Grammar

Curriculum details

Strand

Reading (Strand 3)

Sub-strand

Grammar (3.3)

Content standard

1.3.3.CS.1 - Reading Good Arabic: Grammar Unit: Demonstrate knowledge and understanding of parts of speech and their grammatical functions 1.3.3.LO.1 Identify Parts of Speech in Arabic, their key features, and functions.

Indicator

1.3.3.LI.2 - State the grammatical functions of nouns, verbs, and particles in a given sentence

Suggested placement

Semester 2, Week 9 (Week 29 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.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• indicator text - p.112: indicator code printed 1.3.3LI.2; the document's code vocabulary is CS, LO, LI and AS, so the row is filed under the canonical form

Curriculum reference

NaCCA curriculum document, p. 112

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The learners are asked to extract from a passage verbal sentences, which explains that the verbal sentence is used to show interest in the action rather than the subject that experiences the action. In other words, the most important thing becomes the action represented by the verb rather the subject who experiences the action.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory,
and kinesthetics learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies, and strategies to address them.
Valuing Diversity/Global Citizenship: While the curriculum communicates learning through academic and standard Arabic patterns; incorporating dialectal expressions of Arabic will express a global perspective explicitly valuing diversity.
Collaborative learning: 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. Facilitating group work is excellent for empowering learners who are shy to participate more in class.

Assessment (1.3.3.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.
- Audio Materials.
- Flash cards.
- Audio-visual materials.