Phonology of the Arabic Language · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.1 - Identify the main idea in a discussion conducted in classical Arabic (Medieval period).

By the end of the lesson, learners can:

Identify the main idea of a short classical Arabic discussion after listening to it twice.
Distinguish the introduction of the issue, the perspective presented, and the conclusion in a recorded discussion.
State one reason given in support of an argument and one reason given against it from the audio text.
Record key phrases or sentences that signal the main idea, using a listening guide provided by the teacher.
Summarise the main idea of the discussion orally in one or two simple Arabic sentences.

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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.2 - Demonstrate knowledge and understanding of the main reasons for and against an argument or idea in a discussion conducted in classical Arabic. 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.1 - Identify the main idea in a discussion conducted in classical Arabic (Medieval period).
Suggested placement: Semester 1, Week 3 (Week 3 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. 260

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities: Audio-visual material is played for learners' listening exercise. They are made to identify and record what they understood beginning from the introduction of the issue, explanation of one perspective and a counter argument, with the support of Deductive/Inductive reasoning, and all the evidence of support for each perspective, and then the conclusion. The playback is repeated to allow slow listening learners the opportunity to complete their recording at a reasonable pace. The recordings are then presented individually and in groups.
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 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.

Assessment (3.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and listening materials.
- Audio-visual materials.
- Projector.