SHS2 Arabic · Semester 2 Week 12: Arabic Orthography

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.2 - List letters whose sounds are pronounced and yet do not have textual representations, with examples

By the end of the lesson, learners can:

List the four categories of letters whose sounds are pronounced but not written: the alif after the plural waw, the alif in the word مِائَة, the alif in the word أَنَا, and the waw in أُولَئِكَ / أُولُو / أُولَات and in عَمْرُو.
Identify words in a given passage where a sound is pronounced but has no written symbol, and underline the missing letter.
Explain, in simple Arabic or English, why certain letters are omitted in writing even though they are pronounced.
Apply the rule for deleting the waw in عَمْرُو when the noun is in the accusative case and nunated, producing correct forms like رَأَيْتُ عَمْرًا.
Read aloud a short Arabic passage with correct pronunciation, demonstrating awareness of the silent written forms.

This lesson builds on Week 12’s earlier slot (2.4.1.LI.1) where learners applied spelling rules for words whose final alif is written as yaa. This lesson extends the same theme of orthographic exceptions by focusing on sounds without written letters, and it prepares learners for deeper reading analysis in later weeks.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Arabic Orthography (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate knowledge and understanding of Modern Arabic orthographic system with the exceptions and deviations from the established spelling rules. 2.4.1.LO.1 Identify the exceptional spelling and reading rules of words whose word-final is pronounced alif but written yaa
Indicator: 2.4.1.LI.2 - List letters whose sounds are pronounced and yet do not have textual representations, with examples
Suggested placement: Semester 2, Week 12 (Week 32 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. 227

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities:
- The teacher prepares 3 reading groups, and then asked state the rules that explain the condition under which a selected sound is pronounced without a written symbol:
- األلِفُ بَعْدَ وَاوِ الَجمَاعَةِ نحو: قَالُوا، لَمْ يَقُولُوا، قُولُوا .
مِائَة ". " - األلِفُ في كلمة
- الألف في كلمة) أنا (، لَكِنَّها تقُرَأُ عِندَْ الْوَقْفِ في تِلاوَةِ القرآنِ الكريمَ .
- الواو في أولَئِكَ، أُولُو، أُوالتُ .
- الواو في " عمْرو " وتُحذَفُ هذه الواو إذا كان هذا الاسم مَنصُوباْ مُنَوَّنا ، نحو: رَأَيْتُ عَمْرا .
- Each group is then asked to justify their answers. Opportunities are given to each member of all groups to participate so that weak ones are mentored.
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 (2.4.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Audio Materials.
- Flash cards.
- Audio-visual materials.