GES-JHS-ARABIC-CCP-CURRICULUM-FOR-B7-B10

B8.4.2.1 Demonstrate B8.4.2.1.1.Demonstrate ability to respond to questions using familiar vocabulary. Competences
knowledge of spelling Exemplar:
patterns and conventions Presenting skills,
of syntax with their 1. Write correct answers to post-reading 10 questions using familiar vocabulary. Knowledge,
corresponding meanings. understanding, skills and
strategies.

B8.4.2.1.2. Show writing skills in reorganising, rearranging jumbled sentences to Presenting skills, Critical
complete a full text. thinking, Knowledge,
understanding, skills and
1. Reorganize the following sentences to form meaningful text about your daily strategies.
routinein 20 sentences.

–– ‫ ـ أﺳﺘﻌ ﱡﺪ ﻟﻠﺬﻫﺎب إﱃ اﳌﺪرﺳﺔ‬.......‫ – أَ ْﺧُﺮُج إﱃ اﻟﺒُ ْﺴﺘﺎن – أﻓﻄﺮ ﺑـ‬.......‫– أﺳﺘﻌ ﱡﺪ ﻟـ‬.....‫ ﻛﻴﻒ أﻗﻀﻲ ﻳﻮﻣﻲ – أﺗﻐﺪى ﰲ اﻟﺴﺎﻋﺔ‬-
.‫ اﺳﺘﻤﻊ إﱃ اﻟﺪروس ﺑﻨﺸﺎط ورﻏﺒﺔ‬- ‫أﻧﺎم ﻣﺒﻜﺮا ﰲ اﻟﻠﻴﻞ‬

2. Use own words to fill in blank spaces in 10 passages as the following.

.......... ‫ وأرﺗﺪي ﻣﻼﺑﺲ اﳌﺪرﺳﺔ وأﲪﻞ‬............ ‫ ﻣﻊ‬........ ‫ أﺗﻨﺎول‬............. ،.......... ‫أﻧﺎ اﺳﺘﻴﻘﻆ ﻣﺒﻜﺮا ﰲ اﻟﺴﺎﻋﺔ‬
....... ‫ وﰲ اﻟﻄﺮﻳﻖ أﻟﺘﻘﻲ‬،............ ‫ ﻟﺬﻟﻚ أذﻫﺐ إﻟﻴﻬﺎ‬........ ‫ ﻣﺪرﺳﱵ‬،‫وأﺳﺘﻌﺪ ﻟﻠﺬﻫﺎب إﱃ اﳌﺪرﺳﺔ‬

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B8.4.2.1.3.Show ability to write short messages independently, using appropriate Presenting skills, Critical
wordsencounted. thinking, Knowledge,
understanding, skills and
Exemplar: strategies.

1. Use already acquired vocabulary to write a simple text about who you want to
become in the future.

‫ أﺣﺐ أن أﻛﻮن ﻃﺒﻴﺒﺎ ﻷداوي‬،‫ أرﻳﺪ أن أﻛﻮن ﻃﻴﺎرا ﻷﺳﺎﻓﺮ ﺟّﻮا وأزور اﻟﺒﻼد اﻟﺒﻌﻴﺪة ﳎﺎﻧﺎ‬،‫ أرﻳﺪ أن أﻛﻮن ﻓﻀﺎﺋﻴﺎ‬،‫أرﻳﺪ أن أﻛﻮن ﻣﻬﻨﺪﺳﺎ‬
.‫ إﱁ‬.‫اﻟﻨﺎس‬

2. Write about your daily activities at home using your own words.
‫أﻧﺸﻄﱵ اﳌﻨﺰﻟﻴﺔ‬

B8.4.2.1.4. Demonstrate knowledge and ability to fill in and select appropriate words to Presenting skills,

complete short phrases or sentences. Reflection and evaluation,

Problem solving and

Exemplars: Critical thinking

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1. Rearrange sentences as the following to form complete grammatically correct
sentences.

- ،‫ ﻃﺎﻟﺒﺔ أﻧﺎ ﺟﺪﻳﺪة = أﻧﺎ ﻃﺎﻟﺒﺔ ﺟﺪﻳﺪة‬-
،‫ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ أﲪﺪ ﻳﺪرس = ﻳﺪرس أﲪﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬-
،‫ اﻟﺼﻒ اﻟﺜﺎﱐ اﻹﻋﺪادي أﻧﺎ ﰲ = أﻧﺎ ﰲ اﻟﺼﻒ اﻟﺜﺎﱐ اﻹﻋﺪادي‬-
.‫ =أﻛﺘﺐ درﺳﻲ ﰲ اﻟﻔﺼﻞ‬.‫ ﰲ اﻟﻔﺼﻞ درﺳﻲ أﻛﺘﺐ‬-

2. Complete the text about your love for your country using the following
sentences.

.................‫ أﺣﺐ ﻏﺎﻧﺎ ﻣﺜﻠﻤﺎ أﺣﺐ أﻫﻠﻲ‬،‫ أﺣﺐ ﻏﺎﻧﺎ ﻣﺜﻠﻤﺎ أﺣﺐ ﺑﻴﱵ‬،‫ أﺣﺐ ﻏﺎﻧﺎ ﻷ�ﺎ وﻃﲏ وﻣﻮﻃﲏ‬،‫ أﻧﺎ ﻣﻦ ﻏﺎﻧﺎ‬-

3. Use the following given words and phrases to compose an essay about Eid Day
or any festive occasion with your family.

،‫ﻧﺰور أﻗﺎرﺑﻨﺎ وﺟﲑارﻧﺎ‬ ،‫ﻧﻠﺒﺲ ﻣﻼﺑﺲ ﺟﺪﻳﺪة وﻧﻈﻴﻔﺔ‬ ،‫ﻛﻠﻨﺎ ﻧﻔﺮح ﻳﻮم اﻟﻌﻴﺪ‬ ،‫ أﻧﺎ أﺣﺐ اﻟﻌﻴﺪ‬،‫ﻳﻮم اﻟﻌﻴﺪ‬
.‫ﻋﻴﺪﻛﻢ ﻣﺒﺎرك وﻛﻞ ﻋﺎم وأﻧﺘﻢ ﲞﲑ‬

B8.4.2.2 Show ability to B8.4.2.2.1. Show ability to summarise an extended prose form read in class. Presenting skills,
use in writing theme- Reflection and evaluation,
related words and
101
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modelled writing Exemplars: Problem solving and
strategies Summarize a given text by following the following rules: Critical thinking

- Write down key-words (not more than 20) which are important for the summary.
- Find important facts, statements and ideas.

B8.4.2.2.2. Show composition skill by filling the blank spaces with appropriate words Presenting skills,
to complete grammatically correct sentences. Reflection and evaluation,

Exemplar. Problem solving and
1. Choose the appropriate word or phrase from those in bracket to complete a
coherent text. Critical thinking
(‫ اﳊﺪﻳﻘﺔ‬،‫ ﻳﺎ ﺻﺪﻳﻖ؟ ﻓﺎﻃﻤﺔ‬،‫ ﳎﺮﻓﺔ‬،‫ رأى‬،‫)ﻋﺒﺪﷲ وﺟﺎرﻩ‬

‫ ﺑﻨﺖ ﺟﺎرﻧﺎ أن أﺳﺎﻋﺪﻫﺎ‬.‫ ﻗﺎل أﲪﺪ ﻃﻠﺒﺖ ﻣﲏ ـــــــــــــــــ‬.‫ ﻓﺴﺄﻟﻪ ﻣﺎذا ﺗﻔﻌﻞ ﻬﺑﺬﻩ اﻷدوات ﻳﺎ ــــــــــــــــــ‬،‫أى ﻋﺒﺪﷲ ﺟﺎرﻩ أﲪﺪ ﳛﻤﻞ ــــــــــــــــــ‬
.‫ﻋﻠﻰ زراﻋﺔ اﳊﺪﻳﻘﺔ‬

2. Complete each sentence with an appropriate word from the bracket. 102
.(‫ ﺑﻠﻘﺎءك‬،‫ َﻛﺘَ َﺐ‬،‫ اﻟﻌﻠﻮم‬،‫ ﻣﱴ‬،‫ اﳌﺴﺘﺸﻔﻰ‬،‫ ﻛﺮة‬،‫) ﻣﺎ‬
,‫ ذﻫﺒﺖ إﱃ ـــــــــــــــــــ‬-

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‫ ـــــــــــــــــ ﺗﺒﺪأ اﻟﺪراﺳﺔ؟‬- Presenting skills,
‫ ـــــــــــ اﺳﻢ أﺑﻴﻚ؟‬- Reflection and evaluation,

‫ ﺷﺎﻫﺪ ُت ﻣﺒﺎراة ـــــــــــــــ اﻟﻘﺪم‬-
.‫ أﻧﺎ ﻣﺴﺮور ــــــــــــــــ‬-

.‫ اﻟﻴﻮم‬.‫ درﺳﺖ ـــــــــــــــــــــ‬-
.‫ ــــــــــــــــــ اﻷﺳﺘﺎذ اﻟﺪرس ﻋﻠﻰ اﻟﺴﺒﻮرة‬-
B8.4.2.2.4. Show ability to write short answers that follow the rules of sentence

structure and connect ideas in a logical fashion.

Exemplars: Problem solving and

Critical thinking

1. Write short answers that follow the rules of sentence structure to the following

questions.

.‫ ﻣﺎذا ﲢﻤﻞ ﰲ ﻳﺪك؟ أﲪﻞ ﺣﻘﻴﺒﱵ‬-
.‫ ﻣﺎذا ﺗﻔﻌﻞ ﺑﻌﺪ اﻟﺪرس؟ ــــــــــــــــــ‬-
.‫ ﻣﻊ ﻣﻦ ﺗﺬﻫﺐ؟ ــــــــــــــــــــــــ‬-

2. Use own words to complete the following sentences. ..........‫َﺴُﻊُﻚ‬.‫ْﺮِﻓ‬.ْ‫ُﻳـَﳝ‬.‫و‬.ً‫ ﻳـََﰲوأَْﻘَرََﻣﺮأُْىﺪَدَرْرِﻃَﺳْﺳﻔِﺎًْﱵﻼ‬---
.....‫ ﻳَ ْﻜﺘُ ُﺐ َﺣْﺮﻓﺎً وﻳـَْﺮ ُﺳ ٌﻢ‬-

B8.4.2.3 Demonstrate B8.4.2.3.1. Demonstrate creative skill in describing characters in a work of art based on Presenting skills,

ability to organize ideas their actions, and according to the social and historical context. Reflection and evaluation,

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logically and fluently in 1. Use the following format to describe a character. Knowledge,
order to write coherent .‫ وﺻﻒ اﳌﻈﻬﺮ اﳋﺎرﺟﻲ ﻟﻠﺸﺨﺼﻴﺔ – اﻟﺼﻔﺎت اﳌﺬﻛﻮرةﻛﺎﻟﺸﻜﻞ‬،‫ أﻳﻦ ُوﻟﺪ وﻧﺸﺄ؟ ﺧﻠﻘﻬﺎ و ﻟسﻮﻛﻬﺎ‬- understanding, skills and
texts. ‫ ﻣﺎ ﻧﻮع اﻟﻌﻼﻗﺎت اﻟﱵ ﺗﺮﺑﻄﻪ ﺑﺒﻘﻴﺔ اﻟﺸﺨﺼﻴﺎت؟‬- strategies.

2. Write about the personalities in your community using some already learnt

descriptive expressions to help you.
.‫إﱁ‬...‫ ﻧﺎﺋﺐ ﳎﻠﺲ اﻟﺸﻮرى‬،‫ زﻋﻴﻢ ﻗﺒﻴﻠﺔ‬،‫ اﻹﻣﺎم‬،‫ رﺋﻴﺲ اﻟﺒﻠﺪﻳﺔ‬،‫ ﻣﺪﻳﺮ اﳌﺪرﺳﺔ‬-

B8.4.2.3.2. Show creative writing skills in narrative anddescriptive essay writing styles. Presenting skills,
Reflection and evaluation,

1. Reorganise the following sentences to describe a known Ghanaian historical Knowledge,
understanding, skills and
character. strategies.

.........‫ وﻟﺪﻛﻮاﻣﻲ اﻧﻜﺮوﻣﺎ ﻋﺎم‬-
‫ ﲣﺮج ﺑﺪار اﳌﻌﻠﻤﲔ ﰲ أﻛﺮا‬-

‫ ﲜﺎﻣﻌﺔ "ﻟﻨﻜﻮﻟﻦ ﰲ أﻣﺮﻳﻜﺎ‬1935 ‫ واﻟﺘﺤﻖ ﻋﺎم‬-
‫ اﻟﺘﺤﻖ ﲟﺪرﺳﺔ اﻻﻗﺘﺼﺎد ﰲ ﻟﻨﺪن ﺑﱪﻳﻄﺎﻧﻴﺎ‬1945 ‫ وﰲ ﻋﺎم‬-

‫ ﻋﺎد إﱃ ﻏﺎﻧﺎ وﻧﺎﺿﻞ ﺿﺪ اﻻﺣﺘﻼل‬-
...‫ وﻛﺎن ﺑﻄﻼ ﻗﻮﻣﻴﺎ وﳏﺒﻮﺑﺎ إﱃ اﻟﻨﺎس ﺣﱴ ﺑﻌﺪ وﻓﺎﺗﻪ‬-

2. Use the following format to write a short essay describing your village.
.‫ إﱁ‬...... ‫ واﳊﻘﻮل‬......... ‫ ﻓﺎﻷرض‬،......... ‫ ﻻ ﺗﺮى ﻓﻴﻬﺎ إﻻ‬،....... ‫ﻛﺄ�ﺎ‬،....... ‫ ﰲ وﺳﻂ‬،........‫ﻗﺮﻳﱵ‬

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.

