ىلع سلجأأ ؟لخدأأ ؟يسركلا for Primary 1

Class: Primary One

Term: Third Term

Week: 2

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: حماستلاو َاذئتسلااو اياحتلا (Greetings, Permission, and Tolerance)

Focal competence: قُ طْ ُّنلا َِ اَذْئِتسْ لاِاوَ اَياحَ َّتلا ظِ اَفلَْأِب حمُ اسَ َّتلاوَ ِ (Tolerance and pronunciation of greeting and permission phrases)

Key competencies/values: ةِ َّيِبرَ َعلْا ةِ َغُّللاِب ُديفِمُ لْا لُ صُ اوَ َّتلا (Effective communication in Arabic language)

Skills:

• قطنلاو عامتسلاا (Pronunciation and Listening)

Previous Lesson: ةفولأم فقاوم يف ةبسانملا اياحتلا لدابت

Topic: َِ اَذْئِتسْ لاِا بُ َلطَ (Requesting Permission)

Subject Matter: ىلع سلجأأ ؟لخدأأ ؟يسركلا (May I sit? May I enter? My chair?)

Specific Objectives

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

Cognitive Domain

• Identify common Arabic phrases used for requesting permission.
• State the meaning of “أَدْخُلُ؟” (Adkhulu?) and “أَجْلِسُ عَلَى الكُرْسِيّ؟” (Ajlisu ‘ala al-kursiyy?).

Affective Domain

• Show willingness to use polite Arabic phrases in the classroom.
• Demonstrate respect when asking for permission.

Psychomotor Domain

• Pronounce the permission phrases “أَدْخُلُ؟” and “أَجْلِسُ عَلَى الكُرْسِيّ؟” clearly.
• Use appropriate permission phrases in a simple classroom situation.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum: Arabic Language for Primary 1.
• Relevant State Unified Scheme of Work.
• Al-Arabiyyah Lil-Atfal (Arabic for Children) Textbook 1.

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) showing a door, a chair, and children asking for permission.
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards) with Arabic phrases and their meanings.
• A real chair and a classroom door for demonstration.

Rationale for the Lesson

This lesson is important because it teaches pupils basic polite expressions in Arabic, which are crucial for effective communication and good manners in the classroom. Mastering these phrases helps pupils interact respectfully with their teachers and peers, fostering a positive learning environment.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of Arabic greetings and simple classroom vocabulary.

Lesson Content/Board Summary

طَلَبُ الِاسْتِئْذَانِ (Requesting Permission)

Requesting permission means asking politely before entering, sitting or doing something.

Key Permission Phrases

Important Vocabulary

• كُرْسِيّ (Kursiyy) – Chair
• بَاب (Baab) – Door

How to Use Permission Phrases in the Classroom

أَأَدْخُلُ؟ (A-adkhulu?)

أَأَجْلِسُ عَلَى الكُرْسِيِّ؟ (A-ajlisu ‘ala al-kursiyy?)

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Greeting/Recalling

Teacher’s Activity: The teacher greets the pupils in Arabic (السلام عليكم) and asks them to respond. The teacher then briefly reviews the previous lesson on greetings. The teacher introduces the new topic by asking pupils how they ask for permission in English to enter or sit, then tells them they will learn to do so in Arabic.

Pupils’ Activity: Pupils respond to greetings, recall previous lesson content, and listen attentively to the introduction of the new topic.

Learning Point: Recall of prior knowledge

Step 2: Presentation of New Phrases

Time: 10 minutes

Teaching Skill: Modelling/Pronunciation

Teacher’s Activity: The teacher displays picture cards of a door and a chair. The teacher then slowly and clearly pronounces the new phrases: “أَدْخُلُ؟” (Adkhulu?) and “أَجْلِسُ عَلَى الكُرْسِيّ؟” (Ajlisu ‘ala al-kursiyy?). The teacher repeats each phrase several times, demonstrating the action (e.g., pointing to the door, pointing to a chair).

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

Learning Point: Recognition of permission phrases

Step 3: Individual Repetition and Listening Practice

Time: 7 minutes

Teaching Skill: Guided Repetition

Teacher’s Activity: The teacher asks individual pupils to repeat the phrases “أَدْخُلُ؟” and “أَجْلِسُ عَلَى الكُرْسِيّ؟” after him/her. The teacher corrects any pronunciation errors gently.

