SHS1 Arabic · Semester 2, Week 12
Arabic Orthography
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Writing (Strand 4)
- Sub-strand
- Arabic Orthography (4.1)
- Content standard
- 1.4.1.CS.1 - Demonstrate understanding and knowledge of the orthography of Arabic and the exceptions to the conventional spelling system. 1.4.1.LO.1 Apply the spelling rules in writing words whose letters appear in Arabic text but lose their audio manifestation (i.e., they are not sounded).
- Indicator
- 1.4.1.LI.1 - Compose an essay using words some of whose letters lose their audio manifestation, as well as those some of whose letters are pronounced and yet do not have textual representations. Use 10 of such for each of the two categories
- 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. 122
Exemplars (from the NaCCA curriculum)
Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Drills and Practice: Learners are taken through the reading and writing rules on words whose letters appear in Arabic text but lose their audio manifestation (i.e., they are not sounded). Learners are then asked to state the rules that explain the condition under which a selected letter remains silent. - 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 - 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 Station: 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 (1.4.1.AS.1). 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. - Interactive materials. - Flash cards. - Audio-visual materials.