B8.4.2.3.3. Show creativity in organizing ideas logically and fluently in order to write Presenting skills,
coherent texts that follow a specific literary structure. Reflection and evaluation,

1. Write an essay in a given topic in not less than 100 words. Knowledge,
understanding, skills and
strategies.

Critical thinking

B8.4.2.3.4. Demonstrate ability to distinguish between literal meaning and figurative Presenting skills,
meaning, as well as between abstract notions and concrete notions within a text. Reflection and evaluation,

1. Extract from the following passage expressions that have literal meaning and Knowledge,
those that have figurative meaning. understanding, skills and
‫ زﻳﺎرة اﳌﺮﻳﺾ‬- strategies.

2. Extract from the given text expressions that show abstract notions and those that
show concrete.

‫ أرض اﻷﺣﻼم‬-

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CLASS: Basic 9
STRAND: B9.1 Listening
SUB-STRAND: B9.1.1 Comprehension of Arabic Language

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
B9.1.1.1. Demonstrate
comprehension of Competences
various Arabic oral
sound texts. B9.1.1.1.1.Demonstrate understanding of questions of who? What and what and when? Listening skils,presenting

And provide the answer. and

Exemplar: Reflection and evaluation.

Answer who-, what- and when-questions as follows:

‫ﻣﻦ اﻟﺬي ﻳﻌﻠّﻢ اﻟﺘﻼﻣﻴﺬ؟‬

‫ﻣﱴ ﻳﺬﻫﺐ اﻟﻔﻼح إﱃ اﳌﺰرﻋﺔ؟‬

‫ﻣﺎذا درﺳﺖ اﻟﻴﻮم ؟‬

B9.1.1.1.2.Recognize and recall main points in a short dialogue and correlate spoken Listening skills,
word to images. knowledge, understanding,
skills and strategies and
.‫ أُ ِﺣ ﱡﺐ اﻟْﺒُـْﺮﺗُـَﻘﺎ َل‬،‫ﻧَـَﻌ ْﻢ‬ ‫َﻫ ْﻞ ُِﲢ ﱡﺐ اﻟْﺒُـْﺮﺗُـَﻘﺎ َل ؟‬ Photo-visual and

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.‫أَﻧَﺎ ﻃَﺎﻟِ ٌﺐ ِﰲ ا ْﳉَﺎِﻣَﻌِﺔ‬ ‫َﻣ ْﻦ أَﻧْ َﺖ ؟‬ information literacy.
.ً‫أَْر ُﺳ ُﻢ َﲨَﻼ‬ ‫َﻣﺎذَا ﺗَـْﺮ ُﺳ ُﻢ ؟‬
‫َﻣﺎذَا ﺗَ ْﻜﺘُ ُﺐ ؟‬
.‫أَ ْﻛﺘُ ُﺐ َد ْر َس ا ْﳊِ َﺴﺎ ِب‬

Exemplar:
Identify four major points from an audio story with the topic ( ‫)ﺍﻟﻬﻮﺍﻳﺔ‬

B9.1.1.1.3.Demonstrate ability to extrapolate and respond to essential general ideas and Listening skills,
information from topical national issues
Critical thinking,
‫وﻗﺎﻳﺔ ﻣﻦ اﻷﻣﺮاض‬ Reflection and evaluation
and
Exemplar:
Global citizenship

Listen to the following topics and give yourown interpretations. ‫اﻟﺘﺪﺧﲔ و ﺧﻄﻮرﺗﺔ‬
‫اﻟﻨﻔﺎﻳﺎت و ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ اﻟﺼﺤﺔ ﺟﻨﻮح اﻟﺸﺒﺎب اﳌﻌﺎﺻﺮ و ﻣﺸﻜﻼﺗﻪ‬

B9.1.1.1.4. Show ability to follow and understand a variety of spoken discourse Listening skills,
between two or several participants.
Critical thinking,
Exemplar: Reflection and evaluation

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Listen to the following topics and point out purposes and related ideas: and
‫ ﻓﻮاﺋﺪ اﻟﺘﻌﻠﻴﻢ‬Global citizenship
‫اﻷﺧﻼق اﻟﻔﺎﺿﻠﺔ وﻓﻮاﺋﺪﻫﺎ‬ ‫اﻟﻨﻈﺎﻓﺔ وأﳘﻴﺘﻬﺎ‬

B9.1.1.2 Demonstrate B9.1.1.2.1. Demonstrate understanding of central issues in aural discussion on inter- Listening skills,
listening skills in class school football games/gala.
discussions about school Critical thinking,
competitions and games. Reflection and evaluation
and
Exemplar:
Global citizenship
State the main point and three secondary ones in a football game discussing, using the
following samples.

‫ﻣﺒﺎراة ودﻳﺔ‬ ‫ﺑﻄﻮﻟﺔ الﻛﺄس اﻷﻓﺮﻳﻘﻲ‬ ‫ﻧﺘﻴﺠﺔ ﻣﺒﺎراةﻛﺮة ﻗﺪم‬

B9.1.1.2.2. Demonstrate ability to visualize images and scenes as a listening device in Listening skills,
order to facilitate understanding of a sports commentary.
Critical thinking,
Exemplar: Reflection and evaluation ,

Identify the vocabulary peculiar to sports, like the following: ‫ﺣﺎرس ﻣﺮﻣﻰ‬ Global citizenship
‫ﺿﺮﺑﺔ ﺣﺮة ﻣﺮور اﻟﻜﺮة ﺗﺴﺠﻴﻞ اﳍﺪف‬
‫ ﺿﺮﺑﺔ رﻛﻨﻴﺔ‬Photo-visual and
information literacy

B9.1.1.3 Demonstrate B9.1.1.3.1.Demonstrate ability to answer questions about relationship between Listening skills,
knowledge of aural education and career and provide the answers orally.
expression about Critical thinking,
education and career Exemplar: Reflection and evaluation

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paths. Understand a conversation on the relationship of education and career and

‫ إن ﺷﺎء ﷲ‬,‫ ﺳﺄﻋﻤﻞ ﻃﺒﻴﺒﺎ‬،‫ ﻣﺎذا ﺳﺘﻔﻌﻞ ﺑﻌﺪ اﻟﺪراﺳﺔ؟ أﻧﺎ أدرس اﻟﻄﺐ ﰲﻛﻠﻴﺔ اﻟﻄﺐ‬Global citizenship

‫ إن ﺷﺎء ﷲ‬,‫ ﺳﺄﻋﻤﻞ ﻣﻬﻨﺪﺳﺎ‬،‫ﻣﺎذا ﺳﺘﻔﻌﻞ ﺑﻌﺪ اﻟﺪراﺳﺔ؟ أﻧﺎ أدرس اﳍﻨﺪﺳﺔ ﰲﻛﻠﻴﺔ اﳍﻨﺪﺳﺔ‬

B9.1.1.3.2. Recognize and recall main points in a text read in class on education and Listening skills,
career path, and reproduce them.
Critical thinking,
Exemplar: Reflection and evaluation
Recall points in a read text on education (‫)ﺍﻟﻌﻼﻗﺔ ﺑﲔ اﻟﺪراﺳﺔ و اﻟﻌﻤﻞ‬ and

‫ﻧﻈّﻢ أوﻗﺎت اﻟﺪوام واﻟﺪراﺳﺔ ﺑﺪﻗّﺔ ﺿﻊ ﺟﺪوﻻً ﻟﻠﺪراﺳﺔ اﺧﱰ ﻋﻤﻼً ﻳﺘﻨﺎﺳﺐ ﻣﻊ وﻗﺘﻚ وﻗﺪراﺗﻚ‬ Global citizenship

B9.1.1.3.3.Demonstrate ability to extrapolate and respond to essential general ideas and Listening skills,
information from education issues.
Critical thinking,
Exemplar: Reflection and evaluation
and
Identify the appropriate registers of the following words; which one are in sports and
which are not. Global citizenship

‫ﻃﺎﻟﺐ ﻻﻋﺐﻛﺮة ﻣﻌﻠﻤﺔ ﺟﺎﻣﻌﺔ وزارة اﻟﺘﻌﻠﻴﻢ ﻛﺘﺎب ﻣﺪرﺳﻲ ﺷﻬﺎدة ﺟﺎﺋﺰة‬

B9.1.1.3.4.Show ability to participate in a spoken discourse and express personal ideas Listening skills,
about children and schooling.
Critical thinking,
Exemplar: Reflection and evaluation,

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Present personal view in class discussion about the topic (‫)أﳘﻴﺔ اﻟﺘﻌﻠﻴﻢ‬, using the following Personal development and

introductory sentence: Global citizenship

.................‫ﺗﻜﻤﻦ أﳘﻴﺔ اﻟﺪراﺳﺔ ﻟﻠﺘﻼﻣﻴﺬ ﰲ أّ�ﺎ ﺗﻘ ّﺪم ﳍﻢ اﳌﻌﺮﻓﺔ‬

B9.1.1.4 Respond B9.1.1.4.1. Demonstrate ability to answer questions on a text read in class, and to Listening skills,
appropriately to a express an independent view on the content.
narration of market Critical thinking,
scene with description of Exemplar: Reflection and evaluation
various wares, stocks, and
and people. Answer post-reading sampled questions on the topic (‫)اﻟﻜﻠﺐ اﻟﻮﰲ‬
Global citizenship

B9.1.1.4.2.Show effective listening skills by identifying various linguistic and tonal Listening skills,
features for appropriate response.
Critical thinking,
Exemplar: Reflection and evaluation
and
Provide appropriate response to questions such as the following
Global citizenship
‫أﻛﺘﺎﺑﻚ ﻫﺬا؟‬ ‫أﻳﻦ ﻳﺪرس اﻟﺘﻼﻣﻴﺬ؟‬ ‫ﳌﺎذا ﺗﺘﻌﻠﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ؟‬

B9.1.1.4.3. Demonstrate ability to listen accurately and critically and identify various Listening skills,
images and scenery of the market.
Exemplar: Critical thinking,
Identify various scenery of market and participate in question/answer cross-exchange Reflection and evaluation
and
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Photo-visual and

110

with colleagues in class. information literacy

STRAND: B9.1 Listening
SUB-STRAND: B9.1.2Listening Comprehension and Participation

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
B9.1.2.1 Demonstrate
knowledge and Competences
understanding of a
nonfiction text read in B9.1.2.1.1. Show listening skills and strategies while listening to an after-reading Listening skills,
class about discussion of a text.
environmental issues. Critical thinking,
(sanitation ) ‫اﻟﺼﺮف اﻟﺼﺤﻲ‬ Reflection and evaluation
and
Exemplar:
Global citizenship
Listen to a discussion on a school activity and display the following strategies:

- Maintain eye contact
- No interrupting
- Watch the nonverbal clues
- Restate what you heard and clarify by repeating it.
- Use some encouragers like head shaking, etc.
- Ask probing questions
‫ﺍ‬

B9.1.2.1.2.Show ability to deduce meaning of some unfamiliar words from a context Listening skills,

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with prior knowledge of a sports subject. Critical thinking,
Reflection and evaluation.
‫ اﳌﺼﺎرﻋﺔ‬- ‫ ﻛﺮة اﻟﻄﺎوﻟﺔ – اﳌﻼﻛﻤﺔ‬- ‫ﻛﺮة اﻟﺴﻠﺔ‬

Exemplar:

- Deduce meaning of a new difficult word considering the known words within
the sentence.

- Identify known words related to unfamiliar words from the passage

B9.1.2.1.3. Demonstrate ability to Interpret other arguments independently and respond Listening skills,
appropriately on environmental issues.
Critical thinking,
Exemplar: Reflection and evaluation,
problem solving and
1. Answer post-reading sampled questions on different human practices and
Global citizenship
attitudes that impact on environment.

: ‫ ﺗﻠﻮث اﳍﻮاء وأﺳﺒﺎﺑﻪ‬- ‫ﺗﻠﻮث اﳌﻴﺎﻫﻮأﺳﺒﺎﺑﻪ‬

2. Articulate an understanding about environmental problem in the locality using

statements as:

‫ﻊ اﻟﻘﻤﺎﻣﺔ ﰲ اﻟﺰﺑﺎﻟﺔ اﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻧﻈﺎﻓﺔ اﺠﻤﻟﺎري اﻟﻜﻮارث اﻟﻄﺒﻴﻌﻴﺔ‬

3. Interpret points on the types of natural disasters in your own words
4. Respond with own words factors that promotes natural disasters.

‫ اﻟﻔﻴﻀﺎﻧﺎت‬- ‫ ﺣﺎدﺛﺔ اﻟﺴﻴﺎرة‬-‫ﺣﺎدﺛﺔ اﳊﺮﻳﻖ‬

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B9.1.2.1.4. Show ability to deduce meanings of some unfamiliar words and phrases Listening skills,
from the context relating to various efforts and measure to minimize impacts of natural
disasters. Critical thinking,
Reflection and evaluation,
‫اﻟﻜﻮارث اﻟﻄﺒﻴﻌﻴﺔ‬ problem solving and

Exemplar: Global citizenship

Deduce from a text the meanings of the following phrases: ‫وﻗﻮع اﻟﻜﻮارث اﻟﺰﻻزل اﻟﱪاﻛﲔ‬
‫اﻷﻋﺎﺻﲑ اﻷﻧﺸﻄﺔ اﻟﺒﺸﺮﻳﺔ اﻟﺘﺪاﺑﲑ اﻟﻼزﻣﺔ ﻟﻠﺤﻤﺎﻳﺔ ﺣﺮﻛﺔ اﻟﺼﺨﻮر ﺟﻮف اﻷرض‬ ‫ﺛﻮران اﻟﱪاﻛﲔ‬

B9.1.2.2 Demonstrate B9.1.2.2.1 Show ability to listen accurately and critically and identify implied meanings Listening skills,
understanding of in statement for appropriate response.
language use in school Critical thinking,
debate on education and ‫وﻇﻴﻔﺔ اﳌﺮأة اﳌﺘﻌﻠﻤﺔ‬ Reflection and evaluation
career plans.
Exemplar:

Clarify the implied meaning of a statement by:

- Identifying the Topic Listening skills,
- Considering the central word, and discarding the supporting words.
- Check the synonyms and pick one that is aligned to the supporting words. Critical thinking,
B9.1.2.2.2. Demonstrate ability to discriminate between the main and subsidiary ideas Reflection and evaluation
in discourse, and organize answers. and problem solving.

