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ARABIC

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ARABIC

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									                                     ARABIC

INTRODUCTION

In terms of the broad outcomes of Arabic, it is imperative that all schools use AL
Arabiyyah lin Nash’een Book 1 (Parts 1 and 2) in Grades 8 and 9, and Book 2
(Parts 1 and 2) of the same series in Grades 10, 11 and 12, with the emphasis
being on the latter parts. This extensively used series adequately covers all four
linguistic skills – listening, speaking, reading and writing. The topics deal with
teenage interests and make the acquisition of the language easier for them.

The dialogues and conversation topics will serve the speech and
dialogue/conversation component of the curriculum. The prose passages will
comprehensively cover all aspects of the curriculum, namely dictation,
comprehension, close procedure exercises, composition and letter writing. The
exercises that follow each dialogue or prose passage embrace the various
functional uses of the language, and take care of grammar usage through
practical means.

Structure of Papers 1 and 2 for November 2004 and Supplementary 2005

                                  PAPER ONE

 QUESTION               ASPECT                     HG                   SG
                                                 (Mark)               (Mark)
One              Composition                       50                   40
Two              Letter                            25                   20
Three (HG)       SMS or E-mail                     10                    -
Three (SG)       Close Procedure                    -                   10
Four (HG)        Comprehension                     30                    -
Four (SG)        Dialogues                          -                   10
Five (HG)        Interpretation of data            25                    -
Five (SG)        Comprehension                      -                   20
TOTAL                                             140                  100

DETAILED DESCRIPTION OF PAPER ONE

Question 1              (HG & SG) There will be a choice of six composition
                        topics – narrative and descriptive, of which three must be
                        done. Learners can write either TWO shorter pieces or
                        ONE long piece.
Question 2              There will be a choice of THREE letters. Pupils write on
                        ONE topic only. HG learners should be familiar with
                        formal and informal letters.
Question 3 (HG only)    Learners have the choice between a short e-mail or an
                        SMS.
Question 3 (SG only)    The close procedure question will be extracted from the
Nashi’een series (1 or 2 passages), or they could involve
filling in documents like application forms for
employment, visa, a CV, etc.
Question 4 (HG)         Comprehension will be an unseen passage. Apart from
                        comprehension questions, there will be questions based
                        on synonyms, antonyms, choosing correct answers,
                        changing from masculine to feminine, etc.
Question 4 (SG)         Learners will be given pictures or simple questions to
                        create a short Arabic dialogue.
Question 5 (HG)         Learners will be presented with either a map, the
                        contents page of an Arabic magazine, or a simple
                        advertisement. They will be asked to elicit specific
                        information. They will answer MAINLY in English; a
                        question or two will ask for answers in Arabic. They
                        should be acquainted with, inter alia, telephone numbers,
                        postal addresses, names of important places,
                        subscriptions, etc.
Question 5 (SG)         Comprehension will be an unseen passage. Apart from
                        comprehension questions, there will be questions on
                        synonyms, antonyms, choosing correct answers,
                        changing from masculine to feminine, etc.

                                  PAPER TWO

                                ASPECT                    HG             SG
                                                        (Mark)         (Mark)
Section A            Translation and use of               90             80
                     Grammar
Section B            Literature                           90                 60
TOTAL                                                    180                140

DETAILED DESCRIPTION OF PAPER TWO

                                  SECTION A

                   TRANSLATION AND GRAMMAR USAGE

Translation from English to Arabic – 15 marks for both grades (5 ordinary
sentences)

Translation from Arabic to English – 15 marks for both grades

Functional use of grammar – 60 marks for HG / 50 marks for SG

A variety of questions will be asked:

      Rearranging words to form meaningful sentences and then translating the
       sentences into English
      Picking the odd word and stating a reason for the choice
      Choosing the correct word from within the brackets (use of case, mood,
       tense, gender, person, etc.) and giving a brief reason for the choice
   Supplying questions or answers to information given
   Changing the word in brackets to singular, dual or plural forms
   Changing the word in brackets to the present/past/future tenses
   Constructing sentences with specific words
                                  SECTION B

                                  LITERATURE

Learners will be tested on four aspects:

     Poetry
     Qur‟an
     Ahadith
     Prose

                                    POETRY

One poem will be given. The questions will be set and the answers from the
learners will be in English. Learners should be able to translate selected verses
of the poem, give the gist of the poem in their own words, convey the main ideas
of the poem, discuss a theme(s), identify the use of imagery and comment on it.
There will be no questions about the poets.

