I split this part of the book over several weeks, as I felt it was worth spending longer to help with learning all the new vocabulary.
Week 1:
I just introduced the plural form of the nouns mentioned on pages 16-17 as stand-alone words, not in sentences. I wrote the words on the whiteboard and gave the girls the corresponding flashcards to match up where they thought they went. The next day, I rearranged the board to move the words they knew to the top of the board and the words they were still unsure of to one side (so we had space to use the whiteboard for other things!).
(My husband pointed out I forgot the shaddah on the laam in "tullaab" - which I fixed after taking these photos!)
Then I introduced the word "haulaai" as the plural equivalent to "hadha". We read through the cards on the whiteboard practising the simple sentence "Hadha X" followed by "Haulaai Y", i.e. "Hadha mudarrisun, haulaai mudarrisoona."
Week 2:
We recapped the words learnt previously and introduced the plural forms of the adjectives mentioned on pages 16-17. Again, we used flashcards to match up with the words on the whiteboard and practiced saying sentences along the "hadha X, haulaai Y" pattern using the cards.
We read through p.15 together and mashaAllah were able to translate the meaning - referring to the whiteboard when unsure of a word's meaning to help.
We learnt that "hum" is the plural equivalent of "huwa", but left that information at that for now.
Week 3:
We put together all we had learnt so far by making some simple sentences using the flashcards as prompts.
1) After recapping how to say e.g. "This student is poor" as "Hadha taalibun faqeerun", we made up sentences in the plural form e.g. "These students are poor" as "Haulaai tullaabun fuqaraau". We did a couple of sentences in both singular and plural form to help solidify the differences.
2) I put together each adjective with a noun and would ask a question e.g. "Man haulaai tiwaalun?" for them to answer with the correct noun, e.g. "Haulaai fallahoona." They took turns to ask the question of each other, we reshuffled the cards and repeated a couple of times.
3) I turned the cards face down in two piles and the girls had to flip one card over from each pile. I would ask either "Man haulaai?" or "Man hum?" for them to answer in a complete sentence, e.g. "Haulaai awlaadun kibaarun" or "Hum muhandisoona jududun". If I asked "Man haulaai" then they would need to move the cards to the pile closer to them; if I asked "Man hum?" then they would put the noun in the pile further away - to help signify the difference between "hum"/they and "haulaai"/these. The adjective pile simply stayed face down with the top card moving to the bottom after each question.
Week 4:
We did the activity on pages 17-18 using the cards.
I laid out all the relevant cards underneath the book. I read the sentence out and the girls found the cards mentioned (translation practice) and placed them above the book as a reminder. Then they changed the sentence from singular to plural in turn.
We then focused on the verb conjugation for past tense plural male using the verb "dhahabu"
I shuffled all the "people" words in the chapter into one pile and the adjectives mentioned into another. Then I chose 6 locations mentioned in the chapter and spread them out on the floor.
I modelled an example then the girls took it in turns to be A and B. A chose a card at random from each pile for B to ask the matching question, e.g. "Ayna az-zumlaau al-kibaaru?". A would then put the cards next to a location card and answer, e.g. "Dhahabu ila Hind."
Finally, they chose three of the sentences they had made and I wrote them onto the whiteboard as they told me what they were. They finished by copying the sentences onto a piece of coloured A4 paper and drawing a picture of one of the sentences underneath.
Week 5:
Day 1:
We looked at the conjugation for past tense plural male using the verbs "to sit" and "to exit" and comparing to how we conjugated "to go", i.e. the verbs in this chapter.
We did the exercise at the top of page 19, verbally.
Then we extended this knowledge to the verb "to do" and asked and answered questions of each other such as "Madha fa'alu at-tibbaau?" "Kharaju min al-mustashfaa wa dhahabu ila al-masjidi wa jalasu ala al-karaasi".
The vocab for "restaurant" was new so we added this to the whiteboard as a reminder.
Day 2:
We did the exercise at the bottom of page 18 verbally, attaching nouns and pronouns to words to show possession.
Then we read through the sentences on pages 19-20, translating the meanings as we went along.
Finally, the girls did the exercise on page 20, first verbally by telling me what the plural forms were, then as handwriting practise in their books. I wrote the words for them to copy as the spelling from memory is difficult for them (even I need to check some of the words still!).
We also added the new vocab words "village" and "field" to the corner of the whiteboard as a visual reminder for the rest of the week.
(Just noticed I forgot the fatha on the qaaf in "the village"! And put a dhamma on "a village". Never mind. It's fixed on the actual board now 😂)
This brings us to the end of Lesson 3a, mashaAllah. Ready for half term and for me to look at planning how we'll tackle the next part of the chapter, inshaAllah!
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