ي ىلإ أ نم ةيبرعلا تاوصلأا بيترت for Primary 1

Class: Primary One

Term: First Term

Week: 4

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: ةيبرعلا تاوصلأا

Focal competence: نَ يَْب زُ يِيمَّْتلا ةِ َّيِبرَ َعلْا تِ اوَصْ َلأْا

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

Skills:

• قطنلاو عامتسلاا

Previous Lesson: ،ت ،َ.خ ،ح ،ج ؛ث

Topic: ةِ َّيِبرَ َعلْا تِ اوَصْ َلأْا بُ يِترْ َت

Subject Matter: ي ىلإ أ نم ةيبرعلا تاوصلأا بيترت

Specific Objectives

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

Cognitive Domain

• Identify the Arabic alphabets from Alif (أ) to Ya (ي).
• State the correct sequence of the Arabic alphabets.

Affective Domain

• Show enthusiasm in learning to pronounce Arabic letters.
• Participate actively in classroom pronunciation and arrangement activities.

Psychomotor Domain

• Pronounce the Arabic alphabets in their correct order.
• Arrange Arabic alphabet cards in the correct sequence.

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 (Illustrated cards of Arabic letters)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards with Arabic letters)
• Whiteboard and markers

Rationale for the Lesson

Learning the correct order of Arabic alphabets is foundational for reading and writing in Arabic. This lesson helps pupils build a strong base for future language acquisition by enabling them to recognise and pronounce letters in sequence, which is essential for forming words and understanding basic Arabic texts.

Prerequisite/Previous Knowledge

Pupils should have some prior knowledge of individual Arabic letters and their basic sounds.

Lesson Content/Board Summary

تَرْتِيبُ الحُرُوفِ العَرَبِيَّةِ (Order of the Arabic Alphabet)

The Arabic alphabet has 28 letters arranged in a fixed order from ا to ي.

ي ىلإ أ نم ةيبرعلا تاوصلأا بيترت (Arrangement of Arabic Alphabets from Alif to Ya)

The 28 Arabic letters in order are:

1. أ (Alif) – Sounds like ‘a’ in ‘apple’
2. ب (Baa) – Sounds like ‘b’ in ‘ball’
3. ت (Taa) – Sounds like ‘t’ in ‘tea’
4. ث (Thaa) – Sounds like ‘th’ in ‘think’
5. ج (Jeem) – Sounds like ‘j’ in ‘jump’
6. ح (Haa) – A soft ‘h’ sound from the throat
7. خ (Khaa) – A guttural ‘kh’ sound, like ‘ch’ in Scottish ‘loch’
8. د (Daal) – Sounds like ‘d’ in ‘dog’
9. ذ (Dhaal) – Sounds like ‘th’ in ‘that’
10. ر (Raa) – A rolled ‘r’ sound
11. ز (Zay) – Sounds like ‘z’ in ‘zebra’
12. س (Seen) – Sounds like ‘s’ in ‘sun’
13. ش (Sheen) – Sounds like ‘sh’ in ‘shoe’
14. ص (Saad) – A heavy ‘s’ sound
15. ض (Daad) – A heavy ‘d’ sound
16. ط (Taa) – A heavy ‘t’ sound
17. ظ (Zhaa) – A heavy ‘th’ sound, like ‘th’ in ‘the’ but heavier
18. ع (Ain) – A deep guttural sound from the throat
19. غ (Ghain) – A guttural ‘gh’ sound, like ‘r’ in French ‘rouge’
20. ف (Faa) – Sounds like ‘f’ in ‘fan’
21. ق (Qaaf) – A deep ‘k’ sound from the back of the throat
22. ك (Kaaf) – Sounds like ‘k’ in ‘kite’
23. ل (Laam) – Sounds like ‘l’ in ‘lion’
24. م (Meem) – Sounds like ‘m’ in ‘mat’
25. ن (Noon) – Sounds like ‘n’ in ‘net’
26. ه (Haa) – Sounds like ‘h’ in ‘house’
27. و (Waaw) – Sounds like ‘w’ in ‘water’ or ‘oo’ in ‘moon’
28. ي (Yaa) – Sounds like ‘y’ in ‘yellow’ or ‘ee’ in ‘see’

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Repetition, Choral Reading.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Greeting/Recalling

Teacher’s Activity: The teacher greets the pupils in Arabic (Assalamu Alaikum) and asks them to respond. The teacher then briefly reviews some individual Arabic letters learned in the previous lesson.

Pupils’ Activity: Pupils respond to the greeting and recall some Arabic letters.

Learning Point: Recall of prior knowledge

Step 2: Introduction of Topic

Time: 5 minutes

Teaching Skill: Explaining/Introducing

Teacher’s Activity: The teacher introduces the topic: ةِ َّيِبرَ َعلْا تِ اوَصْ َلأْا بُ يِترْ َت (Arrangement of Arabic Alphabets). The teacher explains that today they will learn to arrange and pronounce the Arabic letters from Alif (أ) to Ya (ي) in the correct order.

