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

Read a given text and extract the following pronouns interrogative Pronouns:
‫ﻣﻦ؟ ﻣﺎذا؟ ﻣﱴ؟ ﳌﻦ؟ﻛﻴﻒ؟ ﻫﻞ؟‬

who, which, When, whose, how?

STRAND: B7.4 Writing

SUB-STRAND: B7.4.1 Handwriting and Calligraphy (Al-Khatt)

B7.4.1.1 B7.4.1.1.1 Demonstrate competence and skills in writing the alphabet in their various forms at the
Demonstrate initial, medial and final position in connected form.
knowledge of the
various shapes of 1. Write the following letters separately and in a word in their different positions.
Arabic letters in a
script ‫آﺧﺮ اﻟﻜﻠﻤﺔ‬ ‫وﺳﻂ اﻟﻜﻠﻤﺔ‬ ‫أول اﻟﻜﻠﻤﺔ‬ ‫اﳊﺮف‬
‫خ‬
‫ﺧـ ـﺨـ ـﺦ‬ ‫خ‬
‫د‬
‫َﺧﺒَـٌﺮ أَ َﺧ َﺬ ﻃَﺒَ َﺦ‬ ‫د‬
‫د ـﺪ ـﺪ‬ ‫ر‬
‫ر‬
‫دﺧﻞ َﻣ َﺪ َح َﺳ َﺠ َﺪ‬ ‫س‬ Presenting skills and
‫ر ـﺮ ـﺮ‬ ‫س‬ Critical thinking
‫ش‬
‫رﱠﺣ َﺐ َﺷ ِﺮب َﻛﺒُـَﺮ‬
‫ﺳـ ـﺴـ ـﺲ‬

‫َﺳ َﺠ َﺪ ﻣـ َﺴـﺢ ﻟـ َﻤـ َﺲ‬
‫ﺷـ ـﺸـ ـﺶ‬

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‫ش َﺷـﺘَـ َﻢ ﻧَـﺸـَ َﻂ َﻋـﻄَـ َﺶ‬
‫ص ﺻـ ـﺼـ ـﺺ‬
‫ص ﺻـﺒـﺮ ﺑـ َﺼـﺮ َﺧـ ﱠﺼـ َﺺ‬
‫ط ﻃـ ـﻄـ ـﻂ‬
‫ط ﻃَـﺒَـ َﻊ َﺧـﻄَـ َﺐ َﺧـﻠَـ َﻂ‬

1. Join a given letter to the long vowels ( ‫ ي‬- ‫ و‬- ‫ﺣﺮوف اﳌﺪ اﻟﺜﻼﺛﺔ ) ا‬
‫ م ز ا ور = ﻣﺰاور‬،‫ م س ا ر = ﻣﺴﺎر‬،‫ م س ا ف ر = ﻣﺴﺎﻓﺮ‬، ‫( ف ا ر ق = ﻓﺎرق‬Long ‫)ا‬
‫ م ب ر و ر= ﻣﱪور‬،‫( م س ر و ر= ﻣﺴﺮور‬Long ‫)و‬

‫ ر ج ي م = رﺟﻴﻢ‬،‫ ر ف ي ع = رﻓﻴﻊ‬،‫ ح م ي م = ﲪﻴﻢ‬،‫( ق ر ي ب = ﻗﺮﻳﺐ‬Long ‫)ي‬

B7.4.1.1.2 Demonstrate knowledge and skills in copying words previously read in class with Presenting skills and
appropriate combinations of letters, and their appropriate positioning and diacritics. Critical thinking

1. Join the following letters to produce a comple‫ٌب‬te‫ا‬s‫ت‬en‫ِك‬te‫و‬nce.‫ف ي َح ق ي َب ت ي ﻗَـﻠَ ٌﻢ‬

2. Trace and copy the following.

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B7.4.1.2 Show B7.4.1.2.1. Demonstrate understanding of various writing styles, forms and names of the various Presenting skills
mastery in artistic word formats.
writing (Khatt ul-
Nuskha) of Arabic 1. Break the following sentences into their separate letter constituents.
words.
(1)

(2)

STRAND: B7.4 Writing
SUB-STRAND: B7.4.2 Composition

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Content Indicators and Exemplars Subject Specific
Standard Practices and Core

Competences

B7.4.2.1 B7.4.2.1.1. Recognize and use the punctuation marks, accents, symbols, the tanwin, shadda, madda Presenting skills and
Demonstrate and the short vowel signs. Critical thinking
knowledge of
applicable rules Exemplars:
on writing lexical
units and those of Place the appropriate signs or symbols in a given raw text to show how Arabic sentence is
syntactic constructed and how it should be read.
structure.

.‫ واﺻﻠﺔ‬،‫ﻋﻼﻣﺔ اﻻﺳﺘﻔﻬﺎم‬،‫ﻋﻼﻣﺔ اﻻﻗﺘﺒﺎس‬،‫ اﻟﻔﺎﺻﻠﺔ اﳌﻨﻘﻮﻃﺔ‬،‫ اﻟﻨﻘﻄﺘﺎن‬،‫ ﻧﻘﻄﺔ ﺗﺎﻣﺔ‬،‫ ﻓﺎ ِﺻﻠَﺔ‬:‫ﻣﺜﺎل‬

B7.4.2.1.2Demonstrate knowledge and understanding of the spellings of all the letters of the Presenting skills and
Arabic alphabet in familiar words and phrases already dealt with. Critical thinking

Exemplars:

Pronounce and identify familiar words and deconstruct the underlined nouns in the following 52

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sentences:

.‫ذ َﻫ َﺐ إِﺑْـَﺮا ِﻫﻴ ُﻢ إَِﱃ اﻟْ َﻤ ْﺪَر َﺳِﺔ‬-1
.‫ َرَﺟ َﻊ إِﺑْـَﺮا ِﻫﻴ ُﻢ إَِﱃ اﻟْﺒَـْﻴ ِﺖ‬-2
.َ‫أَ َﻛ َﻞ إِﺑْـَﺮا ِﻫﻴ ُﻢ اﻟْﻐَ َﺪاء‬-3

.‫ذَ َﻫ َﺐ إِﺑْـَﺮا ِﻫﻴ ُﻢ إَِﱃ َﺣﻠََﻘِﺔ َْﲢِﻔﻴ ِﻆ اﻟُْﻘْﺮآ ِن‬-4

B7.4.2.1.3.Demonstrate ability to fill in appropriate words to complete grammatically correct short Presenting skills and

phrases or sentences. Critical thinking

Exemplar: Fill in the blank space with one of the appropriate given words:

:‫َﺿ ِﻊ اﻟْ َﻜْﻠ َﻤﺎ ِت اﻟْ ُﻤﻨَﺎ ِﺳﺒَﺔَ ِﰲ اْﻷََﻣﺎﻛِ ِﻦ اﻟَْﻔﺎ ِرَﻏِﺔ‬

.‫ﻟِﺒَﺎ َﺳُﻬ ْﻢ‬،‫ أُﺳﺘﺎذﻫﻢ‬،‫ َْﳛَﻔﻈُﻮ َن‬، ‫ ُِﳛﺒﱡﻮ َن‬،‫ُﳎْﺘَِﻬ ُﺪو َن‬

‫ِﰲ َﺻِّﻔﻨَﺎ ﺗَﻼَِﻣﻴ ٌﺬ ـــــــــــ‬
َ‫ِﰲ ﻣﺪرﺳﺘﻨﺎ ﺗَﻼَِﻣﻴ ٌﺬ ـــــــــ اﻟﻨﱠﻈَﺎﻓَﺔ‬

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.‫ِﰲ ﻣﺪرﺳﺘﻨﺎ ﺗَﻼَِﻣﻴ ٌﺬ ﻳـُﻨَ ِﻈُﻔﻮَن ــــــــــــ‬
.‫ِﰲ َﺻِّﻔﻨﺎ ﺗَﻼَِﻣﻴ ٌﺬ ﳛﺒﻮن ـــــــــــ‬

B7.4.2.1.4.Demonstrate ability to form own phrases leading to construction of a simple syntactic Presenting skills and
structure. Critical thinking

Eg. Fill in the blank spaces about your class using the giving words:

:‫ اِْﻣ ِﻸ اﻟَْﻔَﺮا َغ اْﻵَِﰐ ﻟِﺘَﺘَ َﺤ ﱠﺪ َث َﻋ ْﻦ َﺻِّﻔ َﻚ‬- 1
.‫َ ﻃَﻴِّ ٌﺐ‬،‫ َﺟﻴٌِّﺪ‬،‫ ﻟِﺒَﺎ َﺳُﻬ ْﻢ‬،َ‫ اﻟﻨﱠﻈَﺎﻓَﺔ‬،‫ َْﳛَﻔﻈُﻮَن‬،‫ ُﻣﺘَـَﻔِّﻮﻗُﻮَن‬،‫ ُْﳎﺘَِﻬ ُﺪوَن‬-

‫َوﺗَﻼَِﻣﻴ ٌﺬ‬ .‫اﻟ ِّﺪَرا َﺳِﺔ‬ ‫ﻗَـﺒْ َﻞ‬ ‫َﺻﺒَﺎ ٍح‬ ‫اﻟ ﱠﺼ ﱠﻒ ُﻛ ﱠﻞ‬ ‫َوﻳـُﻨَ ِﻈُّﻔﻮَن‬ ،‫ــــــــ‬ ‫ُِﳛﺒﱡﻮ َن‬ ‫ﺗَﻼَِﻣﻴ ٌﺬ‬ ‫َوﻓِﻴِﻪ‬ .‫اﻟْ َﻜِﺮِﱘ‬ ‫اﻟُْﻘْﺮآَ َن‬ ‫ـــــــ‬ ‫ﺗَﻼَِﻣﻴ ٌﺬ‬ ‫َﺻِّﻔﻨَﺎ‬ ‫َوِﰲ‬ .‫ِﺔ‬.‫وــــَـوـﻟَـﻨَِﻔﺎ أﻲُ ْاﺳﻟْﺘَﺎَﻤذٌْﺪ ـَـرـــَـﺳ‬،َ‫ـﻳــَــْـﻮـٍم‬ ‫ﺗَﻼَِﻣﻴ ٌﺬ‬ ‫ﻳِـُﻨَﰲ ِﻈ ُﻔَﺻﻮِّﻔَﻨنَﺎ‬
‫ــــــــ ُﻜ ﱠﻞ‬

B7.4.2.2. Produce B7.4.2.2.1Show ability to write basic expressions independently, using the linguistic imputs and Presenting skills and
short pieces of vocabulary acquired from lessons about everyday activities. Critical thinking
writing, to
convey Exemplars:
information and
feelings, related
to recent

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experiences and 1. Write ten sentences about yourself using the following particulars:
everyday
activities 2. Write about your daily routine using the following template:

.‫ ﺑﻌﺪ اﻟﻔﻄﻮر‬..........‫ ُﰒﱠ أَ ْﺳﺘَ ِﺤ ﱡﻢ ﻟّﻠ ﱠﺬﻫﺎ ِب إﱃ‬.........ِ ‫ﻟـــ‬ ‫ أ ْﺳﺘﻴِْﻘ ُﻆ ﻣﻦ اﻟﻨﻮِم ﺑﺎﻛِﺮا‬............‫ أﻋﻴﺶ ﻣﻊ أّﻣﻲ و‬،................ ‫اﲰﻲ‬
‫ ﰒ أذﻫﺐ‬،...................... ‫ أﻗﻮم ﺑﻮاﺟﺒﺎت‬.‫ﻗﺒﻞ اﻟﱡﺮﺟﻮع إﱃ اﻟﺒﻴﺖ‬....................‫ ﰒ‬......... ‫ وأَﺗَـﻐَّﺪى ﺑﻌﺪ‬......................

