The book contains 15 lessons that are closely related to the students’ daily lives. As in previous editions, the direct communication approach was used in order to make do—as much as possible—without the use of an intermediate language or the need for translation.

The texts of the lessons have been selected to ensure that content meets with students’ needs at different levels. The lessons encompass a variety of topics and cater to different learning needs. The texts of the lessons are original works. They include terms that are used on a daily basis, including frequently used verbs, nouns, and collocations. An audio version of the texts is available as online audio content so that students can practice reading at their convenience. A list of new words follows the text along with words that are related to the topic of the text.

Some words are repeated intentionally due to their importance. These words are audio recorded and translated into English on the online audio content. The lessons also use dialogues on the same topic so that students have more opportunities to practice reading and retain the largest possible number of terms to integrate more easily into Arab society. This will give students greater confidence while speaking Arabic and help rid them of their reluctance to use it outside the classroom.

Lessons include a section on comprehension, where questions are designed to gauge the student’s comprehension of the text and train them to formulate answers to grammatically sound sentences. Terms are presented in a variety of ways, including illustrations, synonyms, and antonyms so as to expand the students’ lexicon.

Exercises include fill-in-the-blank and arranging words to form meaningful sentences. Grammar and conjugation exercises are designed in a gradual approach that furnishes students with basic rules to aid in learning Arabic and speaking it with as few mistakes as possible. The importance of these basic rules has been stressed in the construction of simple and complex sentences that are indispensable to students of Arabic. As indicated in the introduction to Part I, this book steers away from the traditional approach of teaching the rules of grammar and conjugation because teaching is a means not an end in itself; in other words, teaching must be functional and focus on the student.

This book contains exercises to train students on conversational skills in Arabic. Exercises include conversations between students and the instructor and between the students themselves. They aim to help students practice the correct pronunciation of Arabic phonemes through the use of words and sentences that occur in the lessons. Every lesson contains a conversation exercise.

Students are also taught to write at least one paragraph. A writing exercise on the lesson's topic appears at the end of each lesson, when students will have enough terminology to write a paragraph or more in the exercise. Instructors must impress upon students the need to pay attention to the hamza and its different forms, as well as the different conjugation marks and punctuation. Instructors should also explain the concept of silent letters (written but not enunciated), such as long vowels that occur at the end of certain verb structures as well as sounds that are enunciated but not spelled out, such as the long vowel in certain words. It is also important to explain the order in which nouns and adjectives are arranged in Arabic. (كتبوا، لم/لن يكتبوا، اُكْتبوا) (هذا، هذه، هؤلاء، لكنّ)

The lessons have been supplemented with a general revision under the heading “Test your Knowledge,” followed by two appendixes containing the conjugation of verbs and the conjugation of the singular and plural forms. The purpose of these appendixes is to help students practice basic grammatical and conjugation skills that they should be familiar with upon completing this level.

The book contains four appendixes in total.

• Appendix 1 & 2 contain a glossary of words used in the texts and exercises of the lessons. The words are organized in the order in which they appear in the text (not in alphabetical order) so that it is easy to follow for students. The glossary has been translated into the major global languages: English, French, Spanish, Russian, and Chinese, as well as into Japanese and Korean. The translation was proofread by advanced Arabic language students who were native speakers of the languages they revised.
• Appendix 3 contains the conjugation of verbs in three tenses (past, present, and imperative) with separate pronouns. Most of the verbs were mentioned in the lessons while the rest were selected because they are related closely to daily activities. The purpose is to build up the students’ lexicon, give them the confidence to use the language, and encourage them to continue studying it (which is the primary purpose in my opinion).
• Appendix 4 is dedicated to singular and plural forms. It contains the singular and plural forms of nouns mentioned in the lessons. The reason I dedicated an appendix to plural forms is the absence of a rule that students can use to form irregular plurals, which are common and heavily used in Arabic. Foreign students—even at advanced stages—have difficulty forming irregular plural nouns.
• Appendix 5 covers the importance of the Arab world.
• Appendix 6 lists Arabic grammar vocabulary along with an English translation.

The online audio contains a clear recording of the texts of the main lessons, translation of new vocabulary words from each lesson, and wuestions and Answers to the “Test Your Knowledge” section.

