᛳᎻᘌᒢᓾጥᑢቨውቨᓆጴᕓቨᢝᡧᣍቲᎻᘌ

͘ᓀᘭᎉᓗᎏዳᑢቨᑷቨጤᎻᒐቨᓭቦᅩᒃᒳᒐᓆᓖ፣ᢝᡧᣚᑰᒯᕓቨ

- ᎳኺዲᘘᒐቲᒙᒐቧᒢᑻᏋᓗዳᑢቨᒇᓆጕᓀᎻᗫᣃቺቨጳቨፅᏸ጖ቲዳ኏ቨᣢᎳᒢᗫጳጕቲᏸᎃቲዳ፣ቦᒢ

͘ᓀᘌጕቲᘭᏸቺቲᘭᎏዳ፣ᒢᎳኺዲᘘᒐቲᒙᒐቦᓭቦᅩᓀᘭᑢᓆᓖ፭ᑿᑢቨ

5.7 ᑷቲኤዳᑢቨ

Conclude the narration

- ጄኣᎉቦᢝᢔᣍፅᎻᑢቨᒃᑢቲᎻᑢቨᢝᡧᣚᑰᏟᎣᑢቨᒇᓆᓖ፮ᚽᑰᑻቲ፮ᑢቨᑷቲᑿኤᒯᕕቨᒇቦቲᒙᑢᡧᢕᣌኣᙬᓾᅩᐂኣ።ቲᑿᑻᓆ

ᑻᕓቨᑰᘘᏽኤ፭ᑻᣢᎳ᎜ቲᏟዲᑢቨᓆᑷጤᏽኤᑢቨቺቨጳᓆᡧᣅᒢᑻ᠍ቨጤዠቨᓆ͘ᓀ

Arabic Language Curriculum

19

UN LEVEL II ARABIC

PRAGMATIC COMPETENCE

- Discourse Competence ΓΩΎϋ· ΔϏΎϳλϟ΍ ΢ϳοϭΗϟ΍ϭ

Rephrase and explain

ጤᏽᏕᅩᅱᏕᅩᢝᡧᣎᎻᘌᅩᓭቦ ΏΑγϟ΍ ϊϳγϭΗΔΟϳΗϧϟ΍ϭ

Cause and effect

ᓀዱᘭᙬᒙᐛᓆᅩᑃᑢ጖ᣢᎳኸ኏ᡨᣂᗫᓆᅩᑃᑢ጖ᒢᎳጃኤ ᗫᓆᅩሗᒇቦᓀዱᘭᙬᒙᑢቨᓆᅩᅱᑢሑᓀዱᘭᙬᒐᓆ ᅩᅱᑢ᠍ቨፅᎤᒐᅩᑃᑢጥᑢᓆᅩሗᒃሔነᒢᑻᓆᅩᒷᘭᑩᎳሑᔹቲᒙᗖᓆᅩᅱᑢ ᒃᑢቲᑻᅩᒇ጖ቧ ...ᑰዟቦᒢᑻᅩᅱᏕ

ϊϳγϭΗΩΎοΗϟ΍

Contrast

ᅩᒢᑻᒃᎴፅᑢቨᣢᎳᅩሗᒇቦᢕᣂᎴᅩሗᒇቦᕕቧᅩᑰᗷ ሗᒇቦᒃᎴጳ

ϙ΍έΩΗγϻ΍

Amend

ᅩ᠍ቲ᎐ᘌቦᅩᑃᑢጥᐛᓆᅩኸᒐቲዟᣠቧᅩᣠቧᓀᏕቲᎊቧᅩᑃᑢ጖ᣠቧᓀᏕቲᎊᕔቲᗷᢝᣒቲ።ቦᑰᜓ፮ᚽᅩᒇቲᘭዠᕓቨኸᑩᎴቦᢝᡧᣚᅩᑷቲᎳᑰᜓ፮᚜ᓆ

ΎϧΛΗγϻ΍˯

Exception

ᅩቨጤᎳቲᑻᅩᕕቧ ᔹቲᒙእᙬ።ቲᗷ

ϥϣ΍ίΗϟ΍ϭϥ΍έΗϗϻ΍

Synchronization

ቲᑿᒙᚏ኎ᅩቲᑿᑢᅩቲᑻጤᒙᎳᅩቲᑿᒙᔏዠ