Both HG and SG should study the following poems:

1.    Ilaahi
2.    Muslimun
3.    Iradah al Hayah
4.    Bi Din Yasmu al Mar‟u

                                    QUR’AN

One Qur‟anic passage will be given. Questions will include translation,
interpretation and the relevance of the Qur‟anic message to their context. The
information contained in the footnotes of Yusuf Ali‟s commentary will suffice. Too
intensive study is not necessary. No questions will be posed on parsing. Yusuf
Ali‟s commentary could be used, and the English simplified even more (avoid
“thou”, rather use “you”). The main names of famous Arab musassirum (not their
full names) and their works should also be studied. Pupils are not required to
know the year or century in which a musassir lived or died.

Some of the famous musassirum are:

1.    as Suyuti (d. 1505) – Lubab an-Nugul fi Asbab al Nuzul
2.    Ibn Abbas (d. 687)
3.    Muhammad ibn Jarrir al-Tabari (d. 923) – Jami; al Bayan „an Ta‟wil al-
Qur‟an      (30 vol commentary).
4.    All-Zamakhshari (d. 1143) – Al Kashshaf an Haqa‟iq at Tanzil
5.    Al-Baydawi (d. 1286) – Anwar at-tanzir wa asrar at ta‟wil
6.     Fakhr al Din al razi (d. 1210)
7.     Jaslal al Din al mahalli (d. 1459) and Jalal al Suyuti (d. 1505) Tafsir
Jalalayn
The following passages must be studied by both grades:

1.        Bani Isra‟il or Al Isra Verses 23 – 44
2.        Yusuf Verses 1 – 20
3.        Al‟Ankabut Verses 1 – 9
4.        Al-Zalzalah Entire sura

                                        AHADITH

This section covers the shorter ahadith from al-Nabawi‟s Forty Ahadith.

The prescribed ahadith remain unchanged. They are:

1.        No 7 Sincerity
2.        11 Doubt
3.        12 Mind your own business
4.        13 Love for others
5.        16 Anger
6.        18 Fear
7.        20 Shame
     1.   27 Righteousness (Top hadith only)
     2.   30 Boundaries
     3.   31 Zuhd
     4.   Harm
     5.   34 Evil
     6.   40 Stranger (Study both)
     7.   41 Inclinations

Every exam paper has two ahadith, which are compulsory. Pupils will be asked
to translate these and to relate these to their lives. Pupils must be acquainted
with the terminology like sanad and matnh; the 3 broad types of hadith: sahih,
hasan, da‟if. They should also know the names of the six famous compilers (not
necessarily full names) and their books on hadith.

The main compilers were:

1.        Muhammad ibn Isma‟il al Bukhari (d. 870) - Sahih
2.        Abu-I Husayn Muslim ibn al Hajjaj (d. 875) - Sahih
3.        Abu Dawud (d. 875) - Sunan
4.        Al-Tirmidh (d. 892) - Jami
5.        Al-Nasa‟l (d. 915) - Sunan
6.        Ibn Majah (d. 886) - Sunan
7.        Malik ibn Anas – Muwatta‟
8.        Ibn Hambal - Musnad
                                     PROSE

One prose passage will be given. Questions about the passage will be in
English, and answers must be given in English, unless otherwise stated. The
prescribed passages (see below) remain unchanged and must be studied:

1.    Bk 3 – Nashi‟een p. 24 – Qada Waqt al Faragh
2.    Bk 2 – Nashi‟een p.65 – Salah al-Din
3.    Bk 3 – Nashi‟een p. 174 – Min Buyuti Allah
4.    Bk 4 – Nashi‟een p. 180 – Al Mar‟

All four passages must be studied and pupils should be able to explain key
ideas/arguments in their own words, in English. They should be able to give their
ideas or impressions on text/topic. Some general knowledge information about
the topics (which may not appear in the passage) should also be known.

CONCLUDING REMARKS

Should educators require further clarity on any of the aspects discussed, they
should not hesitate to contact us.

We hope that teachers make the study of Arabic vibrant and interesting, nurturing
in learners the desire to continue with the study of the language beyond the
school years, even though they may pursue careers unrelated to Arabic.

If the language acquisition experience involves rote learning and regurgitation
then we would stifle the learning of Arabic among this generation of learners.

Wa billahi al taufeeq

								
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