‫ﺃﻫﻤﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﺒﻨﺖ‬

Exemplar:

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Point out the main idea(s), and the subsidiary ones in an audio-visual material, and give
personal observations.

STRAND: B9.2 Speaking
SUB-STRAND: B9.2.1Everyday Oral Communication

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
B9.2.1.1 Demonstrate B9.2.1.1.1. Show ability to distinguish between formal and informal registers of
competence in speaking familiar vocabulary. Competences
in an informal context.
Exemplar: Presenting skills,

Critical thinking,
Reflection and evaluation

1. Give your understanding of what formal and informal language are, with
examples.

2. Give the appropriate informal language in terms of the following:

Context, Sentences, Language, Voice, Interjections, Personal pronoun, Tone.

3. Give 10 sentences in an informal context.

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B9.2.1.1.2.Show communicative competence by using appropriate expressions for Presenting skills,
names of languages and countries. Critical thinking and
Global citizenship
Exemplar

Give the names of popular languages in the world:

‫ اﻟﻠﻐﺔ‬،‫ اﻟﻠﻐﺔ اﻟﺒﻨﻐﺎﻟﻴﺔ‬،‫ اﻟﻠﻐﺔ اﻟﱪﺗﻐﺎﻟﻴﺔ‬،‫ اﻟﻠﻐﺔ اﻟﺮوﺳﻴﺔ‬،‫ اﻟﻠﻐﺔ اﻹﺳﺒﺎﻧﻴﺔ‬،‫ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬،‫ اﻟﻠﻐﺔ اﳍﻨﺪﻳﺔ‬،(‫ ﻟﻐﺔ اﳌﺎﻧﺪرﻳﻦ )اﻟﺼﻴﻨﻴﺔ‬،‫اﻟﻠﻐﺔ اﻹﳒﻠﻴﺰﻳﺔ‬
‫ اﻟﻠﻐﺔ اﻷﳌﺎﻧﻴﺔ‬،‫اﻟﻔﺮﻧﺴﻴﺔ‬

B9.2.1.1.3. Demonstrate skills in using some culturally specific gestures in a limited Cultural identity and
range of special occasions. global citizenship

Exemplar:

1. Use the following vocabulary to talk about a marriage ceremony you have
witnessed:
‫ﺍﻟﺰﻭﺍﺝ‬

‫ﺍﻟﻌﻘﺪﻳﻜﻮﻧﻔﻴﻘﺎﻋﺔﺍﻟﺤﻔﻼﺗﺎﻟﺨﺎﺻﺔ‬/ ‫ﻟﻜﻨﺎﻟﻤﻬﺮﺭﺧﻴﺺ‬/‫ ﻭﺍﻟﻌﺮﻭﺳﺠﻤﻴﻠﺔﺟﺪﺍ‬/‫ ﻭﻫﻮﻋﺮﻳﺲ‬/‫ﻣﺎﺷﺎءﺍﻟﻠﻬﺤﻔﻠﺔﺯﻭﺍﺟﺄﺧﻴﺎﻟﻴﻮﻡ‬

1. Use the following vocabulary to talk about a naming ceremonyyou have 115
witnessed:

‫ﺣﻔﻠﺔ ﺍﻟﺘﺴﻤﻴﺔ‬
.‫ﻷﻧﻌﺪﺩﺍﻟﺤﺎﺿﺮﻳﻨﻜﺒﻴﺮﺍﺟﺪﺍ‬،‫ﺳﺘﻜﺜﺮ ﺍﻟﻤﺄﺩﺑﺔ‬،‫ﺃﺧﺘﺰﻭﺟﺔﻋﻤﻲ ﻫﻲ ﺍﻟﺘﻴﻮﻟﺪﺗﻮﺃﻧﺠﺒﺖ ﻭﺳﺘﺬﺑﺢ ﺍﻟﻌﻘﻴﻘﺔ‬،‫ﻋﻨﺪﻧﺎﺍﻟﻌﻘﻴﻘﺔﺍﻟﻴﻮﻡ‬

© NaCCA, Ministry of Education 2020

B9.2.1.1. 4.Show mastery of appropriate speech act and diction in communicating about Presenting skills and
a food and health. Cultural identity

Exemplar:

1. Use the following expressions to talk about going out for dinner.
/ ‫ اﻷرز ﻣﻊ إدام ﺻﻠﺼﺔ واﻟﺴﻠﻄﺔ‬/ ‫ اﻟﻄﻌﺎم ﺟﺎﻫﺰ‬/ ‫ اﻗﻌﺪ ﲜﺎﻧﺐ اﳌﺎﺋﺪة‬/‫ ﻣﺎذا ﻋﻨﺪﻛﻢ ﻣﻦ اﻷﻃﻌﻤﺔ؟ ﻟﺪﻳﻨﺎ ﻋﺪﻳﺪة‬/ ‫ﻣﺮﺣﺒﺎ ﺑﻚ ﻳﺎ ﺧﺎدم اﳌﻄﻌﻢ‬

‫ اﳌﺴﻠﻮك‬/ ‫ اﳌﻘﻠﻲ‬/ ‫ اﳌﺸﻮﻳﺎت‬.‫ ﺗﻮاﺑﻞ و ﻣﻘﺒﻼت‬/ ‫ 'ﻓﻮﻓﻮ' ﻣﻊ ﺷﺮﺑﺔ‬/ ‫اﻟﻔﻮل اﳌﺨﻠﻮط ﺑﺎﻷرز وإدام ﺣﺎرة‬

2. Use the following expressions to talk about food and health.

(‫اﻟﻌﻨﺎﻳﺔ ﺑﺎﻟﺼﺤﺔ واﻟﺒﺪاﻧﺔ)ﲰﻨﺔ‬

‫ اﻟﻨﺤﻴﻒ واﻟﻨﻈﺎم‬/ ‫ ﻏﺴﻞ اﻟﻴﺪﻳﻦ ﻗﺒﻞ اﻷﻛﻞ وﺑﻌﺪﻩ‬/ ‫ اﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻧﻈﺎﻓﺔ اﻷﻛﻞ‬/ ‫ و أﻧﺎ ﲰﲔ ﺟﺪا أﻳﻀﺎ‬/ ‫أﺷﻌﺮ ﺑﺂﻻم ﺷﺪﻳﺪة ﰲ اﳌﻌﺪة‬
.‫ ﺳﻮء اﻟﺘﻐﺬﻳﺔ‬/‫ اﻟﺴﻜﺮﻳﺎت واﻟﻨﺸﻮﻳﺎت واﻟﺪﻫﻮن‬/ ‫اﻟﻐﺬاﺋﻲ اﳌﺘﻮازن‬

B9.2.1.2Demonstrate B9.2.1.2.1Demonstrate ability to employ various conversation strategies such as Presenting skills,
good arguments in interrogative statement, surprise and wonder to advance an argument. Critical thinking and
school debates about Cultural identity
education and career ‫ﻛﻴﻒ ﻧﻜﺎﻓﺢ اﻟﻐﺶ ﰲ اﻻﻣﺘﺤﺎﻧﺎت؟‬
paths.
Exemplar:

1. Pick a topic of your choice and use the following strategies to make a point and
advance it.
‫ اﻟﺬﻛﺎء اﻻﺻﻄﻨﺎﻋﻲ‬- ‫ ﲢﺪﻳﺎت أﺻﺤﺎب اﻟﻌﺎﻫﺎت‬- ‫اﻟﺘﻌﻠﻴﻢ اﳌﺰدوج‬

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- Speak slowly and clearly
- Check your body language
- Listen and take notes
- Tell a story or give an illustration to make your point
.

B9.2.1.2.2Show ability to select and manipulate certain Structures, like appropriate Presenting skills,
tense, emotive Language, to achieve specific communication goals. Critical thinking and
Cultural identity
Exemplars:

‫ ﺗﻨﺎﺯﻟﺖ‬- ‫ ﻧﺠﺤﺖ – ﺃﺻﻴﺒﺖ – ﺃﺑﺘﻠﻴﺖ‬- ‫ ﺗﺄﻟﻤﺖ‬- ‫ﺳﻠﻤﺖ – ﺣﺰﻧﺖ‬

Give an example of the following to prove persuasive competence:

- Opinion - a personal viewpoint often presented as if fact.
- Personal pronouns - ‘I’, ‘you’ and ‘we’.
- Imperative command - instructional language.
- Rhetorical question - a question which implies its own answer.

B9.2.1.2.3Demonstrate awarenessof verbal and non-verbal communications to Presenting skills,
communicate effectively and accurately. Critical thinking and

Cultural identity

Exemplar:

‫اﺳﺘﻌﻤﺎل اﻹﺷﺎرات واﻟﻨﻐﻤﺎت وﺗﻌﺒﲑات اﻟﻮﺟﻪ واﻹﳝﺎءات وﻏﲑﻫﺎ‬
Give examples of the following known Arabic nonverbal communication:

- Gestures 117
- facial expressions

© NaCCA, Ministry of Education 2020

B9.2.1.3. Show - tone of voice Presenting skills,
proficiency in - eye contact (or lack thereof) Critical thinking and
expressing cogent - body language Global citizenship
viewpoints in class - posture.
discussions. B9.2.1.3.1.Demonstrate ability to express personal contributions in a discussion about
inter-school football games/gala.

‫اﳌﺒﺎرﻳﺎت اﻟﺮﻳﺎﺿﻴﺔ ﺑﲔ اﳌﺪارس‬

Exemplar:

Use the following phrases to contribute in a class discussion about sports

‫ﻣﺒﺎراة ﺿﺮﺑﺔ ﺟﺰاء‬ ‫ﺑﻄﻮﻟﺔ ﻛﺄس‬ ‫ﻧﺘﻴﺠﺔ ﻣﺒﺎراتﻛﺮة اﻟﻘﺪم‬

B9.2.1.3.2.Show proficiency in presenting clear personal ideas after reading discussing Presenting skills,
of school athletics. Critical thinking and
Personal development
‫اﻷﻟﻌﺎب اﻟﺮﻳﺎﺿﻴﺔ‬

Exemplar:

Show what goes into the following to help in class discussions of a text: Presenting skills and
- Preparation Critical thinking
- Listening
- Originality
- Summarizing other views

B9.2.1.3.3.Show ability to predict the closest meanings of some unfamiliar words in a

text about sports.

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‫ﻣﺒﺎرﻳﺎت اﻟﻜﺎس اﻷﻓﺮﻳﻘﻲ‬

Exemplar:

‫اﳌﺪرب – اﻟﻨﺎري – اﻟﻔﺮﻳﻖ – اﻻﻋﺒﻮن – اﻟﻔﻨﺎﺋﻞ‬

Do the following exercises to arrive at the meaning of the unknown words:

- Identify known words related to unfamiliar words from the passage
- Provide meanings of new words considering the context of the sentences in the

passage.
- Confirm from the dictionary your suggested meanings.

B9.2.1.4. Demonstrate B9.2.1.4.1.Show acquisition of sufficient vocabulary of 30 words to orally construct Presenting skills,
oral proficiency in the sentences about independence celebration. Critical thinking,
usage of modelled text Cultural identity and
of specified length to ‫ ﺣﺐ اﻟﻮﻃﻦ‬- ‫اﺣﺘﻔﺎل ﺑﻌﻴﺪ اﻻﺳﺘﻘﻼل‬
talk about celebrations
and festivals. Global citizenship

Exemplar:

Using the following phrases associated withGhanaian independence celebration, talk
about or take part in such discussion.

‫ ﻏﲑت ﻏﺎﻧﺎ اﲰﻬﺎ ﻣﻦ " ﺳﺎﺣﻞ‬،‫ و اﺳﺘﻌﺎدت ﺣﺮﻳﺘﻬﺎ‬،‫م‬1957 ‫ ﻧﺎﻟﺖ ﻏﺎﻧﺎ اﺳﺘﻘﻼﳍﺎ ﻋﺎم‬،‫ اﳌﺴﺘﻌﻤﺮ اﻟﱪﻳﻄﺎﱐ‬،‫اﻻﺣﺘﻼل اﻟﱪﻳﻄﺎﱐ‬
.‫ إﱃ ﻏﺎﻧﺎ‬،"‫اﻟﺬﻫﺐ‬

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B9.2.1.4.2. Show adequate acquisition and usage of vocabulary of 30 words for self- Presenting skills,
expression about Arab/Muslim celebration of eid. Critical thinking and
Cultural identity
‫ ﻋﻴﺪ اﻷﺿﺤﻰ‬- ‫ﻋﻴﺪ اﻟﻔﻄﺮ‬

Exemplar:

Using the following phrases associated withArab celebration of eid, talk about or take
part in such discussion.

،‫ ﺻﻼة اﻟﻌﻴﺪ‬،‫ دﻓﻊ زﻛﺎة اﻟﻔﻄﺮ‬، ‫ ﻳﻮم ﻓﺮح وﺳﺮور‬،‫ ﺑﻌﺪ ﻏﺮوب اﻟﺸﻤﺲ‬،‫ اﺣﺘﻔﺎل اﳌﺴﻠﻤﲔ‬،‫ ﻋﻴﺪ اﻷﺿﺤﻰ‬،‫ اﲤﺎم اﻟﺼﻴﺎم‬،‫ﻋﻴ ُﺪ اﻟﻔﻄﺮ‬
‫ أﻛﻞ اﳊﻠﻮﻳﺎت وﻛﻌﻚ واﻷﻃﻌﻤﺔ‬،‫ زﻳﺎرة اﻷﻫﻞ واﻷﻗﺮﺑﺎء واﻷﺻﺪﻗﺎء واﳉﲑان‬،‫ﺗﺒﺎدل اﻟﺘﻬﺎﱐ‬

B9.2.1.4.3.Show proficiency in the use of previously leant phrases and simple sentences Presenting skills,

in an interactive conversation about a selected local festival Critical thinking,

Exemplar: Personal identity and
Cultural identity
Use the following phrases to talk about Ghanaian traditional festivals such as Odwira,
Homowo, Danba.