Pupils’ Activity: Pupils listen attentively and repeat the topic after the teacher.

Learning Point: Arabic alphabet order awareness

Step 3: Demonstration of Arabic Alphabet Order

Time: 8 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher uses illustrated cards or a projector to display the Arabic letters from Alif (أ) to Ya (ي) one by one, clearly pronouncing each letter. The teacher emphasizes the correct order as they are displayed.

Pupils’ Activity: Pupils observe the letters and listen carefully to the teacher’s pronunciation.

Learning Point: Correct Arabic alphabet order

Step 4: Guided Pronunciation (قطنلا)

Time: 8 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the pupils in choral repetition of the Arabic alphabets from Alif (أ) to Ya (ي) in order. The teacher repeats each letter multiple times, ensuring pupils imitate the correct pronunciation. Individual pupils are also asked to pronounce letters.

Pupils’ Activity: Pupils actively participate in choral and individual pronunciation of the Arabic alphabets (قطنلا).

Learning Point: Correct Arabic letter pronunciation

Step 5: Guided Arrangement (عامتسلاا)

Time: 7 minutes

Teaching Skill: Practical Application/Listening

Teacher’s Activity: The teacher distributes mixed-up alphabet cards to groups or pairs of pupils. The teacher then calls out letters, and pupils are guided to arrange their cards in the correct sequence as they listen (عامتسلاا). The teacher circulates to provide support.

Pupils’ Activity: Pupils work in groups or pairs to arrange the Arabic alphabet cards in order, listening to the teacher’s instructions.

Learning Point: Correct Arabic alphabet arrangement

Step 6: Reinforcement Activity

Time: 5 minutes

Teaching Skill: Reinforcement/Correction

Teacher’s Activity: The teacher writes some Arabic letters randomly on the board and asks pupils to come forward and re-arrange them in the correct order. The teacher provides immediate feedback and correction.

Pupils’ Activity: Individual pupils come to the board to arrange the letters correctly.

Learning Point: Mastery of alphabet order

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. Recite the Arabic alphabets from Alif (أ) to Ya (ي) in order.
2. What is the letter after ب (Baa)?
3. What is the letter before ر (Raa)?
4. Show me the card for the letter ن (Noon).

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Assignment

Teacher’s Activity: The teacher summarises the lesson by reminding pupils of the importance of knowing the Arabic alphabet order. The teacher assigns homework, asking pupils to practice reciting the alphabets at home.

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

Learning Point: Consolidation of key learning

Lesson Keywords

• ةِ َّيِبرَ َعلْا تِ اوَصْ َلأْا – Arabic Alphabets
• بُ يِترْ َت – Arrangement/Order
• أ – Alif
• ي – Ya
• قطنلا – Pronunciation
• عامتسلاا – Listening

Differentiation

Support: For pupils who find it difficult to remember the order, provide larger flashcards with clear images or colours. Pair them with stronger learners for peer support and allow them to use a reference chart during arrangement activities. Focus on smaller groups of letters at a time (e.g., first 5, then next 5).

Extension: Faster learners can be challenged to write the Arabic letters in order on their whiteboards. They can also be asked to identify words that start with specific letters from the alphabet or to try matching uppercase and lowercase forms if applicable in a simplified context.

Suggested Lesson Videos

YouTube search for “Arabic alphabet song for kids Primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a complete set of Arabic alphabet flashcards (أ to ي), preferably laminated and large enough for the whole class to see. If using a projector, prepare the slides with each letter clearly displayed. Arrange the classroom to facilitate group work for the card arrangement activity.

Begin by engaging pupils with a quick review of individual letters they might already know. When introducing the topic, clearly state the objective: learning the Arabic alphabet in order. During the demonstration phase, pronounce each letter slowly and clearly, exaggerating the sounds where necessary. Encourage pupils to listen intently (عامتسلاا).

For guided pronunciation (قطنلا), use a call-and-response method, first as a whole class, then in smaller groups, and finally individually. Pay close attention to pupils’ pronunciation and correct errors gently. For the arrangement activity, divide pupils into small groups and give each group a shuffled set of alphabet cards. Guide them to arrange the cards from Alif to Ya. This hands-on activity reinforces both visual recognition and sequencing.

During the reinforcement activity, allow several pupils to come to the board to arrange letters, providing positive reinforcement for correct answers and constructive feedback for errors. The Board Summary should be copied by pupils towards the end of the lesson or as homework, ensuring they have a written record of the alphabet order. Check for understanding frequently by asking quick questions throughout the lesson. For weaker learners, provide extra individual attention and simplify tasks. Encourage faster learners to assist their peers or attempt more complex tasks like writing letters.