Arabic SOLT-STUDENT Module 1 Lesson 1

OVERVIEW
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As students, you will need new insights and comprehensive cross-discipline skills
to meet the increasingly complex issues, assignments, and challenges of the global
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As Special Operations soldiers, you need an intensive language program that
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This language course will be taught by leading faculty members who explore the
latest concepts and best practices available (anytime, anywhere in the world) in interactive
multimedia instruction (IMI) or advanced distributed/distance learning (ADL).
The course focuses on learning how to effectively use what you have learned in the
previous lesson and the ability to build up on and use the knowledge in each lesson as the
class progresses. You can also explore online tools such as electronic publications and
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The target language you are about to study has been developed and delivered by
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i
COMMUNICATIVE APPROACH TO LEARNING
INSTRUCTIONAL METHODOLOGY
Task-based Learning
One of the most effective teaching methods is the Communicative Approach.

Tasked-based learning (TBL) requires students to engage in interaction in order to fulfill a
task and involves differentiating, the ability to sequence, and problem-posing activities
involving learners and teachers in some joint selection.
Tasks are a feature of everyday life. We all have things we need or want to do. We
have specific purposes and goals in mind, and we use specific competencies to complete
the tasks. In daily life, a task might be shifting a wardrobe from one room to another or
planning the budget for the next financial year.
In the classroom, communication is always part of the process, whether the task
involves creativity, particular skills to repair or assemble something, problem solving,
planning, or completing a transaction. Students become actively involved in
communication and focus on achieving a particular goal. They must comprehend,
negotiate, express ideas, and get their message across in order to reach that goal.
Bringing tasks into the classroom puts the focus of language learning on the
meaning and the goal, rather than on the form of the communication. “Real world”
scenarios have been selected to make the course relevant to the students.
These goals are transferred into activities that focus on the reading, writing, oral
communication, and/or listening skills relevant to real life needs. It also covers the goals
of cross-cultural awareness, as well as leadership, organizational, and interpersonal
communication skills.
The following goals of the foreign language program you are about to study will
provide each of you with the ability to accomplish many tasks:
• Develop skills for oral presentations, group discussions, and listening

comprehension.
• Provide opportunities for exercising initiative leadership and practicing
organizational and participation skills in group situations.
• Develop cross-cultural awareness.
• Prepare, practice, perform, and provide feedback. The feedback includes both
instructor and peer feedback.
• Support activities or problem-solve activities in small groups, and interactions
in the classroom situation.
ii

Module I
Student Learning Strategies
As a language student, it is extremely important that you familiarize yourself with the
course and the strategies to be successful.
• Learning a language is an active and per formative phenomenon. Language itself is

indescribable and evolves frequently. Anyone who learns a new language should
expect changes and challenges; especially as adult learners.
• This course is designed to guide you through the language learning process.
Activities move from simple to more difficult and overlap to enhance
communication. Module I highlights critical and basic functions of communication.
• Each lesson presents functions (or tasks) and provides activities in which you, as a
student, will practice performing.
• For each task listed before a lesson, you will find exercises or activities that
highlight the steps to meeting every lesson objective. These creative activities
emphasize communication, pair and group work, and learning in context.
• Exercises may be developed and enhanced by the instructor to incorporate various

critical tasks or underline a specific task that may be unusually challenging for each
group of students.
• Class exercises or activities are designed to review lesson materials immediately

after instruction. In class, language practice is an important element of successful
language comprehension and you will use new information for active and effective
language communication.
• As a student, you should always practice pronunciation – especially words or

language cases that are difficult for non-native speakers. Use the language inside
and outside of the classroom. Ask questions about complex materials during class
and your instructor will guide you with more examples.
• You should read over lesson materials before engaging in an activity. The
instructor will review necessary lesson information before assignments are given.
• Learn about the culture of your language. Culture shapes language. It affects
changes in the language and helps you understand particularities of the foreign
language. More importantly, culture helps you understand the similarities in
languages and how to adapt to new forms or structures.
iii
• As a language learner, you will regularly participate in language exchange – you
contribute as both a listener and a speaker. Active listening is part of class learning

