Phonology of the Arabic Language (i) · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Identify the sound pattern of Arabic poetry, focusing on the rhythm, the stressed and unstressed elements

By the end of the lesson, learners can:

Listen to a recorded passage of Arabic poetry and identify the recurring rhythmic pattern by clapping or tapping along.
Distinguish between stressed and unstressed syllables in a line of Arabic poetry, marking them with symbols (e.g., / for stressed, x for unstressed).
Explain, in simple terms, how rhythm and stress work together to create the musical quality of Arabic poetry.
Recite a short line of Arabic poetry aloud, correctly stressing the appropriate syllables as identified during the lesson.
Compare the rhythmic patterns of two different Arabic poetic lines and state one similarity and one difference between them.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Phonology of the Arabic Language (i) (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and ability to identify the sound patterns of Arabic poetry and prose. 1.1.1.LO.1 Describe the sound pattern of Arabic poetry, highlighting the rhythm, the stressed and unstressed elements 1.1.1.LO.2 Identify the sound pattern of Arabic poetry, focusing on the rhyming patterns 1.1.1.LO.3 Explain the sound pattern of Arabic rhymed prose, with focus on the phonemic arrangement and sequence, the stressed and unstressed elements with their related mood or emotion.
Indicator: 1.1.1.LI.2 - Identify the sound pattern of Arabic poetry, focusing on the rhythm, the stressed and unstressed elements
Suggested placement: Semester 1, Week 1 (Week 1 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. 29

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities, Collaborative Learning
Collaborative Learning: 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. This is followed by group presentations, and with the support of the teacher, learners audit their own observations and experiences.
Flexible pace learning: Faster listening 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 cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers. Allocating different listening 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. This also gives less able students a way to add value and generates more confidence.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies, and strategies to address them.

Assessment (1.1.1.AS.2). 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-visual materials.
- Audio materials
- Projector