ةغللاب ةفولأم ماجحأو لاكشأ ءامسأ.ةيبرعلا ةءارقلا رُ وَ حْ مَ لْا for Primary 1

Class: Primary 1

Term: Second Term

Week: 9

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: ةغللاب ةفولأم ماجحأو لاكشأ ءامسأ.ةيبرعلا ةءارقلا رُ وَ حْ مَ لْا

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: ةطيسبلا تاملكلاو فورحلا ىلع ةدشلا

Topic: مُ اجَ حْ َلأْاوَ لُ اكَ شْ َلأْا (Shapes and Sizes)

Subject Matter: ةغللاب ةفولأم ماجحأو لاكشأ ءامسأ.ةيبرعلا ةءارقلا

Specific Objectives

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

Cognitive Domain

• Identify and mention the names of different shapes in Arabic.
• Identify and mention the names of different sizes in Arabic.
• Distinguish between selected shapes and sizes when presented with examples.

Affective Domain

• Show enthusiasm in learning new Arabic vocabulary for shapes and sizes.
• Participate actively in classroom activities involving Arabic words for shapes and sizes.

Psychomotor Domain

• Pronounce the Arabic names of shapes and sizes correctly.
• Point to specific shapes and sizes when prompted in Arabic.

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
• Approved Primary 1 Arabic Language Textbook

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 (Illustrated cards/flashcards of shapes and sizes)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards with Arabic words)
• Real-life objects of various shapes and sizes (e.g., a round ball, a square book, a big box, a small pencil)
• Whiteboard/Chalkboard and markers/chalk

Rationale for the Lesson

Learning shapes and sizes in Arabic helps pupils describe the world around them using a new language. This lesson builds foundational vocabulary and strengthens their ability to observe and differentiate objects, enhancing both their language skills and cognitive development.

Prerequisite/Previous Knowledge

Pupils should be familiar with basic Arabic greetings and some simple Arabic words. They should also have a general understanding of shapes and sizes in their native language.

Lesson Content/Board Summary

الأَشْكَالُ وَالأَحْجَامُ (Shapes and Sizes)

A shape is the form or outline of an object. Size describes how big, small, long or short an object is.

1. لُ اكَ شْ َلأْا (Shapes)

A shape is the outline or form of an object. Common shapes in Arabic include:

• دَائِرَة (Da’irah) – Circle (e.g., a ball, a clock)
• مُرَبَّع (Murabba’) – Square (e.g., a window, a dice)
• مُثَلَّث (Muthallath) – Triangle (e.g., a slice of pizza, a party hat)
• مُسْتَطِيل (Mustateel) – Rectangle (e.g., a book, a door)

Examples of Shapes:

• هَذِهِ دَائِرَةٌ. (Hadhihi da’irah.) – This is a circle.
• هَذَا مُرَبَّعٌ. (Hadha murabba’.) – This is a square.

2. مِاجَ حْ َلأْا (Sizes)

Sizes describe how big or small an object is. Common size words in Arabic include:

• كَبِير (Kabeer) – Big/Large (e.g., an elephant)
• صَغِير (Sagheer) – Small (e.g., an ant)
• طَوِيل (Taweel) – Long/Tall (e.g., a giraffe, a ruler)
• قَصِير (Qaseer) – Short (e.g., a rabbit, a short pencil)

Examples of Sizes:

• هَذَا كِتَابٌ كَبِيرٌ. (Hadha kitaabun kabeer.) – This is a big book.
• هَذَا قَلَمٌ صَغِيرٌ. (Hadha qalamun sagheer.) – This is a small pen.

3. Distinguishing between Shapes and Sizes

Shape and size words can occur together in a description.

• دَائِرَةٌ كَبِيرَةٌ (Da’iratun kabeerah) – A big circle
• مُرَبَّعٌ صَغِيرٌ (Murabba’un sagheer) – A small square

Teaching Methods/Instructional Techniques

Explanation, Demonstration, Repetition, Question and Answer, Guided Practice, Visual Aids, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Greeting/Recalling

Teacher’s Activity: The teacher greets the pupils in Arabic (السلام عليكم) and asks them to respond. The teacher then reviews the previous lesson briefly and introduces the new topic: Shapes and Sizes (مُ اجَ حْ َلأْاوَ لُ اكَ شْ َلأْا).

Pupils’ Activity: Pupils respond to greetings and listen attentively to the teacher’s introduction.

Learning Point: Recall of prior knowledge

Step 2: Presentation of Shapes

Time: 10 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays flashcards or uses a projector to show basic shapes (circle, square, triangle, rectangle) one by one. For each shape, the teacher says its Arabic name clearly (e.g., دَائِرَة for circle) and asks pupils to repeat after him/her several times. The teacher points to real-life objects in the classroom that match each shape.

Pupils’ Activity: Pupils observe the shapes, listen to the Arabic names, and repeat after the teacher. They identify similar shapes in the classroom.

Learning Point: Arabic names of shapes

Step 3: Practice Shapes

Time: 5 minutes

Teaching Skill: Guided Practice/Drilling

Teacher’s Activity: The teacher shuffles the shape flashcards and shows them randomly, asking pupils to call out the Arabic name of each shape. The teacher provides immediate correction and encouragement. The teacher can also draw shapes on the board and ask pupils to name them.