and participation, while non-participatory listening is an individual step that
happens primarily outside of class as you go through various activities and
exercises for homework, on the web, etc…
• You will relate sounds to the individual words in each lesson.
• You will use new vocabulary words within a cultural context.
• You will recognize grammatical concepts that match communicative functions.
• Exercises within the lesson, as well as the Application and Skill Enhancement
Activities, stress all four skills: listening, reading, writing, and speaking.
• These are activities through which you can further develop your grammatical
control of the language with minimal intervention on the part of the instructor.
• You will work with and learn from your partners in small groups and role-play
activities and summarize and share information that you have learned from your
partners.
• The homework section of each lesson is a follow-up for the lesson of the day. In
the homework, you will practice new expressions and grammatical concepts that
fulfill lesson tasks.
• At the end of each lesson, you will incorporate listening, reading, writing, and
speaking skills to perform comprehensive activities.
iv

Instructional Technique
The instructor will incorporate various activities within one language exercise or activity.
For example, a role-play activity may be expanded to include a feedback or discussion
forum where students give personal opinions and ideas. Depending on class size and level
of proficiency, the instructor can rearrange and adapt a particular activity as follows:
IN THE TARGET LANGUAGE WITH INSTRUCTOR AS GUIDE:
1. Activity Explanation Language Tips Vocabulary in Context Student

Questions
2. Class Brainstorming Group/Pair Brainstorming Group/Pair Practice
3. Performance of Activity (Situation or Scenario)
4. Expansion of Activity (Homework/Class Discussion/Cultural-related Topics)
This type of step-by-step process, where the difficulty level increases for each performance,
stimulates language comprehension.

SOLT 1 Arabic Module 1 Lesson 1
Student Manual
‫اﻟﺤﺮف واﻟﺼﻮت‬
Sound and Script

Sound and Script Arabic SOLT 1
Objectives Module 1 Lesson 1
During this lesson, you will learn about Sound and Script. Under these Terminal Learning
Objectives, you will learn seven tasks. At the end of this lesson, you will be able to:
Recognize each character of the alphabet

• Identify the Arabic characters by name
• Pronounce the character’s phonetic sound
• Write the characters in its different forms
Produce tones
• Identify the tone marks
• Pronounce the tones
Produce vowel sounds

• Recognize vowels
• Produce vowel and diphthong sounds
• Recognize the vowel positions in the writing system
• Identify the acceptance and irregularities of certain vowels
• Identify short vowels and long vowels
• Produce vowel-consonant combinations
Produce consonant sounds

• Recognize consonants
• Pronounce aspirated and non-aspirated consonant sounds
• Identify consonants in an alphabetical order and by group
• Write letters, connectors, syllabification, and non-connectors
• Apply the rules for the consonants when reading and writing
Recognize cognates
• Identify cognates
• Pronounce cognates
Identify special cases

• Identify consonant clusters
• Identify consonant groupings
• Identify consonants having double functions
• Identify symbols with consonant and vowel functions
• Recognize irregular lengths of the vowel symbols
Produce stress and intonation

• Contrast stress and intonation
• Pronounce stress and intonation

Introduction Module 1 Lesson 1
The Arabic language belongs to the Semitic branch of languages developed by the
nomadic people of the Arabian Peninsula. It is related to ancient languages such as
Phoenician, Akkadian, Canaanite, and Aramaic, as well as Ethiopic and Hebrew. However,
Arabic is far and away the most widely spoken Semitic language today and is the national
language of roughly 120 million inhabitants of North Africa, the Arabian Peninsula, Syria,
Lebanon, Jordan and Iraq. It is also spoken in smaller Arab communities and enclaves
throughout the world.
Modern Arabic is divided into a standard or classic form that represents the speech of
Arabia – as written in the Koraan and as represented in the Bible (which was written in
either Hebrew or Greek) by the 7th century AD. Several regional dialects serve as
vernacular speech. These dialects fall into three major groups: dialects of Arabia – which
are the most conservative; the Eastern dialects of Syria, Iraq and Egypt; and the Western
dialects from Libya westward. The differences between dialects can be quite dramatic and,
although an Iraqi can converse fairly easily with a Syrian or an Egyptian, an Iraqi would
have great difficulty understanding a Moroccan because of the French influence. Because
most Arabic language movies are made in Egypt, the Egyptian dialect is now widely
understood throughout the Arabic world.
The first written example of Arabic proper was found in Jordan in a funerary text dated
328 AD (There are, however, much older inscriptions written in ancient languages closely
related to Arabic that have been found in southern Arabia). The Arabic script developed
from Nabatean and is noted for its beauty. It has two main forms: Nas kh, a cursive style
used in correspondence and books, and Kufi, an angular, decorative style.
The Koran, delivered by Prophet Muhammed between about 610 and 632 AD, is the Holy
Book of Islam. Muslims consider it to be the divine and final word of Allah. Its literary
influence, aside from its religious message, has been enormous. Its style, vocabulary and
grammar form the basis of all standard or classical Arabic and most of the rich traditions of
Arabic poetry and literature have remained remarkably close to the language of the Koran.
All Muslims are familiar with elements of formal Arabic from the Koran, but only
educated Arabs can read and write it with ease.
After the conversion of the people of the Arabian Peninsula to Islam, a number of powerful
Arabic empires spread their political influence into the Middle East, Asia and Africa. At
times, these empires spread as far west as Spain and as far to the east as India, spreading
the Arabic language over a vast area. Arabic architecture, music, literature and culture,
along with the religion of Islam, were also widely spread during the expansion of Arab
political influence.