This is the most comprehensive curriculum for teaching non-Arabic in Islamic schools in North America. Where The author who lived and taught in the West; add a great advantage toward this recommendation and aim to focus on similar letters, reading and comprehension, creative writing exercises, ordering, pronunciation, fill in the missing letter, matching, time, gender. Strongly recommend it for children who have had previous exposure to the Arabic language. It is used by a number of full-time Islamic schools throughout the U.S. and comes highly recommended.

• Preparing and carrying out programs and curricula for teaching Arabic Language and Culture.
• Evaluating programs designed for teaching Arabic to non-native speakers.
• Preparing and developing measurement and evaluation tools in the field of teaching Arabic as a second or foreign language.
• Enhancing cooperation with other institutions interested in promoting the Arabic language, by carrying out Arabic courses abroad.

Features:

• Teaches Arabic as a primary language
• Arabic only
• Uses vowelled letters (diactrical marks, or tashkeel)
• Textbooks focus: listening, writing, reading, and speaking
• Workbooks focus: exercises and games that support the textbook
• Evaluations follow every 5 lessons
• Exposes students to common terminology
• Illustrated dictionary plus vocabulary list
• Ideal for Western students; themes are heavily cultural, not necessarily Islamic.
• A comprehensive curriculum for teaching Arabic to non-native speakers in full-time Islamic and public schools

This disc contains a recording of the contents for the student textbook with dynamically attractive illustrated pictures, texts, and voice. This will help students to quickly learn and review their knowledge. The disc also contains recordings of selected educational songs.

System Requirements:

• Works only on Windows XP and Vista.

Objectives of the Book:

• To teach students the importance of fulfilling their responsibilities.
• To teach students the dua before sleeping.
• To teach students the manners of Friday prayers.
• To teach students the benefits of good deeds.
• To teach students to keep in touch with family.
• To teach students the benefits of Ramadan and Laylat al-Qadr (The Night of Revelation).

Grammatical Structures:

• Using exclamation (ta'ajjub).
• Distinguishing nouns, verbs, and prepositions.
• Identifying prepositional phrases.
• Using the dual and the plural.

Lessons:

• Adel is Performing His Duty
• Bedtime Story
• Bedtime Dua
• The Student’s Dua
• Friday
• Good Deeds
• My Uncle’s Address
• Allah’s Power
• Visiting My Uncle
• A Telephone Conversation
• Ramadan
• A Night of Goodness

This series seeks to teach children Arabic and enhance the linguistic skills of non-Arabic speakers. The objectives are:

1. To make the Arabic language appealing to students and enable them to understand spoken Arabic.
2. To assist students in reading Arabic correctly, speaking it properly, and understanding it.
3. To enrich students' linguistic resources so that they can form correct Arabic sentences.
4. To educate students about the Arabic language heritage and Islamic culture.
5. To allow students to broaden their horizons and learn other subjects delivered in Arabic.
6. To help students learn to recite the Holy Quran, understand its meanings, and perform Islamic rituals in Arabic.

This series is based on five fundamentals:

1. Psychology
2. Linguistics
3. Cultural Understanding
4. Education
5. Sociology

Students will learn the following linguistic skills in this order:

1. Listening
2. Speaking
3. Reading
4. Writing

Listening and speaking skills will:

1. Accustom students to Arabic sounds.
2. Give students an awareness of the changing meanings that can occur by changing the tone.
3. Allow students to mimic the teacher in speech.
4. Allow students to understand speech.
5. Give students the opportunity to listen to Arabic conversations.
6. Give students the opportunity to take part in regular conversation.

Reading skills are taught according to the Synthesis Method, which is as follows:

• The Total Method
• The Partial Method
• The Combination Method
• The Analysis Method
• The Vocal Method

Writing skills are based on direct dictation. The different dictation methods include:

• Imparted Dictation
• Visual Dictation
• Audible Dictation
• Experimental Dictation

Completion Time:
The books in this series are intended for use in schools. The time needed for each lesson is measured by the time of a standard class, which is 45 minutes. We call each class an instructional hour, meaning that the days specified to study the book may increase or decrease according to the hours specified in a day of studying.

Teaching Language:
Teachers should speak, explain, analyze, and discuss in formal fluent Arabic. They should not use an intermediary language at all.

In addition to the texts and fascinating stories, a multitude of interactive exercises helps students become a star in linguistics and a master in conjugation, grammar, spelling, and expression, both written and oral.

Interactive DVD, B2 Level
You read, learn the rules and you get better and better
This level is devoted to deepening the basics. The interactive DVD provides you with reading models respectful of punctuation and Arabic phonetics.