SHS1 Arabic · Semester 2, Week 1
Grammar
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
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.3 - Apply the grammatical rule to orally compose 5 sentences that contain particles and their grammatical functions.
- 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. 89
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 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.3). 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.