Users of the "Noor Al-Arabiya Series for Teaching Arabic to Non-Native Speakers,

Peace be upon you. We are pleased to present the third guide of the "Noor Al-Arabiya" series for teaching Arabic to non-Arabic speaking children. This systematic guide is organized into the following sections:

Section One: Introduction to the Level Four Book
This introductory section provides general information about the Level Four book, including its components and lessons, and an approximate distribution of teaching hours.

Section Two: General Introductions
These general introductions are used in every guide of this series and are intended to provide context for educators, program supervisors, and parents regarding the overall and specific contexts of foreign language teaching and teaching 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 key part of building a new global identity. If teachers understand this, they will realize the significance of teaching Arabic in enabling learners to enter a new linguistic and cultural world, potentially for life, fostering understanding, acceptance, and respect for others.

Section Three: Foundations of the Book
This section details the linguistic, psychological, social, and educational foundations and principles on which the series is based. It describes the methodology of presenting the linguistic material, from sounds and words to structures and sentences, the principles of vocabulary selection and presentation, repetition methods in lessons, and other foundational principles.

Section Four: Competencies and Objectives
The guide provides an overview of the general and specific competencies the book aims to develop in learners, explaining its broad and specific goals based on linguistic, educational, and methodological foundations.

Section Five: Book Content and Teaching Guidelines
This section offers teaching strategies and methods deemed suitable for building competencies and achieving the book's objectives. It aims to enable learners to read, write, and partially understand Arabic in line with the level of input and linguistic proficiency presented. Various methods for delivering knowledge and practicing language with children are highlighted, encouraging teachers to innovate and be creative, especially if they are familiar with linguistic research and its educational applications.

Section Six: Practical Models for Teaching Book Content

Section Seven:

1. Linguistic and Behavioral Objectives of the Lessons
2. Listening Texts Included in the Complete Lessons

This section outlines the behavioral and linguistic objectives of the lessons, helping teachers organize their ideas and prepare a successful teaching plan by focusing on these objectives. It also includes diverse listening texts to improve students' attention and expression skills in Arabic.

Section Eight: Daily Lesson Plan Models
This section presents examples of designing daily lesson plans, focusing on lesson objectives, activating students' prior knowledge, and employing various methods and means. These plans emphasize the roles of both the student and the teacher, promoting continuous cooperation and interaction to maximize benefits.

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

Section Ten: Tests and Question Types
The guide offers various types of questions for student evaluation and explains the importance of designing effective tests. It provides guidelines on selecting appropriate question types to achieve learning objectives, aiming to offer comprehensive instructions for teachers on designing tests and analyzing their results effectively.

This guide aims to depart from the traditional format in its structure and content, aligning with applied linguistic and language teaching theories. We have strived to place the teaching of Arabic as a foreign language in its social, cultural, and global context, viewing it as a tool for acquiring knowledge and communicating with Arabic speakers. Our detailed and specific guidance is designed to help teachers and instructors achieve the required competencies and objectives.