Tip of the Day

The Arabic alphabet consists only of consonant sounds.
The short vowels are markers that are placed above or
below the letters.
Recognizing the alphabet – Consonants:
The Arabic alphabet consists of twenty-eight consonant sounds. Nineteen of these sounds
are similar to their English equivalents and nine represent sounds that do not exist in
English. The following are the nineteen letters similar to the English letters:
‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬ ‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫أ‬

‫ﻩ و‬ ‫ن‬ ‫م‬ ‫ل‬ ‫ك‬ ‫ف‬ ‫ش‬ ‫س‬
‫ي‬
The following Arabic letters are the nine consonant sounds unfamiliar to the English
language:
‫ق ع غ ط ظ ص ض ح خ‬
Exercise 1 will begin with the nineteen familiar consonant sounds:
Exercise 1
The teacher will pronounce the first five letters aloud. Repeat after the teacher.
Concentrate on the sound and associate the script with each sound.
‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫أ‬

Exercise 2
Copy the five letters you have just pronounced in the space below. As you write the script,
say its sound to yourself. Repeat as many times as it takes for you to make the association
between sound and script:
‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫أ‬
Exercise 3
The teacher will pronounce the following four letters aloud. Repeat after the teacher.
Concentrate on the sound and associate the script with each sound:
‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬

Exercise 4
In the space provided, copy the four letters you have just learned to pronounce. As you
write the script, repeat its sound to yourself. Repeat as many times as it takes for you to
make the association between sound and script:
‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬
Exercise 5
After the teacher pronounces the following letters aloud, repeat them. Concentrate on the
sound and associate the script with each sound.
‫ل‬ ‫ك‬ ‫ف‬ ‫ش‬ ‫س‬

Exercise 6
Copy the five letters you have just learned to pronounce in the space provided. As you
write the script, say its sound to yourself. Repeat as many times as it takes for you to make
the association between sound and script:
‫ل‬ ‫ك‬ ‫ف‬ ‫ش‬ ‫س‬

Exercise 7
The teacher will pronounce the following five letters aloud. Repeat after the teacher.
Concentrate on the sound and associate the script with each sound:
‫ي‬ ‫و‬ ‫ﻩ‬ ‫ن‬ ‫م‬
Exercise 8
Copy the five letters you have just learned to pronounce in the space provided. As you
write the script, say its sound to yourself. Repeat as many times as it takes for you to make
the association.
‫ي‬ ‫و‬ ‫ﻩ‬ ‫ن‬ ‫م‬
Exercise 9
Divide the class into two groups. Each group will be given the same set of letters on a card.
Each group will choose one member to read the letters out loud while the other member
will write down what their colleague reads. The group that has more correctly written
letters wins. You may make this game as competitive as you want. Feel free to challenge
each other.
Exercise 10
The class will be divided into two groups. Each member of the group will choose three
consonants to create a simple word to be read aloud. Make your best guess as to what
three letters can create a word and then sound out each of the letters. The teacher will then
tell you whether the cluster of letters represents an actual word or not. The winning team
is the one that pronounces the letters the best. You may make this game as competitive as
you want and feel free to challenge each other.