Pupils’ Activity: Pupils listen to the teacher and repeat the phrases individually, focusing on correct pronunciation.

Learning Point: Correct permission-phrase pronunciation

Step 4: Group Repetition and Practice

Time: 5 minutes

Teaching Skill: Group Practice

Teacher’s Activity: The teacher divides the class into small groups and asks them to repeat the phrases together. The teacher moves around the classroom, listening to each group and providing feedback.

Pupils’ Activity: Pupils repeat the phrases in groups, helping each other with pronunciation.

Learning Point: Fluent permission-phrase pronunciation

Step 5: Explaining Meaning and Usage

Time: 5 minutes

Teaching Skill: Explanation/Contextualisation

Teacher’s Activity: The teacher explains the meaning of each phrase in simple English or local language if necessary. The teacher also explains when and how to use these phrases in a classroom context, such as asking to enter or to sit on a chair.

Pupils’ Activity: Pupils listen and understand the meaning and appropriate usage of the permission phrases.

Learning Point: Meaning and use of phrases

Step 6: Application through Role-Play

Time: 3 minutes

Teaching Skill: Demonstration/Application

Teacher’s Activity: The teacher demonstrates a simple role-play scenario, e.g., knocking on the door and saying “أَدْخُلُ؟” or pointing to a chair and saying “أَجْلِسُ عَلَى الكُرْسِيّ؟”. The teacher then invites a few pupils to come out and practice these scenarios.

Pupils’ Activity: Pupils observe the role-play and then participate in practicing the phrases in a simulated classroom situation.

Learning Point: Appropriate use of permission phrases

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. How do you say “May I enter?” in Arabic?
2. How do you say “May I sit on the chair?” in Arabic?
3. What is the Arabic word for “chair”?
4. Demonstrate how you would ask for permission to enter the classroom.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarising/Assignment

Teacher’s Activity: The teacher summarises the lesson by reiterating the importance of asking for permission politely in Arabic. The teacher assigns homework: pupils should practice saying “أَدْخُلُ؟” and “أَجْلِسُ عَلَى الكُرْسِيّ؟” at home.

Pupils’ Activity: Pupils listen to the summary and note down their homework.

Learning Point: Consolidation of key learning

Lesson Keywords

• أَدْخُلُ؟ – May I enter?
• أَجْلِسُ عَلَى الكُرْسِيّ؟ – May I sit on the chair?
• كُرْسِيّ – Chair
• بَاب – Door
• إِذْن – Permission

Differentiation

Support: For pupils who are struggling, the teacher can provide more one-on-one repetition, use larger flashcards with clearer text, and allow them to repeat phrases in unison with a stronger peer. The teacher can also use hand gestures to reinforce the meaning of each word.

Extension: For faster learners, the teacher can challenge them to form simple sentences using the phrases, e.g., “أَجْلِسُ عَلَى الكُرْسِيّ يا أُسْتَاذَة؟” (May I sit on the chair, teacher?). They can also be asked to identify other objects in the classroom and ask “أَجْلِسُ عَلَى…” (May I sit on…) using those objects.

Suggested Lesson Videos

For a video on basic Arabic classroom phrases, search on YouTube for: arabic classroom phrases for kids primary 1

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have prepared all instructional materials, including picture cards for a door and a chair, and learning cards with the Arabic phrases “أَدْخُلُ؟” and “أَجْلِسُ عَلَى الكُرْسِيّ؟”. Having a real chair and using the classroom door for live demonstration will make the lesson more concrete for Primary 1 pupils. Begin by engaging pupils with a quick review of previous greetings to set a familiar tone. When introducing the new phrases, model them slowly and clearly, emphasising correct pronunciation. Encourage pupils to listen attentively before repeating individually and then in groups. Pay close attention to their pronunciation and provide gentle corrections. Use the picture cards and real objects to visually link the Arabic words to their meanings. During the role-play activity, ensure all pupils get a chance to participate, even if it’s just a quick turn. This hands-on application is key to internalising the phrases. For weaker learners, provide extra support through repetition and visual cues. For advanced learners, encourage them to expand on the phrases by adding other simple words. The Board Summary should be written clearly on the board for pupils to copy after the main teaching activities, typically during the conclusion or as homework. Constantly check for understanding throughout the lesson by asking simple questions and observing their participation.