Dear users of the "Noor Al-Arabia" series for teaching Arabic to non-native speakers,

Peace be upon you, We are pleased to present to you 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
General 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. These introductions 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 living with it forever, 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 we consider sufficient to guide teachers in achieving the required competencies and objectives. The guidelines are aimed at making 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

Section 7: Daily Study Plan Models
In this section, we present some models for designing daily study plans that focus on the lesson's objectives, activating students' prior knowledge, and using various methods and techniques. These plans effectively complement the role of both the student and the teacher by emphasizing continuous cooperation and interaction to achieve maximum benefit.

Section 8: Importance and Types of Language Activities
In this section, we present a set of language activities ranging from educational games and group discussions to creative exercises and linguistic simulations. We will mention how to effectively organize these activities to achieve lesson objectives, providing the teacher with a rich source of ideas to make learning Arabic an enjoyable experience for children.

Section 9: Language Activities: Importance and Types
In this section, we present a set of language activities ranging from educational games and group discussions to creative exercises and linguistic simulations. We will mention how to effectively organize these activities to achieve lesson objectives, providing the teacher with a rich source of ideas to make learning Arabic an enjoyable experience for children.

Section 10: 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.

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 have strived 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 two models that we consider sufficient to guide teachers in achieving the desired competencies and objectives.