Tip of the Day

In Arabic, there are five pairs of sounds that are very
close to each other. One sound in the pair is emphatic
and the other is not.
Emphatic and non-emphatic letters:
You may have noticed that there are several pairs of letters that sound very similar. These
sounds differ only in that some of them are pronounced in an emphatic way and others are
not. Listen closely as your teacher reads them aloud. Always try to associate the sound
with the script.
The following letters are five emphatic and non-emphatic letters:
‫ط‬ ‫ت‬
‫ص‬ ‫س‬
‫ض‬ ‫د‬
‫ح‬ ‫ﻩ‬
‫ق‬ ‫ك‬
‫ظ‬ ‫ذ‬
‫ع‬ ‫أ‬
Exercise 11
The teacher will show you some flash cards with consonants on them. Pronounce each
letter on the card out loud as a class. Always associate the sound with the script.
Exercise 12
There are nine Arabic letters that do not have English equivalents. These letters are
divided into three groups. Repeat each letter after the teacher says them, writing them
down in the space provided. The last group consists of a single letter. Feel free to repeat
this exercise as many times as needed. Remember to associate the sound with the script:

Exercise 12 (Continued)
‫غ‬ ‫ع‬ ‫خ‬ ‫ح‬
‫ظ‬ ‫ط‬ ‫ض‬ ‫ص‬
‫ق‬
Exercise 13
Listen to the following words as your teacher reads them. Pronounce the first letter in each
word. Listen to the sound that each of the first letters make. Associate the sound with the
script:
‫ﻗﺒﺲ‬ ‫ﺗﺎب ﻃﺎب ﺿﺮس درس آﺒﺲ‬ ‫ﺣﺒﻞ‬ ‫هﺒﻞ‬ ‫ﺳﺪر ﺻﺪر‬
Exercise 14
Listen to the following words as your instructor reads them. Below are two columns of the
same words written but with one missing letter. Write down the correct words as you hear
them, inside the boxes.
‫ﺻﺮ‬ ‫ﻣﺮ‬ ‫ﺑﺮ‬ ‫ﻋﻞ‬ ‫ﻣﺮ‬
‫ﺣﺮ‬ ‫ﺑﻦ‬ ‫ﻣﺮ‬ ‫ﻧﻢ‬ ‫ﺑﻞ‬ ‫ﺻﺮ‬

Exercise 15
Put the
Arabic appropriate
The table on the right shows the Arabic consonants in Letters number in the
alphabetical order. The teacher will randomly call on correct box
individuals to read them aloud. As they are read, repeat
them to yourself.
‫أ‬(1)
‫( ب‬2)
Exercise 16 ‫( ت‬3)
Listen to the teacher read the Arabic letters. These letters are ‫( ث‬4)
numbered from 1 to 28. After you listen to each letter, you
have fifteen seconds to find each letter in the chart . In the
‫( ج‬5)
box beside the letter, write the number of the letter you ‫( ح‬6)
heard: ‫( خ‬7)
‫( د‬8)
The taa marboota ‫ة‬
‫( ذ‬9)
In Arabic, the third alphabet ‫ت‬ may show in two different ‫( ر‬10)
forms: “open taa ‫ “ ت‬or “closed taa ‫“ ة‬. In Arabic it is ‫( ز‬11)
pronounced “taa marbouta”. This ‫ ة‬is important in the ‫( س‬12)
Arabic language since it is the sign for the feminine gender.
‫( ش‬13)
The ‫ ة‬shows on the end of single feminine nouns and
adjectives, as you will learn in grammar later on. Examples ‫( ص‬14)
of words ending with ‫ ة‬are: ‫( ض‬15)
‫( ط‬16)
‫ﻓﺮاﺷﺔ‬، ‫آﺮة‬،‫ ﺷﺠﺮة‬،‫ ﺷﺮﻓﺔ‬،‫ ﻧﻤﻠﺔ‬،‫زراﻓﺔ‬ ‫( ظ‬17)
‫( ع‬18)
‫( غ‬19)
‫( ف‬20)
‫( ق‬21)
‫( ك‬22)
‫( ل‬23)
‫( م‬24)
‫( ن‬25)
‫ﻩ‬ (26)
‫و‬ (27)
‫ي‬ (28)

