Arabic Orthography · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Apply the spelling and reading rules on words whose word-final is pronounced alif but written yaa.

By the end of the lesson, learners can:

State the rule that explains why some Arabic words end in a written yaa (ي) but are pronounced with a final alif sound (aa).
Identify words from a given list whose word-final yaa is pronounced as alif, distinguishing them from words where the yaa is pronounced as yaa.
Apply the correct reading rule to pronounce words like أعطى، اصطفى، سعى، قضى، رمى، شكى accurately in sentences and isolated contexts.
Write simple sentences correctly using at least five words whose word-final is pronounced alif but written yaa.
Explain why grammatical context matters in determining whether a word-final yaa is pronounced as alif or as yaa, using examples from familiar vocabulary.

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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.1 - Apply the spelling and reading rules on words whose word-final is pronounced alif but written yaa.
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: Learners are taken through the reading and writing rules on words whose yaa at word-final is pronounced alif. Learners are then asked to state the rules that explain such conversion. أعطى اصطفى معطى مصطفى سعى قضى رمى شكى
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.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.
- Flash cards.
- Audio-visual materials.