َاوللأاو لاكشلأاو ماجحلأا ءامسأ ةءارق.دحاو طاشن يف رهشلأاو مايلأاو for Primary 1

Class: Primary One

Term: Third Term

Week: 10

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: ةءارقلا

Focal competence: قُ طْ ُّنلا لِ اكَ شْ َلأْاوَ مِاجَ حْ َلأْا ءِ امَ سْ َأِب ةِ َنسَّ لا رِ هُ شْ َأوَ مِاَّيَلأْاوَ َِ اوَلَْلأْاوَ

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

Skills:

• عامتسلااو ةءارقلا

Previous Lesson: بيترت يف ٥٠–١ دادعلأا ةءارقو زييمت.بيترت ريغو

Topic: ٌ ةَّيلِمُ اكَ َت ٌةءَ ارَ ِق

Subject Matter: َاوللأاو لاكشلأاو ماجحلأا ءامسأ ةءارق.دحاو طاشن يف رهشلأاو مايلأاو

Specific Objectives

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

Cognitive Domain

• Identify and name colours, shapes, and sizes in Arabic.
• Distinguish and identify the names of the days of the week and months of the year in Arabic.
• Read selected Arabic vocabulary related to colours, shapes, sizes, days, and months clearly.

Affective Domain

• Show interest in learning new Arabic words.
• Participate actively in reading and repetition exercises.

Psychomotor Domain

• Point to the correct Arabic word when prompted by a picture or spoken word.
• Write simple Arabic words for colours, shapes, days, and months.

Social Domain

• Collaborate with peers during group reading activities.

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 (Primary 1)
• 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 (Flashcards or pictured cards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards)
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson helps pupils build foundational Arabic vocabulary, which is essential for basic communication and understanding. Learning names of colours, shapes, sizes, days, and months enables pupils to describe their environment and engage in simple daily conversations in Arabic. This knowledge supports their overall language development and cultural awareness.

Prerequisite/Previous Knowledge

Pupils should be familiar with basic Arabic letters and their sounds, and be able to read simple, short Arabic words.

Lesson Content/Board Summary

قِرَاءَةٌ تَكَامُلِيَّةٌ (Integrated Reading)

Integrated reading combines familiar Arabic words for colours, shapes, sizes, days of the week and months of the year.

1. أسماء الألوان (Names of Colours)

• أَحْمَرُ (Ahmar) – Red
• أَزْرَقُ (Azraq) – Blue
• أَخْضَرُ (Akhdar) – Green
• أَصْفَرُ (Asfar) – Yellow
• أَبْيَضُ (Abyad) – White
• أَسْوَدُ (Aswad) – Black

2. أسماء الأشكال (Names of Shapes)

Common shape names in Arabic include:

• دَائِرَةٌ (Daa’irah) – Circle
• مُرَبَّعٌ (Murabba’) – Square
• مُثَلَّثٌ (Muthallath) – Triangle
• مُسْتَطِيلٌ (Mustateel) – Rectangle

3. أسماء الأحجام (Names of Sizes)

• كَبِيرٌ (Kabeer) – Big
• صَغِيرٌ (Sagheer) – Small
• طَوِيلٌ (Taweel) – Long/Tall
• قَصِيرٌ (Qaseer) – Short

4. أسماء أيام الأسبوع (Names of Days of the Week)

A week has seven days:

• الأحد (Al-Ahad) – Sunday
• الاثنين (Al-Ithnain) – Monday
• الثلاثاء (Ath-Thulathaa’) – Tuesday
• الأربعاء (Al-Arbi’aa’) – Wednesday
• الخميس (Al-Khamees) – Thursday
• الجمعة (Al-Jumu’ah) – Friday
• السبت (As-Sabt) – Saturday

5. أسماء أشهر السنة (Names of Months of the Year)

A year has twelve Gregorian months:

• يناير (Yanayir) – January
• فبراير (Fubrayir) – February
• مارس (Maaris) – March
• أبريل (Abareel) – April
• مايو (Mayu) – May
• يونيو (Yunyu) – June
• يوليو (Yulyu) – July
• أغسطس (Aghustus) – August
• سبتمبر (Sibtambar) – September
• أكتوبر (Uktubar) – October
• نوفمبر (Nufambar) – November
• ديسمبر (Deesambar) – December

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Greeting/Review/Motivation

Teacher’s Activity: The teacher greets the pupils in Arabic (السلام عليكم) and asks them to respond. The teacher then briefly reviews previously learned Arabic words or letters. The teacher introduces the new topic by telling pupils they will learn to read names of colours, shapes, sizes, days, and months in Arabic, showing a colourful flashcard to spark interest.

Pupils’ Activity: Pupils respond to greetings and try to recall previous lessons. They listen attentively to the introduction.