Tip of the Day

‫ ﻻ‬is a letter that does not appear in the consonants or
the vowels. It is a combination of the consonant ‫ ل‬and
the long vowel ‫ا‬. It is used quite regularly in written
Arabic.
Writing note:
The Arabic alphabet contains several non-connecting letters such as ‫ و‬-‫ ا‬-‫ د‬-‫ ذ‬-‫ ر‬-‫ز‬.
These letters, when written, do not connect to the letters following them but they do
connect to the ones that come before them.
Examples:
‫ َﻣ ْﻮﻗِﺪ‬،‫ ﺟَﺪﻳﺪ‬،‫ ﺣَﺰﻳﻦ‬،‫ﻋﻼّﻗﺔ‬
َ ،‫ﺳَﺮﻳﺮ‬
Non-connecters do not connect with each other.
Examples:
‫ زار‬، ‫ ارز‬، ‫او‬
Exercise 17
The teacher will read the following words. Write down the non-connector letter in the
space provided. As you identify the non-connector letters, say them to yourself.
Remember to always associate the sound with the script:
‫ أرﻧﺐ – زراﻓﺔ‬- ‫ ﻃﺎوﻟﺔ‬- ‫ رﺟﻞ‬- ‫ﻣﻨﺰل‬

______ ______ ______ ______ ______

Exercise 18
Listen to a group of Arabic words pronounced slowly by the teacher. Divide the words
into two syllables by writing them separately in the space provided:
‫ِﺗﻠْﻤﻴﺬ‬ ‫َﻧﻤْﻠﺔ‬ ‫َرﻏْﺒﺔ‬ ‫َﺛ ْﻌﻠَﺐ‬ ‫دَﺟﺎج‬ ‫ﺷﺮْﻓﺔ‬

ُ
Exercise 19
Listen to the following words. Each word is divided into two syllables and the two
divisions are written vertically below. Put the appropriate syllables together to form the
words you hear:
‫ﻣﺪ‬ ‫ﻋﺲ‬ ‫ﻧﺮ‬ ‫ﻣﺮ‬ ‫ﺳﺢ‬ ‫ﻣﺲ‬

‫ﺟﺪ‬ ‫ﺟﺲ‬ ‫آﺮ‬ ‫ﻟﺐ‬ ‫ﻣﻦ‬ ‫ﻣﺮ‬
Write your answer in this table.
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Produce vowel sounds:
Tip of the Day

Vowels in Arabic are not considered letters. They are marks that you put above or
below the letter. In language textbooks, the vowels are written for educational
purposes. However, in other books and writing materials, the vowels are not written.
Arabic vowel sounds are similar to vowel sounds in most languages. There are no
exceptional or irregular vowels.
The tables below list various types of Arabic vowels:
Short vowels:
‫ب‬
ُ ‫ب‬
ِ ‫ب‬
َ
(aldammah)‫ﻀﻤّﺔ‬
َ ‫اﻟ‬ (alkasrah)‫ﻜﺴْﺮة‬
َ ‫اﻟ‬ (alfat-ha) ‫ا ﻟ َﻔﺘْﺤﺔ‬
Corresponds to the (u) sound in Corresponds to the (I) sound in Corresponds to the (a) sound in
put. sin. material.
Absence of vowels:
‫ب‬
ْ
(alsukoun)‫ اﻟﺴُﻜﻮن‬indicates the absence of any vowel after a certain consonant.
َ has no vowels after ‫ ق‬. This is indicated by ْ
For example, ‫ﺳﻘْﻒ‬
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Long vowels:
The consonants (alef, yah, wa) function as long vowels.
1 - (alef)‫ اﻟِﻒ‬corresponds to the (a) sound in bar.

‫ ﻧﺎر‬-‫ ﻏﺎﺑﺔ‬:‫ا‬
2 - (yah)‫ ﻳﺎء‬corresponds to the (e) sound in bean.

‫ ﺻﻐﻴﺮ‬-‫ آﺒﻴﺮ‬:‫ي‬
3 - (wah)‫ واو‬corresponds to the (oo) in poor.