‫ إﻗﺎﻣﺔ ﻋﺮض‬،‫ ﻫﺪاﻳﺎ ﻋﻠﻰ اﻷﻃﻔﺎل‬،‫ ﺗﻮزﻳﻊ ﺣﻠﻮﻳﺎت‬، ‫ ﺣﻔﻼت رﻗﺺ ﻓﻨﻮن ﺷﻌﺒﻴﺔ‬، ‫ إﻗﺎﻣﺔ اﺣﺘﻔﺎﻻت ﺷﻌﺒﻴﺔ‬،‫ﺗﺮاث ﻏﲏ ﺑﺎﻟﻔﻨﻮن واﳊﺮف‬ 120
،‫ رﻗﺼﺔ ﻓﻮﻟﻜﻠﻮرﻳﺔ ﻋﻠﻰ أﻧﻐﺎم ﺷﻌﺒﻴﺔ‬،‫ ارﺗﺪاء ﻣﻼﺑﺲ وأزﻳﺎء ﺑﺎﻟﻠﻮن اﻷﺑﻴﺾ ﻣﻄﻌﻢ ﺑﺎﻟﻸوان اﳌﺨﻠﻔﺔ‬، ‫ ﻗﺪم راﻗﺼﻮن اﺳﺘﻌﺮاﺿﺎت ﻓﻨﻴﺔ‬،‫ﻋﺮﰊ‬

© NaCCA, Ministry of Education 2020

‫ اﻟﻄﻘﻮس واﻟﺸﻌﺎﺋﺮ‬،‫ﻗﺒﻌﺎت اﺣﺘﻔﺎﻟﻴﺔ دﻳﻨﻴﺔ‬

STRAND: B9.2 Speaking
SUB-STRAND: B9.2.2 Oracy and Aesthetics

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
B8.2.2.1 Participate in a B9.2.2.1.1.Demonstrate oral communicative skills through supporting role play in a
rehearsed Play with drama. Competences
dialogues.
Exemplar: Presenting skills,
Teamwork,
Participate in a drama with title ……………, and play the supporting character named
“……..”, displaying his/her actions and utterances. Critical thinking and

Cultural identity

B9.2.2.1.2. Demonstrate ability to play the main character in a simple play. Presenting skills,
leadership, teamwork,
Exemplar:
Critical thinking and
Participate in a drama with title ……………, and play the main character named
“……..”, displaying his/her actions and utterances. Cultural identity

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STRAND: B9.2 Speaking
SUB-STRAND: B9.2.3 Grammar

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B9.2.3.1 Speaking Good B9.2.3.1.1. Demonstrate knowledge of verb conjugation in simple connected dialogues Presenting skills and
Arabic: Grammar Unit: which include the use of present/past tense for first person singular/plural. Critical thinking
Doing words (Verbs and
tenses) ‫ﻣﱴ ﺗﺰور اﳌﻜﺘﺒﺔ؟ أزور اﳌﻜﺘﺒﺔ ﰲ اﳌﺴﺎء‬

‫ﻛﻴﻒ أﺻﺒﺤﺖ؟ أﺻﺒﺤﺖ ﲞﲑ‬

‫ﻣﺎذا ﺗﻔﻌﻼن أﻧﺘﻤﺎ؟ ﻧﺬاﻛﺮ دروﺳﻨﺎ‬

Exemplar:
1. Say what you do every day and what you are doing now (Tenses: Present)
‫ ﺃﻓﺘﺢ – ﺃﺟﻠﺲ‬- ‫ ﺃﻛﺘﺐ‬- ‫ ﺃﺫﻫﺐ‬: ‫ﻓﻌﻞ ﻣﻀﺎﺭﻉ – ﻣﺜﻞ‬
‫ ﻓﻥﺘﺢ – ﻥﺟﻠﺲ‬- ‫ ﻥﻛﺘﺐ‬- ‫ﻥﺫﻫﺐ‬
2. Say what you did yesterday (Tense: Past)

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‫ﺟﻠﺴﺖ‬، -‫ﻓﺘﺤﺖ‬، -‫ﻛﺘﺒﺖ‬-‫ ﺫﻫﺒﺖ‬: ‫ ﻣﺜﻞ‬. ‫ﻓﻌﻠﻤﺎﺿﻲ‬
‫ﺟﻠﺴﻨﺎ‬-‫ ﻓﺘﺤﻨﺎ‬- ‫ ﻛﺘﺒﻨﺎ‬- ‫ﺫﻫﺒﻨﺎ‬

B9.2.3.1.2. Demonstrate knowledge of verb conjugation in simple connected dialogues Presenting skills and
which include the use of present tense for second person singular/plural. Critical thinking

Exemplar:

1. Tell someone/audience listening to you what he does /they do everyday or what
someone/ audience is/are doing now (Tenses: Present)

‫ ﺗﻔﺘﺤﻮﻥ – ﺗﺠﻠﺴﻦ‬- ‫ ﺗﻜﺘﺒﺎﻥ‬- ‫ ﺗﺬﻫﺒﻴﻦ‬-‫ ﺗﺬﻫﺐ‬: ‫ ﻣﺜﻞ‬:‫ﻓﻌﻞ ﻣﻀﺎﺭﻉ‬

Tell someone/audience listening to you what he/they did yesterday (Tenses: Past)

‫ ﻓﺘﺤﺘﺘﻦ‬-‫ ﻓﺘﺤﺘﻤﺎ – ﻓﺘﺤﺘﺘﻢ‬-‫ﻓﺘﺤﺖ‬،‫ ﻛﺘﺒﺘﻢ‬-‫ ﻛﺘﺒﺘﻤﺎ‬-‫ﻛﺘﺒﺖ‬،‫ ﺫﻫﺒﺘﻢ‬-‫ﺫﻫﺒﺘﻤﺎ‬-‫ﺫﻫﺒﺖ‬: ‫ ﻣﺜﻞ‬. ‫ﻓﻌﻠﻤﺎﺿﻲ‬
Ask someone to do something (Imperative)

‫ ﺍﻓﺘﺤﻮﺍ – ﺍﺟﻠﺴﻦ‬- ‫ ﺍﻛﺘﺎ‬- ‫ ﺍﺫﻫﺐ‬: ‫ ﻣﺜﻞ‬. ‫ﻓﻌﻸﻣﺮ‬

© NaCCA, Ministry of Education 2020 123

B9.2.3.1.3. Demonstrate knowledge of verb conjugation in simple connected dialogues Presenting skills and
which include the use of present tense for third person/singular/plural Critical thinking
/masculine/feminine.

Exemplar:

Say what someone/ audience does/do everyday or is/are doing now (Tenses: Present

‫ ﻓﻱﺘﺤﻮﻥ – ﺗﺠﻠﺴﻦ‬- ‫ ﻛﻱﺘﺒﺎﻥ‬- ‫ ﺫﻱﻫ ﺍﺐﻥ‬-‫ ﺫﻱﻫ ﻭﺐﻥ‬- ‫ ﻳﺬﻫﺐ‬: ‫ ﻣﺜﻞ‬:‫ﻓﻌﻞ ﻣﻀﺎﺭﻉ‬

Say what someone/ audience did yesterday (Tenses: Past)

‫ ﻛﺘﺒﻦ‬-‫ ﻛﺘ ﻭﺐﺍ‬-‫ﻛﺘﺒﺎ‬- ‫ ﻛﺘﺒﺎ‬-‫ ﻛﺘﺐ‬- ‫ ﺫﻫ ﻭﺐﺍ – ﺫﻫﺒﻦ‬-‫ ﺫﻫ ﺍﺐﺕ‬-‫ﺫﻫﺐ–ﺫﻫ ﺍﺐ‬: ‫ ﻣﺜﻞ‬. ‫ﻓﻌﻞ ﻣﺎﺿﻲ‬

STRAND: B9.3 Reading
SUB-STRAND: B9.3.1 Phonological awareness / Oral Reading Fluency

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
© NaCCA, Ministry of Education 2020
Competences

124

B9.3.1.1 Show reading B9.3.1.1.1. Show fluency and correct pronunciation of semi vowelized joint Arabic Presenting skills and
skills of a moderately letters, phrases and simple sentences as they appear in a script. Critical thinking
complex text at a
reasonable speed about Exemplar:
the dangers of social
vices.

Read the following passage carefully and place the missing diacritics (harakat) in their
appropriate places:

.ً‫ أرﻳﺪ ِﻣ ْﻐَﺮﻓَﺔً وِﻣْﻘﻼًة وِﻣ ْﻜﻮاةً وِﻣَﻘ ّﺼﺎ‬.‫أﺗﺮﻳﺪﻳﻦ ﺷﻴﺌﺎً ﻣﻦ اﻟ ّﺴﻮق ﻳﺎ أم أﲪﺪ؟ ﻧﻌﻢ‬

‫ﻣﺎ أﻛﺜَﺮ ﻃَﻠﺒﺎﺗِﻚ ﻳﺎ أم أﲪﺪ! أﱂ أَ ْﺷَِﱰ ﻟ ِﻚ ﻫﺬﻩ اﻷﺷﻴﺎء ﰲ اﻟﻌﺎم اﳌﺎﺿﻲ؟‬

‫واﻟَﻌ َﺪس‬ ‫اﻟ َﻘﻤﺢ‬ ‫أذﻛﺮ‬ ‫أن‬ ‫ﻧﺴﻴﺖ‬ ...‫وأَ ْﺟَﻮُد‬ ‫أَ ْﺣﺴ ُﻦ‬ ً‫ﻃَْﺒﻌﺎ‬ ‫وﻫﻲ‬ ‫ﺣﺪﻳﺜﺔ‬ ‫اﻵن أَﻃْﺮزة‬ ‫ وﻗﺪ ﺟﺎءت ﰲ اﻟﺴﻮق‬.‫ وﻟﻜﻨﻬﺎ ﻣﻦ اﻟ ِﻄّﺮاز اﻟﻘﺪﱘ‬،‫ﺑﻠﻰ‬
.ً‫ﺷﻴﺌﺎ‬ ‫اﲰﻊ أَن ﻫﺬا اﻟﺒَـﱠﻘﺎل اﳉﺪﻳﺪ ُﻣﻄَِّﻔ ٌﻒ ﻓﻼ ﺗ ْﺸﱰ ﻣﻨﻪ‬.....

‫ وﻟﻜﻦﻛﻴﻒ ﻋﺮﻓﺖ ذﻟﻚ؟‬.‫َوﻳْ ٌﻞ ﻟِْﻠ ُﻤﻄَِّﻔِﻔ َﲔ‬

.ً‫ ﻓﻮﺟﺪﺗﻪ أﻳﻀﺎً ﻧﺎﻗﺼﺎ‬،‫ وﻛﺬﻟﻚﻛِﻠْ ُﺖ اﻟﱪﱠ‬.ً‫ ﻓﻮﺟﺪﺗﻪ ﻧﺎﻗِﺼﺎ‬،‫إن اﳉُﱭ اﻟﺬي اﺷﱰﻳﺖ ﻣﻨﻪ ﻗﺒﻞ أﻳﺎم َوزﻧﺘﻪ ِﲟِﻴﺰاﻧﻨﺎ‬

B93.1.1.2.2.Show reading skills in articulating various letters and their representative Presenting skills,
sounds. Knowledge,
understanding, skills and
Read the following rhythmic combination of semi-complex sounds jingles at a Strategies
reasonable speed.

‫ ﻣﻄﺮ وﻧﺒﺎت وأرزاق وأﻗﻮات وآﺑﺎء وأﻣﻬﺎت وأﺣﻴﺎء‬..‫ َوُﻛ ﱡﻞ َﻣﺎ ُﻫَﻮ آ ٍت آت‬،‫ َوَﻣ ْﻦ َﻣﺎ َت ﻓَﺎت‬،‫ َﻣ ْﻦ َﻋﺎ َش َﻣﺎت‬،‫ ا ْﲰَﻌُﻮا َوﻋُﻮا‬،‫أَﻳﱡـَﻬﺎ اﻟﻨﱠﺎ ُس‬

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‫ إِ ﱠن ِﰱ‬..‫ َوِﲝَﺎٌر ﺗَـْﺰ َﺧﺮ‬،‫ َوُﳒُﻮٌم ﺗَـْﺰَﻫﺮ‬،‫ وﲝﺎر ذات أﻣﻮاج‬،‫ وأرض ذات ﻓﺠﺎج‬،‫ َوَﲰﺎءٌ َذا ُت أﺑْـَﺮا ٍج‬،‫ َوﻧَـَﻬﺎٌر َﺳﺎْج‬،‫ ﻟَْﻴ ٌﻞ َداج‬،‫وأﻣﻮات وأﺷﺘﺎت‬

.(‫)ﻗﺲ ﺑﻦ ﺳﺎﻋﺪة اﻹﻳﺎدي‬ .ً‫ وإِ ﱠن ِﰱ اﻷر ِض ﻟَِﻌَﱪا‬،ً‫اﻟ ﱠﺴ َﻤﺎِء َﳋََﱪا‬

B93.1.1.2.3. Show reading skills in articulating rare combination of letters and their Presenting skills,
representative sounds. knowledge, understanding,
skills and strategies.

Read the following rhythmic combination of complex sounds jingles at a reasonable
speed.

