Phonology of the Arabic Language (ii) · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.2 - Identify the textual representations of sounds in words of the MSA and their sequence.

By the end of the lesson, learners can:

Match specific Arabic letters to their sound values in written Modern Standard Arabic words.
Identify the correct sequence of sounds in given MSA words written in Arabic script.
Distinguish between letters that share similar sounds (such as س and ص) when reading written words aloud.
Transcribe simple MSA words from audio into correct written Arabic text, showing accurate letter order.
Explain why the written form of a word in MSA helps a reader predict its pronunciation.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

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.2 - Identify the textual representations of sounds in words of the MSA and their sequence.
Suggested placement: Semester 1, Week 4 (Week 4 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. 37

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The teacher delivers slowly and clearly expressions in a defined, familiar MSA (Modern Standard Arabic) version, or an audio-visual recording of the various language dialects to test the familiarity of the learners with the differences of the languages.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.
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.