‫ آﻮب‬-‫ ﻧﻮر‬:‫و‬
4 - (almaddah)‫ اﻟﻤﺪة‬is the symbol that indicates the presence of a long vowel after the
glottal stop ‫ء‬. It is used as a long (a) sound after a glottal stop (alef) such as in at. For
example, ‫( ﺁﺛﺎر‬aathar) has both the glottal stop and the long vowel in the first letter.
‫ ﺁﺛﻢ‬-‫ﺁﻓﺔ‬:‫ﺁ‬
5 – (alshadah)‫ اﻟﺸﺪة‬is a mark that indicates the presence of double consonants such as in
attack. In Arabic double consonants are indicated by shadda.
‫ ﺳﻠّﻢ‬-‫ ﺳﻜّﻴﻦ‬: ّ
Exercise 21
The following chart is of the Arabic vowels. Listen carefully as your teacher reads them.
Your teacher will indicate the symbols for each sound on the chart by writing the symbols
on the board. You will then be asked to read and pronounce the vowels:
‫ﺑﻮ‬ ‫ﺑﻲ‬ ‫ﺑﺎ‬ ‫ب‬

ُ ‫ب‬
ِ ‫ب‬
َ
‫ﺳﻮ‬ ‫ﺳﻲ‬ ‫ﺳﺎ‬ ‫س‬
ُ ِ‫س‬ ‫س‬
َ
‫رو‬ ‫ري‬ ‫را‬ ‫ُر‬ ‫ِر‬ ‫َر‬
‫دو‬ ‫دي‬ ‫دا‬ ‫ُد‬ ‫ِد‬ ‫َد‬
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Culture Notes Module 1 Lesson 1
Arab People
Before the spread of Islam through North Africa, the Middle East and Central Asia, the
term “Arab” referred to the Semitic inhabitants of the Arabian Peninsula. The original
Arabs of Arabia were primarily nomadic pastoralists who survived by herding goats,
camels and sheep through bleak deserts in search of grazing lands and water. Today the
people who continue this ancient nomadic style of life are known as Bedouins. Some of
the native inhabitants of the Arabian Peninsula lived a more settled village life and
depended on farming. Putting down permanent roots near oases, they grow cereal crops
and dates. Because of its geographic links to Asia, Europe and Africa, the Arabian
Peninsula also served as a conduit for the rich trade in spices, gold, and ivory.
After the development of Islam in the early 7th century AD and the political unification of
the Arab people, Arabic culture, religion and language expanded rapidly out of the Arabian
Peninsula. The centuries after the birth of Islam saw the advent of powerful military and
political empires that covered parts of Spain, Africa, the Middle East and Asia. Arab
cultural life reached a new apex during these centuries. Arab philosophers and poets
created a rich literary tradition while Arab mathematicians, physicians and astronomers
made salient discoveries in their specialties – all while Europe slumbered under the pall of
the “dark ages.” Arab scholars and translators also made key contributions to the retention
of the writings and wisdom of the Classical Greeks and Romans. Many of these works
survived only because of the efforts of Arab scholars. These Classical works of
philosophy and literature later made their way back to Europe and helped to catalyze the
Renaissance. And because of the Arabic influence on Spain, many cultural gifts reached
the Americas through Hispanic colonization; the guitar, courtyards with gardens, and
Spanish architectural styles are just a few of the items that can be traced back to Arab
origins.
Today the term “Arab” refers to people who speak Arabic as their native language. Arabic
is the dominant language from North Africa through Egypt, Jordan, Lebanon, Syria, Iraq,
and the nations of the Arabian Peninsula. Most of these people are not descended from the
original nomadic people of the Arabian Peninsula. They became Arabic speakers – and
often Muslims – during the period when Arab political power was at its pinnacle. Most
Arabic speakers are Muslims but about 5% worldwide are Christians, Jews, Druzes or
animists.
Among Arabs today there is still a strong veneration for the traditional nomadic life style
and values: independence, valor, toughness and hospitality. But today, less than 5% of
Arab people live as pastoralists. The majority of people are farmers living in villages – but
today over 40% of all Arabs reside in urban environments, working and living in cities and
towns. Among the Bedouins, the social and political focus was on the family, clan and
tribe. But among modern Arab farmers and city dwellers, most people identify themselves
more by nationality than by ancient tribal affiliation.
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Application Activities Module 1 Lesson 1
Activity 1
Listen to a set of three words. The words are pictured and written below. Each set
illustrates a particular vowel. Write the letter with its vowel mark or write ‘absence of
vowel’ in the space provided below:
Short Vowels:
‫ﺷﺠَﺮة‬
َ ‫َﻓﺮَس‬
_____ ‫َأﺳَﺪ‬
______
_____
‫ﻓِﺮاش‬
‫ﺟِﺪار‬
_____ ______
‫ﺣِﻤﺎر‬
____
‫ﺻﻨْﺪوق‬
ُ ‫آُﺮة‬
‫ﺷﺮْﻓﺔ‬
ُ ______ _____
________
14

