SHS1 Arabic · Semester 1, Week 20
Grammar
Lesson notes
Learning Objectives
Indicator: 1.2.3.LI.1 - Orally compose 5 nominal sentences about personal experiences and tell the reason for starting with a Noun and its grammatical function.
By the end of the lesson, learners can:
- Identify the two essential components of a nominal sentence (الجملة الاسمية): the subject (المبتدأ) and the predicate (الخبر).
- Orally compose 5 nominal sentences about their personal experiences, such as school life, family, or weekend activities, using correct word order (noun first).
- Explain the reason for starting a nominal sentence with a noun, namely that the noun is the topic or subject being talked about, and the rest of the sentence gives information about it.
- State the grammatical function of the subject (المبتدأ) as being in the nominative case (مرفوع) and the predicate (الخبر) as also being in the nominative case (مرفوع), giving one example for each.
- Evaluate simple Arabic sentences to determine whether they are nominal or verbal, justifying their answer with a brief oral explanation.
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Sign in with phone numberCurriculum details
- Strand
- Speaking (Strand 2)
- Sub-strand
- Grammar (2.3)
- Content standard
- 1.2.3.CS.1 - Speaking Good Arabic: Grammar Unit: Demonstrate knowledge and understanding of parts of speech and their various characteristics subtitles are incorporated in speaking exercises to cater for the various , where audio-visual learning styles 1.2.3.LO.1 Explain the declensional endings of nouns and tenses of verbs in syntactic structure of Arabic sentences.
- Indicator
- 1.2.3.LI.1 - Orally compose 5 nominal sentences about personal experiences and tell the reason for starting with a Noun and its grammatical function
- Suggested placement
-
Semester 1, Week 20
(Week 20 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
- Curriculum reference
- NaCCA curriculum document, p. 86
Exemplars (from the NaCCA curriculum)
Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Collaborative-Game Learning: Learners play an elimination game where a learner is eliminated if he/she fails to identify and explain elements from one of the following topics: - أجزاء الكلام - علامات الاسم والفعل والحرف - أقسام الاسم وما يتعلق به - أقسام الفعل وما يتعلق به - المعرب والمبني وأحوال كل منهما Flexible-pace learning . while slow listening , Faster listening students will enjoy the facility to complete extension tasks . learners have an opportunity to complete their exercise at a more comfortable speed Collaborative learning Forming mixed-ability groups of learners gives high cognitive abilities a platform to tell their while it gives low cognitive abilities a way of collaborating with and learning from , observations . their peers Allocating different listening times and opportunity to each member of the group to make an . input can help learners organise themselves according to their different skills and capabilities Learning Station reading/writing and kinaesthetic , auditory , Create learning stations/groupings based on visual , This requires that individual learners are supported with their different learning styles . learning subtitles are incorporated in speaking exercises to cater for the various , where audio-visual learning styles Assessment (1.2.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning. Teaching and Learning Resources: - Textbooks and Reading materials for speech drills. - Audio-visual materials. - Cardboards.