Grade 10: Arabic

In this unit, 'Literature and poetry', you learn to analyse a short text. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Literature and poetry' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: analyse a short text, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read the short text I wrote. أَنَا النَّخْلَةُ، جُذُورِي فِي التُّرَابِ وَرَأْسِي فِي السَّمَاءِ. تَهُزُّنِي الرِّيحُ فَلَا أَسْقُطُ، وَأُعْطِي التَّمْرَ لِمَنْ يَمُرُّ بِي. [I am the palm tree, my roots in the soil and my head in the sky. The wind shakes me but I do not fall, and I give dates to whoever passes by.]
2. Step 2, Identify the theme. The palm stands for a person who is steadfast and generous. Write: يَرْمُزُ النَّصُّ بِالنَّخْلَةِ إِلَى الْإِنْسَانِ الصَّبُورِ الْكَرِيمِ. [The text uses the palm to symbolise the patient, generous person.] Support it with a quotation.
3. Step 3, Name the devices. تَشْخِيصٌ [personification]: the palm speaks as أَنَا. طِبَاقٌ [antithesis]: التُّرَابِ and السَّمَاءِ, the low and the high. اسْتِعَارَةٌ [metaphor]: the palm as the human being. Each device adds to the meaning.
4. Step 4, Write an analysis paragraph. يُبْرِزُ الْكَاتِبُ ثَبَاتَ الْإِنْسَانِ مِنْ خِلَالِ عِبَارَةِ «جُذُورِي فِي التُّرَابِ وَرَأْسِي فِي السَّمَاءِ»، فَالطِّبَاقُ يُصَوِّرُ التَّوَاضُعَ مَعَ الطُّمُوحِ. [The writer highlights steadfastness through the phrase, roots in the soil and head in the sky; the contrast depicts humility with ambition.]
5. Step 5, Fix an error. A student only paraphrases: النَّخْلَةُ لَهَا جُذُورٌ وَتُعْطِي التَّمْرَ. Correction: analysis explains how and why: name the device, quote the words, and say what effect they create, such as showing generosity and strength.
6. Step 6, Your turn: analyse the line تَهُزُّنِي الرِّيحُ فَلَا أَسْقُطُ. Model answer: تَدُلُّ الْجُمْلَةُ عَلَى الْمُثَابَرَةِ؛ فَالرِّيحُ رَمْزٌ لِلصُّعُوبَاتِ، وَالنَّخْلَةُ لَا تَسْقُطُ كَالْإِنْسَانِ الصَّبُورِ. [The sentence shows perseverance; the wind symbolises difficulties, and the palm does not fall, like a patient person.]

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Analyse a short text: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Formal letters', you learn to write a formal letter. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Formal letters' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: write a formal letter, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, A formal letter has a date, the addressee, a formal greeting, a body, a closing and a signature. Address: حَضْرَةِ الْأُسْتَاذِ مُدِيرِ الْمَدْرَسَةِ الْمُحْتَرَمِ. [To the respected school principal.] Greeting: تَحِيَّةً طَيِّبَةً وَبَعْدُ، [With best greetings, and then,].
2. Step 2, Write the opening of the body. أَتَقَدَّمُ إِلَيْكُمْ بِطَلَبٍ لِإِقَامَةِ مَعْرِضٍ لِلْكِتَابِ فِي الْمَدْرَسَةِ يَوْمَ الْخَمِيسِ الْقَادِمِ. [I submit to you a request to hold a book fair at school next Thursday.] State the request in the first sentence.
3. Step 3, Give reasons and details. يَهْدِفُ الْمَعْرِضُ إِلَى تَشْجِيعِ الطُّلَّابِ عَلَى الْقِرَاءَةِ، وَسَيُشَارِكُ فِيهِ أَوْلِيَاءُ الْأُمُورِ. لِذَا أَرْجُو التَّكَرُّمَ بِالْمُوَافَقَةِ. [The fair aims to encourage students to read, and parents will take part. I therefore ask you kindly to approve.]
4. Step 4, Close and sign. وَتَفَضَّلُوا بِقَبُولِ فَائِقِ الِاحْتِرَامِ وَالتَّقْدِيرِ. [Please accept my highest respect and appreciation.] مُقَدِّمُ الطَّلَبِ: خَالِدٌ، الصَّفُّ الْعَاشِرُ. [Applicant: Khalid, grade ten.] Keep the language polite and the sentences short.
5. Step 5, Fix an error. A student starts the letter with مَرْحَبًا يَا مُدِيرُ [Hello, principal], uses slang, and forgets the date. Correction: open with the formal address, تَحِيَّةً طَيِّبَةً وَبَعْدُ، write standard Arabic, and put the date at the top.
6. Step 6, Your turn: write the body of a letter asking permission to organise a charity day. Model answer: أَتَقَدَّمُ إِلَيْكُمْ بِطَلَبٍ لِتَنْظِيمِ يَوْمٍ خَيْرِيٍّ لِجَمْعِ التَّبَرُّعَاتِ. أَرْجُو التَّكَرُّمَ بِالْمُوَافَقَةِ. وَتَفَضَّلُوا بِقَبُولِ الِاحْتِرَامِ. [I request permission to organise a charity day to collect donations. I kindly ask for approval. Please accept my respect.]

