Teaching of Arabic as a foreign language begins with the reading, writing and pronunciation of the letters, respectively. Then, the letters are combined and the reading and writing phase of a sentence begins. The process of constructing the language starts from this point. If the student cannot acquire sufficient skills at this critical stage, they encounter difficulties throughout the learning process. In addition, the strategy of teaching the foreign language communicatively to those whose mother tongue is different from the alphabet of the foreign language that the student is learning cannot be used in the initial education stage. Considering these and similar situations, the student should be made to feel that the ability to learn the alphabet of the language in question, read and write words and sentences without vowel, will be quickly gained by the teacher, and the student should gain self-confidence. This method, presented as a suggestion in the research, is a way to increase classroom interaction and involve the learners as a producer from the first lesson to meet the mentioned needs. In our study, contrary to the classical order of teaching Arabic letters and as a whole, planning was made in which the student could form different words and sentences as the student learns letters. The student writes, reads and pronounces a new word with each letter learned. Immediately after, the student uses this word in a sentence. In the determined parts of the process, formulaic expressions such as question expressions, frequently used in Arabic, are included in the teaching, thereby increasing the learner's ability to use the language. When the letters are completed, it is thought that the student will acquire the achievements determined for the A1 level specified in the European Union Common Application Text framework in a shorter time and more effectively. With this proposed method, it is aimed that the course processes, which are prepared according to both the language level and the preparatory class programs, will not spend approximately fifty-course hours on teaching the letters plainly, on the contrary, these course hours will evolve into an effective and interactive teaching process.