Grammar · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.4.4.LI.2 - Extract from the passage 10 verbal sentences and identify their two major components with their grammatical functions and the attached declensions.

By the end of the lesson, learners can:

Extract at least 10 verbal sentences (الجملة الفعلية) from a given Arabic passage with 90% accuracy.
Identify the two major components of a verbal sentence: the verb (الفعل) and the subject/doer (الفاعل), and state the grammatical function of each.
Determine the attached declensions (الحركات الإعرابية) on the verb and the subject, explaining why each carries its specific case ending (الفتحة، الضمة، السكون، etc.).
Distinguish between a verbal sentence and a nominal sentence (الجملة الاسمية) based on the opening word of the sentence.
Construct their own 5 original verbal sentences in Arabic, applying the correct declensions to both components.

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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.2 - Extract from the passage 10 verbal sentences and identify their two major components with 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.
Curriculum reference: NaCCA curriculum document, p. 144

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities.
Research-Based Learning: 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
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.
- 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 (1.4.4.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.