SHS2 Arabic · Semester 1 Week 1: Phonology of the Arabic Language

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.2 - Identify distinctive aural differences in features between poetry and rhyming prose.

By the end of the lesson, learners can:

Distinguish between poetry and rhyming prose (sajʿ) by identifying at least three aural features unique to each when listening to audio recordings.
Describe how rhythm, metre, and musical flow differ between Arabic poetry and rhyming prose, using appropriate Arabic terminology (e.g., wazn, sajʿ, qāfiyah).
Listen to a modern audio recording and correctly classify it as poetry, rhyming prose, or neither, giving at least one reason for each classification.
Explain the effect of pausing, intonation, and cadence in creating the distinct sound patterns of poetry versus rhyming prose.
Articulate in a short written reflection how the emotional impact of poetry differs from that of rhyming prose based on their sound features.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Phonology of the Arabic Language (1.1)
Content standard: 2.1.1.CS.1 - Demonstrate knowledge and understanding of the key distinctive sound features of spoken words. 2.1.1.LO.1 Describe the sound pattern of Arabic literary texts, highlighting their musical elements 2.1.1.LO.2 Explain the use of figures of sound in Arabic prose, with focus on the alliteration, assonance, and onomatopoeia.
Indicator: 2.1.1.LI.2 - Identify distinctive aural differences in features between poetry and rhyming prose.
Suggested placement: Semester 1, Week 1 (Week 1 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. 149

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities, Collaborative Learning, Drills and Practice: Using blended strategy, prepare groups to listen to a playback of Quran recitation, poetry, and rhyming prose, and then each group share their observations and experiences. Individual learners are then made to give an independent personal experience. The speed of the audio source must be moderate, and the words carefully articulated, with short pauses to allow for appreciation of similarities and observe differences.
Flexible- pace learning: Faster writing students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed.
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.
- Allocating different 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.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles.

Assessment (2.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Audio-visual materials.
- Projector.