The Teacher Guide 

The Teacher Guide presents lesson objectives and provides suggested ways to teach the material in each lesson. It breaks down each lesson into parts and identifies the specific concepts the student is expected to learn. A concise introduction informs the instructor of the main principles of Arabic language instruction, including objectives, methods, and activities. 

Dear users of the "Noor Al-Arabia" series for teaching Arabic to non-native speakers, peace be upon you. We are pleased to present the third guide in the "Noor Al-Arabia" series for teaching Arabic to non-Arabic speaking children. This methodological guide includes the following sections: 

Section 1: Introduction to the Level 3 Book 
This introductory section provides general information about the Level 3 book, including the book’s elements, lessons, and an approximate distribution of teaching hours. 

Section 2: General Introductions
These introductions aim to place learners, program supervisors, and parents in both the general and specific context of teaching foreign languages and Arabic as a foreign language outside its native countries. They highlight the importance of language teaching as a crucial cultural exchange process and a central part of building a new global identity. If understood by the teacher, they will realize the significance of teaching Arabic in empowering learners to enter a new linguistic and cultural world, potentially applying it throughout their lives, serving as a key to understanding, accepting, and respecting others. 

Section 3: Foundations of the Book's Construction
This section introduces the book's general linguistic, psychological, sociolinguistic, and educational principles. It outlines the methodology of presenting linguistic material from sounds and words to structures and sentences. It explains the principles of vocabulary selection, presentation methods, and repetition principles in the lessons. 

Section 4: Competencies and Objectives
The guide provides a general survey of the overall and partial competencies that the book aims to impart to learners. It defines the book's general and specific objectives based on educational linguistic principles and methodologies. 

Section 5: Book Contents and Teaching Guidelines
This section offers detailed and specific guidelines for two models that are sufficient to guide teachers in achieving the required competencies and objectives. The guidelines aim to make the learning experience enjoyable for children by providing rich sources of ideas for the teacher. 

Section 6: Practical Models for Teaching the Book's Content 
This section provides step-by-step examples and activities to help teachers implement the lessons effectively in the classroom. 

Section 7: Tests and Question Types
This guide offers various types of questions used to evaluate students and highlights the importance of designing effective tests. It provides guidelines on selecting appropriate question types to achieve learning objectives and offers comprehensive instructions for teachers on how to design tests and analyze their results effectively. 

Section 8: Daily Study Plan Models
In this section, we present examples of designing daily study plans. These plans focus on the lesson objectives, activating students' prior knowledge, and using a variety of methods and techniques. They effectively complement the roles of both the student and the teacher, emphasizing continuous cooperation and interaction to achieve maximum learning benefit. 

Section 9: Importance and Types of Language Activities 
This section presents a set of language activities ranging from educational games and group discussions to creative exercises and linguistic simulations. It explains how to effectively organize these activities to achieve lesson objectives, providing teachers with a rich source of ideas to make learning Arabic an enjoyable experience for children. 

We have aimed for this guide to deviate from traditional formats in its structure and content, aligning with applied linguistic visions and language teaching and education methodologies. We strive to place Arabic language education in its social, cultural, and global context as a tool for acquiring knowledge and communication with Arabic speakers. Our guidelines are detailed and specific, providing models sufficient to guide teachers in achieving the desired competencies and objectives.