ةطيسبلا تاملكلاو فورحلا ىلع ةدشلا for Primary 1

Class: Primary 1

Term: Second Term

Week: 8

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: ةيبرعلا تاِرحلا

Focal competence: قُ طْ ُّنلا اهَ عِ اوَنَْأِب ةِ َّيِبرَ َعلْا تِ اَِ رَ حَ لْاِب

Key competencies/values: ةِ َّيِبرَ َعلْا ةِ َغُّللاِب ُديفِمُ لْا لُ صُ اوَ َّتلا ُُةَّيزِ كَ رأ مَ لأاُُةءَ اَفكِ لأا

Skills:

• قطنلاو عامتسلاا
• ُتُ ارَ اهَ مَ لأا

Previous Lesson: تاملكلاو فورحلا ىلع نيونتلا.ةطيسبلا

Topic: ُ ةَّدشَّ لا

Subject Matter: ةطيسبلا تاملكلاو فورحلا ىلع ةدشلا

Specific Objectives

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

Cognitive Domain

• Identify the Shaddah symbol (ةدشلا).
• State the function of Shaddah on Arabic letters.
• Pronounce simple Arabic letters correctly when they have Shaddah.
• Read simple Arabic words that contain Shaddah.

Affective Domain

• Show interest in learning new Arabic diacritical marks.
• Participate actively in pronunciation and reading exercises.

Psychomotor Domain

• Point to letters and words with Shaddah on flashcards.
• Write the Shaddah symbol correctly above letters.

Social Domain

• Collaborate with peers during group reading activities.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Arabic Language (Primary 1)
• Relevant State Unified Scheme of Work for Arabic Language (Primary 1)
• Al-Arabiyyah Bayna Yadayk (Arabic Between Your Hands) Book 1

Instructional Materials

The teacher will teach this lesson with the aid of:

• ض رْ عَ زُ اهَ جِ (Projector)
• وْ َأ ٌةرَ وَّصَ مُ تٌ اَقاطَ ِب (Illustrated cards or flashcards)
• م ُّلَعَت تُ اَقاطَ ِب ُمِ ُّلَعَّتلاوَُمِيلِعأ َّتلاُلُ ِئاسَ وَ (Learning cards for teaching and learning)
• Whiteboard and markers
• Charts showing Arabic letters with Shaddah

Rationale for the Lesson

Understanding Shaddah is fundamental for accurate pronunciation and reading in Arabic. This lesson helps pupils grasp how Shaddah modifies the sound of letters, which is crucial for fluent and correct recitation of the Quran and everyday Arabic communication. It builds a strong foundation for their future Arabic language learning.

Prerequisite/Previous Knowledge

Pupils should be familiar with basic Arabic letters (حروف الهجاء), short vowels (الحركات القصيرة) like Fatha, Damma, and Kasra, and Sukoon.

Lesson Content/Board Summary

الشَّدَّةُ (Shaddah)

1. Meaning of Shaddah

Shaddah (الشَّدَّة) is the sign ّ placed above a letter to show that the consonant is doubled.

• Shaddah (ّ) doubles the consonant sound on which it is written.
• For example, instead of saying “ba”, with Shaddah it becomes “bba”.

2. Form of Shaddah

The symbol for Shaddah is ّ. It is always placed directly above the letter it modifies.

3. ةدشلاب فورحلا لثمأ (Examples of Letters with Shaddah)

• بّ (bba) – like the “bb” in “rabbit”
• تّ (tta) – like the “tt” in “kitten”
• مّ (mma) – like the “mm” in “hammer”
• نّ (nna) – like the “nn” in “dinner”
• لّ (lla) – like the “ll” in “hello”

4. ةدشلاب ةطيسبلا تاملكلا لثمأ (Examples of Simple Words with Shaddah)

• أُمّ (Umm) – Mother. (The letter م is doubled).
• رَبّ (Rabb) – Lord. (The letter ب is doubled).
• دَرّسَ (Darrasa) – He taught. (The letter ر is doubled).
• شَدّ (Shadda) – He pulled. (The letter د is doubled).
• قَطّ (Qatta) – He cut. (The letter ط is doubled).
• حَبّ (Habba) – He loved. (The letter ب is doubled).
• كَفّ (Kaffa) – He stopped. (The letter ف is doubled).
• فَرّ (Farra) – He fled. (The letter ر is doubled).

Teaching Methods/Instructional Techniques

Explanation, Demonstration, Repetition, Guided Practice, Question and Answer, Flashcards, Choral Reading, Individual Practice.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson on basic Arabic letters and vowels. The teacher then introduces the new topic, Shaddah, by asking if they have seen a small “w” mark on any Arabic letter before.

Pupils’ Activity: Pupils respond to greetings, recall previous knowledge, and listen attentively to the introduction.

