Phonology of the Arabic Language · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.2 - Identify the main reasons for and against an argument conducted in clear classical Arabic (Medieval period).

By the end of the lesson, learners can:

State the main proposition (دعوى) of a recorded classical Arabic discussion on a Medieval-period topic after two listenings.
List at least two reasons given in support of the proposition (أدلة المؤيدين) and two reasons given against it (أدلة المعارضين) from an audio text.
Identify cue phrases in classical Arabic that signal a reason for an argument (لأن، بسبب، من أجل) and phrases that signal a counter-argument (لكن، على العكس، رغم ذلك).
Summarise, in one or two simple sentences in Arabic, both the position of the supporter and the position of the opponent in the discussion.
Distinguish the conclusion of the discussion (الخلاصة) from the body of evidence presented by each side.

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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.2 - Identify the main reasons for and against an argument conducted in clear classical Arabic (Medieval period).
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. 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.2). 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.