Pupils’ Activity: Pupils actively participate by naming the shapes shown by the teacher. They practice correct pronunciation.

Learning Point: Recognition of shape names

Step 4: Presentation of Sizes

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays flashcards or real objects of different sizes (e.g., a big book and a small book, a long ruler and a short pencil). For each size concept, the teacher introduces the Arabic word (e.g., كَبِير for big, صَغِير for small) and asks pupils to repeat. The teacher uses gestures to illustrate the sizes.

Pupils’ Activity: Pupils observe the objects and flashcards, listen to the Arabic names for sizes, and repeat after the teacher.

Learning Point: Arabic names of sizes

Step 5: Practice Sizes

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher shows pairs of objects (one big, one small; one long, one short) and asks pupils to identify the size using Arabic words. For example, “Is this كَبِير or صَغِير?” The teacher encourages pupils to use the full Arabic phrase where possible.

Pupils’ Activity: Pupils identify and state the sizes of objects in Arabic, practicing the new vocabulary.

Learning Point: Recognition of size words

Step 6: Distinguishing Shapes and Sizes

Time: 5 minutes

Teaching Skill: Comparison/Application

Teacher’s Activity: The teacher combines shapes and sizes by showing objects or flashcards that demonstrate both. For example, a “big circle” (دَائِرَةٌ كَبِيرَةٌ) and a “small square” (مُرَبَّعٌ صَغِيرٌ). The teacher asks pupils to describe the objects using both shape and size in Arabic, guiding them to differentiate between the two concepts.

Pupils’ Activity: Pupils attempt to describe objects using both Arabic shape and size vocabulary, distinguishing between them.

Learning Point: Distinction between shape and size

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. What is the Arabic word for ‘circle’? (دَائِرَة)
2. What is the Arabic word for ‘square’? (مُرَبَّع)
3. How do you say ‘big’ in Arabic? (كَبِير)
4. How do you say ‘small’ in Arabic? (صَغِير)
5. Show me a ‘big circle’ (دَائِرَةٌ كَبِيرَةٌ) using the flashcards.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarising/Homework

Teacher’s Activity: The teacher summarises the lesson by quickly reviewing the shapes and sizes taught. The teacher gives homework: draw two shapes and two objects of different sizes, then write their Arabic names underneath. The teacher bids the pupils farewell in Arabic (مع السلامة).

Pupils’ Activity: Pupils listen to the summary, copy the homework, and respond to the farewell.

Learning Point: Consolidation of key learning

Lesson Keywords

• أَشْكَال (Ashkaal) – Shapes
• أَحْجَام (Ahjaam) – Sizes
• دَائِرَة (Da’irah) – Circle
• مُرَبَّع (Murabba’) – Square
• مُثَلَّث (Muthallath) – Triangle
• مُسْتَطِيل (Mustateel) – Rectangle
• كَبِير (Kabeer) – Big
• صَغِير (Sagheer) – Small
• طَوِيل (Taweel) – Long
• قَصِير (Qaseer) – Short

Differentiation

Support for weaker learners: Provide flashcards with both the image and the Arabic word clearly written. Allow them to work in pairs to practice pronunciation and identification. Focus on just two shapes and two sizes initially. The teacher can use more exaggerated gestures and repetition.

Extension for faster learners: Challenge them to identify more shapes (e.g., star, oval) or sizes (e.g., wide, narrow) in Arabic. Ask them to describe objects in the classroom using both shape and size in a complete Arabic sentence.

Suggested Lesson Videos

Search YouTube for “arabic shapes and sizes primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have all instructional materials ready: clear flashcards of the four basic shapes (circle, square, triangle, rectangle) and pairs of objects demonstrating different sizes (big/small, long/short). If using a projector, pre-load images of these shapes and size comparisons. Have learning cards with the Arabic words for repetition.

Begin by engaging pupils with a warm Arabic greeting and a quick review to set the context. When introducing new vocabulary, always show the visual first, pronounce the Arabic word clearly and slowly, and then have the pupils repeat in unison and individually. Pay close attention to pronunciation and correct any errors gently.

For shapes, draw them on the board as you introduce them, and point to examples in the classroom (e.g., a clock for a circle, a book for a rectangle). For sizes, use contrasting objects or pictures to make the concept clear. Encourage pupils to use gestures (e.g., spreading hands wide for ‘big’, bringing them close for ‘small’) to reinforce understanding.

During guided practice, circulate among the pupils, offering support and encouragement. For the distinguishing activity, you can hold up an object and ask, “مَا هَذَا؟” (What is this?) and then “هَلْ هُوَ كَبِيرٌ أَمْ صَغِيرٌ؟” (Is it big or small?). This encourages them to apply multiple vocabulary words.

The Board Summary should be written clearly as you teach each section. Allow pupils time to copy the summary after the main teaching points for each section, or at the end of the lesson before the conclusion. The evaluation questions should directly assess the specific objectives. For weaker learners, accept pointing to the correct flashcard as an answer. For faster learners, ask them to form simple sentences.

Ensure the classroom environment is conducive to learning, with good visibility of the teaching aids. Manage time effectively to cover all steps within the allocated duration.