Identification, pronunciation and writing of the next set of Arabic alphabets for Primary 1

Class: Primary One
Term: First Term
Week: 3
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
• Writing the Arabic alphabets

Previous Lesson: First set of Arabic alphabets identification and pronunciation
Topic: Arabic Alphabets: Second Set
Subject Matter: Identification, pronunciation and writing of the next set of Arabic alphabets

Specific Objectives

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

Cognitive Domain

• identify the selected Arabic alphabets;
• pronounce the selected Arabic alphabets.

Psychomotor Domain

• write the selected Arabic alphabets.

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 or Qur’an
• 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
• Whiteboard/Chalkboard
• Chalk/Markers
• Pupils’ notebooks

Rationale for the Lesson

This lesson is important because it builds on pupils’ foundational knowledge of Arabic alphabets, which is essential for reading and understanding the Qur’an. Mastering these letters enables pupils to progress in their Islamic education and connect with the primary source of Islamic teachings.

Prerequisite/Previous Knowledge

Pupils should be able to identify, pronounce, and write the first set of Arabic alphabets (e.g., Alif, Ba, Ta, Tha, Jim, Ha, Kha) taught in the previous lesson.

Lesson Content/Board Summary

Arabic Alphabets: Second Set

Identification of Arabic Alphabets

The next set of Arabic alphabets includes:

1. د (Dal)
2. ذ (Dhal)
3. ر (Ra)
4. ز (Zay)
5. س (Seen)
6. ش (Sheen)

Pronunciation of Arabic Alphabets

Each Arabic letter has a distinct sound. Listen carefully and repeat after your teacher:

1. د (Dal): Pronounced like the ‘d’ in ‘door’.
2. ذ (Dhal): Pronounced like the ‘th’ in ‘this’ or ‘that’.
3. ر (Ra): Pronounced with a slight roll of the tongue, similar to the ‘r’ in Spanish ‘pero’.
4. ز (Zay): Pronounced like the ‘z’ in ‘zoo’.
5. س (Seen): Pronounced like the ‘s’ in ‘sun’.
6. ش (Sheen): Pronounced like the ‘sh’ in ‘she’.

Writing of Arabic Alphabets

Arabic is written from right to left. Practice writing each letter carefully, following the correct strokes:

1. د (Dal): Start from the top right, draw a short diagonal line down to the left, then a horizontal line to the left.
2. ذ (Dhal): Similar to Dal, but with a dot above it. Start from the top right, draw a short diagonal line down to the left, then a horizontal line to the left, and add a dot above.
3. ر (Ra): Start from the top right, draw a short curved line downwards to the left.
4. ز (Zay): Similar to Ra, but with a dot above it. Start from the top right, draw a short curved line downwards to the left, and add a dot above.
5. س (Seen): Draw two small ‘u’ shapes, then a larger ‘u’ shape extending below the line.
6. ش (Sheen): Similar to Seen, but with three dots above it. Draw two small ‘u’ shapes, then a larger ‘u’ shape extending below the line, and add three dots above.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and asks them to recall some of the Arabic alphabets learned in the previous lesson. The teacher shows the chart of the first set of alphabets.

Pupils’ Activity: Pupils greet the teacher and identify and pronounce some of the previously learned Arabic alphabets like Alif, Ba, Ta.

Learning Point: Recall of previous alphabets

Step 2: Identification of New Alphabets

Time: 8 minutes

Teaching Skill: Demonstration/Identification

Teacher’s Activity: The teacher introduces the next set of Arabic alphabets (د, ذ, ر, ز, س, ش) using the alphabet chart. The teacher points to each letter and states its name clearly.

Pupils’ Activity: Pupils observe the letters on the chart and listen attentively to the teacher calling out their names.

Learning Point: New alphabet recognition

Step 3: Pronunciation (Teacher Model)

Time: 7 minutes

Teaching Skill: Modelling/Pronunciation

Teacher’s Activity: The teacher pronounces each new Arabic alphabet (د, ذ, ر, ز, س, ش) clearly, demonstrating the correct sound for each. The teacher repeats each sound several times.