.‫ أﻧﺎم ﺑﺎﻛﺮا ﻷﺳﺘﻴﻘﻆ ﺑﺎﻛﺮا‬.............‫ وﺑﻌﺪﻩ‬................‫إﱃ‬

B7.4.2.2.2Demonstrate ability to provide correct answers to questions from simple comprehension Presenting skills and

texts with familiar vocabulary. Critical thinking

Exemplars:

Give answers to post-reading questions by:

- Providing textually explicit meanings from your own background knowledge.
‫ﻣﺎذا ﰲ ﻏﺮﻓﺔ اﻟﻨﻮم؟ ﻣﺎذا ﰲ ﻏﺮﻓﺔ اﳉﻠﻮس؟ ﻣﺎذا ﰲ اﳌﻄﺒﺦ؟‬

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STRAND: B7.4 WRITING

SUB-STRAND: B7.4.3 Creative Writing

Content Standard Indicators and Exemplars Subject Specific Practices
and Core Competences

B7.4.3.1 Demonstrate B7.4.3.1.1. Demonstrate creative writing skills by summarizing a simple narrative text Presenting skills and
ability to
reorganize/organize in a clear and organized manner. Critical thinking
information in order to
put together a coherent Exemplar:
writing.

1. Write a summary of a given text in a prescribed number of words, using the
author’s words, with correct grammar, punctuation, and spelling, by:

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CLASS: Basic 8)

STRAND: B8.1 Listening

SUB-STRAND: B8.1.1 Phonics of Arabic Language

Content Standard Indicators and Exemplars Subject Specific Practices
and Core Competences

B8.1.1.1. Demonstrate B8.1.1.1.1. Demonstrate understanding of the phonemic changes of the simple verb Listening skills and Critical
understanding of all the patterns. thinking
five possible verb forms
(‫ﺍﻷﻭﺯﺍﻥ‬, Al-awzaan) and Exemplars:
their sound patterns.

1. Identify the additional letter to the trilateral Arabic root (‫)ﻓَـَﻌ َﻞ‬and the sound
effect of form 2, 3, 4:
. ‫ أوﺿﺢ‬- - ‫ أﻧﺰل‬- ‫ أﻛﺮم‬/ (‫)أَﻓْـَﻌ َﻞ‬

. ‫ ﻟّﻮث‬- ‫ ﺧّﺮج‬- - ‫ دّرب‬/ (‫)ﻓَـﱠﻌ َﻞ‬

.‫ ﺣﺎﺳﺐ‬- ‫ را َﺳﻞ‬- ‫ ﻛﺎﺗَ َﺐ‬/ (‫)ﻓَﺎْ َﻋ َﻞ‬

B8.1.1.1.2Demonstrate understanding of the semi-complex verb forms (‫اﻷوزان‬, al- Listening skills and Critical
awzaan) and their sound patterns. thinking

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Exemplars:

1. Idenetify the additional letters and the changes to the trilateral Arabic root (‫)ﻓﻌﻞ‬
and its sound effects.
‫ ﺗﺒﻌﺜﺮ‬- ‫ ﺗﺪﻫﻮر‬- ‫ ﺗﺰﻟﺰل‬/ (‫)ﺗﻔﻌﻠﻞ‬

‫ اﴰﺌّﺰ‬- ‫ اﻗﺸﻌّﺮ‬- ‫ اﻃﻤﺄ ّن‬/ (‫)اﻓْـَﻌﻠَ ﱠﻞ‬

B8.1.1.2 Demonstrate B8.1.1.2.1. Identify the phonemic changes of (‫ )ﻝ‬before any given consonant. Listening skills and Critical
knowledge of sound thinking
emersion of ‘L’ sound in Exemplars:
Arabic.
In which of the following words is (‫ )ﻝ‬sound audible as an indicator of the preceding
sun or moon letters.

‫اﳋﺮوج اﻟﻌﲔ اﻟﻐﻨﻢ اﻟﻘﻤﺮ‬ ‫اﻟﺒﺎب اﳉﻤﻠﺔ اﳊﻤﺪ‬

‫اﻟﺮﺟﻞ اﻟﺰﻳﺖ اﻟﺸﻤﺲ‬ ‫اﻟﺘﻤﺮ اﻟﺜﻤﻦ اﻟﺪار اﻟﺬﺋﺐ‬

B8.1.1.2.2.Identify the intonation and style of texts read in class, like prose or poetry. Listening skills, presenting
Exemplars: and
Identify the intonation and rhythm of the following different genres:
Critical thinking

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‫)‪(1‬‬

‫اﻷﻣﺎﻧﺔ‬

‫ﻋﻠﻰرأاﻳْﻟﱠﺮُﺖﺻﻴ ِﻃِﻔﻒﻠَﺘﲤ ْﲔﺸﻴﺎ ْن‬
‫ﻛﺰﻫَﺮﺗَ ِﲔ ُﺣﻠﻮﺗَ ِﲔ ﺗﻀﺤﻜﺎ ْن‬
‫وﲢﻤﻼ َن اﻟ ُﻜْﺘ َﺐ واﻷﻗﻼَم ﺑﺎﻓﺘﺨﺎْر‬
‫"ﲰ ْﻌ ُﺖ ﻣﻨﻬﻤﺎ‪ ..‬واﺣﺪًةﻛﺎ َن اﲰُﻬﺎ " ُﺿﺤﻰ‬
‫‪":‬ﺗﻘﻮُل ﻟﻸﺧﺮى‪ ..‬أﻇ ﱠﻦ أﱠ�ﺎ "َﻣﻨَﺎْر‬

‫ﺑﺎﻷﻣ ِﺲ ﻳﺎ ﺻﺪﻳﻘﱵ‬
‫)‪(2‬‬

‫ﺷﺒﻪ‬ ‫ﰲ‬ ‫اﻷوﱃ‬ ‫اﻟﻠّﻐﺔ‬ ‫وﺗﻌﺘﱪ‬ ‫اﳌُﺘّﺤﺪة‪،‬‬ ‫اﻷﻣﻢ‬ ‫ﻟﺪى‬ ‫اﳌُﻌﺘﻤﺪة‬ ‫اﻟﻠّﻐﺎت‬ ‫إﺣﺪى‬ ‫وﺗﻌﺘﱪُ‬ ‫اﻟﻠّﻐﺔ اﻟﻌﺮﺑﻴّﺔ ﻣﻦ اﻟﻠّﻐﺎت اﻟﻌﺎﳌﻴّﺔ اﻷﻛﺜﺮ اﻧﺘﺸﺎراً ﰲ اﻟﻌﺎﱂ‪،‬‬
‫اﳉﺰﻳﺮة اﻟﻌﺮﺑﻴّﺔ وﰲ ﻣﻨﺎﻃﻖ ﺑﻼد اﻟ ّﺸﺎم وﴰﺎل إﻓﺮﻳﻘﻴﺎ‪.‬‬

‫‪B8.1.1.2.3.Demonstrate listening skills through dictation of simple Arabic similar‬‬ ‫‪Listening skills and Critical‬‬
‫‪sounds patterns.‬‬ ‫‪thinking‬‬

‫‪Exemplars:‬‬

‫‪Write out the following sentences in a dictation.‬‬

‫)‪ (1‬اﻟﻔﻜﺮة اﻟﺴﻠﻴﻤﺔ ﰲ اﻟﻔﻘﺮة اﻷوﱃ‬
‫)‪ (2‬ﳚﺐ اﳍﺮوب ﻣﻦ اﳊﺮوب‬

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STRAND: B8.1 Listening

SUB-STRAND: B8.1.2 Listening Comprehension and Participation

Content Standard Indicators and Exemplars Subject Specific Practices
and Core Competences

B8.1.2.1. 1. Show understanding by answering questions about duties as wash dishes
and clothes, sweep the room, duster furniture, scrub the floor.

Exemplar:

B8.1.2.1. Recognize 1. Show understanding of questions about duties at home. Listening skills and Critical
phrases and simple thinking
sentences about .‫ﳌﺎذا ﺗﻨﻈﻒ ﻣﻼﺑﺴﻚ؟ ﻟﻠﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻷﻧﺎﻗﺔ‬
domestic chores, Food, ,,‫ﰈَ ﺗﻨﻈ ُﻒ اﻟﻐﺮﻓﺔ؟ أﻧﻈﻔﻬﺎ ﲟُﻨَﻈّ ِﻒ وﻣﻨ ِّﺸﻒ‬
drinks, daily meals and
types of clothes. .‫ﻛﻴﻒ ﺗـُْﺒﻌِ ُﺪ اﳊﺸﺮات ﻋﻦ اﳌﻨﺰل؟ ﺑﺎﺳﺘﻌﻤﺎل اﳌ دﺐيات‬

B8.1.2.1. 2 Demonstrate listening skills by identifying audio representations of meals.

Exemplars:

1. Recognize names of meals for the day Listening skills and Critical
‫اﻟَﻌﺸﺎء ﰲ اﳌﺴﺎء‬
‫اﻟﻐﺪاء ﰲ اﻟﻨﻬﺎر‬ ‫اﻟَﻔﻄﻮر ﰲ اﻟﺼﺒﺎح‬ thinking

2. Learn the names of foods in Arabic 61

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.‫أرز ﻓﻮل ﺷﻮرﺑﺔ ﻣﻠﻮﺧﻴﺔ ﻋﺼﻴﺪة\ ﺛﺮﻳﺪ ﺷﺎي‬

B8.1.2.1. 3 Find from phrases and simple sentences audio names of fruits and
vegetables like mango, orange, pineapple, watermelon, onion, tomato etc

Exemplars:

1. Identify names of fruits from an audio material or a reading in class.
‫ﻣﻨﺠﺎ ﻃﺎﺯﺝ ﺑﺮﺗﻘﺎﻝ ﻟﺬﻳﺬ ﺍﻧﺎﻧﺎﺱ ﺭﺧﻴﺺ ﺑﻄﻴﺦ ﻏﺎ�� ﻣﻮﺯ ﺣﻠﻮ‬

2. Identify names of vegetable from an audio material or a reading in class.
‫ﺑﺼﻞ ﻧﺎ�ﺝ ﻃﻤﺎﻃﻢ ﻣﺴﺘﻮﺭﺩ ﺧﻴﺎﺭ ﺃﺧﻀﺮ ﺳﻼﻃﺔ ﻟﺬﻳﺬﺓ ﻓﻠﻔﻞ ﺣﺎ ٌﺭ‬

B8.1.2.1.4 Produce names of different types of clothes from a read text. Clothes Like Listening skills and Critical
shirt, shorts, sweater, skirt, blouse and jacket. thinking

Exemplars:

Identify names of clothes from an audio source, human or electronic.

