Grammar · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.3.3.LI.1

By the end of the lesson, learners can:

Define a nominal sentence (الجملة الاسمية) and state its two major components: the subject (المبتدأ) and the predicate (الخبر).
Extract at least 10 nominal sentences from a given Arabic passage and underline their two components.
Identify the grammatical function of each component in the extracted nominal sentences (i.e., which is المبتدأ and which is الخبر).
State the declensional ending (العلامة الإعرابية) of each component, recognising that both المبتدأ and الخبر are normally in the nominative case (مرفوع).
Explain why each component carries the nominative case ending, using the rule: المبتدأ is raised because it is the topic, and الخبر is raised because it follows it as its predicate.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Grammar (3.3)
Content standard: 2.3.3.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. 2.3.3.LO.1 Identify the types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component. 2.3.3.LO.2 Identify the declension of nouns: the three cases, with the rules governing the changing components of number, gender.
Indicator: 2.3.3.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 4 (Week 24 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. 206

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 assigned the task of extracting from a passage focused grammatical elements, under any of 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.
- 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 (2.3.3.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.
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Projector.
- Flash cards.
- Audio-visual materials.