Pupils’ Activity: Pupils listen carefully to the teacher’s pronunciation, paying attention to the mouth and tongue movements.

Learning Point: Correct sound modelling

Step 4: Pronunciation (Pupil Practice)

Time: 7 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the pupils in repeating the pronunciation of each new alphabet, first individually, then in chorus. The teacher corrects any mispronunciations.

Pupils’ Activity: Pupils repeat the pronunciation of each alphabet after the teacher, both individually and as a class.

Learning Point: Alphabet sound practice

Step 5: Writing (Teacher Model)

Time: 5 minutes

Teaching Skill: Demonstration/Writing

Teacher’s Activity: The teacher demonstrates how to write each of the new Arabic alphabets (د, ذ, ر, ز, س, ش) on the board, showing the correct stroke order and direction (right to left).

Pupils’ Activity: Pupils observe the teacher writing the letters on the board, paying attention to the formation.

Learning Point: Letter formation demonstration

Step 6: Writing (Pupil Practice)

Time: 4 minutes

Teaching Skill: Individual Practice/Supervision

Teacher’s Activity: The teacher guides pupils to practice writing the new alphabets in their notebooks. The teacher walks around to provide individual assistance and correction.

Pupils’ Activity: Pupils practice writing the new Arabic alphabets in their notebooks.

Learning Point: Alphabet writing practice

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 د (Dal) on the chart.
2. How do you pronounce the letter ذ (Dhal)?
3. Write the letter ر (Ra) in your notebook.
4. What sound does the letter ش (Sheen) make?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Alphabet identification, pronunciation, writing

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 on the identification, pronunciation, and writing of the new Arabic alphabets into their notebooks.

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

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reiterating the importance of learning Arabic alphabets for reading the Qur’an and encourages pupils to continue practicing at home.

Pupils’ Activity: Pupils listen and acknowledge the importance of practice.

Learning Point: Lesson consolidation

Continuous Assessment/Further Study

Type: Homework

Instruction: Practice writing the new Arabic alphabets at home.

1. Write the letter د (Dal) ten times.
2. Write the letter ذ (Dhal) ten times.
3. Write the letter ر (Ra) ten times.
4. Write the letter ز (Zay) ten times.
5. Write the letter س (Seen) ten times.
6. Write the letter ش (Sheen) ten times.

Lesson Keywords

• د (Dal) – Arabic alphabet, ‘d’ sound
• ذ (Dhal) – Arabic alphabet, ‘th’ sound (as in ‘this’)
• ر (Ra) – Arabic alphabet, rolled ‘r’ sound
• ز (Zay) – Arabic alphabet, ‘z’ sound
• س (Seen) – Arabic alphabet, ‘s’ sound
• ش (Sheen) – Arabic alphabet, ‘sh’ sound
• Pronunciation – How to say a word or letter
• Identification – Recognising something
• Writing – Forming letters or words

Differentiation

For weaker learners: Provide individual attention and more repetition for pronunciation. Use larger print for writing practice and guide their hands if necessary. Focus on mastering two or three letters first before moving to others.
For faster learners: Encourage them to identify and pronounce simple words containing the new letters. They can also practice writing the letters multiple times and try to identify them in a simple Arabic text.

Suggested Lesson Videos

For additional visual learning, search on YouTube for: Primary 1 Arabic alphabets second set for kids

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure your Arabic alphabet chart is clear and visible, highlighting the new letters (د, ذ, ر, ز, س, ش). Be prepared to model accurate pronunciation and writing strokes. Start by quickly reviewing the previous set of alphabets to activate prior knowledge. Introduce the new letters one by one, focusing on identification, then pronunciation, and finally writing. Use repetition and guided practice extensively. Observe pupils closely during writing practice to correct errors immediately. Pupils should copy the Board Summary notes after the main teaching and practice activities. Encourage continuous practice at home to reinforce learning. Pay attention to pupils who struggle with specific sounds or letter formations and provide extra support.