‫ﻓﺴﺘﺎن ﺛﻮب ﻣﻌﻄﻒ‬ ‫ﻗﻤﻴﺺ ﺗﻨﻮرة ﺑﻨﻄﻠﻮن‬

B8.1.2.2 Demonstrate B8.1.2.2.1. Show ability to respondto questions about parents and their professions and Listening skills,
ability to Respond to those of others.
discourses from Personal development and
acquaintances and Exemplar: Critical thinking

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others. 1- Give response to questions about parent’s professions:
(Civil Servant) ‫اﳌﻮﻇﻒ اﳊﻜﻮﻣﻲ‬

.‫ﻣﺎ ﻣﻬﻨﺔ أﺑﻴﻚ؟ ﺷﺮﻃﻲ \ ﻋﺴﻜﺮي \ إﻃﻔﺎﺋﻲ \ ﳏﺎﺳﺐ \ ﻃﺒﻴﺐ \ ﻗﺎﺿﻲ \ ﻣﻬﻨﺪس‬

2-Give response to questions about other professions

(Profession)‫اﳊﺮﻓﺔ‬/‫اﳌﻬﻨﺔ‬

.‫ﻣﺎ ﻣﻬﻨﺔ أﻣﻚ؟ ﳏﺎمﻳﺔ \ ﳑﺮ ةض \ ﺗﺎﺟﺮة\ ﳑﺜﻞة \ ﻓﻨﺎنة‬

1- Give response to questions about casual work. ‫ﻋﺎﻣﻞ ﻋﺎدي‬
‫ﻣﻨ ِﻈّﻒ \ ﲪّﺎل \ ﺻﻴﺎد \ ﺧﺎدم \ ﻧﺎدل \ ﻣﺰارع \ ﺳﺎﻋﻲ ا ﺑلﺮﻳﺪ‬

B8.1.2.3 Indicate B8.1.2.3.1.Recognize and name the persons and objects represented in audio-visual Listening skills
understanding of audio formats.
(or video) stories by Critical thinking and
responding to questions Exemplar:
on the meanings of key Photo-visual and
words, phrases, simple Identify names of persons and objects in the story (‫)ﺍﻷﻣﺎﻧﺔ‬ information literacy
sentences from the ‫اﳌﺴﻜﲔ اﳌﺪة اﻟﺒﻴﻊ اﻟﺸﺮاء ﻏﻨﻢ‬
stories. ‫رﺟﻞ ﻗﻮم اﻟﺘﺠﺎرة‬

B8.1.2.3.2.Identify the key words and phrases used in targeted theme(s) of a story read Listening skills,
in class in order to demonstrate understanding of the message. Reflection and evaluation,
And Cultural Identity
Exemplar:

State the message of the story (‫)ﺍﻷﻣﺎﻧﺔ‬

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‫اﻟِﺮﺿﺎ ﺑﺎﻟﻘﻠﻴﻞ‬ ‫َﻴﺔ اﻷﻣﺎﻧﺔ ﰲ ﻤﺠاﻟﺘﻤﻊ‬

B8.1.2.3.3.Predict and connect the main ideas of a story told by the teacher or based on Listening skills

audio-visual formats. Critical thinking and

Exemplar: Photo-visual and
information literacy

Predict possible connections of the main ideas of the story (‫)ﺣﻜﺎﻳﺔ ﺟﺪﺗﻲ‬

‫اﳊﻘﻞ اﻟﺸﺒﻜﺔ‬ ‫ﻛﺴﻮل‬ ‫ﻓﻘﲑ‬ ‫اﻟﻔﻼح‬

B8.1.2.3.4.Demonstrate listening competence through a class discussion of a story Listening skills
from an audio-visual medium. Critical thinking,

Exemplar: Cultural identity and

Discuss lessons from the following story: Photo-visual and
information literacy

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‫ﺍﻟﻘﻨﺎﻋﺔﻛﻨﺰاﻟﻄﻤﻊ واﻟﻜﺴﻞ ﻣﻜﺮوﻫﺎن ﻣﻦ ﺟﺪ وﺟﺪ وﻣﻦ زرع ﺣﺼﺪ‬

B8.1.2.4.Demonstrate B8.1.2.4.1. Show communicative skills in participating in exchanges of greetings, and Listening skills and
understanding of daily
greetings, seasonal knowledge of appropriate responses. Cultural Identity
greetings and
ceremonial wishes. Exemplars:
Demonstrate ability to appropriate daily greetings and responses.

Response Greetings
‫أﻫﻼ و ﺳﻬﻼ و ﻣﺮﺣﺒﺎ‬
‫ﺷﻜﺮا‬ ‫ﺗﺼﺒﺢ ﻋﻞى ﺧﲑ‬
‫وأﻧﺖ أﻳﻀﺎ‬ ‫ﻓﺮﺻﺔ ﺳﻌﻴﺪة‬
‫ﻣﺴﺎء اﳋﲑ‬
‫ﺷﻜﺮا‬ ‫ﻣﻊ اﻟﺴﻼﻣﺔ‬
‫ﻣﺴﺎء اﳋﲑ‬ ‫أراك ﰲ ﻣﺎ ﺑﻌﺪ‬
‫إﱃ اﻟﻠﻘﺎء‬
‫إن ﺷﺎء ﷲ‬

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B8.1.2.4.2. Demonstrate skills in initiating appropriate expressions for courtesies and Listening skills
requests for favours or excuses.
Critical thinking and
Exemplar: Cultural identity

Show ability to respond to courtesies and ask for favors and excuses.

Response Courtesies/ favors

‫ﻣﻦ ﻓﻀﺎك\ ﻣﻌﺬرة ﻻ ﺑﺄس‬

‫ و أﻧﺖﻛﺬﻟﻚ‬,‫ﺷﻜﺮا‬ ‫أﲤﲏ ﻟﻚ ﻳﻮﻣﺎ ﻃﻴﺒﺎ‬

‫و أﻧﺎﻛﺬﻟﻚ‬ ‫ﻣﺘﺸﺮف ﲟﻌﺮﻓﺘﻚ‬

‫ﻋﻔﻮا\ ﻻ ﺷﻜﺮ ﻋﻠﻰ واﺟﺐ‬ ‫ﺷﻜﺮا‬

‫ﺷﻜﺮا ﺗﻔﻀﻞ‬ ‫ﺑﺎﻟﺸﻔﺎء‬

B8.1.2.4.3. Show understanding of appropriate expressions for seasonal greetings and Listening skills
well wishes. and Cultural identity

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Exemplar:
1- Say appropriate expressions used for seasonal greeting:

.‫ ﻫﻨﻴﺌﺎ ﻟﻌﻴﺪ اﻻﺳﺘﻘﻼل‬- ،‫أﲤﲏ ﻟﻚ ﻋﻤﺮا ﻃﻮﻳﻼ ﻣﺒﺎرﻛﺎ‬- ،‫ﻋﻴﺪ ﻣﺒﺎرك ﺳﻌﻴﺪ أﻋﺎدﻩ ﷲ ﻋﻠﻴﻨﺎ ﺑﺎﻷﻣﻦ و واﻷﻣﺎن‬

B8.1.2.4.4. Demonstrate skills in using some cultural gestures in a limited range of Listening skills
special occasions.
Cultural identity and
Exemplar: Global citizenship

Identify when to use the following culturally specific gestures:
،‫ إن ﺷﺎء ﷲ‬،‫ ﻳﺎ ﻟﻴﺘﲏ‬،‫ ﻳﺎ ﺣﺴﺮﺗﺎ‬،‫ ﺗﺒﺎرك ﷲ‬،‫ﻣﺎ ﺷﺎء ﷲ‬

STRAND: B8.2 Speaking

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SUB-STRAND: B8.2.1 Everyday Oral Communication

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B8.2.1.1. Demonstrate B8.2.1.1.1.Show knowledge of appropriate introduction of yourself. Presenting skills and
communicative skill in
direct interaction in Exemplar: Personal development
daily day to day
activities. Express yourself using the following expressions.

.‫ ﻫﻮﻳﱵ‬،‫ أﰊ وأﻣﻲ‬،‫ زﻣﻼﺋﻲ‬،‫ﺻﺪﻳﻘﱵ‬/‫ ﺻﺪﻳﻘﻲ‬،‫ ﻣﺪرﺳﱵ؟ ﺑﻴﱵ‬،‫ﻣﻦ أﻧﺎ؟ أﺳﺮﰐ‬

B8.2.1.1.2. Show communicative competence of using appropriate expressions to Presenting skills and
introduce others.
Personal development and
Exemplar: global citizenship

1- Initiate introduction of your family members or classmates.
،‫ ﻫﺬﻩ أﻣﻲ واﲰﻬﺎ ﻟﻴﻠﻰ وﻫﻲ ﻃﺒﻴﺒﺔ‬/ ‫ اﲰﻪ ﳏﻤﻮد وﻫﻮ ﻣﻬﻨﺪس‬،‫ﻫﺬا أﰊ‬

.‫ وﻫﺬﻩ زﻣﻴﻠﱵ ﺳﻌﺎدة ﻫﻲ ﻃﻴّﺎرة ﻣﻊ ﺷﺮﻛﺔ اﻟﻄﲑان‬/‫ اﲰﻪ ﻣﻌﺎذ وﻫﻮ ﻃﺎﻟﺐ ﰲ اﻟﺜﺎﱐ اﻹﻋﺪادي‬،‫ﻫﺬا زﻣﻴﻠﻲ‬

B8.2.1.2 Demonstrate B8.2.1.2.1. Demonstrate ability to use basic vocabulary and phrases to talk about daily Presenting skills and
speaking skills through routine. Personal development
the usage of modelled
words, phrases and Exemplar:

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simple sentence 1- Use simple vocabulary to talk about your daily routines.
structures immediate ،‫ ﰒ أﻓﻄﺮ وأﺳﺘﻌﺪ ﻟﻠﺬﻫﺎب إﱃ اﳌﺪرﺳﺔ ﺑﺎﻛﺮا ﻣﻊ أﺧﱵ‬،‫أﺳﺘﻴﻘﻆ ﺑﺎﻛﺮا ﻷﻗﻮم ﺑﻮاﺟﺒﺎت اﳌﻨﺰل وأراﺟﻊ درﺳﻲ‬
relations, and home.

2-Uses simple vocabulary of 50 words to talk about immediate relations.

