٢١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٣٠ ىلإ for Primary 1

Class: Primary One

Term: Second Term

Week: 3

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 ُديفِ مُ لْا لُ صُ اوَ َّتلا

Skills:

• قطنلاو عامتسلاا

Previous Lesson: ةهباشتملا تاوصلأا تاعومجم زييمت.لكشلاو قطنلا يف

Topic: ٣٠–٢١ ُداَدعْ َلأْا

Subject Matter: ٢١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٣٠ ىلإ

Specific Objectives

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

Cognitive Domain

• Identify Arabic numerals from 21 to 30.
• Distinguish between different Arabic numbers in the range of 21 to 30.

Affective Domain

• Show interest in learning and pronouncing Arabic numbers.
• Appreciate the importance of numbers in the Arabic language.

Psychomotor Domain

• Pronounce Arabic numbers from 21 to 30 clearly and correctly.
• Point to the correct Arabic numeral when called out.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Arabic Language.
• Relevant State Unified Scheme of Work for Primary 1 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/Display device)
• وْ َأ ٌةرَ وَّصَ مُ تٌ اَقاطَ ِب (Illustrated cards or flashcards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards/Flashcards with Arabic numbers 21-30)
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

Learning numbers is fundamental for communication and daily activities in any language. This lesson provides pupils with the basic numerical vocabulary in Arabic, enabling them to count and identify quantities. It builds a strong foundation for more complex mathematical concepts and everyday interactions in Arabic.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of Arabic numbers from 1 to 20, including their identification and pronunciation.

Lesson Content/Board Summary

الأَعْدَادُ ٢١–٣٠ (Numbers 21–30)

The numbers 21 to 30 are written with Arabic numerals and can also be written in Arabic words.

Arabic Numbers from 21 to 30

The numbers 21 to 30 in Arabic numerals and words are:

• ٢١ – واحد وعشرون (waahid wa ‘ishroon) – Twenty-one
• ٢٢ – اثنان وعشرون (ithnaan wa ‘ishroon) – Twenty-two
• ٢٣ – ثلاثة وعشرون (thalaathah wa ‘ishroon) – Twenty-three
• ٢٤ – أربعة وعشرون (arba’ah wa ‘ishroon) – Twenty-four
• ٢٥ – خمسة وعشرون (khamsah wa ‘ishroon) – Twenty-five
• ٢٦ – ستة وعشرون (sittah wa ‘ishroon) – Twenty-six
• ٢٧ – سبعة وعشرون (sab’ah wa ‘ishroon) – Twenty-seven
• ٢٨ – ثمانية وعشرون (thamaaniyah wa ‘ishroon) – Twenty-eight
• ٢٩ – تسعة وعشرون (tis’ah wa ‘ishroon) – Twenty-nine
• ٣٠ – ثلاثون (thalaathoon) – Thirty

How to say these numbers:

In Arabic, numbers from 21 to 29 are formed by saying the unit digit first, then “and” (و – wa), and then “twenty” (عشرون – ‘ishroon). For example, “one and twenty” for 21. For 30, it is a new word, “ثلاثون” (thalaathoon).

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition, Individual Practice, Group Work.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils in Arabic and reviews numbers 1-20 by showing flashcards and asking pupils to pronounce them. The teacher then introduces the new topic, “٣٠–٢١ ُداَدعْ َلأْا”, explaining that they will learn more Arabic numbers today.

Pupils’ Activity: Pupils respond to greetings, recall and pronounce numbers 1-20, and listen attentively to the new topic.

Learning Point: Recall of prior knowledge

Step 2: Presentation of Numbers 21-25

Time: 7 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher displays flashcards for numbers 21-25 (٢١, ٢٢, ٢٣, ٢٤, ٢٥) one by one. The teacher pronounces each number slowly and clearly in Arabic, showing both the numeral and the written word. The teacher repeats each number multiple times.

Pupils’ Activity: Pupils listen carefully to the teacher’s pronunciation and observe the numbers on the flashcards.

Learning Point: Recognition of numbers 21–25

Step 3: Guided Practice (21-25)

Time: 7 minutes

Teaching Skill: Repetition/Correction

Teacher’s Activity: The teacher leads the pupils in repeating the pronunciation of numbers 21-25, first as a whole class, then in smaller groups, and finally individually. The teacher corrects any pronunciation errors gently.

