٣١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٤٠ ىلإ for Primary 1

Class: Primary 1

Term: Second Term

Week: 4

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: ٢١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٣٠ ىلإ

Topic: ٤٠–٣١ ُداَدعْ َلأْا

Subject Matter: ٣١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٤٠ ىلإ

Specific Objectives

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

Cognitive Domain

• Identify Arabic numbers from 31 to 40.
• Distinguish between different Arabic numerals within the range of 31 to 40.

Psychomotor Domain

• Pronounce Arabic numbers from 31 to 40 clearly.
• Write Arabic numerals from 31 to 40.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum (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)
• وْ َأ ٌةرَ وَّصَ مُ تٌ اَقاطَ ِب (Pictured cards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards)
• Whiteboard/Chalkboard
• Markers/Chalk

Rationale for the Lesson

Learning Arabic numbers from 31 to 40 helps pupils build on their foundational counting skills. This knowledge is essential for everyday communication, performing simple calculations, and understanding numerical concepts in Arabic, thereby enhancing their overall language proficiency.

Prerequisite/Previous Knowledge

Pupils should be familiar with Arabic numbers from 1 to 30, including their identification and pronunciation.

Lesson Content/Board Summary

الأَعْدَادُ ٣١–٤٠ (Numbers 31–40)

The numbers 31 to 40 are written with Arabic numerals and Arabic number words.

Arabic Numbers 31-40 (الأعداد العربية من 31 إلى 40)

• ٣١ – وَاحِدٌ وَثَلاثُونَ (Wahidun wa thalathun) – Thirty-one
• ٣٢ – اِثْنَانِ وَثَلاثُونَ (Ithnani wa thalathun) – Thirty-two
• ٣٣ – ثَلاثَةٌ وَثَلاثُونَ (Thalathatun wa thalathun) – Thirty-three
• ٣٤ – أَرْبَعَةٌ وَثَلاثُونَ (Arba’atun wa thalathun) – Thirty-four
• ٣٥ – خَمْسَةٌ وَثَلاثُونَ (Khamsatun wa thalathun) – Thirty-five
• ٣٦ – سِتَّةٌ وَثَلاثُونَ (Sittatun wa thalathun) – Thirty-six
• ٣٧ – سَبْعَةٌ وَثَلاثُونَ (Sab’atun wa thalathun) – Thirty-seven
• ٣٨ – ثَمَانِيَةٌ وَثَلاثُونَ (Thamaniyatun wa thalathun) – Thirty-eight
• ٣٩ – تِسْعَةٌ وَثَلاثُونَ (Tis’atun wa thalathun) – Thirty-nine
• ٤٠ – أَرْبَعُونَ (Arba’un) – Forty

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Recall

Teacher’s Activity: The teacher greets the pupils in Arabic and reviews numbers 1-30 by showing flashcards and asking pupils to pronounce them. The teacher then introduces the new topic: Arabic numbers 31-40.

Pupils’ Activity: Pupils respond to greetings, recall and pronounce numbers 1-30, and listen attentively to the new topic.

Learning Point: Recall of prior knowledge

Step 2: Introduction of Numbers 31-33

Time: 7 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher displays flashcards for numbers 31, 32, and 33 (٣١, ٣٢, ٣٣). The teacher pronounces each number slowly and clearly in Arabic, both the numeral and the written form, and asks pupils to listen carefully (عامتسلاا).

Pupils’ Activity: Pupils listen attentively to the teacher’s clear pronunciation of numbers 31-33.

Learning Point: Recognition of numbers 31–33

Step 3: Guided Practice for Numbers 31-33

Time: 5 minutes

Teaching Skill: Repetition/Guided Practice

Teacher’s Activity: The teacher pronounces numbers 31-33 again, clearly and slowly, and asks pupils to repeat after them (قطنلا). The teacher corrects any pronunciation errors.

Pupils’ Activity: Pupils repeat the pronunciation of numbers 31-33 individually and in groups, mimicking the teacher’s pronunciation.