‫ ُﲢﺒﻬﺎ أﻣﻲ‬،‫ أزورﻫﺎ أﺣﻴﺎﻧﺎ وﺗﺰورﱐ أﻳﻀﺎ أﺣﻴﻨﺎ‬،‫ ﺗﺴﺎﻋﺪﱐ ﰲ ﻣﺮاﺟﻌﺔ دروﺳﻲ وإﻋﺪاد واﺟﻴﺎت اﳌﺪرﺳﺔ‬،‫ﻓﺎﻃﻤﺔ زﻣﻴﻠﱵ ﰲ اﻟﺼﻒ اﻟﺜﺎﱐ اﻹﻋﺪادي‬
.ٌ‫ﻷ�ﺎ ُﻣﺆﱠدﺑﺔ‬

B8.2.1.2.3. Show proficiency in the use of previously leant phrases and simple sentences Presenting skills
in an interactive conversation about school learning activities. Critical thinking and
Personal development
Exemplar:

1- Use previously learnt phrases and simple sentences to describe learning

activities. ‫ﺗﻜﺘ ﻳﺐَﻦ ﰲ ُﻛّﺮاﺳﺘُ ِﻚ‬ ‫أﻗﺮأﻛﺘﺎب اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬
‫ﻳﺮﺳﻢ اﻟﺘﻠﻤﻴﺬ ﺗﻔﺎﺣﺎ ﻋﻠﻲ اﻟﻮرﻗﺔ ﻧﺴﺘﻤﻊ إﱃ اﻟﺪرس‬

2- Use learnt phrases to describe teaching activities

‫ﻛﺘﺐ اﳌﻌﻠﻢ ﻋﻠﻲ اﻟﺴﺒﻮرة‬ ‫اﻹﻣﺘﺤﺎن اﻟﺸﻔﻮي ﺳﻬﻞ‬ ‫ﺷﺮح اﳌﻌﻠﻢ اﻟﺪر َس‬

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B8.2.1.2.4. Incorporate modeled structures to produce tensentences about a favorite Presenting skills
class activity and home. Critical thinking and
Problem solving.
Exemplar:

1- Fill in the following gaps to talk about class activities using different vocabulary
and simple sentences.
‫ ﻛﻠﻤﺎ دﺧﻞ اﳌﻌﻠﻢ اﻟﻔﺼ َﻞ‬......................... ‫ أﻣﺴﺢ‬،.......... ‫أﺟﻠﺲ ﰲ اﻟﻔﺼﻞ ﻣﻊ‬.........

................. ‫ﺧﺮﺟﻨﺎ إﱃ‬.................... ‫وإذا ﺣﺎن وﻗﺖ‬

2- Use the following template to talk about activities at home, and add 10 more
activities over what have already been stated.

‫ وأﺳﺘﻌﺪ ﻟﻠﺬﻫﺎب إﱃ اﳌﺪرﺳﺔ ﺑﻌﺪ اﻹﻧﺘﻬﺎء ﻣﻦ اﻷﻋﻤﺎل اﳌﻨﺰﻟﻴﺔ‬- ‫ﺗﺘﻨﺎول أﺳﺮﰐ اﻟﻔﻄﻮر ﺑﺎﻛﺮا‬
..‫ أﻣﻲ ﺗﺴﺘﻴﻘﻆ ﻣﺒﻜﺮا ﻹﻋﺪاج اﻟَﻔﻄﻮر‬- ‫أﺧﻲ ﻣﺴﺆول ﻋﻦ ﺳﻘﻲ اﳊﺪﻳﻘﺔﻛﻞ ﻳﻮم‬

B8.2.1.3 Show oral B8.2.1.3.1. Show competence in using of 50 words vocabulary for narration about a Presenting skills and
proficiency in the usage selected school game. Critical thinking
of modeled text to talk
about outdoor activities

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like sports, game and Exemplar:
entertainment.
‫اﻟﻪدف‬،‫ ﻓﺮﻳﻖ اﳌﺪرﺳﺔ‬،‫ﺣ َﻜﻢ اﳌﺒﺎراة ﻣﺴﺎﻋﺪ اﳊﻜﻢ ﻛﺄس اﳌﺴﺎﺑﻘﺔ‬ ،‫اﻟﻼﻋﺐ‬، ‫ﻣﺒﺎراةﻛﺮة ا ﻗلﺪم‬

‫ أرﺿﻴﺔ اﳌﻠﻌﺐ‬،‫ اﱂداﻓﻊ ﻣﺪرﺑﺎﻟﻔﺮﻳﻖﻣﻬﺎﺟﻢ اﻟﻔﺮﻳﻖ‬، ‫ﻻﻋﺐ اﻟﻜﺮة ﻗﺎﺋﺪ اﻟﻔﺮﻳﻖ‬

B8.2.1.3.2. Demonstrate competence in using vocabulary of 50 words to speak about a Presenting skills
school excursion or group tour. Critical thinking and
Problem solving
Exemplar:

Give a narration about a group trip using the following words.

.‫ ﻣﺴﺎﻓﺔ ﻃﻮﻳﻠﺔ‬،‫ﻧﺰﻫﺔزﻳﺎرةﻃﻌﺎم وﺷﺮاب اﻟﻄﻌﺎم رﻛﺒﻨﺎ اﻟﺴﻴﺎرة ﺳﺎﺋﻖ اﻟﺴﻴﺎرة‬،‫ﺣﺪﻳﻘﺔ اﳊﻴﻮاﻧﺎت‬

B8.2.1.3.3. Show proficiency in the use of previously learnt phrases and simple Presenting skills
sentences in an interactive conversation about a family trip to a town or village.
Critical thinking
Exemplar:
Personal development
and Cultural identity

Discuss with proficiency using simple phrases about a family trip.

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.‫ ﺗﺬﻛﺮة اﻟﺴﻔﺮ‬،‫ ﳏﻄﺔ اﳊﺎﻓﻼت‬،‫اﳊﺎﻓﻠﺔ‬،‫ ﺗﺬﻛﺮة اﻟﻘﻄﺎر‬،‫ اﻟﺮﺻﻴﻒ‬،‫ اﻟﻘﻄﺎر‬، ‫اﶈﻄﺔ‬

B8.2.1.3.4.Demonstrate creativity by using modeled structures to produce ten sentences Presenting skills

about school entertainment. Critical thinking and

Exemplar: Knowledge,
Talk about school competition using the following vocabulary and phrases: understanding, skills and
strategies

،‫ ﺍﻟﻔﺎﺋﺰﻭﻥ‬..‫ ﺍﻟﻔﺮﻳﻖ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺜﺎﻟﺚ‬،‫ﺍﻟﺠﺮﻱ ﺍﻟﺼﻔﻮﻑ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﻤﻴﺪﺍﻥ‬ ‫ﻣﺴﺎﺑﻘﺔ ﺍﻟﻤﺪﺭﺳﺔ‬
.‫ﺍﻟﺠﺎﺋﺰﺓ‬

B8.2.1.4. Demonstrate B8.2.1.4.1 Demonstrate ability to engage in personal conversation about likes and Presenting skills
ability to express ideas, dislikes in relation to food.
emotions and personal Reflection and evaluation
experiences using Exemplar: and
frequently used
formulaic. Personal development

1- Talk about about foods you like and dislike as the following:
.‫ ﻟﻜﲏ ﻻ أﺣﺐ اﻟﻔﻮل واﻟﺒﺎﻣﻴﺔ واﻟﺒﺼﻞ‬،‫أﺣﺐ اﻷرز واﻟﺴﻼﻃﺔ ﻣﻊ اﻟﺴﻤﻚ‬

2- Talk about sport and games you like and dislike 72

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‫أﺣﺐﻛﺮة اﻟﻘﺪم وﻛﺮة اﻟﺴﻠﺔ و اﻟﺴﺒﺎﺣﺔ ﻟﻜﲏ ﻻ أﺣﺐ اﳌﻼﻛﻤﺔ و اﳌﺼﺎرﻋﺔ‬

3- Talk about the hobbies you like and dislike
‫أﺣﺐ اﻟﻘﺮاءة و اﳌﻨﺎﻇﺮة ﻟﻜﻦ ﻻ أﺣﺐ ﻣﺸﺎﻫﺪة اﻷﻓﻼم واﳌﻮﺳﻴﻖ‬

B8.2.1.4.2. Show proficiency in initiating, maintain and close conversations of familiar Presenting skills
topics by using cultural symbols and practices.
Critical thinking and
Cultural identity

Exemplar:

Use the following formulaic expressions to engage in a conversation:

‫اﻟﺴﻼم ﻋﻠﻴﻜﻢ و رﲪﺔ ﷲ‬
‫أﻧﺎ ﺳﻌﻴﺪ ﺑﻠﻘﺎﺋﻚ‬
‫ﻓﺮﺻﺔ ﺳﻌﻴﺪة‬
‫أراك ﻗﺮﻳﺒﺎ‬

‫ ﻣﻊ اﻟﺴﻼﻣﺔ‬, ‫اﱄ اﻟﻠﻘﺎء‬

B8.2.1.43. Show competence in using memorized vocabulary to describe feelings and Presenting skills
emotion about personal achievements or failures.

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Exemplar: Critical thinking,

Personal development and
Reflection and evaluation

1. Use the following template to express emotions about achievements and failures
.‫ ﻣﺒﺎرك ﻟﻜﻢ اﻟﻔﻮز ﺑﺎﻟﻜﺄس‬،‫ أﻧﺎ ﻣﺴﺮور ﺑﻨﺠﺎﺣﻲ ﰲ اﻹﻣﺘﺤﺎن‬،‫ أﻧﺎ ﺣﺰﻳﻦ ﻋﻠﻲ ﻣﻮت أﺑﻴﻚ‬،‫أﻧﺎ آﺳﻒ ﻋﻠﻲ رﺳﻮﺑﻚ‬

B8.2.1.4.4 Demonstrate proficiency to communicate ideas and emotions spontaneously, Presenting skills

using related learned vocabulary. Critical thinking and

Personal development

Exemplar:

Use words to describe spontaneous emotions

.‫ﻛﻢ ﲤﻨﻴ ُﺖ أن أﻛﻮن ﻣﻦ اﻟﺬاﻫﺒﲔ إﱃ أﻛﺮا‬،‫ ﻳﺎ ﳊﻈﻲ! إﻧﲏ ﻣﻦ اﻟﻔﺎﺋﺰﻳﻦ‬،‫ﻳﺎ ﻟﻴﺘﲏﻛﻨﺖ ﻣﻌﻬﻢ ﰲ اﻟﺴﻔﺮ‬

B8.2.1.5 Demonstrate B8.2.1.5.1. Show the ability to share very basic information about others; their Presenting skills
ability to express ideas, personalities, characters and talents.
emotions and Personal development and
Global citizenship

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experiences of others. Exemplar:

Use the following format to talk about personalities, characters and talents of others

...... ‫ وﻫﻮ ﳏﱰف و ﻣﻮﻫﻮب وﻣﻊ ذﻟﻚ ﻓﻬﻮ ﻣﺘﻮاﺿﻊ – وﻫﻮ ﻣﻦ أﺳﺮةﻛﺮﳝﺔ و ﻧﺒﻴﻠﺔ‬- ‫ﻋﻠﻲ وﻟﺪ أﻣﱭ ووﺳﻴﻢ و ﳏﺒﻮب‬

