Phonology of the Arabic Language

Curriculum details

Strand

Listening (Strand 1)

Sub-strand

Phonology of the Arabic Language (1.1)

Content standard

3.1.1.CS.1 - Demonstrate knowledge and understanding of the various traditional methods of recitation of religious and lyrical texts. 3.1.1.LO.1 Identify the famous authoritative Quranic recitation types and their phonological characteristics. 3.1.1.LO.2 Identify the frequently used popular traditional poetic meters and the rhyming syllables of classical Arabic poem. 3.1.1.LO.3 Identify the main reasons for and against an argument or idea in a discussion conducted in clear Classical Arabic.

Indicator

3.1.1.LI.3 - Identify the basic building block taf'īlah (foot) of the popular meters and their phonological manifestation.

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. 258

Exemplars (from the NaCCA curriculum)

Project-based learning, think-pair share activities: 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.
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 (3.1.1.AS.3). 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 listening materials.
- Audio-visual materials.
- Projector.