Learning Point: Recall of prior knowledge

Step 2: Introduction of Shaddah Symbol and Meaning

Time: 7 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher displays a chart or flashcard showing the Shaddah symbol (ّ). The teacher explains that Shaddah makes a letter sound doubled, as if it’s written twice. The teacher demonstrates the sound difference between a letter with and without Shaddah (e.g., ب vs. بّ).

Pupils’ Activity: Pupils observe the symbol, listen to the explanation, and repeat the sounds demonstrated by the teacher.

Learning Point: Shaddah symbol and function

Step 3: Pronunciation of Letters with Shaddah

Time: 8 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher presents flashcards of individual Arabic letters with Shaddah (e.g., بّ, تّ, مّ, نّ, لّ). The teacher pronounces each letter clearly, emphasizing the doubled sound, and has the pupils repeat after him/her in chorus and individually.

Pupils’ Activity: Pupils listen carefully and practice pronouncing the letters with Shaddah, first in chorus, then individually.

Learning Point: Correct Shaddah pronunciation

Step 4: Introduction of Simple Words with Shaddah

Time: 7 minutes

Teaching Skill: Presenting/Explaining

Teacher’s Activity: The teacher displays flashcards with simple Arabic words containing Shaddah (e.g., أُمّ, رَبّ, دَرّسَ). The teacher pronounces each word slowly and clearly, highlighting the letter with Shaddah and its doubled sound within the word.

Pupils’ Activity: Pupils observe the words, listen to the teacher’s pronunciation, and try to identify the Shaddah in each word.

Learning Point: Shaddah recognition in words

Step 5: Guided Reading of Words with Shaddah

Time: 7 minutes

Teaching Skill: Guiding/Reinforcing

Teacher’s Activity: The teacher leads the pupils in reading the words with Shaddah together, then calls on individual pupils to read. The teacher provides immediate correction and encouragement, ensuring proper pronunciation of the doubled letters.

Pupils’ Activity: Pupils participate in choral reading and take turns reading the words individually, focusing on correct pronunciation of Shaddah.

Learning Point: Reading words with Shaddah

Step 6: Writing Practice

Time: 3 minutes

Teaching Skill: Supervising/Drilling

Teacher’s Activity: The teacher writes a few letters with Shaddah on the board (e.g., سّ, كّ) and asks pupils to copy them into their notebooks. The teacher walks around to check their writing.

Pupils’ Activity: Pupils copy the letters with Shaddah into their notebooks, paying attention to the correct placement of the symbol.

Learning Point: Correct writing of Shaddah

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. What is the name of this symbol (pointing to ّ)?
2. What does Shaddah do to a letter?
3. Pronounce the letter بّ.
4. Read the word أُمّ.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Summarizing/Assigning

Teacher’s Activity: The teacher summarizes the key points of the lesson on Shaddah and encourages pupils to practice reading Arabic words with Shaddah at home. The teacher assigns a simple homework task, such as finding three words with Shaddah in an Arabic book.

Pupils’ Activity: Pupils listen to the summary and note down the homework assignment.

Learning Point: Consolidation of key learning

Lesson Keywords

• ةدشلا – Shaddah (a diacritical mark that doubles the sound of a letter)
• حرف – Harf (letter)
• كلمة – Kalimah (word)
• قطن – Nutq (pronunciation)
• قراءة – Qira’ah (reading)

Differentiation

Support: For pupils struggling with pronunciation, the teacher can provide more one-on-one repetition, use exaggerated mouth movements, and focus on only two or three key examples. Flashcards with larger print and clearer illustrations can also be used. Peer support can be encouraged by pairing weaker learners with stronger ones.

Extension: Faster learners can be challenged to identify more words with Shaddah from a short Arabic passage or to form simple sentences using words with Shaddah. They can also be asked to explain the rule of Shaddah in their own words.

Suggested Lesson Videos

Search YouTube for: Arabic Shaddah for kids Primary 1

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials, especially flashcards for letters and words with Shaddah, are ready and easily accessible. The projector, if available, can be used to display the Shaddah symbol prominently and show examples. Begin by reviewing familiar Arabic letters and short vowels to activate prior knowledge. When introducing Shaddah, clearly demonstrate its visual form and explain its function as doubling the letter’s sound. Emphasize the sound change by contrasting letters with and without Shaddah (e.g., “ba” vs. “bba”).

During the pronunciation practice, use choral repetition first, then call on individual pupils. Pay close attention to their mouth movements and correct any mispronunciations immediately but gently. For word reading, start with simple, short words. Point to the letter with Shaddah in each word as you pronounce it. Encourage pupils to listen for the doubled sound. Pause after each word for pupils to repeat. The writing activity is important for reinforcing the visual recognition and correct placement of Shaddah; supervise closely. For evaluation, use a mix of oral questions and a quick writing task. Encourage pupils to copy the “Lesson Content/Board Summary” into their notebooks towards the end of the lesson or as homework, ensuring they understand the concepts before writing. Be mindful of classroom management during group activities, ensuring all pupils have a chance to participate and are engaged.