B8.2.1.5.2. Prove proficiency by conveying other people’s ideas and show agreement or Presenting skills
disagreement of those ideas.
Critical thinking,
Exemplar:
Personal development and
Reflection and evaluation

Show proficiency in agreement or disagreement with other ideas

.‫ ﻟﻜﲏ ﻻ أواﻓﻘﻪ ﰲ ﺿﺮب اﳌﺘﺄﺧﺮﻳﻦ ﻣﻨﻬﻢ‬- ،‫أﻧﺎ ﻣﻮاﻓﻖ ﻣﻌﻪ ﰲ ﺣﻀﻮر اﻟﻄﺎﻟﺐ إﱃ اﳌﺪرﺳﺔ ﺑﺎﻛﺮا‬

STRAND: B8.2 Speaking
SUB-STRAND: B8.2.2 Oracy and Aesthetics

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Content Standard Indicators and Exemplars Subject Specific
Practices and Core
B8.2.2.1. Demonstrate B8.2.2.1.1. Show oral communicative skills through recitation of poems.
proficiency in oral Exemplar: Competences
expression through
poetry recitals on Presenting skills
Sanitation.
Critical thinking

Recite by heart the following poem: ‫َﻋﻠِّ ُﻤﻮَﻫﺎ إََذا أََرْدُْﰎ ﻋُﻼََﻫﺎ‬
‫َﻫ ِّﺬﺑُﻮا ُﺧْﻠَﻘَﻬﺎ َوَرﻗﱡﻮا ﻧـَُﻬﺎ َﻫﺎ‬
‫ﻓَﺒِﻐَِْﲑ اﻟﺘﱠـ ْﻌﻠِﻴ ِﻢ ﻟَ ْﻦ ﺗَـْﺮﻓَـُﻌﻮَﻫﺎ‬ ‫ِﻫ َﻲ ﺑِﻨْ ٌﺖ ﻟَ ُﻜ ْﻢ َوأُ ْﺧ ٌﺖ َوأُمﱞ‬
‫َواْرﻓَـُﻌﻮا َﺷﺄْﻧـََﻬﺎ َوﻻَ ﺗـُ ْﻬ ِﻤﻠُﻮَﻫﺎ‬
‫َﳛْﺘَ ِﺬﻳَﻬﺎ ِﰲ ُﻛِّﻞ أَْﻣٍﺮ ﺑـَﻨُﻮَﻫﺎ‬

B8.2.2.1.2. Demonstrate the strength of recall through recitation of Arabic proverbs. Presenting skills and
Exemplar: Critical thinking

Quote by heart the following proverbs: 76

© NaCCA, Ministry of Education 2020

‫اﻟﻘﻨﺎﻋﺔﻛﻨﺰ ﻻ ﻳﻔﲎ اﻟﻌﻘﻞ اﻟﺴﻠﻴﻢ ﰲ اﳉﺴﻢ اﻟﺴﻠﻴﻢ ﺧﲑ اﻷﻣﻮر أوﺳﻄﻬﺎ اﳊﺎﺟﺔ أّم اﻻﺧﱰاع اﳉﻬﻞ ﺷﺮ اﻷﺻﺤﺎب‬

STRAND: B8.2 Speaking
SUB-STRAND: B8.2.3 Grammar

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B8.2.3.1 Speaking Good B8.2.3.1 .1. Exhibit oral skills in pronouncing written nouns and their adjectives, Presenting skills and
Arabic: Grammar Unit: different types of colors applying the relevant grammar rules. Critical thinking
Qualifying words:
adjectives (sizes, Exemplars:
heights, shapes, colors).
Rearrange by matching the words (Adjectives) in column B, to correspond with those in
column A.

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‫اﻟﺼﻔﺔ‬ ‫اﻻﺳﻢ‬
‫اﳋﻀﺮاء‬ ‫اﻟﺘﻔﺎﺣﺔ‬
‫اﻟﺒﻴﻀﺎء‬ ‫اﻟﺸﺠﺮة‬
‫اﻟﺰرﻗﺎء‬ ‫اﻟﻮرﻗﺔ‬
‫اﻟﺼﻔﺮاء‬ ‫اﻟﻮردة‬
‫اﻷﲪﺮ‬ ‫اﳉﺰر‬

B8.2.3.1.2. Demonstrate understanding of grammatical rules through speech or orally. Presenting skills and

Exemplars: Critical thinking

1. Add (suffixes) to masculine nouns in column A, so as to turn them into dual and
plural as in B and C respectively.

C BA

‫اﻻﺳﻢ ﻣﺜﲎ ﲨﻊ‬

‫ﻣﻌﻠّﻢ ﻣﻌﻠﻤﺎن م
ﻟّﻤﻮن‬

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‫ﻣﻬﻨﺪﺳﻮن‬ ‫ﻣﻬﻨﺪﺳﺎن‬ ‫ﻣﻬﻨﺪس‬
‫ﻣﻀﻴﻔﻮن‬ ‫ﻣﻀﻴﻔﺎن‬ ‫ﻣﻀﻴﻒ‬
‫ﻣﺴﻠﻤﻮن‬ ‫ﻣﺴﻠﻤﺎن‬ ‫ﻣﺴﻠﻢ‬
‫ﻣﺪّرﺳﻮن‬ ‫ﻣﺪرﺳﺎن‬ ‫ﻣﺪّرس‬
‫ﻃﻴّﺎرون‬ ‫ﻃﻴﺎران‬
‫ﻛﺎﺗﺒﻮن‬ ‫ﻛﺎﺗﺒﺎن‬ ‫ﻃﻴّﺎر‬
‫ﻛﺎﺗﺐ‬

‫‪2. Add (suffixes) to feminine nouns in column A, so as to turn them into dual and‬‬
‫‪plural as in B and C respectively.‬‬

‫‪C BA‬‬

‫اﻻﺳﻢ ﻣﺜﲎ ﲨﻊ‬

‫ﻣﻌﻠّﻤﺎت‬ ‫ﻣﻌﻠﻤﺘﺎن‬ ‫ﻣﻌﻠّﻤﺔ‬

‫ﻣﻬﻨﺪﺳﺎت‬ ‫ﻣﻬﻨﺪسﺗﺎن‬ ‫ﻣﻬﻨﺪسة‬

‫ﻣﻀﻴﻔﺎت‬ ‫ﻣﻀﻴ ﺗﺎﻒن‬ ‫ﻣﻀﻴ ةﻒ‬

‫ﻣﺴﻠﻤﺎت‬ ‫ﻣﺴﻠﻢﺗﺎن‬ ‫ﻣﺴﻠﻢة‬

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‫ﻣﺪّرﺳﺎت‬ ‫ﻣﺪر ﺗسﺎن‬ ‫ﻣﺪّرسة‬
‫ﻃﻴّﺎرات‬ ‫ﻃﻴﺎرﺗﺎن‬ ‫ﻃﻴّﺎرة‬
‫ﻛﺎﺗﺒﺎت‬ ‫ﻛﺎﺗﺒﺎﺗﺎن‬ ‫ﻛﺎﺗﺒﺔ‬

B8.2.3.1.3. Identify the adjectives represented in a written text in terms of gender, Presenting skills and
number and grammatical function. Critical thinking

Exemplars:

State the following features of an adjective from any text read in class.

- Position in a Nominal Phrase
- Gender
- Number
- Function

STRAND: B8.3 Reading
SUB-STRAND: B8.3.1 Phonological awareness / Oral Reading Fluency

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Content Standard Indicators and Exemplars Subject Specific
Practices and Core
B8.3.1 1. Demonstrate
knowledge of Reading Competences
rules of a fully-
vowelized accessible B8.3.1.1.1. Identify the difference between two sounds that phonologically seem similar Critical thinking and
text of nonfiction but phonetically different. Reflection and Evaluation
materials.
Exemplars:

3. Read the following words with similar sound permutations.

‫ﻣﻘﺎﺑﻠﺔ ﺻﻮﺗﻴﺔ‬

‫ﻫﺎم‬/‫ ﺣﺎم‬: ‫ﻫ‬/‫ ح‬- ‫ﺧﺎل‬/‫ ﺣﺎل‬: ‫خ‬/‫ح‬

.‫ﺻﻮب‬/‫ ﺛﻮب‬: ‫ص‬/‫ ث‬- ‫ﺻﻮت‬/‫ ﺳﻮط‬: ‫ص‬/‫س‬

‫ﻇﻬﺮ‬/‫ ذﻋﺮ‬: ‫ظ‬/‫ ذ‬- ‫زﻳﺮ‬/‫ ذﻳﻞ‬: ‫ز‬/‫ذ‬

‫ﻋﻠﻢ‬/‫ ﺣﻠﻢ‬: ‫ع‬/‫ ح‬- ‫ﻋﻠﻢ‬/‫ أﱂ‬: ‫ع‬/‫أ‬

‫ﺿﺮب‬/‫ درب‬: ‫ض‬/‫ د‬- ‫ﻗﻠﺐ‬/‫ ﻛﻠﺐ‬: ‫ق‬/‫ك‬

B8.3.1.1.2 Demonstrate reading skill of words with long vowels and the prolonged Presenting skills and
doubled consonant in shadda words. Critical thinking

Exemplars:

1. Read the words with long vowels and then those with diphthong.
‫أﻛﻞ اﻟﺮﺟﻞ اﻟﺜﻮم ﺑﻌﺪ ﺻﻮم اﻟﻴﻮم‬- ‫اﺷﱰﻳﺖ اﻟﻘﻤﻴﺺ اﻟﺜﻤﲔ ﻣﻦ رﺟﻞ ﲰﲔ‬

2. Demonstrate the right articulation of the prolonged doubled consonant in shadda

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words.

‫اﻟﻨ ّﺠﺎر اﳋﻴّﺎط اﻟﺒّﻘﺎل اﻟﺴﺒّﺎك اﻟﺼﺒّﺎغ‬

B8. 3.1.1.3Demonstrate understanding of the phonemic changes of the simple verb Critical thinking and
patterns. Reflection and evaluation

Exemplars:

1. Identify the additional letter to the trilateral Arabic root) (‫ ﻓَﻌﻞ‬and the sound

effect:

. ‫ أﺣﻀﺮ‬- ‫ أﺧﱪ‬- ‫ أﺳﻠﻢ‬- ‫ أﺷﺮف‬/ (‫)أَﻓْـَﻌ َﻞ‬

‫ ﺧّﺮج‬- ‫ ﻛﻠّﻢ‬- ‫ ﲨّﻊ‬/ (‫)ﻓَـﱠﻌ َﻞ‬

. ‫ ﻛﺎﺗﺐ‬- ‫ راﺳﻞ‬- ‫ ﺟﺎﻫﺪ‬/ (‫)ﻓَﺎْ َﻋ َﻞ‬

B8. 3.1.1.4Demonstrate understanding of the semi-complex verb forms (‫ﺍﻷﻭﺯﺍﻥ‬, al- Critical thinking and
awzaan) and their sound patterns. Reflection and evaluation

Exemplars:

1. Idenetify the additional letters and the changes to the trilateral Arabic root (‫)ﻓﻌﻞ‬

and the sound effect:

‫ اﺳﺘﻤ ﱠﺪ‬- ‫ اﺳﱰﺧﻰ‬- ‫ اﺳﺘﻘﺎم‬- ‫ اﻧﻄﻠﻖ‬/ (‫)اﺳﺘﻔﻌﻞ‬

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STRAND: B8.3 Reading
SUB-STRAND: B8.3.2 Reading Comprehension

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B8.3.2.1.1.Demonstrate skill in reading written words about sanitation and health.