Absence of Vowels:
‫ﻋﺼْﻔﻮر‬ ‫ﺻﺮْﺻﻮر‬
‫ﺻﻨْﺪوق‬ _____________
__________ __________
Long Vowels:
‫آِﺘﺎب‬
‫ﻓَﺮاﺷﺔ‬ _________ ‫ﺑﺎب‬
______ ________
‫ﺻﺮْﺻﻮر‬
َ
‫ﺻﻨْﺪوق‬
ُ ‫ﻋﺼْﻔﻮر‬
ُ
_________ ________ ____________
‫ﻃَﺒﻴﺐ‬ ‫ﺧَﺮﻳﻒ‬ ‫ﺳَﺮﻳﺮ‬

_____ ______ _____
15

Activity 2
Listen to the following words and add the missing short vowel mark on the first letter:
‫ وﻟَﺪ‬-‫ آﺮة‬-‫ ﺣﺠَﺮ‬-‫ ﻗﺮْص‬-‫ آﺮْﺳﻲ‬-‫ آﺘﺎب‬-‫ ﻗﻼدة‬-‫ ﻓﺮاش‬-‫ ﺣﻘﻴﺒﺔ‬-‫ﻣ ْﻜﺘَﺐ‬
Activity 3
Listen to the following words as your teacher reads them and rewrite the words after you
add the missing long vowel in each word, in the table below:
‫ﺳﺤﺒﺔ‬ ‫ﺣﺼﻦ‬ ‫ﺟﻨﻦ‬ ‫ﺣﻨﻦ‬ ‫در‬

‫ﺳﻔﺮ‬ ‫ﺳﺮر‬ ‫ﻧﺨﻞ‬ ‫ﺟﺮ‬ ‫ﺳﻖ‬
Write your answers in this table.
Diphthongs
Arabic diphthongs are similar to English diphthongs found in the words house, bite, and
buy. There are four diphthongs in Arabic: two with a short vowel-consonant combination
and two with a long vowel-consonant combination.
Examples are: ‫ راوي‬،‫ ﻧﺎي‬،‫ﺧﻮْف‬
َ ،‫ﺷﻲْء‬
َ
Tip of the Day

Arabic does not distinguish between aspirated and non-
aspirated sounds.
16

Activity 4
The following pictures are of objects with Arabic names written under them. These words
contain diphthong sounds. The teacher will read the words and the whole class will repeat
them. At this point, you should be able to sound out the Arabic words when you see the
script. The teacher will call on individuals to read the words. Do your best to identify the
diphthongs:
‫َﺑﻴْﺖ‬ ‫َﻣﻮْزة‬ ‫َزﻳْﺘﻮن‬ ‫َﻟﻮْز‬ ‫ﺳﻴْﻒ‬

َ ‫ﺷﺎي‬
Activity 5
Copy each word in the space provided. As you write the words, say the sound of each
letter and then sound out the syllables. This will allow you use the sound and script to
figure out the proper combinations of scripts and aid in identifying the root of the word:
‫ َﻧﻲْء‬- ‫ﺷﻲْء‬
َ - ‫َﻧﻮْم‬ - ‫ َآﻮْن‬- ‫ﺷﻴْﺐ‬
َ - ‫ َرﻳْﺐ‬- ‫ﺧﻮْخ‬
َ - ‫ﺟﻮْز‬
َ
---------،--------،--------،--------،---------،-------،--------،--------
Activity 6
Listen to the teacher while she/he reads several Arabic words that contain diphthongs. Do
your best to identify the diphthongs and write them down.
Activity 7
Your teacher will call on students to read the words you wrote in the previous exercise out
loud in class. Identify the diphthong to the class.
17

Activity 8
The class will be divided into two groups. The teacher will give each group a list of words.
Each member of the group must read at least one word. The winning team is the team who
reads the most words correctly. Remember to identify the script and the sound it makes.
This will help you to sound the word out.
.‫ ﺑﻠﻮرة‬،‫ راﻋﺔ‬،‫ ﻣﺼﻬﻮر‬،‫ ﻋﻀﺪ‬،‫ اﻟﺘﻀﺤﻴﺔ‬،‫ إﻓﺘﻌﺎل‬،‫ إ ْز َدﺣَﻢ‬،‫ ﻏﺴﻖ‬،‫ إﺿﻄﻬﺎد‬،‫إﻧﻔﺘﺎح‬