‫ﻓَﺒِﻐَِْﲑ اﻟﺘﱠـ ْﻌﻠِﻴ ِﻢ ﻟَ ْﻦ ﺗَـْﺮﻓَـﻌُﻮَﻫﺎ‬ ‫َﻋﻠِّ ُﻤﻮَﻫﺎ إََذا أََرْدُْﰎ ﻋُﻼََﻫﺎ‬

‫َواْرﻓَـُﻌﻮا َﺷﺄْﻧـََﻬﺎ َوﻻَ ﺗـُ ْﻬ ِﻤﻠُﻮَﻫﺎ‬ ‫َﻫ ِّﺬﺑُﻮا ُﺧﻠَْﻘَﻬﺎ َوَرﻗﱡﻮا ﻧـَُﻬﺎ َﻫﺎ‬

‫َْﳛﺘَ ِﺬﻳَﻬﺎ ِﰲ ُﻛِّﻞ أَْﻣٍﺮ ﺑـَﻨُﻮَﻫﺎ‬ ‫ِﻫ َﻲ ﺑِﻨْ ٌﺖ ﻟَ ُﻜ ْﻢ َوأُ ْﺧ ٌﺖ َوأُمﱞ‬
‫ﻧَﺎ َح ِﻣْﻨﻪُ ﻗَِﺮﻳﻨُـَﻬﺎ َوأَﺑُﻮَﻫﺎ‬ ٌ‫َﻋﻠِّ ُﻤﻮَﻫﺎ أَﱠن اﻟﺘﱠـَﻔْﺮﻧُ َﺞ َداء‬

‫ﻟَْﻴ َﺲ ﻳـَْﻔَﲎ َوﻻَ َﳝُﻮ ُت َذُووَﻫﺎ‬ ‫َﻋﻠِّ ُﻤﻮَﻫﺎ أَﱠن اﻟَْﻔ ِﻀﻴﻠَﺔَ َﻛﻨْـٌﺰ‬

STRAND: B9.3 Reading
SUB-STRAND: B9.3.2 Reading Comprehension

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
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Competences

126

B9.3.2.1 Reading skills B9.3.2.1 1. Identify the subject matter of a text through illustrations, titles and extra Presenting skills,
of a moderately complex clues. Critical thinking and
text at a reasonable Cultural identity
speed about religious Exemplars:
festivals and
celebrations. ‫ﻳﻌﺘﱪ اﻟﻌﻴﺪ ﻳﻮم ﻣﻦ اﻟﻔﺮح واﻟﺴﺮور اﻟﺬي ﻳﻌﻢ ﻋﻠﻰ اﻟﺼﻐﺎر واﻟﻜﺒﺎر ﻋﻠﻰ ﺣﺪ ﺳﻮاء ﻓﺈ ّن ﷲ ﺗﻌﺎﱃ ﳛ ّﺐ أن ﺗﻈﻬﺮ ﻧﻌﻤﺘﻪ ﻋﻠﻰ اﻟﻌﺒﺪ ﻋﻦ ﻃﺮﻳﻖ‬
‫ وﻫﻮ ﺷﻜﺮ ﷲ ﺗﻌﺎﱃ‬،‫ ﻓﺈ ّن ﷲ أﺣﻞ ﻟﻠﻨﺎس اﻟﻄﻴﺒﺎت ﻣﻦ اﻟﻠﺒﺎس واﻟﻄﻌﺎم ﰲ ذﻟﻚ اﻟﻴﻮم‬،‫ وﺗﻨﺎول أﻟ ّﺬ اﳌﺆﻛﻮﻻت دون اﻟﺘﺒﺬﻳﺮ‬،‫اﻟﻠﺒﺎس اﳉﺪﻳﺪ اﻷﻧﻴﻖ‬
،‫ وﻗﺪ أﺣ ّﻞ ﷲ ﻟﻠﻤﺴﻠﻤﲔ ﻋﻴﺪان ﻓﻘﻂ وﳘﺎ ﻋﻴﺪ اﻷﺿﺤﻰ اﳌﺒﺎرك‬،‫ ﺑﺎﻹﺿﺎﻓﺔ إﱃ ﺗﻮﻓﻴﻘﻪ ﻟﻨﺎ ﰲ ﲨﻴﻊ ﳎﺎﻻت ﺣﻴﺎﺗﻨﺎ‬،‫ﻋﻠﻰ ﻧﻌﻢةاﻟﱵ أﻧﻌﻢ ﻋﻠﻴﻨﺎ ﻬﺑﺎ‬

.‫وﻋﻴﺪ اﻟﻔﻄﺮ اﻟﺴﻌﻴﺪ‬

1. Observe the following text elements and state what idea comes to mind as:

Which aspect of the text contributes to your understanding of the text and how?

B9.3.2.1.2. Recognize and respond to key ideas from a passage about a given topic. Presenting skills,

‫ أدب اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻨﺎس‬Critical thinking and

Exemplars: Cultural identity

1. List what you already know about the topic. Presenting skills,
2. Write questions about what you want to learn from reading the text. Critical thinking and
3. Look for answers to the questions, and write them down.
B9.3.2.1.3. Demonstrate active contributions to group reading to develop

comprehension skills.

© NaCCA, Ministry of Education 2020 127

‫ﺍﻻﻗﺘﺮﺍﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺮﺗﺒﺔ ﺑﻬﺎ‬ Cultural identity

(By elections and problems associated with it)

Exemplars:

Identify any of the following structures of a text as a contribution to an after-reading
discussion:

Cause and effect

- Problem and solution
- Compare and contrast
- Description
- Time order (sequence of events, actions, or steps)

STRAND: B9.3 Reading
SUB-STRAND: B9.3.3 Grammar

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B9.3.3.1 Speaking Good B9.3.3.1.1 Demonstrate knowledge of verb tenses in reading a semi vowelized script in Presenting skills,

Arabic: Grammar Unit: imperfect tense showing person/gender/number. Critical thinking , Personal

© NaCCA, Ministry of Education 2020 128

‫‪Doing words (Verbs and‬‬ ‫‪Exemplars:‬‬ ‫‪development and‬‬
‫)‪tenses‬‬
‫‪Extract from the following text imperfect tense showing person/gender/number.‬‬ ‫‪Cultural identity‬‬

‫ﺗَـُﻘﻮُلِ ﻻﺑْـﻨَﺘَِﻬﺎ ‪ :‬ﻗُﻮِﻣﻲ‬ ‫اﻟﻓَﻠﱠََﺴِﱭِﻤ ﺑَِﻊﺎﻟْ َﻤَﺻﺎِْﻮء‪َ.‬تﻗَﺎاﻟَْﻣَﺮأَْﺖٍة‬ ‫َواﻟﻄﱠِﺮﻳ ُﻖ َﺧﺎﻟِﻴَﺔٌ ِﻣ َﻦ اﻟﻨﱠﺎ ِس‪،‬‬ ‫َوَﻣَﻌﻪُ َﺧﺎِدُﻣﻪُ‪َ ،‬واﻟﻠﱠْﻴ ُﻞ ُﻣﻈْﻠِ ٌﻢ‬ ‫اﻟْ َﻤ ِﺪﻳﻨَِﺔ‬ ‫ﻳَﺎَﻛﺎاﺑْـَنﻨَِاﱵْﳋَﻠَِوﻴَﻔَﺿﺔُﻌِ َﻋﻲَﻤَُﻣﺮﺎ ﺑءٌْ ِﻦِﰲا اْﳋﻟَﻠﱠﻄﱠَﺎِﱭ َبواﻳَْﺳِﺘَـﺴَﻌﲑُِّﺪِيﰲ‬
‫اْﻷُﱡم‪ :‬ا ْﳋَﻠِﻴَﻔﺔُ َﻏﺎﺋِ ٌﺐ‬ ‫إِ ﱠن ا ْﳋَﻠِﻴَﻔﺔَ َﻣﻨَـ ْﻌﻨَﺎ ِﻣ ْﻦ ِﻏ ِّﺶ‬ ‫اﻟ ﱠﺼﺒَﺎ ِح‪ .‬ﻓَﺄَ َﺟﺎﺑَ ْﺖ اﻟْﺒِﻨْ ُﺖ‪:‬‬ ‫ﻟِﺒَـْﻴﻌِِﻪ ِﰲ‬
‫ﻳـََﺮاﻧَﺎ‪ .‬أَ ْﻋ َﺠ َﺐ أَِﻣﲑُ اﻟْ ُﻤْﺆِﻣﻨِ ِﲔ ﺑِ َﻜﻼَِم اﻟَْﻔﺘَﺎِة َوِﲝُ ْﺴ ِﻦ‬ ‫ﷲَ‬ ‫َوﻟَ ِﻜ ﱠﻦ‬ ‫أُﱠﻣﺎﻩُ‬ ‫اﻟﻨﱠﺎ ِس ﻳَﺎ‬ ‫أﻓََـَْﻬﺧ ْﻞﻼَﻗِﻳـَََﻬﺮاﺎﻧَ‪،‬ﺎ؟ُﰒﱠأََوﻗَﺎ ََﻫل ْﻞِﳋَﻳـَﺎَﺮاِدﻧَِﻣﺎِﻪأَ‪َ :‬اﺣﻟٌْﺪَﻔﺘَ؟ﺎةُﻗَﺎﻟَﻃَﻴِِّﺒَﺖﺔٌاﻟَْﺒِوﻨَْﺳُْﻮﺖ‪َ:‬فﻻأََُزﻳـَِّوَﺮاُﺟﻧَﺎَﻬﺎأَﻟَِﺣَﻮﻟٌَﺪِﺪِﻣيَﻦ‬
‫َﻋﺎ ِﺻ ٍﻢ‪.‬‬

‫‪B93.3.1.2. Demonstrate knowledge of verb tenses in reading a semi vowelized script in‬‬ ‫‪Presenting skills,‬‬
‫‪perfect tense showing person/gender/number.‬‬ ‫‪Critical thinking and‬‬
‫‪Personal development‬‬
‫‪Exemplars:‬‬

‫‪Extract from the following text verb in perfect tense showing person/gender/number.‬‬

‫ـأََُِﻫْﻌﳘرَِْﻤﻣﺎََﻲﻴَﻠاﺎْﻦاﻟَءﻟُﻠﱠﱠ ﺑﺘَِِﺗﺎِﺰﱵْﻠِﻳِنَِﺗﻤَﺎـرﻴْﺗََﺮـﻬٌَﺬﻋُﻘِﺗِﻮﻰذََﱠﻣﻦﺎاﻛِﻟِْﺒََنﻋـٌﻲﻴْﻠَ‪،‬ﺑِِﺈﻰَﺖْﻋﻃَِﻠزَﻳَََﺪوﺎاﺗَـََِددْﺐﻌةِاَﻤﻟِاﻣﻨُْﻞﻄْﱠﻪُﳊَُﻌﺎَﻋُﻣِِّﻠَمﺐَﻌﻠِّﻰﺑَـَوَﺗﻤَْـَْﻨرﻪاَُﲔِﻈأََﺣأَﻴﺘِﻓْْـنﻨََﺮﺎاُﻳـﻒَ‪ُ،‬دﺘَاأأَﻟَُْﺤﺒَـْْﺧْﻴﺳﱠﺪََﺮﻮاﺗـُِﻨََﺖثﺎَي‪.،‬اَﻋَﻟَْوﺗﻳَْـﻦََﻜْﻔﺒِﺴأُْﺮَُﲑَْﻜاﺳحَُِﺮ ُنﺗﻦِأُِﻪﺳُِﻣْﲜﺮَﻓَـَﻌََﰐﺎﻮَﻘاِﺎ ذُِرﲟﻧََِﺎلََوﻦ‪:‬ﻳْأَُ ﻳﻮأْﻋَُﺄَُﺳْْﻤﺳﰐﺎَِﺮِِ ﻣُﻛﻒﰐَﺰﻲِﻳُاَﳘَﺎﻟَﱠﺻﺎرَﻐِِﺬاﻬﻳﻟَِﲑﻠﱠﺗََةُﻦﺎَﺬ‪،‬ااﻟَِِْﳛنََﻌﺒوﱡﺗَـَﻳﺪﻮُْﻘِدَﻨَنَﺴﻟﺎُﻊَأَِِﻋِِﻜﲟﰊﻨَﱠَـﺪﺎاَﻬَِﻛَﺎرﺜِﱐَزﻗَـًﲑاَِﺳَﻬ‪،‬ﰲﻌﺎِﻴَﻓﻛَـَﺪَْﻬﻤةٌﷲُﺎِ‪،‬ﻢ َاﻓَِﻣﲢْﻟﺄَِْﱡﻦﺪُﻀﰊُرُﻓَﺮوُﻫإِِْﻀَﻮسَﻠِﱃ‪ِ،‬ﻪاﻟﱠ‪ََ،‬ﻣﻛِﺬْﻨََوﻤِﺰﻟَِﺎﳍيﻨََﺎَأﺬَﻳـَاﺘْﱠـنَﻋﺗََﻌأﱠُﻤﻌِﻴﺎُِْﺧﺐِﰐُﺶِﱵﻣَوِْﻦَﻣَْﻴﰲﺧأَﺎُﻤْﺟَﻻﺳَﻮﻧﻠََِِﻌﻨَﺔُﰐﺎﺎَ‪،‬داَوﻟٍةََوﲪأُْﻼﱠِِّﻣِﺪﻳَﰐﻲﺔُ‬
‫ﺗَﺎﱠﻣٍﺔ‪.‬‬

‫‪B93.3.1.3Demonstrate knowledge of verb tenses in reading a semi vowelized script in‬‬ ‫‪Presenting skills,‬‬
‫‪imperative mood showing person/gender/number.‬‬ ‫‪Critical thinking, Personal‬‬

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Exemplars: identity and

Extract from the following text verbimperative mood showing person/gender/number. Cultural identity

‫ أﻳ َﻦ ﻗﻠ َﻤﺎ َي؟ )ﺑﺼﻮ ٍت ﻋﺎٍل( أرأﻳﺘُ ْﻢ ﻗﻠَ َﻤ ﱠﻲ ﻳﺎ إ ْﺧﻮا ُن؟‬:‫اﳌ ّﺪر ُس‬
.‫ ُﳘﺎ َْﲢ َﺖ ﺣﻘﻴﺒﺘِ َﻚ‬.ُ‫ ﻫﺎ ُﳘﺎ ﻗﻠﻤﺎك ﻳﺎ أﺳﺘﺎذ‬:‫ﻣﺎﺟـﺪ‬