Exemplar:

B8.3.2.1 Demonstrate Point out words, phrases and sentences associated with sanitation and those that are Presenting skills and
knowledge of Reading associated with health. Critical thinking
Comprehension
strategies and sets of ‫ دورة اﳌﻴﺎء – ﻣﻨﺸﻔﺔ‬- ‫ ﻣﻜﻨﺴﺔ ––ﳑﺴﺤﺔ ﻣﻄﺎﻃﻴﺔ – ﺻﺎﺑﻮن – ﻣﺎء –ﻣﺴﺎﺣﺔ‬- ‫ ﻓﺮﺷﺎة‬- Critical thinking and
steps that helps to make ‫ ﻏﺴﻞ اﻟﻴﺪﻳﻦ ﺑﺎﻟﺼﺎﺑﻮن ﻗﺒﻞ اﻷﻛﻞ وﺑﻌﺪﻩ ﻳﺴﺎﻋﺪ ﻋﻠﻰ اﻟﺘﺨﻠّﺺ ﻣﻦ اﳉﺮاﺛﻴﻢ‬- Reflection and evaluation
sense of text.
‫ ارﺗﺪاء اﳌﻼﺑﺲ اﻟﻨﻈﻴﻔﺔ – اﻻﺑﺘﻌﺎد‬- ‫ ﻧﻈﺎﻓﺔ اﻟﻔﻢ واﻷﺳﻨﺎن‬- ‫ ﺗﻘﻠﻴﻢ اﻷﻇﺎﻓﺮ‬- ‫ اﻻﺳﺘﺤﻤﺎم ﻫﻮ ﻧﻈﺎﻓﺔ اﳉﺴﻢ‬- ‫ – ﺑﻴﺌﺔ ﻧﻈﻴﻔﺔ‬-
‫ﻋﻦ اﻷوﺳﺎخ اﻟﻀﺎرة‬

B8.3.2.1 .2 Demonstrate competence of generating main idea questions and summary in

order to combine information from different segments of the text.

Exemplar: Knowledge,
understanding, skills and
Show reading competence in reading text and summarize the content of the text into strategies
your own words to connect the central ideas.

َ‫ َﺟﺎء‬،َ‫ وﺑﻌﺪ اﳊﺎدﺛﺔ‬،‫ َوِﻋْﻨ َﺪ إِ َﺷﺎَرِة اﻟْ ُﻤُﺮوِر َﱂْ ﻳـَﺘَ َﻤ ﱠﻜ َﻦ ِﻣ َﻦ اﻟﻮﻗﻮف َوا ْﺻﻄََﺪَﻣﺖ ﺑِ َﺴﻴﱠﺎَرﺗﻪ ﺑﺴﻴﺎرة أﺧﺮى‬،‫َرﻛِ َﺐ ُﻋ َﻤُﺮ َﺳﻴﱠﺎَرﺗَﻪُ ﻟِﻴَ ْﺬ َﻫ َﺐ إَِﱃ َﻣ َﻜﺎ ِن َﻋ َﻤﻠِِﻪ‬

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.‫ ُﰒﱠ َو َﺻﻠَ ْﺖ َﺳﻴﱠﺎَرةُ اْ ِﻹ ْﺳَﻌﺎ ِف َوأَ َﺧ َﺬ ِت اﻟْ ُﻤ َﺼﺎﺑِ َﲔ إَِﱃ اﻟْ ُﻤ ْﺴﺘَ ْﺸَﻔﻰ‬.‫َرُﺟ ُﻞ اﻟْ ُﻤُﺮوِر ﻟِﻠﺘﱠ ْﺤِﻘﻴِﻖ ِﰲ ا ْﳊَﺎِد ِث‬

B8.3.2.1.3. Show what appropriate comprehension strategies to use, and why, when and Critical thinking and

how to apply them. Reflection and evaluation

Exemplars: Knowledge,

understanding, skills and
‫ أﳘﻴﺔ اﻟﺮﻳﺎﺿﺔ‬- ‫ ﻓﻮاﺋﺪ اﻟﻘﺮاءة – اﻟﻐﺶ ﰲ اﻻﻣﺘﺤﺎﻧﺎت‬strategies

1. Draw on prior knowledge or recognizable clues like illustrations that are
embedded in the text to make inferences of the purpose of the text.

2. Make your contribution in a group discussion of a chosen topic, and explain how
it contributes to the general understanding of a text.

B8.3.2.1.4.Show the appropriate strategies of gathering information from a text on types Critical thinking and

of transport and their uses. Reflection and evaluation

Exemplar: Knowledge,

‫ اﳊﻤﺎر‬- ‫ اﳉﻤﻞ‬-‫ اﻟﺴﻴﺎرة – دراﺟﺔ ﻧﺎرﻳﺔ – اﻟﻘﻄﺎر – اﻟﻄﺎﺋﺮة – اﳊﺼﺎن‬: ‫أﻧﻮاع اﳌﻮاﺻﻼت‬ understanding, skills and
strategies

Provide the following elements from a text you are now reading:

- Literal meanings of words used in the text Critical thinking and
- New vocabulary
- Retell / summary Knowledge,
B8.3.2.1.5. Identify the common text structures of an expository text as an organizing understanding, skills and

principle to facilitate understanding.

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Exemplar strategies

Use the following principles to reorganize the reading passage on Environmental
Pollution.

‫أﺿﺮار اﻟﻨﻔﺎﻳﺎت – ﺳﻴﺎرات اﻟﻨﻈﺎﻓﺔ – وﻗﺎﻳﺔ ﻣﻦ اﻷﻣﺮاض – ﺳﻮء اﻟﺘﻨﻔﺲ‬:‫ﺗﻠّﻮث اﻟﺒﻴﻌﺔ‬
Cause and effect

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

STRAND: B8.3 Reading
SUB-STRAND: B8.3.3 Grammar

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
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85

Competences

B8.3.3.1 Reading Good B8.3.3.1 .1. Exhibit ability to match nouns to their adjectives of colors.
Arabic: Grammar Unit:
Qualifying words: Exemplars: Critical thinking and
adjectives (sizes,
heights, shapes, colors). Rearrange the words (Adjectives) in column B, to match those in column A to complete Knowledge,
Noun/Adjective agreement in number and gender. understanding, skills and
strategies

‫اﻟﺼﻔﺔ‬ ‫اﻻﺳﻢ‬
‫اﳋﻀﺮاء‬ ‫اﻟﺘﻔﺎﺣﺔ‬
‫اﻟﺒﻴﻀﺎء‬ ‫اﻟﺸﺠﺮة‬
‫اﻟﺴﻮداء‬ ‫اﻟﻮرﻗﺔ‬
‫اﻟﺼﻔﺮاء‬ ‫اﻟﻮرد‬
‫اﻷﲪﺮ‬ ‫اﳉََﺰَر‬

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B8.3.3.1.2. Demonstrate understanding of grammatical rules by reading out a selected Critical thinking and
text with fluency, pronouncing the liaisons between words and their qualifying
adjectives. Knowledge,
understanding, skills and
Exemplars: strategies

3. Add (suffixes) to masculine nouns in column A, so as to turn them into dual and
plural as in B and C respectively.
C BA

‫اﻻﺳﻢ ﻣﺜﲎ ﲨﻊ‬

‫ﻣﻌﻠّﻢ ﻣﻌﻠﻤﺎن ﻣﻌﻠّﻤﻮن‬

‫ﻣﻬﻨﺪﺳﻮن‬ ‫ﻣﻬﻨﺪﺳﺎن‬ ‫ﻣﻬﻨﺪس‬

‫ﺳﺎﺋﻘﻮن‬ ‫ﺳﺎﺋﻘﺎن‬ ‫ﺷﺎﺋ ٌﻖ‬
‫ﻣﻀﻴﻔﻮن‬ ‫ﻣﻀﻴﻔﺎن‬ ‫ﻣﻀﻴﻒ‬

‫ﻣﱪﻣﺞ ﻣﱪﳎﺎن ﻣﱪﳎﻮن‬

‫ﻣﺪّرﺳﻮن‬ ‫ﻣﺪرﺳﺎن‬ ‫ﻣﺪّرس‬
‫ﻃﻴّﺎرون‬ ‫ﻃﻴﺎران‬ ‫ﻃﻴّﺎر‬

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‫ﳒﺎٌر ﳒﺎران ﳒﺎرون‬

‫‪4. Add (suffixes) to feminine nouns in column A, so as to turn them into dual and‬‬
‫‪plural as in B and C respectively.‬‬

‫‪C‬‬ ‫‪B‬‬ ‫‪A‬‬
‫ﲨﻊ‬ ‫ﻣﺜﲎ‬ ‫اﻻﺳﻢ‬

‫ﻣﻌﻠّﻤﺎت‬ ‫ﻣﻌﻠﻤﺘﺎن‬ ‫ﻣﻌﻠّﻤﺔ‬
‫ﻣﻬﻨﺪﺳﺎت‬ ‫ﻣﻬﻨﺪﺳﺘﺎن‬ ‫ﻣﻬﻨﺪﺳﺔ‬

‫ﳑﺮﺿﺎت‬ ‫ﳑﺮﺿﺘﺎن‬ ‫ﳑﺮﺿﺔ‬
‫ﻣﻀﻴﻔﺎت‬ ‫ﻣﻀﻴﻔﺘﺎن‬ ‫ﻣﻀﻴﻔﺔ‬
‫ﻃﺎﻟﺒﺎت‬ ‫ﻃﺎﻟﺒﺘﺎن‬ ‫ﻃﺎﻟﺒﺔ‬
‫ﻣﺪّرﺳﺎت‬ ‫ﻣﺪرﺳﺎن‬ ‫ﻣﺪّرﺳﺔ‬
‫ﻃﺒﻴﺒﺎت‬ ‫ﻃﺒﻴﺒﺘﺎن‬ ‫ﻃﺒﻴﺒﺔ‬
‫ﻣﺸﺮﻓﺎت‬ ‫ﻣﺸﺮﻓﺘﺎن‬ ‫ﻣﺸﺮﻓﺔ‬

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STRAND: B8.3 Reading
SUB-STRAND: B8.3.4 Critical Reading

