SHS2 Arabic · Semester 1 Week 2: Phonology of the Arabic Language

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.4 - Identify the vowel assonance in Arabic proverbs/wise sayings

By the end of the lesson, learners can:

Define vowel assonance in Arabic and distinguish it from consonantal alliteration covered in Week 2 (LI.3).
Listen to a set of Arabic proverbs and orally identify the repeated vowel sounds that create assonance.
Mark the vowel pattern (sequence of short and long vowels) in at least three given Arabic proverbs.
Explain, in simple Arabic or English, the musical effect that vowel assonance creates in a wise saying.
Sort a mixed list of proverbs into those that rely mainly on vowel assonance and those that rely mainly on consonantal alliteration.

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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.4 - Identify the vowel assonance in Arabic proverbs/wise sayings
Suggested placement: Semester 1, Week 2 (Week 2 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. 150

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities, Collaborative Learning, Drills and Practice: With absence of all optics including written texts, prepare learners both individually and in groups to listen and share their listening experiences, then group by group listening for group experiences, and point out repeated sounds and the sequence. The speed of the audio source must be moderated, and the words carefully articulated, with short pauses to allow learners to make their observations. The audio can be repeated a number of times until all
learners grasp the import of the exercise.
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.4). 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.