Learning Point: Accurate numbers 31–33 pronunciation

Step 4: Introduction of Numbers 34-37

Time: 7 minutes

Teaching Skill: Demonstration/Visual Recognition

Teacher’s Activity: The teacher displays flashcards for numbers 34, 35, 36, and 37 (٣٤, ٣٥, ٣٦, ٣٧). The teacher pronounces each number slowly and clearly, and asks pupils to observe the numerals and their written forms.

Pupils’ Activity: Pupils observe the new numbers on the flashcards and listen to their pronunciation.

Learning Point: Recognition of numbers 34–37

Step 5: Guided Practice for Numbers 34-37

Time: 5 minutes

Teaching Skill: Oral Practice/Identification

Teacher’s Activity: The teacher pronounces numbers 34-37 and asks pupils to repeat. The teacher then shuffles the flashcards and asks individual pupils to identify and pronounce a number when shown.

Pupils’ Activity: Pupils repeat the numbers and practice identifying and pronouncing them individually.

Learning Point: Accurate numbers 34–37 pronunciation

Step 6: Introduction and Practice of Numbers 38-40

Time: 6 minutes

Teaching Skill: Consolidation/Application

Teacher’s Activity: The teacher introduces numbers 38, 39, and 40 (٣٨, ٣٩, ٤٠) using flashcards, following the same clear pronunciation and repetition method. The teacher then leads a full class repetition of all numbers from 31 to 40.

Pupils’ Activity: Pupils listen, repeat, and practice pronouncing numbers 38-40, then join in a full class repetition of 31-40.

Learning Point: Mastery of numbers 31–40

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. Show the flashcard for ٣٥ and ask: “What number is this?”
2. Show the flashcard for ٤٠ and ask: “How do we say this number in Arabic?”
3. Say “Wahidun wa thalathun” and ask pupils to show the correct flashcard.
4. Write ٣٨ on the board and ask pupils to pronounce it.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher summarises the lesson by quickly reviewing all numbers from 31 to 40, encouraging pupils to continue practicing at home. The teacher gives homework to write numbers 31-40 in Arabic numerals and words.

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

Learning Point: Consolidation of key learning

Lesson Keywords

• ٣١ – Wahidun wa thalathun (Thirty-one)
• ٤٠ – Arba’un (Forty)
• الأعداد – Al-A’dad (Numbers)
• العربية – Al-Arabiyyah (Arabic)
• قطنلا – Pronunciation
• عامتسلاا – Listening

Differentiation

Support: For pupils who are struggling, the teacher can provide one-on-one repetition, use larger flashcards, or allow them to work with a peer for guided pronunciation practice. Focus on identifying and pronouncing just a few numbers at a time before moving on.

Extension: For faster learners, the teacher can challenge them to count objects in the classroom using Arabic numbers 31-40, or ask them to write the numbers in order without looking at the flashcards.

Suggested Lesson Videos

Search YouTube for “arabic numbers 31-40 primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have clear and visible flashcards for numbers 31-40, showing both the Arabic numeral and its written form. A projector (ض رْ عَ زُ اهَ جِ) can be very helpful for displaying these clearly to the whole class. Begin by warming up with numbers 1-30 to activate prior knowledge. When introducing new numbers, always pronounce them slowly and clearly, emphasising each syllable. Encourage pupils to listen (عامتسلاا) first, then repeat (قطنلا) individually and in groups. Correct pronunciation gently and patiently. Use the learning cards (م ُّلَعَت تُ اَقاطَ ِب) for interactive activities, such as matching numerals to words or sequencing numbers. During guided practice, circulate around the classroom to observe and assist pupils. Pay attention to common errors in pronunciation or numeral recognition. The board summary should be written clearly for pupils to copy after the main teaching, or at the end of the lesson. For evaluation, use a mix of oral questions and quick written tasks. Ensure that all pupils get a chance to participate and demonstrate their understanding. Keep the classroom environment encouraging and supportive.