Learning Point: Recall of prior knowledge

Step 2: Reading Names of Colours

Time: 7 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher displays flashcards or uses the projector to show pictures of different colours with their Arabic names. The teacher pronounces each colour name clearly and asks pupils to repeat chorally and individually. For example, showing a red object and the word “أَحْمَرُ”.

Pupils’ Activity: Pupils observe the flashcards/projector, listen to the teacher’s pronunciation, and repeat the Arabic names of colours.

Learning Point: Reading Arabic colour names

Step 3: Reading Names of Shapes

Time: 7 minutes

Teaching Skill: Visualisation/Guided Practice

Teacher’s Activity: The teacher displays flashcards or draws simple shapes (circle, square, triangle, rectangle) on the board, writing their Arabic names beside them. The teacher pronounces each shape name and guides pupils to repeat. The teacher asks pupils to point to shapes as their names are called.

Pupils’ Activity: Pupils observe the shapes and their names, repeat after the teacher, and practice identifying shapes by their Arabic names.

Learning Point: Reading Arabic shape names

Step 4: Reading Names of Sizes

Time: 5 minutes

Teaching Skill: Comparison/Explanation

Teacher’s Activity: The teacher displays flashcards or uses objects of different sizes (e.g., a big book and a small book) and introduces the Arabic words for big, small, long, and short. The teacher pronounces the words and asks pupils to repeat, demonstrating the meaning with the objects.

Pupils’ Activity: Pupils observe the objects, listen to the words, and repeat the Arabic names for sizes.

Learning Point: Reading Arabic size words

Step 5: Reading Names of Days of the Week

Time: 5 minutes

Teaching Skill: Choral Reading/Sequencing

Teacher’s Activity: The teacher writes the names of the days of the week in Arabic on the board or displays them using learning cards. The teacher reads them aloud in sequence and leads the pupils in choral reading. The teacher asks pupils to repeat each day’s name several times.

Pupils’ Activity: Pupils observe the written names, listen to the teacher, and repeat the names of the days of the week in Arabic.

Learning Point: Reading Arabic day names

Step 6: Reading Names of Months of the Year

Time: 6 minutes

Teaching Skill: Repetition/Memory Aid

Teacher’s Activity: The teacher introduces the names of some months of the year in Arabic, writing them on the board or displaying them. The teacher reads them clearly and encourages pupils to repeat. The teacher can use a simple song or rhythm to help pupils remember the names.

Pupils’ Activity: Pupils listen, read along, and repeat the names of the months in Arabic.

Learning Point: Reading Arabic month names

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 ‘red’?
2. What is the Arabic word for ‘circle’?
3. Say the Arabic word for ‘big’.
4. Name two days of the week in Arabic.
5. Name two months of the year in Arabic.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarisation/Assignment

Teacher’s Activity: The teacher summarises the lesson by quickly reviewing the main vocabulary learned (colours, shapes, sizes, days, months). The teacher gives homework, asking pupils to practice reading the words at home and to draw and label a few items (e.g., a red circle, a big square) in Arabic.

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

Learning Point: Consolidation of key learning

Lesson Keywords

• ألوان – Colours
• أشكال – Shapes
• أحجام – Sizes
• أيام الأسبوع – Days of the week
• أشهر السنة – Months of the year
• أحمر – Red
• دائرة – Circle
• كبير – Big
• الاحد – Sunday
• يناير – January

Differentiation

Support: For weaker learners, provide flashcards with larger text and clearer pictures. Focus on fewer vocabulary items and use more repetition and choral reading. Allow them to point to answers rather than always verbalising. Pair them with stronger learners for peer support.

Extension: For faster learners, challenge them to use the new vocabulary in simple sentences (e.g., “هذا أحمر” – This is red). Ask them to identify objects in the classroom using the new Arabic words or to write additional colour or shape names they know.

Suggested Lesson Videos

For visual reinforcement, search on YouTube for: Arabic colours shapes days months for kids Primary 1

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all visual aids (flashcards, projector slides) for colours, shapes, sizes, days, and months are ready and clearly visible. Write the Arabic words neatly on the board or prepare learning cards. Begin by engaging pupils with a brief review to activate prior knowledge. Present the new vocabulary gradually, starting with colours, then shapes, sizes, days, and finally months. For each category, clearly pronounce the Arabic words and have pupils repeat them multiple times, both individually and chorally. Use gestures and realia (actual objects) or pictures to make the meaning concrete for Primary 1 pupils. For example, when teaching “كَبِيرٌ” (big) and “صَغِيرٌ” (small), show a big book and a small pencil. Pause frequently for guided practice, asking pupils to identify words or pictures. Encourage active participation throughout. Address any pronunciation errors gently and provide correct models. 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 vocabulary. During the evaluation, ensure questions directly assess their ability to read and identify the taught vocabulary. For classroom management, maintain a lively pace to keep pupils engaged, and use positive reinforcement for correct responses.