Grammar · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.3.3.LI.4 - Extract from the passage the accusative case in nouns with their changing morphological structures and the rules governing their usage.

By the end of the lesson, learners can:

Identify nouns in the accusative case (منصوبات الأسماء) within a given Arabic passage and state the grammatical function of each.
Recognise the morphological changes that occur on nouns when they take the accusative case (fatha, kasra, or alif depending on the noun type).
State the rules governing the usage of the accusative case for at least four types of accusative nouns, including خبر كان وأخواتها and اسم إن وأخواتها.
Distinguish between the accusative case and the nominative case endings in nouns by examining their final vowels or letters.
Apply the rules of the accusative case correctly when writing their own short Arabic sentences.

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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.4 - Extract from the passage the accusative case in nouns with their changing morphological structures and the rules governing their usage.
Suggested placement: Semester 2, Week 6 (Week 26 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. 210

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.4). 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.