SHS2 Arabic · Semester 2 Week 20: Grammar

Lesson notes

Learning Objectives

Indicator: 2.4.4.LI.2 - Extract from the passage the Nawasikh, and identify their grammatical functions and the attached declensions.

By the end of the lesson, learners can:

Extract the Nawasikh (كان and its sisters, and إن and its sisters) from a given Arabic passage and list them accurately.
State the grammatical function of each Nawasikh in the sentence, identifying whether it operates on the nominal sentence (جملة اسمية) as a verb of the كان type or a particle of the إن type.
Identify the attached declensions (الحركات الإعرابية) on the subject and predicate after the Nawasikh have entered the sentence, explaining why the subject is raised (مرفوع) and the predicate is lowered (منصوب) in the case of كان and its sisters, and the reverse for إن and its sisters.
Differentiate between the effect of كان and its sisters and the effect of إن and its sisters on the subject and predicate of a nominal sentence, using correct Arabic terminology.
Apply the rules of the Nawasikh by constructing their own correct nominal sentences and by analysing sentences from a short passage, showing the case endings on each component.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Grammar (4.4)
Content standard: 2.4.4.CS.1 - Demonstrate knowledge and understanding of the types of sentences and the reasons for the declensional endings of nouns and the tenses of verbs in syntactic structure of Arabic sentences. 2.4.4.LO.1 Identify the types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component.
Indicator: 2.4.4.LI.2 - Extract from the passage the Nawasikh, and identify their grammatical functions and the attached declensions.
Suggested placement: Semester 2, Week 20 (Week 40 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.249: indicator code printed 2.4.3.LI.2; assessment code printed 2.4.3.AS.2; the printed sub-strand token disagrees with the section this page is printed under, and the section decides
Curriculum reference: NaCCA curriculum document, p. 249

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities:
- Through group learning, learners are organised to work together either as partners or in small groups on clearly defined instructions and tasks.
- Learners are asked to extract from a passage the (Nawasikh) and the rules on their subjects and objects and the operating cases of the sentence components from the following topics:
- أنواع الجملة (الاسمية والفعلية)
- مرفوعات الأسماء، (المبتدأ والخبر، و الفاعل ونائبه)
- مرفوعات الأسماء، ( اسم كان وأخواتها)
- مرفوعات الأسماء (خبر إن وأخواتها)
- منصوبات الأسماء (خبر كان وأخواتها)
- منصوبات الأسماء (اسم إن وأخواتها)
- Learners are then asked to identify the lexical and morphological compositions of the text and grammatical function of each component, ending with textual analysis as they apply to the general meaning of the text.
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.
Differentiated Learning: Allocating different 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 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 (2.4.4.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.
- Projector.
- Flash cards.
- Audio-visual materials.