.‫ ﻳُ َﺴﻠِّ ُﻢ ﱄ ُﻛ ﱡﻞ واﺣ ٍﺪ ِﻣﻨْ ُﻜﻢ دﻓْـَﱰﻳْ ِﻦ دﻓﱰَ اﻟﻨﱠﺤﻮ ودﻓَﱰ اﻟ ﱠﺼْﺮ ِف‬.‫ ﻫﺎﺗُﻮا دﻓﺎﺗِﺮُﻛ ْﻢ ﻳﺎ إﺧﻮا ُن‬:‫اﳌﺪرس‬
.‫ اذﻫ ْﺐ إﱃ اﻟﺒﻴﺖ ﰲ اﻟُﻔ ْﺴﺤِﺔ واﺣﻀﺮﻫاﻢ‬:‫اﳌﺪر ُس‬

.‫ ﻳﺎﻣﺴﻌﻮُد‬...‫ ذاﻧِ َﻚ دﻓﱰا زﻣﻴﻠِ َﻚ‬.‫ ُﺧ ْﺬ دﻓ َﱰﻳْ َﻚ‬.‫ ﺗﻌﺎ َل ﻳﺎﻫﺸﺎُم‬:‫اﳌﺪرس‬

STRAND: B9.3 Reading
SUB-STRAND: B9.3.4 Critical Reading

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
B9.3.4.1 Demonstrate B9.3.4.1.1 Demonstrate ability tomake inferences of text features such as word order,
understanding by conjugation of verbs and sentence structure. Competences
making inferences and
Presenting skills and

Critical thinking

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predictions based on ‫ْﺧِدَوﻼََْﻗْﲢَـفِﻘُءﻬَـﻴ ْﻢَﻖ‬،َ‫َْنﺟَﺎوَﻳﳝِـُْﻨلََﻮِاُّﺤﺟﻟْﻪَُﻐَﻬ ِْأﺪﻢ‬،‫ٍءَﳍاُﻳـَْﻢْﺳﻌُﺘَاﻟﻮﻄَُﺎﻄﱠقِﺮَعﻳاﻟَِْﻖُﻤﰲَﻌَوﻠِّﻳـَُﻫََﻢﻬُﺪﺒُـوَُﻋﻬٍءُْﻢﻦَواﺑَِﻟْرﻨََوﺎﻌِﻳﱠْﻠِءٍﺔَﻢأَِر‬،‫َﻦﻓَﻳاُﻟْﻼََﻌِﻀَﻤَﺷﻲَﻞءُْﻲ‬،‫ُﻛاﻟَِّْﻞَﻔوأَ ِْﺣﻀُﺳﻴﻠﻮََﺴٍءِﺔ‬،‫ُﻢََوﻋأإَِﻠََدَذااﻰِءأَاَْْﺳﺧﻠﻷََﻼََﻣَﺎﻣﻧَﺘَِﺺِﺔِﻬاﻟَْْﻢوَﻘُﺣِﻣْﺼْﻦَِّﺐﺪ‬،‫َﻟْوََواَﻌْﳛﻟَْﻤِﺮـُﻤَِﻌﻞﻠُِّص‬.‫ْﻢا‬،‫ﻰﺑِاْﺎﻟﺐﻟﻨﱠءَِّﺪﻳاْﻟﺶﺜِﱠﻦءَِﻘﻴَوَاْوﻳَـﻞَُِﻹﺮِِّْﺧﰲﰊ اْﻼَﺗَـﻷَْﺮﺑْـﺑِِصﻨﻴََﺘﺎِِِءَﻬﰲ‬.‫ﱠﻤَﻤِءﻳـَُﻞﱡْﺴَﺮﳍُاَﻋﻟْْﻢِﻚَﻌ‬،‫َﻢَﻛِﺎﻞَِﻟْوﻳـَاَﰲﻮﺘاَْﻟﳍِاَﻟَُِﺤﺪﺘﱠﲏ‬،ْ‫اااَﻟﻟﻟْْْو َﻋُُُﻤﻤﻤُﻘَْﻌﻌْﻠﺴِِّﻮﺮﺘﻓََـَﳍُﻢـُِﺔْﻘﺒ‬
textual cues

Exemplars:

Give an interpretation of the following text features:

- Titles, headings, subheadings, preface, contents page, bullet points, glossary, Presenting
index, guide words skills,Knowledge,
understanding, skills and
B9.3.4.1.2. Show ability to identify cultural elements and their depictions in a simple strategies and
text.
Critical thinking
. ‫ ﻓَﺈذَِا أَرَادَ اﻟﺸﱠﺎبﱡ ﺧِﻄْﺒَﺔَ ﻓـَﺘَﺎةٍ ذَﻫَﺐَ إِﱃَ أُﺳْﺮَﻬِﺗَﺎ َوَﲝَ َﺚ َﻣَﻌُﻬ ْﻢ أُُﻣﻮَر اﻟﱠﺰَوا ِج‬،‫ـَﺘْﺒَﻊُ اﻟﻨﱠﺎسُ ﻋَﺎدَةً ﺧَﺎﺻﱠﺔً ﻬِﺑِ ْﻢ ِﰲ اﻟﱠﺰَوا ِج ِﰲ ﺑﻌﺾ اﻟﺪول‬
‫ ﻓَِﺈذَا َﻛﺎﻧَ ْﺖ ُﺣﻠَْﻮةَ ﻓََﻤ ْﻌ َﲎ ذَﻟِ َﻚ أَﻧﱠـُﻬ ْﻢ ﻗَﺒِﻠُﻮﻩُ َزْو ًﺟﺎ‬. ‫ ﺑَ ْﻞ ﺗُـَﻘ ِّﺪُم ﻟَﻪُ اﻟَْﻘ ْﻬَﻮَة‬، َ‫َوِﰲ ِ�َﺎﻳَِﺔ ا ْﳊَِﺪﻳ ِﺚ ﻻَ ﺗُـ ْﻌ ِﻄﻲ اْﻷُ ْﺳَﺮةُ َرأْﻳَـَﻬﺎ َﺻَﺮا َﺧﺔً ﺑِﻨَـَﻌ ْﻢ أَْو ﻻ‬

.‫ َو َﻋﻠَْﻴِﻪ أَ ْن َِﳚ َﺪ َﺣﻈ�ﺎ أَ ْﺣ َﺴ َﻦ ِﰲ َﻣ َﻜﺎ ٍن آ َﺧ ٍﺮ‬، ‫ َوإِذَا َﻛﺎﻧَ ْﺖ ُﻣﱠﺮةً ﻓَـَﻘ ْﺪ َرﻓَ َﻀ ِﺖ اْﻷُ ْﺳَﺮةُ اﻟﻄﱠﻠَ َﺐ‬، ِ‫ﻟِﻠَْﻔﺘَﺎة‬

Exemplars:

1. Identify what depictions portray Arab culture in the reading text.
2. To what extent are the following elements tell about the Arab culture in a given

text: Dressing, mannerism, communication, scenery, art.

B9.3.4.1.3. Demonstrate competence in vocabulary building to enhance understanding Presenting skills and
of unfamiliar texts. Critical thinking

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‫ ﻗﺎﺽ ﺍﻟﻘﻀﺎﺓ – ﻓﻨﺎء ﺍﻟﻤﺪﺭﺳﺔ‬- ‫ ﺍﻟﻤﺤﺎﻣﻲ – ﺍﻟﻮﺯﻳﺮ‬- ‫ ﺫﺍﻛﺮ – ﺍﺳﺘﺬﻛﺮ‬- ‫ﺗﺮﻋﺮﻉ – ﻧﺎﺿﻞ‬

Exemplars:

1. List familiar words from the text.
2. List the unfamiliar words or new ones.
3. Infer the meanings of the new words in their context.
4. Look up the word in a dictionary
5. Compare the dictionary definition with what you inferred.

B9.3.4.2. Demonstrate B9.3.4.2. 1. Show ability to engage in critical reading of a text by indicating how word Presenting skills and
knowledge and changes meanings and understanding. Critical thinking
appreciation about text
analysis and reading Exemplars:
techniques.

‫إِ َﱃ‬ ‫ذَ َﻫﺒَ ْﺖ أ ْد ُﺟَﻮا‬ ، ‫اﻟ ﱠﺸِﺎرَع‬ ُ‫َﲤْﻸ‬ ‫ َواﻟ ﱠﺴﻴﱠﺎَرا ُت‬، ‫ﻳـَْﻌﺒُـَﺮ اﻟﻄﱠِﺮﻳ َﻖ‬ ‫ﻳُِﺮﻳ ُﺪ أَ ْن‬ ‫ﻠَْﺘـَﻪُوَﻛإﺎََِنﱃ‬،‫َنَوأَاْ َﺧﻷََْﺬﻋ َﻤْتﻰﺑِﻴََْﳛِﺪِﻤاﻟُﻞﱠﺮُﺟُِﺻﻞْﻨ ُﻓﺪَﺄوْﻗًوﺎ َﺻ‬،‫و ََقوَﻛﺎ‬،‫أَاﻟْﻋ َﻤﱡﺼْﻨﻰُﺪ‬ ً‫َرأَ ْت أ ْد ُﺟَﻮا َرُﺟﻼ‬
‫َوَد َﻋﺎ ﻷ ْد ُﺟَﻮا‬ ، ‫اﻟ ﱠﺴ َﻤﺎِء‬ ‫إِ َﱃ‬ ‫ َرﻓَـ َﻊ اْﻷَ ْﻋ َﻤﻰ ﻳََﺪﻳِْﻪ‬، ‫اْﻵ َﺧِﺮ‬ ‫ا ْﳉَﺎﻧِ ِﺐ‬ . ‫َﳛَْﻔﻈَﻬﺎ َوﻳـُﻨَ ِّﺠ َﺤﻬﺎ ِﰲ ُدُروِﺳﻬﺎ‬ ‫اْﻷَ ْﻋ َﻤﻰ َو َﲪَﻠَ ِﺖ‬
‫َوﻃَﻠَ َﺐ ِﻣ َﻦ ﷲِ أَ ْن‬

1. Build your vocabulary by answering the following: 132

- Which words do you notice first? Why?
- Look up any unfamiliar words.
- Look in the Dictionary for their literary meanings.
- What do they actually mean here?

© NaCCA, Ministry of Education 2020

- What type of writing is the passage? (For example, narration, description, Presenting skills,
argument, dialogue, rhymed or alliterative poetry, etc.) Critical thinking and
Personal development
B9.3.4.2. 2. Show awareness and appreciation of points of view of the literary narration

and characterisation.

Exemplars:

‫أ ْﻫﻼً ﻳَﺎ َﺻ ِﺪﻳِﻘﻲ اﻟَﻌﺒﱠﺎس أَْﻫﻼً ﺑِ َﻚ ﻳَﺎ إِ ْﲰَﺎ ِﻋﻴ ُﻞ‬

‫أَﻳْ َﻦ ُﻛﻨْ َﺖ ﻳﺎ ﻋﺒﱠﺎس ؟ ُﻛﻨْ ُﺖ ِﰲ ا ْﳉَﺎِﻣَﻌِﺔ‬

َ‫َﻣﺎذَا ُﻛْﻨ َﺖ ﺗَـ ْﻌ َﻤ ُﻞ ؟ ُﻛْﻨ ُﺖ أَﺗَـَﻌﻠﱠ ُﻢ اﻟﻠﱡﻐَﺔَ اﻟَْﻌَﺮﺑِﻴﱠﺔ‬
‫ َوَﻛﻴْ َﻒ أَﻗْـَﺮأُ ﺑِﺎﻟﻠﱡﻐَِﺔ اﻟَْﻌَﺮﺑِﻴﱠِﺔ‬، ‫ َوﻗَْﺪ ﺗَـَﻌﻠﱠ ْﻤ ُﺖ َﻛْﻴ َﻒ أَ ْﻛﺘُ ُﺐ‬، ‫ ﻓِﻴَﻬﺎ ﻗِ ْﺴ ٌﻢ ﻟِﺘَـ ْﻌﻠِﻴ ِﻢ َﻏِْﲑ اﻟَْﻌَﺮ ِب‬،‫َوَﻫ ْﻞ ﻳـَﺘَـَﻌﻠﱠ ُﻢ ﻓِﻴَﻬﺎ َﻏﻴْـُﺮ اﻟَْﻌَﺮ ِب ؟ ﻧـََﻌ ْﻢ‬

َ‫ ِﻣ َﻦ اﻟْﻐَ ِﺪ َﺳﺄَْذ َﻫ ُﺐ َﻣَﻌ َﻚ ﻷَﺗَـَﻌﻠﱠ َﻢ اﻟﻠﱡﻐَﺔَ اﻟَْﻌَﺮﺑِﻴﱠﺔ‬،‫إذن‬

Identify the point of view of the narration and characterisation by answering the
following:

- How does the passage make you react or think about any characters or events Presenting skills,
within the narrative?
Critical thinking and
- Who speaks in the passage? To whom does he or she speak? Reflection and evaluation
-
B9.3.4.2.3. Show awareness and appreciation of author’s manipulation of words to give
literal or allegorical meaning.

