ةيبرعلا ةغللاب ةفولأم َاولأ ءامسأ for Primary 1

Class: Primary One

Term: Second Term

Week: 10

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: ةءارقلا

Focal competence: قُ طْ ُّنلا لِ اكَ شْ َلأْاوَ مِاجَ حْ َلأْا ءِ امَ سْ َأِب ةِ َنسَّ لا رِ هُ شْ َأوَ مِاَّيَلأْاوَ َِ اوَلَْلأْاوَ

Key competencies/values: ةِ َّيِبرَ َعلْا ةِ َغُّللاِب ُديفِمُ لْا لُ صُ اوَ َّتلا

Skills:

• عامتسلااو ةءارقلا

Previous Lesson: ةغللاب ةفولأم ماجحأو لاكشأ ءامسأ.ةيبرعلا ةءارقلا رُ وَ حْ مَ لْا

Topic: َُ اوَلَْلأْا (Colours)

Subject Matter: ةيبرعلا ةغللاب ةفولأم َاولأ ءامسأ (Names of common colours in Arabic)

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Mention different common colours in Arabic.
• Identify colours in pictorial examples.

Psychomotor Domain

• Colour a given shape according to an Arabic colour instruction.

Affective Domain

• Show enthusiasm for learning and using Arabic colour names.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Arabic Language (Primary 1)
• Relevant State Unified Scheme of Work for Arabic Language (Primary 1)
• Al-Arabiyyah Lil Nashieen (Arabic for the Young) Book 1

Instructional Materials

The teacher will teach this lesson with the aid of:

• ض رْ عَ زُ اهَ جِ (Projector)
• وْ َأ ٌةرَ وَّصَ مُ تٌ اَقاطَ ِب (Or illustrated flashcards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards)
• Coloured pencils or crayons
• Worksheets with shapes to colour
• Real-life objects of different colours (e.g., a red apple, a green leaf)

Rationale for the Lesson

Learning colours in Arabic is fundamental for building basic vocabulary and descriptive skills in the language. It helps pupils to observe their environment more closely and communicate about it effectively. This knowledge forms a crucial foundation for more complex language structures and cultural understanding.

Prerequisite/Previous Knowledge

Pupils should be able to recognise and pronounce some basic Arabic letters and words. They should also be familiar with identifying colours in English.

Lesson Content/Board Summary

الأَلْوَانُ (Colours)

A colour describes the appearance of an object, such as red, blue, green or yellow.

Common Colours in Arabic

Common colour names in Arabic include:

• أَحْمَرُ (Ahmaru) – Red
• أَزْرَقُ (Azraqu) – Blue
• أَصْفَرُ (Asfaru) – Yellow
• أَخْضَرُ (Akhdaru) – Green
• أَبْيَضُ (Abyadu) – White
• أَسْوَدُ (Aswadu) – Black
• بُرْتُقَالِيٌّ (Burtuqaliyyun) – Orange
• وَرْدِيٌّ (Wardiyyun) – Pink
• بَنَفْسَجِيٌّ (Banafsajiyyun) – Purple
• بُنِّيٌّ (Bunniyyun) – Brown

Examples of Colours with Objects

• أَحْمَرُ (Red):
  • تُفَّاحَةٌ حَمْرَاءُ (Tuffahatun hamraa’u) – A red apple
  • وَرْدَةٌ حَمْرَاءُ (Wardatun hamraa’u) – A red rose
• أَزْرَقُ (Blue):
  • سَمَاءٌ زَرْقَاءُ (Samaa’un zarqaa’u) – A blue sky
  • بَحْرٌ أَزْرَقُ (Bahrun azraqu) – A blue sea
• أَصْفَرُ (Yellow):
  • مَوْزٌ أَصْفَرُ (Mawzun asfaru) – A yellow banana
  • شَمْسٌ صَفْرَاءُ (Shamsun safraa’u) – A yellow sun
• أَخْضَرُ (Green):
  • شَجَرَةٌ خَضْرَاءُ (Shajaratun khadraa’u) – A green tree
  • عُشْبٌ أَخْضَرُ (Ushbun akhdaru) – Green grass
• أَبْيَضُ (White):
  • وَرَقَةٌ بَيْضَاءُ (Waraqatun baydaa’u) – A white paper
  • حَلِيبٌ أَبْيَضُ (Halibun abyadu) – White milk
• أَسْوَدُ (Black):
  • شَعْرٌ أَسْوَدُ (Sha’run aswadu) – Black hair
  • لَيْلٌ أَسْوَدُ (Laylun aswadu) – A black night

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Chanting, Repetition, Guided Practice, Question and Answer, Explanation, Observation, Individual Practice.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils in Arabic (السلام عليكم) and asks them to respond. The teacher then shows various coloured objects (e.g., a red ball, a blue book) and asks pupils to identify their colours in English. The teacher then introduces the topic of learning colours in Arabic.

Pupils’ Activity: Pupils greet the teacher, identify colours in English, and listen attentively.

Learning Point: Recall of prior knowledge

Step 2: Introducing Arabic Colour Names

Time: 8 minutes

Teaching Skill: Pronunciation/Vocabulary Building

Teacher’s Activity: The teacher displays flashcards of common colours one by one, pronouncing each Arabic colour name clearly (e.g., أَحْمَرُ – Red). The teacher repeats each name several times and encourages pupils to repeat after him/her. The teacher uses the projector or large flashcards for visibility.

Pupils’ Activity: Pupils listen carefully and repeat the Arabic names of colours after the teacher. They try to associate the Arabic word with the colour shown.

