SHS1 Arabic · Semester 1 Week 3: Phonology of the Arabic Language (ii)

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Identify the peculiar phonological features of Modern Standard Arabic.

By the end of the lesson, learners can:

State at least five phonological features that distinguish Modern Standard Arabic (MSA) from everyday spoken dialects.
Identify and correctly pronounce the distinctive MSA sounds: the hamza (glottal stop), the long vowels (alif, waw, ya), and the emphatic consonants (saad, daad, taa, thaa).
Distinguish MSA pronunciations from dialectal pronunciations when listening to audio recordings or the teacher’s speech.
Explain how the vowel system in MSA (short vowels, long vowels, and sukoon) affects word meaning.
Apply active listening strategies to pick out MSA phonological markers in short spoken passages.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Phonology of the Arabic Language (ii) (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate knowledge and understanding of the difference of Arabic types and the various regional Arabic dialects. 1.1.2.LO.1 Describe the phonological features of Modern Standard Arabic. 1.1.2.LO.2 Describe the phonological differences between Cairo and Saudi Arabic dialects.
Indicator: 1.1.2.LI.1 - Identify the peculiar phonological features of Modern Standard Arabic.
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 36

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The facilitator delivers slowly and clearly expressions in a defined, familiar MSA (Modern Standard Arabic) version, or an audio-visual recording of the various language dialects to test the familiarity of the learners with the differences of the dialects.
Valuing Diversity/Global Citizenship: While the curriculum communicates learning through academic and standard Arabic patterns; incorporating dialectal expressions of Arabic will express a global perspective explicitly valuing diversity.
Collaborative learning: Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers.
Differentiated Learning: Allocating different listening times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities. This also gives less able students a way to add value and generates more confidence. Facilitating group work is excellent for empowering learners who are shy to participate more in class.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies, and strategies to address them.

Assessment (1.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Textbooks and Reading
- Audio-visual materials.
- Audio materials.
- Reading texts for
materials.
- Audio-visual Materials. Listening skill.
- Audio materials Listening skill.