SHS1 Arabic · Semester 2 Week 1: Grammar

Lesson notes

Learning Objectives

Indicator: 1.2.3.LI.2 - Apply the grammatical rule to orally compose 5 verbal sentences about recent events in the community, and the reason for starting with the verb and its morphological changes.

By the end of the lesson, learners can:

Recall the definition of a verbal sentence (الجملة الفعلية) and identify its two essential components: the verb (الفعل) and the subject (الفاعل).
Explain the reason why Arabic sentences about actions begin with the verb rather than the noun, using the rule that the verb comes first to indicate the occurrence of an action.
Recognise how the verb changes morphologically (past, present, imperative forms) depending on the subject and the time of the event.
Orally compose 5 correct verbal sentences in Arabic describing recent events in their community, using appropriate verb forms and correct declensional endings.
Present their composed sentences to peers, explaining the grammatical rule behind starting each sentence with a verb.

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Curriculum 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.2 - Apply the grammatical rule to orally compose 5 verbal sentences about recent events in the community, and the reason for starting with the verb and its morphological changes.
Suggested placement: Semester 2, Week 1 (Week 21 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. 88

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 منهم
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 their
low cognitive abilities a tell way of collaborating with and learning , observations while it gives . from 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
, learningThis requires that individual learners are supported with their different learning styles subtitles are incorporated in speaking exercises to cater for the various , where audio-visual learning styles

Assessment (1.2.3.AS.2). 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.