Content Standard Indicators and Exemplars Subject Specific
Practices and Core

Competences

B8.3.4.1 Demonstrate B8.3.4.1.1. Show ability to make good judgement of a text by gathering information Critical thinking and
skills in evaluating text from different segments of the text. Reflection and evaluation
through critical reading.
ٌ‫اﻟ ﱡﺼ ُﺤ ُﻒ اﻟْﻴَـْﻮِﻣﻴَﺔ‬ Knowledge,
understanding, skills and

Exemplar: strategies

َ‫ﺒَﻨْﺎـَُﻘوِتﻻُﻞ‬.‫ﻟﻟِِﻴﱠَﺮَِﺔوَﻏﺗَـ‬،‫ﺎْﻌَِﻃِﺮوﻳﺗَُﻬﺎِْﺼﻒََﻋﺪاﻠَﻟُْرَﻤﻰَِﻮااْﰲ ِﻃﻷَُﳐِْﻦْﺘﺧَﺒﻠَِﺑِﺎﻨَـِرِْﻬﻒﻓَاَِﻟﻀْﻬﺒُـِﺔﻠَْﻲﺑَِﺪﺗاـُﻼََﻘِنِدِّﺪﻩِﻓَـُمﺘَِأَْﻟﰲْﺤَﻮِااﻤﻟْﻧًﺎُﻞَﻤﻴَِاْﻣﺎِدَﻷﻦَﻳﻧْـاﺒَِْﻦﺎﻷَءاَﻟَدﺜﱠـِﻣَﻘِْﺎبﻦﻓِﻴﱠَُودِﺔﺗَُوَﺪَِولاِّْرِاﻹﻟُْسﻗَْﻌﺘِﺎأَََِْﻋﺼﱂﺎَﻤﻟِِدﺎَﻳﺮﱠﺑَِْﺔلِﻂاَْوااﻷُﻟْﻻَدَﻤﺑَْﺎﺟَﻮاﺘِِءَِﻃﻤَﺎوِﺗﻦَـِﻋْﻴﱠﻬﺑِﺘَِﺔﺎْﱡﻢﻷََواِﻟﲟْﺣُﺘﱠﺘَﺎَﺪْﻜﺑاـَﻨَُﻌﻮِِﺔﻟُثﻮااِﻟْﺟْﳊَﻴَﻌََﺎﺎﺮَﻟﻛَاِﺔِﻟﻤْﻴﱠاَﻤِﻟﺔْﻌِّﺮﻳﻠَُِﺎﻮﰲِﻣِﺿﻴﱠُﻛﻴﱠِﺔِِﺔّﻞَواََﻣْﲢﻻِﻘَﺗﻜِﻴﺎًﻘٍَﺎﺼنﺎ‬،‫ااﺗَـﻟﻟْﻘﺘَﱡﱡﺼﺼ ِﺼُُﺤﺤُﺮ اُُﻟﻒﻒ اأَﻟﱡْﺼﻴَـْﺧُْﺒَﺤﻮﺎِﻣًﻴَراُﺔٌﻒ ََِﳏَﻛﻠِّﺜِﰲﻴَﺔًﲑَﻧَةٌﻟَِﺸﺘَـ‬
.‫ﺑـَْﻌ ِﺾ اﻟ ﱠﺸﺒَﺎ ِب‬

State for which of the following reasons was the text written, and identify how they
were presented in the text:

- To inform the reader about some topic they feel is important. Critical thinking and
- To raise an awareness or educate.
- To challenge an idea or debunk an argument.

B8.3.4.1.2. Demonstrate ability to elicit information from the text in order to extract

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‫‪lessons or conclusions.‬‬ ‫‪Reflection and evaluation‬‬

‫اﻟﻐﺬاء اﻟﺼﺤ ّﻲ‬ ‫‪Knowledge,‬‬
‫‪Exemplars:‬‬ ‫‪understanding, skills and‬‬
‫‪strategies‬‬

‫َذﻟِ َﻚ اﻟﻄﱠَﻌﺎَم ِﻣ ْﻦ ﻗِﻴ َﻤٍﺔ ِﻏ َﺬاﺋِﻴﱠٍﺔ‬ ‫َﻋﻠَْﻴِﻪ‬ ‫ﻳﺗَُ ُﻜَﺼﺎﻮُنُباﻟْﺑَِﻔﺄَﺎْﻣﺋَِﺮَاﺪةُ ٍﺑِض َﻜﻧَﺜﺘِْـﻴَﺮةَِﺠَﻣﺔُﺎ ﻳُـَﺳﺘَـﻮﻨَءُﺎَاوﻟَﻟﺘﱠﻪـُ ْﻐاِْﺬِﻹﻳَﻧِْﺔ َﺴﻓﺎﻬُﻨنﺎِﻣكْﻦﻣﻃﻦََﻌﻳـَﺎﺘٍَـمﻨَ‪،‬ﺎَوﺑﻟَُ ْﻮﻞَنِﲟَﺎَﻛ ِّﻤَﻴْﳛﱠﺘﺎَِﻮٍتي‬ ‫إِﻟََﺿﻴُْﺮِﻪواِر ْﱞﳉيِ ﻟِْﺴ َِﻢﻺﻧْ‪َ .‬ﻓﺴﺎﻬﻨِنﺎ‪،‬كَوَﻣ ْﻦﻻَ‬ ‫اﺗُـﻟْﻨْﻐِِﻔَﺬُاﻖءَُواَﻣﻟﺎ ِّﺼَﳛِْﺘَﺤﺎﱡﻲُج‬
‫ﻣﻦ اﻟﻐﺪاء‪ ،‬إِﻻﱠ أَﻧـﱠَﻬﺎ ﺗَ ُﻜﻮَن ِﰲ‬ ‫ﻗﻠﻴﻠﺔ‬
‫َْﳎ ُﻤﻮِﻋَﻬﺎ ِﻏ َﺬاءً َﻛﺎِﻣﻼً‪َ ،‬وﻷَ ْﺟِﻞ َذﻟِ َﻚ َﺳﻠِ ُﻤﻮا ِﻣ َﻦ اْﻷَْﻣَﺮا ِض اﻟﱠِﱵ ﻳُ َﺴﺒِّﺒُـَﻬﺎ ُﺳﻮءُ اﻟﺘﱠـﻐْ ِﺬﻳَِﺔ أَْو َﲤَﺘﱠـﻌُﻮا ﺑِ ِﺼ ﱠﺤٍﺔ َﺟﻴِّ َﺪٍة‪.‬‬

‫‪Identify the steps and arrangement of the events leading to the conclusion made in the‬‬
‫‪text. Tell if the events that feed into the conclusion are:‬‬

‫‪1. Chronological‬‬ ‫‪Critical thinking and‬‬
‫‪2. Logical‬‬ ‫‪Reflection and evaluation‬‬
‫‪3. Realistic‬‬
‫‪4. Relevant‬‬ ‫‪Knowledge,‬‬
‫‪B8.3.4.1.3. Demonstrate analytical skill in identifying patterns in a given text.‬‬ ‫‪understanding, skills and‬‬
‫‪strategies‬‬
‫اﳊﺪاﺋﻖ اﻟﻌﺎﻣﺔ‬

‫‪Exemplar:‬‬

‫َﻋﻠَﻰ ِزﻳَﺎَرِة ا ْﳊََﺪاﺋِِﻖ اﻟَْﻌﺎﱠﻣِﺔ ِﰲ أَﻳﱠﺎِم‬ ‫اﺗََْواِْﻹْﺴﻷََﻌَﺟﺎْﺻﻰَزاِﺪاﻗَِﺎْتﳊُءُُﻜَوﻳـَِﻮﺘََﰲﻣﺎَﺤأَْﱠﺪوُﻗتﺛَُﺎﻮإَََِنتﱃ َاوﻧَﻳﻟََْﻔْﺸَْﻀﺮاِﺮِغَﺤا ﻟُِْﻜﳊََﺬﻮَﻟِﺪاَنﺋَِ‪.‬ﻚِﻖََﻳاﲤْـﻟْﺘََﻠَِﻌﺒـﺎُْﺊﱠﻘﻣَِﺔاﻰ ْاِﳊَﻟﺰﰲَﺪﱡاواﺋﱠِﻟْارُﻖُﻤُ ْﰲﺑﺪِِﺎ ِﻟناﱡﳊﺰْاﱠواَﻟْﺪِرُِﻜﻳ‪ْ،‬ﺒﻘـََﺔﺮﻓَِﺎ ﻟْىﺑـَﻌ‪َ.‬ﺎﻌﺋَِْوﺾِِﻫﻼ َاَﻟﻲُْتﻮَﻗِْﺖَﻣﰲِ َﰒﻜُﻛُﺎﱠِ ّﻞٌنﻳـََﻟﻣِﺮﻠْﱠَﺟﻜﺮاِﺎﻌَُﺣٍﻮننِﺔ‪ ،َ،‬إَِواَْﱃَْﳛ ﻷَُﺮﺑـﻃُْﻴَﻔُُصﺎﻮﻬَُِلﻛﺗِﺜِ ْﻳﻢـَﲑٌﻠْ ََﻌوِﺒﻣُﻓْﻮٌَﺪﻦَنأاَﻟْﻣﻨﱠَﻋﺎﻠََﻀِْﻰسﻮا‬
‫اﻟُْﻌ ْﺸ ِﺐ َواﻟْﺒَ ْﺴ َﻤﺔُ َﻋﻠَﻰ َو ُﺟﻮِﻫِﻬ ْﻢ‪،‬‬

‫أَْوﻗَﺎﺗًﺎ َﺳﻌِﻴ َﺪةً‪.‬‬

‫‪Identify the words used in the text that are meant to achieve the following:‬‬

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‫اﳊﺪاﺋﻖ – اﻟﺰوار – اﻟﻌﺎﺋﻼت – اﻟﺴﻴﺎح ‪ -‬اﻟﺮاﺣﺔ ‪ -‬اﻟﻨﺰﻫﺔ‬

‫‪- Persuasion (appeals to emotion, reason, authority, etc.).‬‬
‫‪- Exposition (e.g. definition, explanation, description, narration, elaboration,‬‬

