Phonological awareness / Oral… · JHS3 Arabic

Lesson notes

Indicator: B9.3.1.1.2 - Show reading skills in articulating various letters and their representative sounds.

By the end of the lesson, learners can:

Identify and articulate the distinct representative sounds of Arabic letters in semi-complex words, especially those with diacritical marks (harakat) such as fatha, kasra and damma.
Read aloud a short classical Arabic prose passage containing semi-complex letter combinations at a reasonable reading speed (approximately 30 to 40 words per minute).
Distinguish between similar-sounding Arabic letters (such as س and ص, ت and ط, د and ض) and articulate them correctly within word contexts.
Apply appropriate diction and pause at natural phrase boundaries when reading aloud, demonstrating comprehension of the text.
Self-correct mispronounced letters while reading, using knowledge of letter sounds and word structure.

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Strand: Reading (Strand 3)
Sub-strand: Phonological awareness / Oral Reading Fluency (3.1)
Content standard: B9.3.1.1 - Learner shows reading skills of a moderately complex text at a reasonable reading speed about the dangers of social vices.
Indicator: B9.3.1.1.2 - Show reading skills in articulating various letters and their representative sounds.
Suggested placement: Term 2, Week 10 (Week 22 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: Arabic, Common Core Programme (JHS1-JHS3), 2023, p. 95
Transcribed from the official NaCCA publication. Check this page against the source.

Read a classical literary prose of semi-complex sounds at a reasonable speed.