ةفولأم فقاوم يف ةبسانملا اياحتلا لدابت for Primary 1

Class: Primary One

Term: Third Term

Week: 1

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: حماستلاو َاذئتسلااو اياحتلا

Focal competence: قُ طْ ُّنلا َِ اَذْئِتسْ لاِاوَ اَياحَ َّتلا ظِ اَفلَْأِب حمُ اسَ َّتلاوَ ِ

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

Skills:

• قطنلاو عامتسلاا

Previous Lesson:

Topic: ة َفلَِتخْ مُ فَ ِقاوَمَ يِف اَياحَ َّتلا (Greetings in different situations)

Subject Matter: ةفولأم فقاوم يف ةبسانملا اياحتلا لدابت (Exchanging appropriate greetings in familiar situations)

Specific Objectives

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

Cognitive Domain

• Identify appropriate Arabic greetings for familiar situations.
• State the correct responses to common Arabic greetings.

Affective Domain

• Show willingness to use Arabic greetings in class and with peers.
• Appreciate the importance of greeting others politely.

Psychomotor Domain

• Pronounce common Arabic greetings and their responses correctly.
• Exchange greetings with classmates in simple role-play scenarios.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum (Arabic Language)
• State Unified Scheme of Work (Primary 1 Arabic Language)
• Relevant 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 ا َقاطَ ِب (Pictured cards/Flashcards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards)
• Whiteboard and markers

Rationale for the Lesson

This lesson helps pupils develop basic communication skills in Arabic by teaching them how to greet others appropriately. Mastering these simple greetings fosters politeness and confidence, enabling pupils to engage in basic social interactions in Arabic. It lays a foundation for further language learning and cultural understanding.

Prerequisite/Previous Knowledge

Pupils have some basic understanding of simple Arabic words and have been introduced to the concept of greeting people in their native language.

Lesson Content/Board Summary

التَّحِيَّاتُ فِي مَوَاقِفَ مُخْتَلِفَةٍ (Greetings in Different Situations)

What are Greetings? (ما هي التحيات؟)

Greetings are polite expressions used when meeting, speaking to or leaving people. Different situations require suitable greetings and responses.

Common Arabic Greetings and Responses (التحيات والردود الشائعة)

Common Arabic greetings and their responses include:

• Greeting (التحية): السلام عليكم (As-salamu alaykum – Peace be upon you)
  Response (الرد): وعليكم السلام (Wa alaykum as-salam – And upon you be peace)
• Greeting (التحية): صباح الخير (Sabah al-khair – Good morning)
  Response (الرد): صباح النور (Sabah an-nur – Morning of light)
• Greeting (التحية): مساء الخير (Masa’ al-khair – Good evening)
  Response (الرد): مساء النور (Masa’ an-nur – Evening of light)
• Greeting (التحية): كيف حالك؟ (Kaifa haluk? – How are you? – for male) / كيف حالكِ؟ (Kaifa haluki? – How are you? – for female)
  Response (الرد): بخير والحمد لله (Bi-khair walhamdulillah – Fine, praise be to Allah)
• Greeting (التحية): مع السلامة (Ma’a as-salamah – Goodbye/With peace)
  Response (الرد): في أمان الله (Fi amanillah – In Allah’s protection)
• Greeting (التحية): أهلاً وسهلاً (Ahlan wa sahlan – Welcome)
  Response (الرد): أهلاً بك (Ahlan bik – Welcome to you)
• Greeting (التحية): شكراً (Shukran – Thank you)
  Response (الرد): عفواً (Afwan – You’re welcome)

Exchanging Greetings in Familiar Situations (تبادل التحيات في مواقف مألوفة)

Arabic greetings vary according to the situation and time of day:

1. Morning:

   Greeting: صباح الخير (Sabah al-khair)

   Response: صباح النور (Sabah an-nur)

2. Evening:

   Greeting: مساء الخير (Masa’ al-khair)

   Response: مساء النور (Masa’ an-nur)

3. Leaving:

   Expression: مع السلامة (Ma’a as-salamah)

   Response: في أمان الله (Fi amanillah)

4. Thanks:

   Expression: شكراً (Shukran)

   Response: عفواً (Afwan)

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Role-play, Repetition.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils in Arabic (السلام عليكم) and asks them to respond. The teacher then asks pupils if they know other ways to greet people in Arabic or their local language. The teacher introduces the topic: “ة َفلَِتخْ مُ فَ ِقاوَمَ يِف اَياحَ َّتلا” (Greetings in different situations).

Pupils’ Activity: Pupils respond to the teacher’s greeting and share any greetings they know. They listen attentively to the topic introduction.

