First set of Arabic alphabets identification and pronunciation for Primary 1

Class: Primary 1
Term: First Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: Islamic Studies
Curriculum Theme: Qur’an and Tajwid
Focal competence: Identifying and pronouncing Arabic alphabets correctly
Key competencies/values: Communication
Skills:

• Identifying the Arabic alphabets
• Pronouncing the Arabic alphabets

Previous Lesson:
Topic: Arabic Alphabets
Subject Matter: First set of Arabic alphabets

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the selected Arabic alphabets.

Psychomotor Domain

• Pronounce the selected Arabic alphabets correctly.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Approved Islamic Studies text for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• A chart containing the Arabic alphabets
• Approved Islamic Studies text or Qur’an
• Accurate teacher/audio model where required
• Letter or word charts
• Flashcards of individual Arabic letters

Rationale for the Lesson

Learning the Arabic alphabets is foundational for reading the Qur’an and understanding Islamic texts. This lesson provides pupils with the basic building blocks for future Islamic education, enabling them to connect with the primary source of Islamic teachings.

Prerequisite/Previous Knowledge

Pupils are expected to have basic listening skills and the ability to repeat sounds and identify simple shapes.

Lesson Content/Board Summary

Arabic Alphabets

First Set of Arabic Alphabets: Identification and Pronunciation

The first set of Arabic alphabets are:

1. ا (Alif) – Pronounced like ‘a’ in ‘father’
2. ب (Ba) – Pronounced like ‘b’ in ‘ball’
3. ت (Ta) – Pronounced like ‘t’ in ‘tea’
4. ث (Tha) – Pronounced like ‘th’ in ‘thin’
5. ج (Jim) – Pronounced like ‘j’ in ‘jam’
6. ح (Ha) – Pronounced like ‘h’ in ‘heavy’ (from the throat)
7. خ (Kha) – Pronounced like ‘ch’ in ‘loch’ (a guttural sound)

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition, Individual Practice, Group Work.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets the pupils with “Assalamu Alaikum” and asks them to respond. The teacher then introduces the topic by telling pupils they will learn to identify and pronounce some letters of the Arabic alphabet, which are used to read the Qur’an.

Pupils’ Activity: Pupils respond to the greeting and listen attentively.

Learning Point: Introduction to Arabic alphabets

Step 2: Introduction of Alif (ا), Ba (ب)

Time: 8 minutes

Teaching Skill: Modelling/Demonstration

Teacher’s Activity: The teacher displays a chart or flashcard of the letter Alif (ا) and models its pronunciation. The teacher then displays Ba (ب) and models its pronunciation. Pupils are guided to repeat after the teacher individually and in chorus.

Pupils’ Activity: Pupils observe the letters, listen to the pronunciation, and repeat after the teacher.

Learning Point: Alif and Ba identification

Step 3: Introduction of Ta (ت), Tha (ث)

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher displays Ta (ت) and Tha (ث) on flashcards or the chart, modelling their pronunciation. The teacher guides pupils to point to each letter and pronounce it correctly. The teacher pays attention to the ‘th’ sound for Tha.

Pupils’ Activity: Pupils point to the letters and practice pronouncing Ta and Tha individually and in chorus.

Learning Point: Ta and Tha identification

Step 4: Introduction of Jim (ج), Ha (ح)

Time: 7 minutes

Teaching Skill: Pronunciation Drill

Teacher’s Activity: The teacher introduces Jim (ج) and Ha (ح), demonstrating their shapes and sounds. The teacher emphasizes the guttural sound of Ha. Pupils are encouraged to imitate the teacher’s pronunciation.

Pupils’ Activity: Pupils observe, listen, and practice pronouncing Jim and Ha, focusing on the correct sound for Ha.

Learning Point: Jim and Ha identification

Step 5: Introduction of Kha (خ)

Time: 5 minutes

Teaching Skill: Sound Articulation

Teacher’s Activity: The teacher introduces Kha (خ), demonstrating its shape and the guttural sound. The teacher encourages pupils to practice making the sound, providing individual feedback.

Pupils’ Activity: Pupils try to pronounce Kha correctly, repeating after the teacher.

Learning Point: Kha identification and pronunciation

Step 6: General Practice and Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Review

Teacher’s Activity: The teacher displays all the introduced letters (Alif, Ba, Ta, Tha, Jim, Ha, Kha) on the chart. The teacher points to them randomly and asks pupils to identify and pronounce them. The teacher corrects any errors.

Pupils’ Activity: Pupils identify and pronounce the letters as pointed to by the teacher.

Learning Point: First set alphabet review

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Point to the letter Alif (ا) on the chart.
2. What is the sound of the letter Ba (ب)?
3. Can you pronounce the letter Tha (ث)?
4. Identify the letter Jim (ج).

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Alphabet identification and pronunciation

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes, including the Arabic letters and their pronunciations, into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording Arabic alphabet notes

Step 9: Conclusion

Time: 0 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher congratulates the pupils on learning the first set of Arabic alphabets and encourages them to continue practicing at home. The teacher reminds them that these letters are important for reading the Qur’an.

Pupils’ Activity: Pupils listen and acknowledge the importance of practicing the letters.

Learning Point: Importance of Arabic letters

Continuous Assessment/Further Study

Type: Homework

Instruction: Practice identifying and pronouncing the Arabic letters learned today.

1. Draw the letter Alif (ا) five times.
2. Write the letter Ba (ب) five times.
3. Ask an adult to help you say the sound of Ta (ت) and Tha (ث).
4. Identify Jim (ج), Ha (ح), and Kha (خ) from a chart or book.

Lesson Keywords

• Alif (ا) – The first letter of the Arabic alphabet, pronounced ‘a’ as in ‘father’.
• Ba (ب) – The second letter of the Arabic alphabet, pronounced ‘b’ as in ‘ball’.
• Ta (ت) – The third letter of the Arabic alphabet, pronounced ‘t’ as in ‘tea’.
• Tha (ث) – The fourth letter of the Arabic alphabet, pronounced ‘th’ as in ‘thin’.
• Jim (ج) – The fifth letter of the Arabic alphabet, pronounced ‘j’ as in ‘jam’.
• Ha (ح) – The sixth letter of the Arabic alphabet, a guttural ‘h’ sound.
• Kha (خ) – The seventh letter of the Arabic alphabet, a guttural ‘ch’ sound like in ‘loch’.

Differentiation

For weaker learners, provide individual flashcards for each letter and spend extra time on pronunciation drills. For faster learners, challenge them to identify the letters when written in different fonts or within simple Arabic words.

Suggested Lesson Videos

For additional visual and auditory learning, search on YouTube for: Primary 1 Arabic alphabets for kids

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have clear, large Arabic alphabet charts or flashcards for the letters Alif, Ba, Ta, Tha, Jim, Ha, and Kha. Practice the correct pronunciation of each letter yourself, especially the guttural sounds of Ha and Kha, as accurate modelling is key for Primary 1 pupils. Follow the teaching sequence by first introducing the letters, demonstrating their shapes and sounds, and then guiding pupils through repetition and identification. Pay close attention to individual pupil pronunciation and provide gentle corrections. Pupils should copy the Board Summary notes, including the Arabic letters and their pronunciations, towards the end of the lesson. Encourage continuous practice at home to reinforce learning.