Phonology of the Arabic Language (ii) · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.4 - Identify the phonological features of Arabic dialect of Saudi Arabia and imitate its sounds pattern

By the end of the lesson, learners can:

Recall at least four phonological features that distinguish Saudi Arabian Arabic from Modern Standard Arabic.
Identify the Saudi Arabian Arabic pronunciation of specific words when heard in an audio recording.
Imitate the sound patterns of Saudi Arabian Arabic in short phrases with correct pronunciation of the distinctive sounds.
Compare the phonological features of Saudi Arabian Arabic with those of the Cairene dialect studied in the previous lesson.
Write down familiar words heard in a Saudi Arabic audio sample and explain one sound difference from Modern Standard Arabic.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Phonology of the Arabic Language (ii) (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate knowledge and understanding of the difference of Arabic types and the various regional Arabic dialects. 1.1.2.LO.1 Describe the phonological features of Modern Standard Arabic. 1.1.2.LO.2 Describe the phonological differences between Cairo and Saudi Arabic dialects.
Indicator: 1.1.2.LI.4 - Identify the phonological features of Arabic dialect of Saudi Arabia and imitate its sounds pattern
Suggested placement: Semester 1, Week 5 (Week 5 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. 38

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities, Collaborative-Game Learning: Learners work in groups to listen to a
recorded audios of Egyptian and Saudi colloquial Arabic and then write down familiar words they have heard from both audios. The sound difference of the words is then explained and reasons for the difference given.
Valuing Diversity/Global Citizenship: While the curriculum communicates learning through academic and standard Arabic patterns; incorporating dialectal expressions of Arabic will express a global perspective explicitly valuing diversity.
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.
Differentiated Learning: 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. Facilitating group work is excellent for empowering learners who are shy to participate more in class.
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 (1.1.2.AS.4). 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
- Audio-visual materials.
- Audio materials.
- Reading texts for
materials.
- Audio-visual Materials. Listening skill.
- Audio materials Listening skill.