Learning Point: Recall of prior knowledge

Step 2: Presenting Common Greetings

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher uses pictured cards or the projector to display common Arabic greetings like “السلام عليكم”, “صباح الخير”, “مساء الخير”. The teacher pronounces each greeting clearly and slowly, asking pupils to repeat after them. The teacher also introduces the appropriate responses for each greeting.

Pupils’ Activity: Pupils observe the cards/projector, listen to the teacher’s pronunciation, and repeat the greetings and responses several times.

Learning Point: Common greetings and responses

Step 3: Understanding Greetings in Familiar Situations

Time: 7 minutes

Teaching Skill: Explanation/Questioning

Teacher’s Activity: The teacher explains when to use each greeting. For example, “صباح الخير” is used in the morning, “مساء الخير” in the evening. The teacher gives examples of familiar situations like meeting a friend or teacher, using simple sentences in Arabic and English. The teacher asks questions like “What do you say when you meet your friend in the morning?”

Pupils’ Activity: Pupils listen to the explanations and answer the teacher’s questions, trying to recall the appropriate greetings.

Learning Point: Appropriate use of greetings

Step 4: Guided Practice – Pronunciation

Time: 6 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: The teacher leads the class in a guided practice session. The teacher says a greeting, and the whole class responds. Then, the teacher points to individual pupils to say a greeting or its response. The teacher corrects pronunciation errors gently.

Pupils’ Activity: Pupils actively participate in the guided practice, practicing pronunciation of greetings and responses individually and as a class.

Learning Point: Correct greeting pronunciation

Step 5: Role-Play Activity (Pair Work)

Time: 7 minutes

Teaching Skill: Facilitation/Observation

Teacher’s Activity: The teacher divides pupils into pairs and instructs them to practice exchanging greetings in familiar situations (e.g., one pupil greets, the other responds, then they switch roles). The teacher moves around the classroom, observing and providing support where needed.

Pupils’ Activity: Pupils engage in pair work, role-playing different greeting scenarios and exchanging appropriate greetings and responses.

Learning Point: Use of greetings appropriately

Step 6: Reinforcement and Review

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher brings the class back together and quickly reviews the main greetings and their responses. The teacher encourages pupils to use these greetings daily. The teacher writes key greetings and responses on the board for pupils to copy.

Pupils’ Activity: Pupils participate in the quick review and begin copying the board summary into their notebooks.

Learning Point: Recall of key greetings

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 do you say in Arabic when you meet someone in the morning?
2. How do you respond to “السلام عليكم”?
3. If someone asks “كيف حالك؟”, what is the correct Arabic response?
4. What greeting do you use when saying goodbye in Arabic?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Summarizing/Assigning

Teacher’s Activity: The teacher summarizes the lesson by reminding pupils of the importance of using Arabic greetings politely. The teacher encourages them to practice at home and assigns homework: to draw two familiar situations and write the appropriate Arabic greetings for them.

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

Learning Point: Consolidation of key learning

Lesson Keywords

• السلام عليكم – Peace be upon you (a common Islamic greeting)
• صباح الخير – Good morning
• مساء الخير – Good evening
• كيف حالك؟ – How are you?
• مع السلامة – Goodbye
• أهلاً وسهلاً – Welcome
• شكراً – Thank you
• عفواً – You’re welcome
• قطنلا – Pronunciation
• عامتسلاا – Listening

Differentiation

Support: Provide flashcards with pictures alongside the Arabic text for visual learners. Allow weaker learners to practice greetings with the teacher or a stronger peer first. Use more repetition and simpler, shorter dialogues.

Extension: Encourage faster learners to create their own short dialogues for new familiar situations (e.g., greeting a shopkeeper, greeting a new neighbour). They can also be asked to identify the gender-specific greetings if applicable (e.g., حالك/حالكِ).

Suggested Lesson Videos

For a visual demonstration of Arabic greetings, search on YouTube for: Primary 1 Arabic greetings for kids

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have prepared your instructional materials: flashcards with clear Arabic text and corresponding pictures for each greeting and response, and a working projector if you plan to use digital visuals. Write the key greetings and responses on the whiteboard beforehand or have them ready to display. Begin by modeling correct pronunciation for all greetings and responses, speaking slowly and clearly. Encourage pupils to repeat after you in unison, then individually, paying close attention to their articulation. When explaining situations, use simple, relatable examples that Primary 1 pupils can easily understand. During the pair-work activity, circulate among the pupils to monitor their practice, offer immediate feedback, and correct any pronunciation or usage errors. Emphasize the importance of both listening (عامتسلاا) and speaking (قطنلا). Pupils should copy the Board Summary after the main teaching points have been covered and practiced, ideally during Step 6 or as homework. For weaker learners, provide extra repetition and visual cues. For faster learners, challenge them to create slightly longer dialogues or introduce additional simple polite phrases. Remind pupils to practice these greetings in their daily interactions in school.