Learning Point: Arabic names of colours

Step 3: Identifying Colours from Pictures

Time: 7 minutes

Teaching Skill: Identification/Association

Teacher’s Activity: The teacher shows illustrated flashcards or pictures of objects with different colours (e.g., a yellow banana, a green leaf). For each picture, the teacher asks, “مَا هَذَا اللَّوْنُ؟” (Ma hadha al-lawnu? – What is this colour?) and prompts pupils to say the Arabic colour name. The teacher provides assistance and correction as needed.

Pupils’ Activity: Pupils identify the colours in the pictures and respond with the correct Arabic colour names. They try to associate the colour with the object shown.

Learning Point: Recognition of Arabic colours

Step 4: Practising Colour Recognition (Activity 1)

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher holds up various coloured objects or flashcards and randomly asks individual pupils to mention the colour in Arabic. The teacher ensures all pupils get a chance to participate and provides immediate feedback. This aligns with the activity “ةغللاب ةفلتخم َاولأ ءامسأ اورِذي” (Mention different colours in Arabic).

Pupils’ Activity: Pupils actively mention different colours in Arabic as prompted by the teacher.

Learning Point: Recall of colour names

Step 5: Colouring Activity (Activity 2 & 3)

Time: 8 minutes

Teaching Skill: Application/Motor Skills

Teacher’s Activity: The teacher distributes worksheets with simple shapes (e.g., a circle, a square) and provides instructions in Arabic for colouring. For example, “لَوِّنِ الدَّائِرَةَ بِاللَّوْنِ الْأَحْمَرِ” (Lawwini ad-da’irata bil-lawni al-ahmari – Colour the circle red). The teacher walks around to supervise and assist pupils. This aligns with “ةروصم ةلثمأ يف َاوللأا اوزيمي” (Identify colours in pictorial examples) and “ةيبرعلاب رِذُي َول قفو ًلَكش اونولي” (Colour a shape according to the given Arabic colour).

Pupils’ Activity: Pupils listen to the Arabic instructions and colour the shapes accordingly using their coloured pencils or crayons. They identify the colours and apply them.

Learning Point: Understanding Arabic colour instructions

Step 6: Review and Reinforcement

Time: 2 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher quickly reviews the colours taught by showing flashcards and having the whole class chant the Arabic names together. The teacher praises pupils for their effort.

Pupils’ Activity: Pupils chant the Arabic colour names together and show their coloured worksheets.

Learning Point: Mastery of colour names

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. مَا هَذَا اللَّوْنُ؟ (Ma hadha al-lawnu?) – (Teacher points to a red object)
2. مَا هَذَا اللَّوْنُ؟ (Ma hadha al-lawnu?) – (Teacher points to a blue object)
3. اذْكُرْ لَوْنَيْنِ بِاللُّغَةِ الْعَرَبِيَّةِ. (Uzkur lawnayn bil-lughati al-arabiyyah.) – (Mention two colours in Arabic.)
4. لَوِّنْ هَذِهِ الدَّائِرَةَ بِاللَّوْنِ الْأَصْفَرِ. (Lawwin hadhihi ad-da’irata bil-lawni al-asfari.) – (Colour this circle yellow – on a worksheet)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Summarisation/Closure

Teacher’s Activity: The teacher summarises the lesson by reminding pupils of the importance of knowing colours in Arabic. The teacher encourages them to practise at home by identifying colours of objects around them and saying their Arabic names. The teacher assigns homework: to draw and colour three objects, writing their Arabic colour names.

Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.

Learning Point: Consolidation of key learning

Lesson Keywords

• أَحْمَرُ – Red
• أَزْرَقُ – Blue
• أَصْفَرُ – Yellow
• أَخْضَرُ – Green
• أَبْيَضُ – White
• أَسْوَدُ – Black
• لَوْنٌ – Colour

Differentiation

Support: For pupils who are struggling, provide flashcards with both the Arabic word and a clear picture of the colour. Use more repetition and pair them with stronger learners for chanting activities. Provide pre-drawn shapes with the Arabic colour name written inside for easier colouring tasks.

Extension: For faster learners, challenge them to name more colours not covered in the lesson or to describe objects using two or more Arabic colour adjectives. Ask them to create simple sentences using the colours, e.g., “هَذَا قَلَمٌ أَزْرَقُ” (This is a blue pen).

Suggested Lesson Videos

To find videos on Arabic colours for children, search on YouTube for: arabic colours for kids primary 1

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have all instructional materials ready: a projector (if available), clear and visible flashcards for each colour (Arabic word and colour swatch), pictures of coloured objects, and worksheets with simple shapes for colouring. Also, have coloured pencils or crayons readily available for the pupils. Begin by engaging pupils with English colour identification to bridge to the new Arabic vocabulary. When introducing new Arabic colour names, pronounce each word slowly and clearly, emphasizing the sounds. Encourage whole-class repetition, then individual repetition, correcting pronunciation gently. During the identification activity, use varied examples to keep pupils engaged. For the colouring activity, ensure the Arabic instructions are clear and repeat them if necessary. Walk around the classroom to observe pupils’ progress and provide individual assistance. Encourage pupils to say the colour name as they colour. The board summary should be written clearly on the board for pupils to copy after the main teaching points, perhaps during the final minutes of the lesson or as homework. Pay attention to common errors in pronunciation and association. For weaker learners, use more visual aids and allow them to point to colours. For advanced learners, challenge them to use the colours in simple descriptive sentences. Remember to maintain a positive and encouraging classroom environment to foster enthusiasm for learning Arabic.