The description should be in relation to his religious tendencies reflected in his address as the main theme. Using discussion method, put the learners in groups to discuss the themes of the authors inauguration ceremony and establish its significance to the era at hand. Give them some guiding questions that can lead the discussion. The learners shall have to define Al-malmih albalghiyyah in the prose. And there must be an illustration for all the answers given. Competences to be assessed are: - description of - discussion of the theme of the inauguration speech.
Description of the characteristics of Caliph Umar bin Khattab Theme of his prose Purpose of his prose Al-malmih albalghiyyah in the prose. Using exemplification approach, ask the learners to describe the authors speech and illustrate their answers with examples drawn from the prose. The description should be in relation to his religious tendencies reflected in his address.
Using discussion method, put the learners in groups to discuss the themes of the authors inauguration ceremony. Assess the learners on: - identifying elements of the Islamic era. Descriptions of the characteristics of Caliph Ali bin Abi Talib Theme of his prose Purpose of his prose Al-malmih albalghiyyah in the prose. While describing the characteristics of the author, discuss in groups the reasons why the author was rebuking the people of Iraq.
The reasons the learners give will very well illustrate the characteristics of the author with examples in the passage. Explain using question and answer method the rebuking the people of Iraq and ask the learners to give its significance to the Islamic era. Assess the learners on: - the discussion of - the description of the authors characteristics.
General Objective By the end of this unit, the learner should be able to appreciate the beauty of Arabic language in Islamic era through Arabic poetry. Before describing the character of the poet, ask the learners to identify in the poem the expressions of boasting and praising using guided discovery approach.
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Ask them to identify who is boasting and what they are boasting of. Then ask the learners to describe the character of the poet and justify their answers with some extracts of the poem. Using the guided discussion approach, lead the learners to analyse the poem and outline in the process the themes of the poem. When the themes in question are clear, then they can discuss in groups these themes in line with the Islamic era.
Using comparative method, ask the learners to explain the rhetoric aspects in the poem. A copy of the poem Local expressions of boasting and praising Bilingual dictionary. Description of the characters of Abi Miajan al-thaqafiy Theme of his poem The purpose of his poem Almalmih albalghiyyah in the poem. Using the brainstorming approach, identify the characteristics of the poet in the poem through the discussion of At this level, identify the words that block the understanding of the passage.
Describe the characteristics of the poem according to its physical appearance, the figurative styles the poet has used, and the themes developed in it. Therefore, using step by step analyses of the poem, ask strategic questions on the poem to bring out the themes, styles and the structure of the poem. Thereafter, guide the learners to describe the characteristics of the poem as they illustrate their answers with the extracts of the poem. Using talk and chalk approach, identify the significance and Al-malmih al-balghiyyah in the poem.
Assess the learners on the: - description of the character of the poet. Using question and answer approach, guide the learners to identify the expressions of eulogy of Abu-Dhuaib Al-Hudhalys children. In groups, guide the learners to discuss the theme of the poem in relation to the Islamic era.
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Using the same approach, help the learners to discuss the significance of the poem. Ask the learners to use comparison approach to compare the poem to some of the prose in terms of content. Assess the learners on: - description of the character of the poet. Description of the characters of Hassn bin Habit Theme of his poem The purpose of his poem Al-malmih albalghiyyah in the poem.
Using observation approach, guide the learners to identify how Hassn ridicules Abu Sufiyan. With the help of a dictionary, give as homework to the learners to look for the meaning of the new words and expressions, idioms and proverbs in the poem. Using discussion approach, put the learners in groups of 4 or 5 to discuss the theme of the poem.
Ask the learners to base their arguments on facts in the poem. Using the same approach, guide the learners to identify the significances of the poem in relation to the Islamic era. Using observation approach, guide the learners to identify in the poem and relate it to the Islamic era.
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Ask the learners to: - justify that the poem talks of a ridiculous situation. Sub-Unit 7: Particularisation Specific Objectives The learner should be able to: define explains rules of: identify the particularised nouns:.
Expose the definition using talk and chalk approach With examples, explain the ways of applying the rules of Use guided discovery approach to help the learners to identify in sentences. Take note that sometimes this unit is referred to as Explain to learners that the noun that is is always Mansb. Using brainstorming method, expose the definition With examples, explain the rules of Using guided discovery approach, guide learners to discover conditions of. Using question and answer approach, expose the definition Using talk and chalk method, give the outline the rules of.
Take care of the thin line between and ;for the two are similar in many aspects, e. Emphasise to learners that is not applicable with. Guide the learners using guided discovery approach to pick the meaning of Use examples to explain the rules of Use comparison approach to describe the types of. Help learners to sort out the overlap between and Al-tamyz l explains the manner in which a particular event happens; and hence there are as many types of as there are types of events.
Help learners to identify cases of in any given sentence. General Objective By the end of this unit, the learner should be able to analyse and sort out facts, cause and effect, in such a way that they can bring out the major points in a document. Using brainstorming approach, guide the learners to constitute the definition of the word Al-talkhs Using the same approach, guide learners to define the nearby term, that is prcis. Remind them that what is required in this unit is summary, but not prcis. Using a step by step progress approach, with guiding questions, lead learners to analyse ideas in a text.
Using guided discovery approach in an environment conducive for learning, guide the learners to discover the aspects in a text after brainstorming on the aspects needed. Using talk and chalk approach, give the skills of writing summary of the required aspect in a text. Caution learners against literal translation. Guide learners to be conscious of the difference in cultured and world views. Using discussion approach, help the learners to analyse a text, answer questions like, "What is the main purpose of the text?
This will guide them to know the context of the text, so that it is concisely summarised and translated appropriately. Guide the learners to answer the question: "What is the most important information in the text and where does it occur? There are a huge range of questions you need to ask when they are approaching a text for study. Most of these questions relate to one of four areas: Mode, Discourse, Lexis, and Grammar. The list of questions that help the learners to analyse a text, for example about the grammar in the text:.
Is the mood declarative, interrogative or imperative?
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Verbs - is the tense past, present, or a compound tense? Are modal verbs used? What kinds of subordinate clauses are used, and what role do they play in the sentence? How do grammatical structures help to organise the text? Are sentence adverbials however, nevertheless used to express relationships between different parts of the text?
Copies of texts to be anlysed. Sub-Unit 3: Summary Application Specific Objectives Content The learner should be able to identify Required aspect of a text the required aspect in a text and summarise it. Using collaborative learning approach, the learners identify which aspect is developed in a text. Help the learners to understand that while summarising, three points should be emphasised: 1 summaries are shorter than original texts, 2 they contain the main ideas of a text, and 3 they are in reported speech. Guide learners to get the difference between a paraphrase, a summary and an interpretative critique Guide the learners to follow the following stapes as they are summarising: - identifying the key points of a text.
Areas to be assessed in this sub-unit include: - paraphrasing a text in your own words as the meaning of the text is kept intact. Sub-Unit Specification Tamyz Specific Objectives The learner should be able to: define explain types of correctly use in sentences. Using talk and chalk, give the definition of In groups, use the guided discussion to explain the types of Using question and answer approach, help learners to apply in sentences.
Expose learners to the role of as a qualifier of a sentence. There is a similarity between and. This similarity should be well explained to learners to avoid confusion. Explain to learners that changes according to the number of items counted. Sub-Unit Emphasis Al-tawkd Specific Objectives The learner should be able to: define explain rules of correctly use the expressions of.
Using exposition approach, give the meaning of Exposition of the rules of using question and answer approach.