تاِرحلاب تاملِو فورح ةءارق.ةدشلاو نيونتلاو ةليوطلاو ةريصقلا for Primary 1

Class: Primary 1

Term: Third 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

Skills:

• قطنلاو عامتسلاا

Previous Lesson: ةنسلا رهشأو عوبسلأا مايأ ءامسأ ةءارق

Topic: ِ ةءَ ارَ قِلْا يِف قٌ يِبطْ َت:تُ اَِ رَ حَ لْا (Application of Vowels in Reading)

Subject Matter: تاِرحلاب تاملِو فورح ةءارق.ةدشلاو نيونتلاو ةليوطلاو ةريصقلا (Reading letters and words with short vowels, long vowels, Shaddah and Tanween)

Specific Objectives

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

Cognitive Domain

• Identify short and long vowels in Arabic letters and words.
• Recognise Shaddah and Tanween in Arabic words.
• State the sound produced by each vowel and diacritic.

Affective Domain

• Show enthusiasm for reading Arabic words correctly.
• Participate actively in pronunciation drills.

Psychomotor Domain

• Read letters with short vowels (Fatha, Damma, Kasra) accurately.
• Read letters with long vowels (Alif, Waw, Ya) correctly.
• Pronounce selected words containing Shaddah with proper emphasis.
• Pronounce selected words containing Tanween (Fathatan, Dammatan, Kasratan) distinctly.
• Read simple Arabic words and short phrases combining all these diacritics.

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
• Approved Primary 1 Arabic Language Textbook

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 (Pictorial cards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards/Flashcards with Arabic letters and words)
• Whiteboard and markers

Rationale for the Lesson

This lesson is important because it helps pupils master the fundamental sounds and pronunciation rules of Arabic. Correctly reading letters and words with various diacritics is essential for understanding the Quran and other Arabic texts, building a strong foundation for future Arabic language learning.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of individual Arabic letters and their shapes, as well as an introduction to some basic short vowels.

Lesson Content/Board Summary

تَطْبِيقُ الحَرَكَاتِ فِي القِرَاءَةِ (Applying Vowels and Diacritics in Reading)

Arabic vowel marks and diacritics guide correct reading. They include short vowels, long vowels, Shaddah and Tanween.

1. Short Vowels (الحركات القصيرة – Al-Harakat Al-Qasira)

These are small signs placed above or below a letter to give it a short sound.

• Fatha (فتحة): A small diagonal line above the letter, making an “a” sound.
  • Example: بَ (ba), تَبَ (taba)
• Damma (ضمة): A small curl above the letter, making an “u” sound.
  • Example: بُ (bu), كُتُبٌ (kutubun)
• Kasra (كسرة): A small diagonal line below the letter, making an “i” sound.
  • Example: بِ (bi), كِتَابٌ (kitabun)

2. Long Vowels (الحركات الطويلة – Al-Harakat At-Tawila)

These are letters that extend the sound of the short vowels.

• Alif (ا): Extends the Fatha sound.
  • Example: بَا (baa), كِتَابٌ (kitaabun)
• Waw (و): Extends the Damma sound.
  • Example: بُو (boo), نُورٌ (noorun)
• Ya (ي): Extends the Kasra sound.
  • Example: بِي (bee), حَدِيدٌ (hadeedun)

3. Shaddah (الشدة – Ash-Shaddah)

Shaddah looks like a small “w” (ّ) placed above a letter. It means the letter is pronounced twice, once with a silent sound and once with a vowel sound, making it stronger or doubled.

• Example:
  • رَبٌّ (Rabbun) – The ب is pronounced twice (Rab-bun).
  • أُمٌّ (Ummun) – The م is pronounced twice (Um-mun).

4. Tanween (التنوين – At-Tanween)

Tanween are double vowel signs placed at the end of a word, adding an “n” sound. They are:

• Fathatan (فتحتان): Two Fathas (ً) above the letter, making an “an” sound. Often followed by an Alif (ا).
  • Example: كِتَابًا (kitaaban)
• Dammatan (ضمتان): Two Dammas (ٌ) above the letter, making an “un” sound.
  • Example: كِتَابٌ (kitaabun)
• Kasratan (كسرتان): Two Kasras (ٍ) below the letter, making an “in” sound.
  • Example: كِتَابٍ (kitaabin)

• قَلَمٌ (qalamun) – pen (short vowels, Tanween)
• بَابٌ (baabun) – door (long vowel, Tanween)
• سَبَحَ (sabaḥa) – he swam (Shaddah, short vowels)
• مُعَلِّمٌ (mu’allimun) – teacher (Shaddah, short vowels, Tanween)

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Individual Practice, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and reviews previously learned Arabic letters and a few basic short vowel sounds. The teacher then introduces the topic by explaining that today they will learn to read words with more signs to make their reading better.

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

Learning Point: Recall of prior knowledge

Step 2: Short Vowels (الحركات القصيرة)

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher uses flashcards or the projector to display letters with Fatha, Damma, and Kasra. The teacher pronounces each letter and its sound clearly (e.g., بَ, بُ, بِ), then guides pupils to repeat. The teacher then shows simple words with only short vowels (e.g., كَتَبَ, دَرَسَ).

Pupils’ Activity: Pupils observe the flashcards, listen to the teacher’s pronunciation, and repeat the sounds and words after the teacher. They read letters with short vowels.