‫)‪argumentation, evaluation‬‬

‫‪B8.3.4.1.4. Exhibit interpretive skills by explaining patterns in agiven a text.‬‬ ‫‪Critical thinking and‬‬
‫‪Reflection and evaluation‬‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﻌﻠﻢ‬
‫‪Knowledge,‬‬
‫‪Exemplar:‬‬ ‫‪understanding, skills and‬‬
‫‪strategies‬‬
‫ااَﻟْوُْرﻌِﺣُﻛْﻠﺘَـﻮَُﺮﻢَﻣُﻳـبَﻨِْـﺖاَﻔﻟاُْﻊﻄﱠﺎﻷُاْﺋَِﻣَِﺮﻹةُِﻢﻧْ اَوَاﻟﺴﻟْﺎﱠﺮاِﻘﻗُِنﻴَﻄَﺔُﺎَﻛﺜِِارﻟْﲑًاﻌَِواْﻠ‪،‬ﱠُﻢﲣََو‪َ،‬ﺬُﻫََاوْﻮ َِﺷﻹﻧَْﺧﱠﺠْﻴـَﺴَُﻌﺮﺎ ُنَْوﺖاِﺳﻟْأَﻴﺑْـﻌِﻠَﻨَْﻠﺔﺎٌَﻢءُﻟِﺘََﻫﺎَﺳﻄَﺒِﱡﻴﻮَﻋِرﻠَِﻩﻼًﻰَﻟِوﻠﺘﱠَـﺣﻃََﻌﻠَﱡﺒَِﺮﻀِﻪﺎَِ‪،‬رفﺗِِﻪَو‪َ،‬ﻋَﻣﻠَﻨَﻓَـﻰََﻘﺤ ْﺪَﻛِﺜِﺖ َِﲑاﺟﻟَْﻌُِﻣﻤَﺘﻞَـَﻦَﻔاﻟّْاِﻮﻟﻗﻌِِﻠْﻈﱠَُﻢﲔَﻮا ِﻫََﺷﺣِﺮﻴََﻬﺎاﺎةُﻟَدااْﻄﱠﺒِِﻴﻹٌتﻧْﻌِﻴﱠﺗَـَﺴِﺔْﺎﻘاِﻟِنﺪﱠﻳِِﺮﱵﻳﱠَﺳﺔٌَْﻬﳚْﻠََوَأﺔﻬَﻠُْﻋََﻬوﺎﻄََﻣ‪،‬ﱠﻜْﺖﻨََواﻪُاﻟْْﺳِﻣﻌُﺘَـﻠََِﻔﻦَﺎﻤﺎاَدءُْﺳِﻣﺘَِْﺟﻦْﺨَﻮاَﺪَﺋﻫِاَﺰِِمﺬﻩِاِﻟْﳊَاﺜِﻟَّْﻜِﻬَﻤْﻬْْﻌﻢَﺮﺑَِﺮﻓﺎََﻋِﺔِءﻠَ َﻛَﻰواﺜِْﳍَُﻣﲑًﺎاَﺗﻮِ‪.‬اِﳍََِﺻﻒَﺬﻠَاِﺔ‬
‫اﻟْﺒَ ْﺤ ِﺚ‪.‬‬

‫‪Group the sentences according to ideas they express:‬‬

‫?‪- Which of the sentences explicitly mention the ideas, and why‬‬
‫?‪- Which of the sentences implicitly refer to the idea, and why‬‬

‫‪B8.3.4.2. Identify‬‬ ‫‪B8.3.4.2.1. Demonstrate recognition of Arab cultural practices in reading passages.‬‬ ‫‪Critical thinking and‬‬
‫‪cultural and historical‬‬ ‫‪Reflection and evaluation‬‬
‫‪elements in reading text.‬‬ ‫ﺗُﻌﺘﱪ ﺣﺴ ُﻦ اﻟﻀﻴﺎﻓﺔ ﻣﻦ أﻫﻢ اﻟﻌﺎدات اﻟﻌﺮﺑﻴﺔ واﻟﱵ ﻳﻌﻮد أﺻﻠﻬﺎ ﻟﻠﺒﺪو اﻟﺬﻳﻦ اﺷﺘﻬﺮوا ﺑﺎﻟﱰﺣﺎل اﻟﺪاﺋﻢ‪ ،‬اﻟﺬي أﺛﱠﺮ ﻋﻠﻰ وﺟﻮب ﺿﻴﺎﻓﺔ اﻟﺒﺪو‬
‫ﻟﺒﻌﻀﻬﻢ وذﻟﻚ ﻟﻠﺒﻘﺎء ﻋﻠﻰ ﻗﻴﺪ اﳊﻴﺎة ﰲ اﻟﺒﻴﺌﺔ اﻟﺼﺤﺮاوﻳﺔ‪ ،‬ﻛﻤﺎ ﺗﻌﺘﱪ اﳊﻨﺎء أﻳﻀﺎ إﺣﺪى ﻋﺎدات وﺗﻘﺎﻟﻴﺪ اﻟﻌﺮب اﳌﻮروﺛﺔ وﻗﺪ وﺗﺴﺘﺨﺪﻣﻬﺎ‬ ‫‪And Global citizenship‬‬
‫اﻟﻨﺴﺎء ﻟﺘﻌﺰﻳﺰ اﳋﺼﻮﺑﺔ ‪،‬ﻛﻤﺎ اﺳﺘﺨﺪﻣﻬﺎ اﻟﻘﺪﻣﺎء ﰲ اﻟﻄﺐ ‪ ،‬وﻛﺎﻧﺖ اﳊﻨﺎء وﻻ زاﻟﺖ ﺗُﺴﺘﺨﺪم ﰲ ﺣﻔﻼت اﻟﺰﻓﺎف اﳌﺨﺘﻠﻔﺔ ﺣﻴ ُﺚ ﻳﺘﻢ اﺳﺘﺨﺪام‬

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.‫ﻋﺠﻴﻨﺔ اﳊﻨﺎء ﰲ اﻟﺮﺳﻢ ﻋﻠﻰ أﻳﺪي وأرﺟﻞ اﻟﻌﺮوس ﺑﺘﺼﺎﻣﻴﻢ ﻣﻌﻘﺪة وﺟﺬاﺑﺔ وذﻟﻚ ﻗﺒﻞ أن ﺗُﺰف ﻟﻌﺮﻳﺴﻬﺎ‬

Identify beliefs, customs, and everyday life associated with Arabs.
‫اﳊﻴﺎة اﻟﺪﻳﻨﻴﺔ واﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﺴﻴﺎﺳﻴﺔ‬

- Manifestation of their religious practices Critical thinking and
- Social life – Family and relationship Reflection and evaluation
- Public life and modernity
B8.3.4.2.2. Recognize the diversity of cultural practices within the Ghanaian society. And Global citizenship

.‫ أوﻳﺮا‬،‫ أﻛﻮﺳﻲ داي‬،‫ ﻳﺎم‬،‫ ﻫﻮﻣﻮو‬،‫ ﻋﻴﺪ داﻣﺒﺎ‬:‫أﻋﻴﺎد وﺗﻘﺎﻟﻴﺪ ﻏﺎﻧﺎ‬

Give 100 vocabulary associated with Ghanaians culture or values such as:

- Importance of family
- Respect for the elderly
- Honor for traditional rulers
- Hospitality: food sharing and accommodation

Give 100 vocabulary associated with Ghanaians special occasions, such as:

- Outdooring 92
- Weddings
- Traditional festivals: Odwira, Homowo, Danba.
- Religious celebrations Eid and Christmas.

© NaCCA, Ministry of Education 2020

B8.3.4.2. 3. Recognize the similarities between Arab and Ghanaian cultures. Reflection and evaluation

‫ أوﺟﻪ اﻟﺘﺸﺎﺑﻪ ﺑﲔ اﻟﻌﺎدات اﻟﻐﺎﻧﻴﺔ واﻟﻌﺮﺑﻴﺔ وﺗﻘﺎﻟﻴﺪﳘﺎ‬And Global citizenship
and Cultural identity

Exemplars:

Compare beliefs, customs, and everyday life associated with Arabs such with Ghanaians
values such as:

‫ اﻟﻀﻴﺎﻓﺔ‬-‫أﳘﻴﺔ اﻷﺳﺮة – اﺣﱰام اﻟﻜﺒﺎر – ﺗﻘﺪﻳﺮ اﻟﻘﺎدة اﶈﻠﻴﲔ‬

- Importance of family
- Respect for the elderly
- Honor for traditional rulers
- Hospitality: food sharing and accommodation

STRAND: B8.4 Writing

SUB-STRAND: B8.4.1Writing and Calligraphy (Al-Khatt)

Content Standard Indicators and Exemplars Subject Specific
93
© NaCCA, Ministry of Education 2020

B8.4.1.1 Demonstrate B8.4.1.1.1.Identify various types of Arabic Fonts found on different written texts. Practices and Core
writing skills in Competences
identifying various
Arabic fonts. Critical thinking and
Reflection and evaluation

1. State the most significant types of Arabic writings, like the Alnaskh, Ruq’a
and Kufi Fonts.

2. Compare and copy the following letters in their different font forms
(Naskhat and Ruq’a).

3. Copy the following in different font forms (Nus-khat, Ruq-a, Farisi). 94

© NaCCA, Ministry of Education 2020

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‫ﻋﻠﻳﻪ ﺗﻭﻛﻠﺕ ﻭﺇﻟﻳﻪ ﺃﻧﻳﺏ‬
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‫‪© NaCCA, Ministry of Education 2020‬‬ ‫‪95‬‬

B8.4.1.1.2. Demonstrate knowledge and understanding of the difference between Critical thinking and
handwritten and printed text, both letter and number, and ways of dealing with each. Reflection and evaluation

1. Show which of the following texts are handwritten and which texts are printed

‫ﻣﺮض ﺿﺮب ﻣﻀﺮب ﻣﺮﻳﺾ‬ 96

2. Copy the following sentences and compare the printed texts to the one you have
written with your hand.

‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
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© NaCCA, Ministry of Education 2020

‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫‪Presenting skills,‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫‪Knowledge,‬‬
‫‪understanding, skills and‬‬
‫‪B8.4.1.1.3. Show competence in writing the diacritics in their various forms in a‬‬ ‫‪strategies.‬‬
‫‪handwriting script.‬‬

‫‪1. Emulate the following text accurately.‬‬

‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫‪97‬‬
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‫‪2. Write your full name in two different fonts.‬‬

‫‪© NaCCA, Ministry of Education 2020‬‬

B8.4.1.1.4. Demonstrate knowledge and skills in copying words previously read in class Presenting skills,
with appropriate combinations and joints including numerals. Knowledge,
understanding, skills and
strategies.

1. Copy the following words and add more to them.
،‫ ﻣﻤﺮﺽ‬،‫ ﻣهﻨﺪﺳﺔ‬،‫ ﻃﺒﻱﺒﺔ‬،‫ ُﻣﺴﺕﺸﻔﻰ‬،‫ ﻣﺪ ِّﺭﺱ‬،‫ُﻣﺪ ِّﺭﺳﺔ‬
‫ ُﻣﺬ� ٌﻊ‬،‫ ﺑ ّﻨﺎ ٌﺀ‬،‫ ﺻ ّﺒﺎ ٌﻍ‬،‫ ﺳﻴﺎ��ﻱ‬،‫ َ�ﺡﻔﻲ‬،‫ �ﺎ ِﺗﺒﺔ‬،‫ﻃﻴﺎﺭ‬

2. Demonstrate proficiency in copying the following numbers in different styles.

٢٣ ٢٢ ٢١ ٢٠ ١٩ ١٨ ١٧ ١٦ ١٥ ١٤ ١٣ ١٢ ١١

٢٤

STRAND: B8.4 Writing
SUB-STRAND: B8.4.2 Composition

Content Standard Indicators and Exemplars Subject Specific
Practices and Core
© NaCCA, Ministry of Education 2020
98