١١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٢٠ ىلإ for Primary 1

Class: Primary One

Term: First Term

Week: 8

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: ةيبرعلا دادعلأاو فورحلا

Focal competence: نَ يَْب زُ يِيمَّْتلا مِاَقرَْلأْاِب ةِ َبوُتكْ مَ لْا دِاَدعْ َلأْا ةِ َّيِبرَ َعلْا

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

Skills:

• قطنلاو عامتسلاا

Previous Lesson: درلا غيصو ءاسملاو راهنلا اياحت

Topic: ٢٠–١١ ُداَدعْ َلأْا

Subject Matter: ١١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٢٠ ىلإ

Specific Objectives

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

Cognitive Domain

• Identify Arabic numerals from 11 to 20.
• Distinguish between different Arabic numbers from 11 to 20.

Affective Domain

• Show interest in learning new Arabic numbers.
• Participate actively in pronunciation drills.

Psychomotor Domain

• Pronounce Arabic numbers from 11 to 20 correctly.
• Point to the correct Arabic number when called out.

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 (Picture cards or flashcards showing numbers 11-20)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards with Arabic numerals and words)

Rationale for the Lesson

Learning Arabic numbers from 11 to 20 is important for pupils to build a strong foundation in the Arabic language. This knowledge enables them to count, identify quantities, and engage in basic numerical communication, which is essential for everyday life and further language acquisition.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of Arabic numbers from 1 to 10, including their recognition and pronunciation.

Lesson Content/Board Summary

الأَعْدَادُ ١١–٢٠ (Numbers 11–20)

The numbers 11 to 20 come after 10 and are used for counting and showing quantity.

تعريف الأعداد من ١١ إلى ٢٠ (Definition of Numbers 11 to 20)

These are the Arabic numbers that come after 10, up to 20. They are used for counting and identifying quantities in Arabic.

كيفية نطق وكتابة الأعداد من ١١ إلى ٢٠ (How to Pronounce and Write Numbers 11 to 20)

each number, its Arabic numeral, and how to say it:

• ١١ – أحد عشر (Ahada Ashar) – Eleven
• ١٢ – اثنا عشر (Ithna Ashar) – Twelve
• ١٣ – ثلاثة عشر (Thalathata Ashar) – Thirteen
• ١٤ – أربعة عشر (Arba’ata Ashar) – Fourteen
• ١٥ – خمسة عشر (Khamsata Ashar) – Fifteen
• ١٦ – ستة عشر (Sittata Ashar) – Sixteen
• ١٧ – سبعة عشر (Sab’ata Ashar) – Seventeen
• ١٨ – ثمانية عشر (Thamaniyata Ashar) – Eighteen
• ١٩ – تسعة عشر (Tis’ata Ashar) – Nineteen
• ٢٠ – عشرون (Ishrun) – Twenty

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition, Flashcard Drills.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and reviews Arabic numbers from 1 to 10 by showing flashcards and asking pupils to pronounce them. The teacher then introduces the new topic: Arabic numbers 11-20.

Pupils’ Activity: Pupils respond to greetings, participate in the review of numbers 1-10, and listen attentively to the new topic.

Learning Point: Recall of prior knowledge

Step 2: Presentation of Numbers 11-15

Time: 8 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher displays flashcards or uses a projector to show Arabic numerals 11, 12, 13, 14, and 15, along with their written forms. The teacher pronounces each number clearly, several times, and explains its meaning in English.

Pupils’ Activity: Pupils observe the numbers, listen to the teacher’s pronunciation, and repeat after the teacher.

Learning Point: Recognition of numbers 11–15

Step 3: Guided Practice for Numbers 11-15

Time: 7 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the pupils in a call-and-response drill for numbers 11-15. The teacher points to a number, says it, and pupils repeat. Then, the teacher points to a number and asks pupils to say it independently or in groups.

Pupils’ Activity: Pupils repeat the numbers individually, in pairs, and in groups, practicing pronunciation and recognition.

Learning Point: Accurate numbers 11–15 pronunciation

Step 4: Presentation of Numbers 16-20

Time: 8 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher displays flashcards or uses a projector to show Arabic numerals 16, 17, 18, 19, and 20, along with their written forms. The teacher pronounces each number clearly, several times, and explains its meaning in English.

Pupils’ Activity: Pupils observe the numbers, listen to the teacher’s pronunciation, and repeat after the teacher.

Learning Point: Recognition of numbers 16–20

Step 5: Guided Practice for Numbers 16-20

Time: 7 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the pupils in a call-and-response drill for numbers 16-20. The teacher points to a number, says it, and pupils repeat. Then, the teacher points to a number and asks pupils to say it independently or in groups.

Pupils’ Activity: Pupils repeat the numbers individually, in pairs, and in groups, practicing pronunciation and recognition.

Learning Point: Accurate numbers 16–20 pronunciation

Step 6: Comprehensive Practice (11-20)

Time: 5 minutes

Teaching Skill: Application/Consolidation

Teacher’s Activity: The teacher shuffles the flashcards for numbers 11-20 and shows them randomly, asking individual pupils to identify and pronounce each number. The teacher corrects any errors immediately.

Pupils’ Activity: Pupils take turns identifying and pronouncing the numbers from 11 to 20 as displayed by the teacher.

Learning Point: Mastery of numbers 11–20

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. Say the Arabic number for 11.
2. Which Arabic number is this: ١٥?
3. Say the Arabic number for 18.
4. Which Arabic number is this: ٢٠?

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 quickly reviewing the numbers 11-20 and commends the pupils for their participation. The teacher encourages them to practice at home.

Pupils’ Activity: Pupils listen to the summary and respond to the teacher’s encouragement.

Learning Point: Consolidation of key learning

Lesson Keywords

• الأعداد – Numbers
• أحد عشر – Eleven
• اثنا عشر – Twelve
• عشرون – Twenty
• نطق – Pronunciation
• كتابة – Writing

Differentiation

Support: For pupils who struggle, provide extra one-on-one pronunciation practice. Use larger flashcards or learning cards with clearer visuals. Pair them with stronger pupils for peer support and repetition. Focus on smaller sets of numbers (e.g., 11-15, then 16-20) before combining them.

Extension: For faster learners, challenge them to write the Arabic numerals and their word forms independently. Ask them to count small objects in the classroom using the Arabic numbers 11-20. They can also try to identify objects in quantities beyond 10 and state the number in Arabic.

Suggested Lesson Videos

Search YouTube for “Arabic numbers 11-20 for kids Primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials, especially the flashcards or projector slides for numbers 11-20, are prepared and easily accessible. Begin by quickly reviewing numbers 1-10 to activate prior knowledge. When introducing the new numbers, present them clearly one by one, first showing the numeral, then the written word, and then pronouncing it. Emphasise clear and correct pronunciation, breaking down longer words if necessary. Encourage whole-class repetition, then group repetition, and finally individual turns to build confidence. Pause after introducing numbers 11-15 for guided practice before moving on to 16-20. This allows pupils to absorb information in manageable chunks. During practice, actively observe pupils for common pronunciation errors or confusion between similar-looking numerals, and provide immediate, gentle correction. The board summary should be written clearly on the board for pupils to copy after the main teaching activities, allowing them to focus on listening and speaking during the lesson. For evaluation, ensure questions cover both recognition and pronunciation. For classroom management, maintain an engaging pace and use positive reinforcement to keep pupils motivated.