Exemplar:

‫ﻗﺎﻣﺖ ﴰﺲ ﺗﻈﻠﻠﲏ وﻣﻦ ﻋﺠﺐ ﴰﺲ ﺗﻈﻠﻠﲏ ﻣﻦ اﻟﺸﻤﺲ‬

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Identify the objects, colors, animals, or plants that serve other purpose other than their
original role in the text by answering the following:

- Are there metaphors? What kinds?
- Is there one controlling metaphor? If not, how many different metaphors are

there, and in what order do they occur? How might that be significant?
- How might objects represent something else?
-

STRAND: B9.4 Writing
SUB-STRAND: B9.4.1 Writing and Calligraphy (Al-Khatt)

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B9.4.1.1 Demonstrate B9.4.1.1.1. Demonstrate awareness of the rules for writing word-initial hamza (‫ )ء‬in the Knowledge,
knowledge of applicable Arabic text. understanding, skill and
writing rules on Arabic strategies.
syntactic structures. Exemplars:

1. Explain the rules for writing hamza (‫ )ء‬at the beginnings of the following nouns:
‫ أﺳﺎﻣﺔ‬،‫ إﺳﺮاء‬،‫ أﻣﲑ‬،‫ أﲪﺪ‬،‫ اﺑﻨﺔ‬،‫ اﺑﻦ‬،‫ اﺳﻢ‬،‫ اﺛﻨﲔ‬،‫اﻣﺮأة‬

‫أُ ْﺳﺒﻮع إﻣﺎم‬ ‫أَﻧﺎ‬
2. Explain the rules for writing hamza (‫ )ء‬in the following verbs:

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‫ اﺳﺘﻘﺎل‬،‫ اﺳﺘﺨﺪم‬،‫ اﺳﺘﻘﺒﻞ‬،‫ اﻧﻘﻄﻊ‬،‫ اﻧﻜﺴﺮ‬،‫ اﺳﺘﻤﻊ اﻧﻘﻠﺐ‬،‫ اﻗﱰب‬،‫اﺣﱰم‬

B9.4.1.1.2. Demonstrate awareness of the rules for writing word-medial hamza (‫ )ء‬in Knowledge,
the Arabic text. understanding, skill and
strategies.
‫اﳍﻤﺰة اﳌﺘﻮﺳﻄﺔ‬

Exemlars:

‫ِﻣﺌَﺎَﻣِﺮﻳٌﺌًتﺎ‬--ُ‫ﺑِﺗُْﺌ ِﻀَﺲﻴﺌُﻪ‬-- ُ‫ﻃَﺎﺋَِﺮة‬
‫َﻫﻨِﻴﺌًﺎ‬
‫ ُﺷﺌُﻮُن‬- ‫ َﻣ ْﺸﺌُﻮٌم‬- ‫َﻣ ْﺴﺌُﻮٌل‬

State the rules that determine how hamzaŧ is written in word-medial position in the

following groups:

‫َﻣﺸﻴﺌَﺔ ُﺳﺌِﻞ‬ ‫ َﻫﻴْﺌَﺔ‬-
‫ﺗَﻔﺎُؤل‬ ‫ ُﺳﺆال‬-
‫ َﺷﺄْن‬-
‫َﺳﺄَل َﻣﺄَْدﺑَﺔ‬ ‫ ُﻣﺮوءَة‬-
‫ﺗَﻔﺎءَل‬

B9.4.1.1.3.Demonstrate awareness of the rules for writing word-final hamza (‫ )ء‬in the Knowledge,
Arabic text. understanding, skill and
strategies.
‫اﳍﻤﺰة ﰲ آﺧﺮ اﻟﻜﻠﻤﺔ‬

Exemplars:
1. State the rules that determine how hamzaŧ is written in word-final position in the

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following word groups: ‫ِﻣ ْﻞء‬

‫ﺗُﻀﻲء ُﻫﺪوء َﲪْﺮاء‬

2. State the rules that determine how word-final hamza with accusative tanwīn is
written in word-final position in the following word groups:

‫← ِﺟْﺰء‬ ‫ِﺟْﺰءًا‬ ‫ ﺑِْﺪءًا ← ﺑِْﺪء‬،‫ﻧـَْﻮءًا ← ﻧـَْﻮء‬
‫← ﺷﺎ ِﻃﺌًﺎ‬ ‫ﺷﺎ ِﻃﺊ‬ ،‫ ﻟُْﺆﻟُﺆ ← ﻟُْﺆﻟًُﺆا‬،‫ﺗﺒﺎﻃُﺆ ← ﺗﺒﺎﻃًُﺆا‬

ً‫َﻫﻮاء ← َﻫﻮاء ﻣﺎء ← ﻣﺎءً ِﺟﺮاء ← ِﺟﺮاء‬

ً‫ َﻣْﻨ َﺸﺄ ← َﻣﻨْ َﺸﺄ‬،‫ َﻣﻠْ َﺠﺄ ← َﻣْﻠ َﺠﺄ‬،ً‫َﻣﺒْ َﺪأ ← َﻣْﺒ َﺪأ‬
‫ َﺷ ْﻲء ← َﺷْﻴﺌًﺎ‬،‫ ِﻣ ْﻞء ← ِﻣﻠْﺌًﺎ‬،‫ﺑُ ْﻂء ← ﺑُﻄْﺌًﺎ‬

STRAND: B9.4 Writing
SUB-STRAND: B9.4.2 COMPOSITION

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Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B9.4.2.1 Demonstrate B9.4.2.1.1. Show writing skill in simple compositions, including a dialogue, Knowledge,
knowledge in use of formal and informal essays. understanding, skill and
appropriate style in strategies.
composition. ‫اﻛﺘﺐ اﻧﺸﺎء ﺣﻮل أﺿﺮار اﻟﺘﺪﺧﲔ‬
Critical thinking
Exemplar:

Pick a topic and write a 100-word informal essay taking into
consideration the following factors:

Context, Sentences, Language, Voice, Interjections, Personal pronoun,
Tone.

B9.4.2.1.2. Demonstrate ability to recognize formal and informal in Presenting skills,
correspondence. Knowledge,
understanding, skill and
‫اﻟﺮﺳﺎﺋﻞ اﻟﺸﺨﺼﻴﺔ واﻟﺮﺳﺎﺋﻞ اﻟﺮﲰﻴﺔ‬ strategies.
Exemplars: Critical thinking

1. Identify the following types of informal letters: 137

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‫ اﻟﺮﺳﺎﺋﻞ اﻟﻌﺎﻃﻔﻴﺔ‬- :‫اﻟﺮﺳﺎﺋﻞ اﻟﺸﺨﺼﻴﺔ‬
‫ رﺳﺎﺋﻞ اﻟﺸﻜﺮ‬-
‫ رﺳﺎﺋﻞ اﻟﺘﻬﻨﺌﺔ‬- ،‫ واﻟﺮدود‬،‫ رﺳﺎﺋﻞ اﻟﺪﻋﻮات‬-
‫ رﺳﺎﺋﻞ اﻟﱰﺣﻴﺐ‬-
‫ رﺳﺎﺋﻞ اﻻﻋﺘﺬار‬-

2. Write a short letter to your teacher telling him/her why you would not be
able to attend his/her class.

3. Write a short text message to your friends inviting them to your house for
lunch.

B9.4.2.1.3. Demonstrate ability to recognize formal texts and informal Presenting skills,
correspondence. Knowledge,
understanding, skill and
Exemplars: strategies.

1. Identify the following types of formal letters: Critical thinking

.‫اﻟﺮﺳﺎﺋﻞ اﻟﺮﲰﻴﺔ‬

‫ اﻟﺮﺳﺎﺋﻞ اﳌﺼﻠﺤﻴﺔ‬- ‫ رﺳﺎﺋﻞ اﻟﻌﻤﻞ‬-
‫ رﺳﺎﺋﻞ اﻻﺳﺘﻌﻼم‬- ‫ رﺳﺎﺋﻞ اﻻﻟﺘﻤﺎس‬-
‫ رﺳﺎﺋﻞ اﻟﺘﻮﻇﻴﻒ‬-

2. Write a short formal letter to your school to thank the management for 138
promoting good discipline in the school.

3. Write a short petition to your local authority demanding them to address a

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sanitation problem. Presenting skills,
B9.4.2.1.4. Show preliminary writing skills in a targeted text formats, including Knowledge,
prose and poetry and drama understanding, skill and
strategies.
Demonstrate a writing skill in writing effective essays of various types to a
reader. Critical thinking

Exemplar: Reflection and
evaluation
:‫اﻛﺘﺐ ﺣﻮل اﻵﰐ‬

‫ﺣﺎدﺛﺔ ﺷﺎﻫﺪﻬﺗﺎ‬

‫ﺰﻫﺔ ﻗﻤﺖ ﻬﺑﺎ‬

1. Write a narrative essay to narrate an incident or a story you witnessed.
2. Write a descriptive essay to describe a place, an object, an event.

B9.4.2.2. Show B9.4.2.2.1. Show writing skills in a targeted text formats, including prose and Presenting skills,
knowledge of the poetry and drama Knowledge,
process of developing understanding, skill and
and sequencing ideas Demonstrate a writing skill in writing effective essaysof various types to a reader. strategies.
and information in a
content. Exemplar: Critical thinking.

‫ﻋﱪ ﻋﻦ ﻓﻜﺮﺗﻚ ﺣﻮل اﻟﻐﺶ اﻻﻣﺘﺤﺎﻧﺎت‬

1. Write an expository Essay based on facts, statistics, examples etc.
2. Write a Persuasive Essay to not only present facts but to convince the

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reader of your point of view.

STRAND: B9.4 Writing
SUB-STRAND: B9.4.3 CREATIVE WRITING

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B9.4.3.1 Demonstrate B9.4.3.1.1. Show good skills in essay plan, its draft, edit and revision. Presenting skills,
ability to organize ideas Knowledge,
logically and fluently in Exemplars: understanding, skill and
order to write coherent strategies.
texts. ‫ﻛﺘﺎﺑﺔ ﻣﻘﺎﻟﺔ ﺣﻮل أﺿﺮار اﻟﺮﺷﻮة‬

Critical thinking
Give the general outline or structure of your essay by writing ten sentences comprising
of the following:

- The Introduction
- The main body
- The conclusion

B9.4.3.1.2.Demonstrate ability to select quotations that are relevant to an idea and Presenting skills,
incorporate them in a simple written prose. Knowledge,
understanding, skill and
1. Write an essay on environment and incorporate the following quotations.
140
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strategies.

‫اﳌﺮء اﺑﻦ اﻟﺒﻴﺌﺔ اﻟﱵ ﻳﻌﻴﺶ ﻓﻴﻬﺎ‬- Critical thinking
‫أن ﳒﻌﻞﻛﻮﻛﺒﻨﺎ اﻟﺼﻐﲑ ﻣﻜﺎﻧﺎً أﻓﻀﻞ ﻟﻠﻌﻴﺶ‬- Problem solving

.‫ اﶈﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﻣﻘﻴﺎس ﻟﺮﻗﻲ اﻷﻣﻢ‬-
.‫اﳌﻜﺎن ﺳﺮ اﻟﻌﻨﻮان ﻓﺪ ْع ﺑﻴﺌﺘﻚ ﻋﻨﻮاﻧﻚ‬-

2. Develop the following text by adding 10 more related sentences to expand it.

‫ ﻛﻴﻒ ﺗَﻠﱠﻮ َث اﳍﻮاءُ؟‬-B0
‫ﻣﻦ‬.‫ﺟﻠﺲ آدم ﺣﺰﻳﻨﺎ ﻳﻨﻈﺮ إﱃ اﻟﺪﻧﻴﺎ اﻟﱵﻛﺎﻧﺖ ﲤﻸﻫﺎ اﻷﺷﺠﺎر اﳋﻀﺮاء ﻳﻮﻣﺎ واﻷزﻫﺎر اﳌﻠﻮﻧﺔ ﻓﻠﻢ ﳚﺪ ﺳﻮى اﻟﻔﻀﺎء اﻟﻮاﺳﻊ ﻣﻸﻩ اﻟﺪﺧﺎن اﳋﺎﻧﻖ‬

‫ ﻣﺎذا ﺣﺪث؟ أﻳﻦ اﺧﺘﻔﻴﺖ أﻳﺘﻬﺎ اﻷﺷﺠﺎر اﳋﻀﺮاء؟‬:‫وأﺧﺬ ﻳﺘﺴﺎءل‬.‫ﻗﺒﻞﻛﻨﺖ اﺳﺘﻤﺘﻊ ﺑﻜﻞ ﺣﺮﻛﺔ وﻟﻮن ﰲ ﻫﺬا اﻟﻜﻮن‬

CLASS: Basic 10
STRAND: B10 1. Listening
SUB-STRAND: B10.1.1 Phonics of Arabic Language

Content Standard Indicators and Exemplars Subject Specific Practices
and Core Competences
B10.1.1.1. Show B10.1.1.1.1. Demonstrate appreciation of different reading styles of various Arabic
understanding of Listening skills,
Knowledge,understanding,
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141

popular literary forms texts. skills and strategies.
and their peculiar Exemplar:
auditory features.

Identify the rhythm and intonations of the rcitations of extracts of Arabic poetry anda
prose writing.

(1)
‫َﺳﺌِ ْﻤ ُﺖ ﺗَﻜـﺎﻟﻴ َﻒ اﳊَﻴﺎِة َوَﻣـﻦ ﻳَﻌِــﺶ َﲦـﺎﻧ َﲔ َﺣﻮﻻً ﻻ أَﺑﺎ ﻟَ َﻚ ﻳَ ْﺴــﺄَِم‬
‫َوأَﻋﻠَـ ُﻢ َﻣﺎ ِﰲ اﻟﻴَــﻮِم َواﻷَﻣـ ِﺲ ﻗَﺒﻠَﻪُ َوﻟَ ِﻜﻨﱠِﲏ َﻋﻦ ِﻋﻠ ِﻢ ﻣﺎ ﰲ َﻏ ٍﺪ َﻋـ ِﻢ‬

(2)
،‫ َوُﻛ ﱡﻞ َﻣﺎ ُﻫَﻮ آ ٍت آ ِت‬،‫ َوَﻣ ْﻦ َﻣﺎ َت ﻓَﺎ َت‬،‫ إﻧﱠﻪُ َﻣ ْﻦ َﻋﺎ َش َﻣﺎ َت‬،‫ ا ْﲰَﻌُﻮا َوُﻋﻮا‬،‫أَﻳـﱡَﻬﺎ اﻟﻨﱠﺎ ُس‬

.‫ َوِﲝَﺎٌر ﺗَـْﺰَﺧُﺮ‬، ‫ َوُﳒُﻮٌم ﺗَـْﺰَﻫُﺮ‬، ‫ َوَﲰﺎءٌ ذَا ُت أﺑْـَﺮا ٍج‬، ‫ َوﻧـََﻬﺎٌر َﺳﺎ ٌج‬، ‫ﻟَﻴْ ٌﻞ َدا ٌج‬

B10.1.1.1.2.Demonstrate good appreciation of different language styles of various Listening skills, Knowledge,
Arabic texts. understanding, skills and
strategies.
Exemplar: Reflection and evaluation

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Identify the rhythm and intonations of the rcitations of verses of Arabic poetry and
those from the Quran.