Learning Point: Reading with short vowels

Step 3: Long Vowels (الحركات الطويلة)

Time: 7 minutes

Teaching Skill: Explanation/Guided Practice

Teacher’s Activity: The teacher introduces the long vowels (Alif, Waw, Ya) and explains how they extend the sound of short vowels. Using flashcards, the teacher demonstrates sounds like بَا, بُو, بِي and then words like كِتَابٌ, نُورٌ, حَدِيدٌ. The teacher leads the pupils in guided practice.

Pupils’ Activity: Pupils listen to the explanation, observe the examples, and practice pronouncing letters and words with long vowels. They read letters with long vowels.

Learning Point: Reading with long vowels

Step 4: Shaddah (الشدة)

Time: 5 minutes

Teaching Skill: Demonstration/Drill

Teacher’s Activity: The teacher introduces Shaddah (ّ) and explains its function of doubling the letter’s sound. The teacher demonstrates words like رَبٌّ, أُمٌّ, سَبَّحَ, emphasizing the doubled consonant sound. Pupils are asked to repeat after the teacher.

Pupils’ Activity: Pupils observe the Shaddah sign, listen to the pronunciation, and practice saying words with Shaddah, focusing on the doubled sound. They pronounce selected words with Shaddah.

Learning Point: Reading words with Shaddah

Step 5: Tanween (التنوين)

Time: 5 minutes

Teaching Skill: Explanation/Practice

Teacher’s Activity: The teacher introduces the three types of Tanween (Fathatan, Dammatan, Kasratan) and explains that they add an “n” sound at the end of a word. The teacher shows examples like كِتَابًا, كِتَابٌ, كِتَابٍ and guides pupils through pronunciation practice.

Pupils’ Activity: Pupils listen to the explanation, observe the Tanween signs, and practice pronouncing words with Tanween. They pronounce selected words with Tanween.

Learning Point: Reading words with Tanween

Step 6: Combined Reading Practice

Time: 6 minutes

Teaching Skill: Application/Consolidation

Teacher’s Activity: The teacher displays various words and short phrases that combine short vowels, long vowels, Shaddah, and Tanween. The teacher reads them first, then encourages individual pupils and the whole class to read them together. The teacher provides immediate correction and positive reinforcement.

Pupils’ Activity: Pupils actively participate in reading various words and phrases, applying all the diacritics learned. They read words and letters with short, long vowels, Shaddah and Tanween.

Learning Point: Application of Arabic diacritics

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 sound of Fatha (فتحة) when placed on a letter?
2. Give an example of a letter with a long Alif (ا) sound.
3. What does Shaddah (ّ) tell us about a letter?
4. Read the word: قَلَمٌ (qalamun).
5. Read the word: سَبَّحَ (sabbaha).

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Summarization/Wrap-up

Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of correct pronunciation of short vowels, long vowels, Shaddah, and Tanween for clear Arabic reading. The teacher encourages pupils to continue practicing at home.

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

Learning Point: Consolidation of key learning

Lesson Keywords

• الحركات القصيرة – Short Vowels (Fatha, Damma, Kasra)
• الحركات الطويلة – Long Vowels (Alif, Waw, Ya)
• الشدة – Shaddah (Doubling sign)
• التنوين – Tanween (Double vowel signs: Fathatan, Dammatan, Kasratan)
• قراءة – Reading
• حرف – Letter
• كلمة – Word

Differentiation

Support: For pupils who are struggling, provide flashcards with larger fonts and fewer words. Focus on one diacritic at a time, using repetitive drills. Pair them with stronger learners for peer support. Use visual cues and hand gestures to demonstrate sounds.

Extension: For faster learners, challenge them to read short sentences or simple phrases containing multiple diacritics. Ask them to identify and explain the function of each diacritic in a given word. Encourage them to find more words with Shaddah or Tanween from their textbooks.

Suggested Lesson Videos

https://www.youtube.com/results?search_query=Primary+1+Arabic+vowels+diacritics+reading

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have prepared all necessary instructional materials, especially flashcards with clear Arabic letters and words demonstrating short vowels, long vowels, Shaddah, and Tanween. If using a projector, ensure the display is clear and visible to all pupils.

Begin by briefly reviewing familiar letters and short vowel sounds to activate prior knowledge. Introduce each diacritic (short vowels, long vowels, Shaddah, Tanween) systematically, explaining its function and demonstrating its pronunciation with clear examples. For each diacritic, show letters first, then simple words. Use a call-and-response method to ensure pupils repeat after you, correcting any mispronunciations immediately and gently.

During the guided practice, encourage individual pupils to read aloud. Pay close attention to how they pronounce the doubled letters with Shaddah and the “n” sound with Tanween. Common errors might include not extending long vowels enough or not doubling the Shaddah sound. Address these by re-demonstrating and having them repeat. The learning cards (flashcards) are particularly useful for this segment, allowing you to present new words quickly and vary the examples.

For the combined reading practice, start with words that have only a few diacritics and gradually introduce more complex ones. This helps build confidence. Pupils should copy the Board Summary after the main teaching content, perhaps during the consolidation phase or as homework, to reinforce their learning. During the evaluation, ensure questions cover all aspects taught and allow both oral and written responses to check understanding. Provide plenty of positive encouragement throughout the lesson to keep pupils engaged and motivated.