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Write a formal letter: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Listening and summary', you learn to summarise a spoken text. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Listening and summary' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: summarise a spoken text, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Listen to this announcement, which a partner reads once. تُعْلِنُ إِدَارَةُ الْمَدْرَسَةِ عَنْ إِقَامَةِ يَوْمٍ لِلنَّظَافَةِ يَوْمَ الْأَحَدِ الْقَادِمِ، وَسَيُشَارِكُ فِيهِ ثَلَاثُمِائَةِ طَالِبٍ. [The school administration announces a cleaning day next Sunday, with three hundred students taking part.]
2. Step 2, Hear the second half. سَيَبْدَأُ الْعَمَلُ فِي السَّاعَةِ التَّاسِعَةِ صَبَاحًا وَيَنْتَهِي عِنْدَ الظُّهْرِ. عَلَى كُلِّ طَالِبٍ إِحْضَارُ قُفَّازَاتٍ وَكِيسٍ. [Work will start at nine in the morning and finish at noon. Each student must bring gloves and a bag.]
3. Step 3, Take notes while listening. Write key words only: يَوْمُ نَظَافَةٍ، الْأَحَدُ، 300 طَالِبٍ، 9 صَبَاحًا – ظُهْرًا، قُفَّازَاتٌ وَكِيسٌ. [cleaning day, Sunday, 300 students, 9 am to noon, gloves and bag.] Notes use words and numbers, not full sentences.
4. Step 4, Write the summary from your notes. أَعْلَنَتِ الْمَدْرَسَةُ عَنْ يَوْمِ نَظَافَةٍ يَوْمَ الْأَحَدِ، يُشَارِكُ فِيهِ ثَلَاثُمِائَةِ طَالِبٍ مِنَ التَّاسِعَةِ حَتَّى الظُّهْرِ، وَعَلَى كُلِّ طَالِبٍ إِحْضَارُ قُفَّازَاتٍ وَكِيسٍ. [The school announced a cleaning day on Sunday with three hundred students from nine until noon; each must bring gloves and a bag.]
5. Step 5, Fix an error. A student tries to write every word and loses the numbers and times. Correction: note who, what, when, how many and what to bring; leave out repeated words and add linking words only when writing the summary.
6. Step 6, Your turn: summarise a different announcement about a trip next Friday at eight, with fifty students, bringing lunch. Model answer: سَتَنْظِمُ الْمَدْرَسَةُ رِحْلَةً يَوْمَ الْجُمُعَةِ الْقَادِمِ فِي السَّاعَةِ الثَّامِنَةِ، وَيُشَارِكُ فِيهَا خَمْسُونَ طَالِبًا، وَعَلَى كُلِّ طَالِبٍ إِحْضَارُ غَدَاءٍ. [The school will organise a trip next Friday at eight, with fifty students; each must bring lunch.]

