Grammar · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.3.LI.2 - Analyse the grammatical functions of the various components of the syntactic structure of Arabic Verbal Sentence.

By the end of the lesson, learners can:

Identify the components of an Arabic verbal sentence (الجملة الفعلية): the verb (الفعل), the subject (الفاعل), and the object (المفعول به) where present.
State the grammatical function and case ending (الإعراب) of each component in a verbal sentence, including the nominative subject (مرفوع) and the accusative object (منصوب).
Distinguish between a verbal sentence and a nominal sentence by identifying the word that begins the sentence.
Construct original verbal sentences in Arabic and analyse the grammatical function of each component.
Evaluate the correctness of verbal sentences produced by peers and correct errors in verb-subject agreement.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Grammar (2.3)
Content standard: 2.2.3.CS.1 - Speaking Good Arabic: Grammar Unit: Demonstrate knowledge and understanding of types of sentences and the grammatical functions of their extended components. 2.2.3.LO.1 Analyse the grammatical functions of the various components of the syntactic structure of Arabic Nominal or Verbal Sentence.
Indicator: 2.2.3.LI.2 - Analyse the grammatical functions of the various components of the syntactic structure of Arabic Verbal Sentence.
Suggested placement: Semester 1, Week 17 (Week 17 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. 183

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Enquiry Project-Activities, Group Discussions, Think-Pair Square Activities Group Activities: Learners play an elimination game where a group is eliminated if it fails to identify a noun/verb and its grammatical function from the statements of other groups, from the following:
- 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)
The statements can be taken from the reading material or outside it. A group that succeeds in giving the right answer invites whichever group it wishes to do grammatical analysis of any of the units from any sentence. Grammar is incorporated in the reading passage, and the grammatical rules extracted from the sentences of the passage.
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 (2.2.3.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 for speech drills.
- Audio-visual materials.
- Cardboards.