(1) ‫أََﻻ أَﻳﱡﻬﺎ اﻟﻠّﻴ ُﻞ اﻟﻄّــﻮﻳ ُﻞ أﻻ اْﳒَِﻞ‬
‫ وﻣﺎ اﻹ ْﺻﺒَﺎ ُح ِﻣﻨْ َﻚ ﺑِﺄَْﻣﺜَِﻞ‬،‫ﺑِ ُﺼﺒْ ٍﺢ‬ ُ‫ﻓَﻴـَـﺎ ﻟَ َﻚ ِﻣـ ْﻦ ﻟَﻴٍْﻞ َﻛـﺄَ ﱠن ُﳒُﻮَﻣﻪ‬

‫ﺑﻜﻞ ُﻣﻐــﺎر اﻟﻔﺘـﻞ ُﺷ ّﺪت ﺑﻴﺬﺑـﻞ‬

(2)

* ‫“َواﻟ ﱠﺸ ْﻤ ِﺲ َو ُﺿ َﺤﺎ َﻫﺎ * َواﻟَْﻘ َﻤ ِﺮ إِذَا ﺗََﻼ َﻫﺎ * َواﻟﻨﱠـَﻬﺎ ِر إِ َذا َﺟﱠﻼ َﻫﺎ * َواﻟﻠﱠﻴْ ِﻞ إِذَا ﻳَـﻐْ َﺸﺎ َﻫﺎ * َواﻟ ﱠﺴ َﻤﺎِء َوَﻣﺎ ﺑَـﻨَﺎ َﻫﺎ * َواْﻷَْر ِض َوَﻣﺎ ﻃَ َﺤﺎ َﻫﺎ‬
”* ‫َوﻧَـْﻔ ٍﺲ َوَﻣﺎ َﺳﱠﻮا َﻫﺎ * ﻓَﺄَْﳍََﻤَﻬﺎ ﻓُ ُﺠﻮَرَﻫﺎ َوﺗَـْﻘَﻮا َﻫﺎ‬

B10.1.1.1.3. Demonstrate understanding of various regional dialects of the Arab world Listening skills, Knowledge,
and distinguish the difference between the spoken dialogues. understanding, skills and
strategies.
Exemplars:
Reflection and evaluation
1. Listen to the regional dialects of the following countries and identify each:

Egypt, Morocco, Saudi Arabia, Sudan, Yemen and Palestine.

2. Tell which of the dialects is closer to Modern Standard Arabic

B10.1.1.1.4. Demonstrate understanding and appreciation of the similarities and Listening skills, Knowledge,
differences of idiomatic expressions. understanding, skills and
strategies.
Exemplars:
Reflection and evaluation
Study the two groups of sentences and tell which ones are idiomatic expressions and

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which ones are proverbs. Critical thinking

‫ﺏ‬ ‫ﺃ‬ Listening skills, Knowledge,
‫إِذَا اﻟ ﱠﺸ ْﻌ ُﺐ ﻳـَْﻮًﻣﺎ أََراَد اﳊَﻴَﺎَة ﻓََﻼ ﺑُﱠﺪ أَ ْن ﻳَ ْﺴﺘَ ِﺠﻴ َﺐ اﻟَﻘ َﺪُر‬ ‫َﻫ ِﺬﻩ اﻟﺒِﻨْﺖ ﻃَِﻮﻳْـﻠَﺔ ﻟِ َﺴﺎن‬ understanding, skills and
strategies.
‫إِذَا َﻏﺎَﻣْﺮ َت ِﰲ َﺷَﺮ ٍف ﻣﺮوٍم ﻓََﻼ ﺗَـْﻘﻨَ ْﻊ ِﲟَﺎ ُدوَن اﻟﻨﺠﻮم‬ ‫ﻃَﺎر َﻋْﻘﻠﻪ ﺑَ َﺴﺒَﺐ اﳌَ َﺸﺎﻛِﻞ‬ Reflection and evaluation
‫أَ ْﲰَ ُﻊ َﺟ ْﻌ َﺠَﻌﺔً َوَﻻ أََرى ِﻃ ْﺤﻨًﺎ‬ .‫اِﻧْـَﻘﻠَﺐ َﺳﻌِﻴْ ٌﺪ َرأس َﻋﻠَﻰ َﻋِﻘﺐ ﺑـَْﻌﺪ اﻟﱠﺰَواج‬ Critical thinking

B10.1.1.1.5. Demonstrate understanding and appreciation of the auditory similarities
and differences of proverbs and wise-saying.

Exemplars:

Study the two groups of sentences and tell which one are Arab’s wise-sayings and
which ones are proverbs.

(2) (1)
‫إِ ﱠن أَ َﺧﺎ َك َﻣ ْﻦ َوا َﺳﺎ َك‬
‫ﻋﻠﻰ ﻗﺪر أﻫﻞ اﻟﻌﺰم ﺗﺄﰐ اﻟﻌﺰاﺋﻢ وﺗﺄﰐ ﻋﻠﻰ ﻗﺪر اﻟﻜﺮام‬
‫اﳌﻜﺎرم‬ ‫َرَﺟ َﻊ ِﲞُﱠﻔ ْﻲ ُﺣﻨَﲔ‬

‫ﻻ ﺗﻨﻪ ﻋﻦ ﺧﻠﻖ وﺗﺄﰐ ﻣﺜﻠﻪ ﻋﺎر ﻋﻠﻴﻚ إذا ﻓﻌﻠﺖ ﻋﻈﻴﻢ‬

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‫إذاﻛﻨﺖ ﰲﻛﻞ اﻷﻣﻮر ﻣﻌﺎﺗﺒﺎً ﺻﺪﻳﻘﻚ ﱂ ﺗﻠﻖ اﻟﺬي ﺗﻌﺎﺗﺒﻪ‬ ‫أَ ْﲰَ ُﻊ َﺟ ْﻌ َﺠَﻌﺔً َوَﻻ أََرى ِﻃ ْﺤﻨًﺎ‬

STRAND: B10.1 Listening
SUB-STRAND: B10.1.2Listening Comprehension and Participation

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B10.1.2.1.Identify the B10.1.2.1.1. Demonstrate understanding of the distinction between an informational Listening skills,
different varieties of text and a narrative text. Knowledge,
literary text read in class. understanding, skills and
Exemplars: strategies.

Identify a given reading text by answering the following: Reflection and evaluation

Critical thinking

- What is the main purpose of the article? What is the author trying to get the
reader to learn or think about?

- What are some of the facts or other types of information the author uses to
support his point?

- Which text structure(s)does the author use to help organize the information?
- Why does the author choose to use a particular text structure? How does it

assist in getting the author’s point across?

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B10.1.2.1.2.Identify the characteristics and elements of a narration in a given text. Listening skills,
Exemplars: Reflection and evaluation
Critical thinking

Identify a given reading text by answering the following: Listening skills,
Knowledge,
- Does the text tell a story? understanding, skills and
- Does the main character or person in the text faces a problem and tries to strategies.

resolve the problem? Reflection and evaluation
- Is there a beginning, middle, and end.
B10.1.2.1.3 Demonstrate ability to analyze the roles that characters play in a plot to Critical thinking
understand the important stages of plot development.

Exemplars:

Give an idea about the plot of the story you are reading by answering the following:

- What is the situation of the character at the start of the story?
- What suddenly happens to disturb that situation?
- What obstacles has he/she encountered and how persistent are they?

‫ ﻣﺎ ﻫﻲ اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﻴﺔ ﰲ اﻟﻘﺼﺔ؟ ﻣﻦ ﻫﻮ ﺑﻄﻞ اﻟﻘﺼﺔ؟ ﻣﺎ ﻫﻲ أﻫﻢ ﺣﺎدﺛﺔ اﻟﻘﺼﺔ؟‬-

B10.1.2.2 Show B10.1.2.2.1. Demonstrate ability toidentify the poetic elements and explain their literary Listening skills,
listening skills in
functions. Knowledge,

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discussions of texts of Exemplars: understanding, skills and
basic literary features. strategies.
1. Name the traditional poetic themes after listening to 10 lines, and identify the
Reflection and evaluation
poet.
Critical thinking
‫َﻋﻠﻰ ﻗَْدِر أ ْﻫ ِﻝ اﻟ َﻌْزم ﺘﺄﺘﻲ اﻟ َﻌ ازﺌُِم‬ ‫َوﺘﺄﺘﻲ ﻋﻠَﻰ ﻗَْدِر اﻟ ِﻛ ارِم اﻟ َﻤﻛﺎرُم‬
‫َوﺘَ ْﻌظُُم ﻓﻲ َﻋﻴ ِن اﻟ ّﺼﻐﻴِر ﺼﻐﺎُرﻫﺎ‬ ‫َوﺘَ ْﺼ ُﻐُر ﻓﻲ َﻋﻴن اﻟ َﻌظﻴِم اﻟ َﻌظﺎﺌُِم‬

STRAND: B10.2 Speaking
SUB-STRAND: B10.2.1Everyday Oral Communication

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B10.2.1.1 Demonstrate B10.2.1.1.1. Show ability to use appropriate language in a formal text. Listening skills,
proficiency in speaking Exemplar: Presenting, Knowledge,
media language. understanding, skills and
strategies.
1. Give the appropriate examples of formal language in terms of the following:
Reflection and
evaluation

Voice, Interjections, Personal pronoun, Tone.
... ‫ ﻳﺎ ﻓﺎﻋ َﻞ اﳋﲑ أﻗﺒﻞ‬:‫ﻛﻴﻒ ﺗﻔﻌ ُﻞ ﻫﺬا! ﻳﺎ ﻟﻚ ﻣﻦ رﺟﻞ! أﻣﺜﻠﺔ‬
،‫ﻃﺮﻗﺖ اﻟﺒﺎب ﺣﱴﻛ ّﻞ ﻣﺘﲎ* * ﻓﻠﻤــﺎﻛﻞ ﻣﺘﲎﻛﻠﻤﺘﻨــــﻲ‬

2. Give 10 sentences in various formal contexts.

© NaCCA, Ministry of Education 2020 147

‫ﻫﻨﻴﺌﺎ ﻟﻜﻢ ﻋﻠﻰ اﻟﻨﺠﺎح‪ ،‬ﺳﻌﻴﺪ ﲟﻌﺮﻓﺘﻜﻢ‪ ،‬وﺟﺪت ﻗﺒﻮﻻ ﰲ ﺟﺎﻣﻌﺔ ﻟﻴﻐﻮن‪ ،‬أدرس اﻟﻌﺮﺑﻴﺔ ﺑﺪاﻣﻌﺔ وﻳﻨﺒﺎ‪ ،‬ﺳﺄﺳﺎﻓﺮ إﱃ ﺗﺮﻛﻴﺎ ﻟﻠﺪراﺳﺔ‪،‬‬
‫ﺣﺼﻠﺖ ﻋﻠﻰ اﻟﻘﺒﻮل ﺑﺎﳉﺎﻣﻌﺔ اﻹﺳﻼﻣﻴﺔ‪...‬‬

‫‪B10.2.1.1.2.Show communicative competence of appropriate expressions for counting‬‬ ‫‪Presenting skills,‬‬
‫‪and currencies.‬‬ ‫‪Knowledge,‬‬
‫‪understanding, skills and‬‬
‫‪strategies.‬‬

‫‪Exemplar:‬‬ ‫‪Reflection and‬‬
‫‪1. Give names of national and international currencies:‬‬ ‫‪evaluation‬‬

‫‪ Critical thinking‬اﻟﻌﻤﻠﺔ‬

‫أﺗﻌﺮف اﺳﻢ ﻋﻤﻠﺔ ﺑﺮﻳﻄﺎﻧﻴﺎ؟ ﻧﻌﻢ اﲰﻬﺎ اﳉﻨﻴﻪ اﻻﺳﱰﻟﻴﲏ‬

‫!وﻛﻴﻒ ﺗﻜﺘﺐ اﺳﻢ ﻋﻤﻠﺔ ﻏﺎﻧﺎ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻳﺎ أﲪﺪ؟ ﺗﻜﺘﺐ ﻫﻜﺬا‪ :‬ﺳﻴﺪي‪.‬‬

‫وأﻣﺎ ﻋﻤﻠﺔ أﻣﺮﻳﻜﺎ ﻓﻬﻲ دوﻻر‪،‬‬

‫اﻷورو ‪ :‬ﻟﻼﲢﺎد اﻷوروﰊ‬

‫اﻟﺪﻳﻨﺎر ‪ :‬ﻟﻠﻜﻮﻳﺖ‬

‫‪2. Tell the amount of a given money, and count to 500.‬‬

‫اﻟﻌﺪد و اﻟﺘﻌﺪاد‬

‫‪ -‬واﺣﺪ ‪ -‬اﺛﻨﺎن ‪ -‬ﺛﻼﺛﺔ ‪ -‬أرﺑﻌﺔ ‪ -‬ﲬﺴﺔ‬

‫‪ : .‬ﻛﺘﺎب واﺣﺪ ‪ -‬ﻛﺘﺎﺑﺎن ‪ -‬ﺛﻼﺛﺔﻛﺘﺐ‬

‫‪© NaCCA, Ministry of Education 2020‬‬ ‫‪148‬‬