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Summarise a spoken text: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Oral presentation', you learn to present on a topic. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Oral presentation' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: present on a topic, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Open with a hook and a thesis. هَلْ فَكَّرْتُمْ يَوْمًا كَمْ لِتْرًا مِنَ الْمَاءِ نُهْدِرُ كُلَّ يَوْمٍ؟ [Have you ever thought how many litres of water we waste each day?] مَوْضُوعِي الْيَوْمَ هُوَ أَهَمِّيَّةُ الْحِفَاظِ عَلَى الْمَاءِ. [My topic today is the importance of saving water.]
2. Step 2, Present the structure aloud. سَأَتَحَدَّثُ عَنْ ثَلَاثَةِ أُمُورٍ: أَوَّلًا أَسْبَابُ الْهَدْرِ، ثَانِيًا آثَارُهُ، وَثَالِثًا الْحُلُولُ. [I will talk about three things: first the causes of waste, second its effects, and third solutions.] Signposting helps listeners follow.
3. Step 3, Develop each point with an example. أَوَّلًا، يُهْدِرُ بَعْضُنَا الْمَاءَ حِينَ يَتْرُكُ الصُّنْبُورَ مَفْتُوحًا. [First, some of us waste water by leaving the tap open.] ثَانِيًا، يُؤَدِّي ذَلِكَ إِلَى نَقْصِ الْمَاءِ لِلْأَجْيَالِ الْقَادِمَةِ. [Second, this leads to a shortage for coming generations.]
4. Step 4, Give solutions and close. ثَالِثًا، يُمْكِنُنَا جَمْعُ مِيَاهِ الْأَمْطَارِ وَإِصْلَاحُ التَّسْرِيبِ. وَفِي الْخِتَامِ أَدْعُوكُمْ لِلْبَدْءِ الْيَوْمَ. شُكْرًا لِحُسْنِ اسْتِمَاعِكُمْ. [Third, we can collect rainwater and fix leaks. In conclusion I call on you to begin today. Thank you for your attention.]
5. Step 5, Fix an error. A speaker reads from the slides without looking up and gives no example. Correction: use only key words on the slides, speak to the audience, pause after each point, and add one example. Respond to questions with سُؤَالٌ وَجِيهٌ [a good question] before answering.
6. Step 6, Your turn: write a thirty-second introduction and thesis on screen time. Model answer: هَلْ تَعْرِفُونَ كَمْ سَاعَةً نَقْضِيهَا أَمَامَ الشَّاشَةِ؟ مَوْضُوعِي الْيَوْمَ أَثَرُ الْإِفْرَاطِ فِي اسْتِعْمَالِ الشَّاشَاتِ عَلَى صِحَّتِنَا. [Do you know how many hours we spend in front of the screen? My topic today is the effect of excessive screen use on our health.]

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Present on a topic: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

On the slide: L1 Basic · First sounds and greetings

Notes: Say hello, give your name and name three everyday objects in Arabic. Notes: teach مرحبا (marhaba, hello) and كتاب (kitab, book) aloud before any writing; learners greet a partner and point to a book, a pen and a door while saying each word.

On the slide: L2 Awareness · Letters and the right-to-left page

Notes: Recognise that Arabic is written right to left and copy the shapes of the first eight letters. Notes: show that letters change form at the start, middle and end of a word; learners trace the letter for b, then find it in three printed words.

On the slide: L3 Foundation · Simple sentences and a first reading

Notes: Read and write short present-tense sentences about yourself, family and daily life with short vowels marked. Notes: use هذا كتاب (hadha kitab, this is a book) as the model; learners build five new sentences, swapping the noun each time, and read them aloud.

On the slide: L4 Practitioner · Everyday conversation and roots

Notes: Hold a two-minute conversation on school, food and travel and use the three-letter root idea to guess new words. Notes: show k-t-b giving kitab (book) and katib (writer); learners find the root in four given words, then order a meal in a role-play.

This course: Grade 10 Arabic is at this level. Its units include Literature and poetry; Formal letters; Listening and summary; Oral presentation.

On the slide: L5 Specialist · Formal Arabic and dialect awareness

Notes: Compare Modern Standard Arabic with one spoken dialect and write a formal letter of about 150 words. Notes: take one phrase, such as how to say 'how are you', in both registers; learners list three differences and choose the right register for a news item and a chat.

On the slide: L6 Advanced · Literary analysis and linguistics

Notes: Analyse a classical or modern text for grammar, rhetoric and register, and write a reasoned essay in Arabic. Notes: choose a short poem of eight lines; learners mark case endings, name one image used, and explain in a 400-word essay how the form supports the meaning.

On the slide: L7 Super expert · Translation, research and teaching

Notes: Design and defend a translation or research project that handles dialect variation, with a documented method. Notes: pick a 500-word article and translate it for two audiences; justify every choice about register, note untranslatable terms, and have a native reader check the result.