Pupils’ Activity: Pupils repeat the numbers 21-25 after the teacher, individually and in groups, focusing on correct pronunciation.

Learning Point: Accurate numbers 21–25 pronunciation

Step 4: Presentation of Numbers 26-30

Time: 7 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher displays flashcards for numbers 26-30 (٢٦, ٢٧, ٢٨, ٢٩, ٣٠) one by one. The teacher pronounces each number slowly and clearly in Arabic, showing both the numeral and the written word. The teacher highlights the pronunciation of “ثلاثون” (thirty).

Pupils’ Activity: Pupils listen carefully to the teacher’s pronunciation and observe the numbers on the flashcards.

Learning Point: Recognition of numbers 26–30

Step 5: Guided Practice (26-30)

Time: 7 minutes

Teaching Skill: Repetition/Correction

Teacher’s Activity: The teacher leads the pupils in repeating the pronunciation of numbers 26-30, first as a whole class, then in smaller groups, and finally individually. The teacher ensures pupils differentiate between “عشرون” (twenty) and “ثلاثون” (thirty).

Pupils’ Activity: Pupils repeat the numbers 26-30 after the teacher, individually and in groups, focusing on correct pronunciation.

Learning Point: Accurate numbers 26–30 pronunciation

Step 6: Consolidation and Identification

Time: 5 minutes

Teaching Skill: Application/Identification

Teacher’s Activity: The teacher shuffles all flashcards (21-30) and displays them randomly, asking pupils to identify and pronounce the numbers. The teacher also calls out a number and asks pupils to point to the correct flashcard.

Pupils’ Activity: Pupils identify and pronounce the numbers displayed, and point to the correct flashcard when a number is called out.

Learning Point: Mastery of numbers 21–30

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 25? (خمسة وعشرون)
2. How do we say 30 in Arabic? (ثلاثون)
3. Show me the flashcard for 22.
4. Pronounce the number ٢٧ for me.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Encouraging

Teacher’s Activity: The teacher summarises the lesson by quickly reviewing the numbers 21-30. The teacher encourages pupils to practice these numbers at home and gives a simple homework assignment (e.g., writing the numbers). The teacher praises the pupils for their participation.

Pupils’ Activity: Pupils listen to the summary, note down homework, and respond to encouragement.

Learning Point: Consolidation of key learning

Lesson Keywords

• واحد وعشرون – Twenty-one
• اثنان وعشرون – Twenty-two
• ثلاثون – Thirty
• أرقام – Numbers
• عشرون – Twenty

Differentiation

Support: For pupils who find it challenging, the teacher can provide extra one-on-one repetition, use larger flashcards, or allow them to work with a peer. Focus on mastering numbers 21, 25, and 30 first. Use fingers or counting objects to visually represent the quantities.

Extension: Faster learners can be challenged to count objects in the classroom using Arabic numbers 21-30. They can also be asked to write the numbers from 1 to 30 in sequence or identify a number when it is part of a simple addition (e.g., 20 + 5 = ?).

Suggested Lesson Videos

For additional visual and auditory learning, search on YouTube for: arabic numbers 21-30 primary 1

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all flashcards for numbers 21-30 (both numerals and written words) are ready and clearly visible. A projector or large display device can be very helpful for showing the numbers to the whole class. Begin by quickly reviewing numbers 1-20 to activate prior knowledge. Introduce the new numbers in manageable chunks (e.g., 21-25, then 26-30). For each chunk, clearly pronounce the numbers multiple times, allowing pupils to listen carefully. Then, lead the class in choral repetition, followed by group and individual practice. Pay close attention to individual pronunciation and provide gentle corrections. Encourage pupils to point to the correct number on flashcards when you say it, and vice-versa, to reinforce identification. During the consolidation step, mix up the flashcards to ensure pupils can recognise numbers out of sequence. For the evaluation, use a mix of oral and visual questions. Ensure pupils copy the Board Summary after the main teaching content, perhaps during the consolidation or at the end of the lesson. Remind pupils to practice at home. Maintain a positive and encouraging classroom atmosphere to make learning Arabic enjoyable.