Phonology of the Arabic Language · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.2 - Describe the recitation style characteristic of the authority of Warsh.

By the end of the lesson, learners can:

State the origin and full name of Imam Warsh and explain how the Warsh recitation style spread to North and West Africa.
Identify at least four distinctive phonological features of the Warsh recitation style and describe how each affects pronunciation.
Distinguish between the Warsh and Hafs recitation styles by comparing specific sound changes in given Quranic words.
Listen to short audio clips of Warsh recitation and correctly identify the stylistic features they hear, giving reasons for their answers.
Recite a short passage from a listening model, applying the key Warsh phonological rules with acceptable accuracy.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Phonology of the Arabic Language (1.1)
Content standard: 3.1.1.CS.1 - Demonstrate knowledge and understanding of the various traditional methods of recitation of religious and lyrical texts. 3.1.1.LO.1 Identify the famous authoritative Quranic recitation types and their phonological characteristics. 3.1.1.LO.2 Identify the frequently used popular traditional poetic meters and the rhyming syllables of classical Arabic poem. 3.1.1.LO.3 Identify the main reasons for and against an argument or idea in a discussion conducted in clear Classical Arabic.
Indicator: 3.1.1.LI.2 - Describe the recitation style characteristic of the authority of Warsh.
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. 256

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities:
- Using blended strategy, prepare groups to listen to a playback of Quran recitation, poetry, and rhyming prose, and then each group share its observations and experiences. Individual learners are then made to give an independent personal experience.
- The speed of the audio source must be moderate, and the words carefully articulated, with short pauses to allow for appreciation of similarities and observe differences.
Flexible- pace learning: Faster writing 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.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and
kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles.

Assessment (3.1.1.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 listening materials.
- Audio-visual materials.
- Projector.