يف ةيبرعلا تاوصلأا بيترت ةداعإ.ةديدج ةيوغل َاعلأ for Primary 1

Class: Primary One

Term: Second Term

Week: 1

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:

Topic: ٌَ اَعلَْأوَ بٌ يِترْ َت:ُةَّيِبرَ َعلْا تُ اوَصْ َلأْا

Subject Matter: يف ةيبرعلا تاوصلأا بيترت ةداعإ.ةديدج ةيوغل َاعلأ

Specific Objectives

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

Cognitive Domain

• Identify individual Arabic letters.
• Arrange given Arabic letters to form simple, meaningful words.

Affective Domain

• Show interest in forming new words in Arabic.
• Appreciate the importance of correct letter order in forming words.

Psychomotor Domain

• Pronounce the newly formed Arabic words correctly and clearly.
• Write simple Arabic words formed from rearranged letters.

Social Domain

• Work cooperatively in groups to arrange Arabic letters into words.

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)
• 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 (Picture cards or illustrated cards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards with individual Arabic letters)
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson is important because it teaches pupils how to combine individual Arabic letters to form meaningful words, which is a fundamental step in reading and writing. Understanding letter arrangement helps pupils grasp the structure of Arabic words and improves their pronunciation and comprehension skills from an early stage.

Prerequisite/Previous Knowledge

Pupils should be familiar with individual Arabic letters (حروف الهجاء) and their basic sounds.

Lesson Content/Board Summary

تَرْتِيبُ الحُرُوفِ وَتَكْوِينُ كَلِمَاتٍ بَسِيطَةٍ (Arranging Letters to Form Simple Words)

(Sounds and Arrangement: Arabic Sounds)

Arabic letters can be arranged to form words. Changing the order of letters may change the word or make it meaningless.

Reordering Arabic Sounds to Form New Words

Individual Arabic letters can be arranged in different ways to form words. The order of the letters is important because changing the order can change the word or make it meaningless.

some examples:

1. Letters: د (dal) + ر (ra) + س (sin)
   • Combined form: دَرَسَ (darasa)
   • Meaning: He studied
   • Pronunciation: da-ra-sa
2. Letters: ق (qaf) + ل (lam) + م (meem)
   • Combined form: قَلَمٌ (qalamun)
   • Meaning: Pen
   • Pronunciation: qa-la-mun
3. Letters: ب (ba) + ا (alif) + ب (ba)
   • Combined form: بَابٌ (baabun)
   • Meaning: Door
   • Pronunciation: baa-bun
4. Letters: ك (kaf) + ت (ta) + ب (ba)
   • Combined form: كَتَبَ (kataba)
   • Meaning: He wrote
   • Pronunciation: ka-ta-ba

When we arrange letters to form words, we must also make sure to pronounce them correctly. Each letter has its own sound, and when they join, their sounds blend together to form the word’s sound.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and reviews the Arabic letters (حروف الهجاء) by showing flashcards of individual letters and asking pupils to identify them and state their sounds.

Pupils’ Activity: Pupils respond to greetings, identify Arabic letters, and state their sounds.

Learning Point: Recall of prior knowledge

Step 2: Introduction of New Concept

Time: 7 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher explains that individual letters can be put together to form words. The teacher then demonstrates with letter cards how to arrange letters like د, ر, س to form دَرَسَ (darasa) and explains its meaning. The teacher emphasizes that the order of letters matters.

Pupils’ Activity: Pupils observe the teacher’s demonstration and listen attentively to the explanation.

Learning Point: Letters combine into words

Step 3: Guided Practice – Forming Words

Time: 8 minutes

Teaching Skill: Guided Practice/Questioning

Teacher’s Activity: The teacher provides another set of letter cards, e.g., ق, ل, م. The teacher guides the pupils to arrange these letters to form the word قَلَمٌ (qalamun) and asks them to say its meaning. The teacher ensures correct arrangement and pronunciation.

Pupils’ Activity: Pupils actively participate in arranging the letter cards and stating the meaning of the formed word.

Learning Point: Correct Arabic word formation

Step 4: Pronunciation Practice

Time: 5 minutes

Teaching Skill: Repetition/Correction

Teacher’s Activity: The teacher writes the words formed so far (دَرَسَ, قَلَمٌ) on the board and leads the pupils in repeated pronunciation drills. The teacher corrects any mispronunciations.

Pupils’ Activity: Pupils repeat the words after the teacher, focusing on correct pronunciation.

Learning Point: Correct word pronunciation

Step 5: Group Activity – Word Formation

Time: 5 minutes

Teaching Skill: Group Work/Facilitation

Teacher’s Activity: The teacher divides the class into small groups and gives each group a set of letter cards (e.g., ب, ا, ب or ك, ت, ب). The teacher instructs each group to arrange their letters to form a meaningful Arabic word and be ready to present it.

Pupils’ Activity: Pupils work in their groups to arrange the letter cards and form words.

Learning Point: Accurate letter arrangement

Step 6: Presentation and Reinforcement

Time: 5 minutes

Teaching Skill: Feedback/Reinforcement

Teacher’s Activity: Each group presents their formed word to the class. The teacher provides feedback, confirms correctness, and leads the class in pronouncing the words presented by each group.

Pupils’ Activity: Groups present their words, and all pupils participate in pronouncing the words.

Learning Point: Mastery of word formation

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. Arrange the letters ب, ا, ب to form a word.
2. What is the meaning of the word you formed?
3. Pronounce the word قَلَمٌ correctly.
4. What happens if we change the order of letters in a word?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarizing/Assigning

Teacher’s Activity: The teacher summarizes the lesson by reiterating that Arabic letters can be arranged to form meaningful words, and correct order and pronunciation are essential. The teacher assigns homework: write three simple Arabic words formed from different letters.

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

Learning Point: Consolidation of key learning

Lesson Keywords

• حروف الهجاء – Arabic letters
• كلمات – Words
• ترتيب – Arrangement/Order
• نطق – Pronunciation
• معنى – Meaning

Differentiation

Support: For pupils who struggle, provide pre-arranged word cards for them to trace and pronounce. Use fewer letters for word formation (e.g., two-letter words if applicable) and offer more one-on-one guidance during group activities. Provide a word bank with meanings to aid understanding.

Extension: For faster learners, challenge them to form more complex three-letter words or to identify words from a jumbled set of letters without direct guidance. Ask them to write a sentence using one of the new words they formed.

Suggested Lesson Videos

For further visual learning, search on YouTube for: primary 1 arabic letter formation words

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have prepared clear, large flashcards for individual Arabic letters and some pre-written word cards for demonstration. A projector (ض رْ عَ زُ اهَ جِ) can be useful for displaying letters and words clearly to the whole class. Begin by quickly reviewing individual letter sounds to activate prior knowledge. When introducing word formation, demonstrate clearly how letters join and how their forms might change (though for Primary 1, focus more on the sound and order). Use the provided examples (دَرَسَ, قَلَمٌ, بَابٌ, كَتَبَ) as your core teaching material, writing them on the board and having pupils repeat after you. During guided practice, circulate to observe pupils’ attempts at arranging letters and provide immediate, gentle correction. For the group activity, ensure each group has distinct sets of letter cards to encourage varied word formation. When pupils present their words, emphasize correct pronunciation. Pause after the main teaching points for pupils to copy the Board Summary. Pay attention to common errors such as incorrect letter order or mispronunciation, addressing them with patient repetition. Encourage all pupils to participate, creating a supportive learning environment.