SHS1 Arabic · Semester 2 Week 19: Grammar

Lesson notes

Learning Objectives

Indicator: 1.4.4.LI.1 - Extract from the passage 10 nominal sentences and identify their two major components with their grammatical functions and the attached declensions.

By the end of the lesson, learners can:

Define a nominal sentence (الجملة الاسمية) and state that it begins with a noun (اسم)
Identify the two major components of a nominal sentence: the subject/mubtada’ (المبتدأ) and the predicate/khabar (الخبر)
Extract 10 nominal sentences from a given Arabic passage
Determine the grammatical function of each component (mubtada’ is nominative/marfu’, khabar is nominative/marfu’)
State and apply the attached declensions (علامات الإعراب) for both components, including the default damma (الضمة) and its substitutes

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Grammar (4.4)
Content standard: 1.4.4.CS.1 - Demonstrate knowledge of types of sentences and their components: the (Complement), the (Object) learning from their peers. Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles. 1.4.4.LO.1 Identify the types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component.
Indicator: 1.4.4.LI.1 - Extract from the passage 10 nominal sentences and identify their two major components with their grammatical functions and the attached declensions.
Suggested placement: Semester 2, Week 19 (Week 39 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. 143

Exemplars (from the NaCCA curriculum)

Think-Pair Share Activities:
Collaborative Learning:
- Through group learning, learners are organisedd to work together either as partners or in small groups on clearly defined instructions and tasks.
- Learners are assigned the task of extracting from a passage focused grammatical elements, under any 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: Faster writing students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning: Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles.

Assessment (1.4.4.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.
Skills of conceptual Strategic
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Projector.
- Flash cards.
- Audio-visual materials.