Phonological awareness / Oral… · JHS3 Arabic

Lesson notes

Learning Objectives

Indicator: B9.3.1.1.1

By the end of the lesson, learners can:

Identify semi-vowelised joint Arabic letters in a given passage and state the correct diacritic (harakah) for each.
Read aloud a short passage containing semi-vowelised joint letters with correct pronunciation of the harakat (fathah, kasrah, dammah, sukoon, shaddah).
Place missing diacritics on joint (connected) letters in a given script with at least 80% accuracy.
Read a simple passage at a reasonable reading speed, about 30 to 40 words per minute, while maintaining correct articulation of joint letters.
Use appropriate diction and phrasing to convey the meaning of the passage about the dangers of social vices.

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Curriculum details

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: B9.3.1.1.1 - Show fluency and correct pronunciation of semi vowelised joint Arabic letters, phrases and simple sentences as they appear in a script.
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.

Exemplars (from the NaCCA curriculum)

Read the following passage carefully and place the missing diacritics (harakat) in their appropriate places:
أرسيد ٌ  ي شٌ  بئ ً  ھي ال ً ّضق اي أم أهحد؟   ً فن . أزيد ً م  ً ق  ًَ زن  َ ً ح  ً  ّ ً م  ً ق  ل ً ح  ّ ً م  ً  ّنا ً ح  . ً م ًَ ق  ً ً  اص ّ
ھب أوث ًَ ز  ط َ ً لثب  د ً  ن اي أم أهحد ! أهل أ ًَ  ً  شًَ  ً دزل  ً  ن ُ ٍر األش ٍبء ٌ  ن
الفبم اهالض ً  ؟ ثلى ، ّ لو ٌ ِ  ب ھي ال ً  ط ً ز  اش المده ً  . ّ قد جاءد ين الس ْ  ق الى أ ًَ  ط ً ز  شح حد ٌ  ثخ ّ ٍ  ي ط َ ً  ً ةع  ا ً أ  ًَ  ً  حض ً  ى ّ أ ًَ 
جًَ ّ   ً د .  . . ىس ٍ  ذ أى أذنز ً
ال َ ً قم  ح ّ ال َ ً ع  َ ً د  ض    ً اهسغ أإى ُ را الجم َ ً  َ ً  ً اق  ًَ  لالدي ًَ د  ً م  ط َ ً  ً ن  ً  ننل د ً  ش ً دزه  ٌ  َ شٌ  ئب ً .  ّ لوي .....
و ٍ  ن ػسنذل َهً؟  د
ً نذلهن ً  ً ل  ً  الد ًَ  ً ةز ،  ن ّ  جدر َ  أٌضب ً اً  مصب ً . إ  ى ال ً  ًَ  اةلري اشسدي ً  هد ٌ  َ لجل أاي ً م  ًَ ّ   شَرى ً هت  ً ي  شاً  ٌ  ب ، ن ّ  جدر َ ا ً  ك ً  صا ّ .