.‫ ﻗﺮﻣﻮط‬،‫ إﺳﺘﻴﺎء‬،‫ ﻣﻀﻐﺔ‬،‫ زﻗﺰﻗﺔ‬،‫ إﺧﺼﺎﺋﻲ‬،‫ اﺳﺘﻮاﺋﻲ‬،‫ ﻗﺎرة‬،‫ وﺿﻴﻊ‬،‫ ﻋﻘﺎﻗﻴﺮ‬،‫ﺣﻴﺎﺗﻲ‬
Activity 9
The class will be divided into two groups. Each group will make up ten words by
choosing three to four consonants and adding the appropriate vowels. Words that actually
exist in Arabic are worth a score of two points. Made-up words that do not exist in Arabic
but have the appropriate consonant-vowel combinations are worth one point. The group
with the highest score wins. Think of this game as a form of Arabic Scrabble. You may
make this game as competitive as you like.
Recognize Cognates:
In Arabic there are two kinds of borrowed words. The first group consists of names of
objects taken from French, English, and other languages. For example,‫ رادﻳﻮ‬for radio.
The second group consists of the names of countries: an example ‫ َأﻣْﺮﻳﻜﺎ‬for America.
Also, in Arabic the names of foreign countries are cognates. These cognates also refer to
the people from these countries. Arabic does that by adding the ‫ ي‬letter to the end of the
word. This is called the Nisba adjective. For example, ‫ أﻣِﺮﻳﻜﺎ‬becomes ‫أﻣْﺮﻳﻜﻲ‬
It means “American.” The Nisba adjective can also be used to refer to individuals from
cities or regions. For example, ‫ ﺑَﻴﺮوت‬becomes ‫َﺑﻴْﺮوﺗﻲ‬
Activity 10
The following pictures are of objects with names borrowed from non-Arabic languages.
Match each picture with the appropriate Arabic word by drawing a line to the object.
‫ِﺗ ْﻠﻔِﺰﻳﻮن‬ ‫رادﻳﻮ‬ ‫ﺗِﻠ ِﻴﻔﻮن‬ ‫آﺎﻣﻴﺮا‬ ‫ﺳﻨﺪ وﻳﺶ‬
18

Activity 11
The following list is of Nisba adjectives for people from different countries. Match them
with their English counterparts:
‫َﻓ َﺮ ْﻧﺴﻲ‬ ‫إﻳﻄﺎﻟﻲ‬ ‫ﺳﻮري‬ ‫إﺳْﺒﺎﻧﻲ‬ ‫روﺳﻲ‬ ‫أﻟﻤﺎﻧﻲ‬

German Spanish Italian Russian Syrian French
Activity 12
The following list is of Arabic words. The teacher will read these words aloud and identify
the cognate words among them:
‫آﻤﺒﻴﻮﺗﺮ‬
‫ﺳِﻼح‬
‫َﻣﻴْﻜﺮوﺳﻜﻮب‬
‫َدﺑّﺎﺑﺔ‬
‫ﺑﺎص‬
‫ﺷَﺮﻳﻂ‬
‫ﻓﻴﺪﻳﻮ‬
‫َﻣ ْﺮآَﺰ‬
‫ﺳ ْﻨﺘَﺮ‬
َ
‫ﺧ ْﻨﺠَﺮ‬َ
‫ﺟﻴﻨْﺰ‬
19

Activity 13
Work in pairs, each partner choosing three words from the above list and pronouncing
them aloud. The other partner will place a check mark next to the three words, which
she/he heard. Compare the checked words with your partner to check your accuracy.
Then switch roles.
Activity 14
Below are some cognates in Arabic. Copy them in the space provided. As you write the
words, sound out each of the scripts and observe how they are connected:
‫ ﺳﻨﺪ وﻳﺶ‬، ‫ ﺗِﻠ ِﻴﻔﻮن‬، ‫ آﺎﻣﻴﺮا‬، ‫ رادﻳﻮ‬، ‫ِﺗ ْﻠﻔِﺰﻳﻮن‬

--------- ، ------- ، ------- ، ------ ، --------
Activity 15
Listen to the cognates read by your teacher. You will be given thirty seconds after each
word to write each down. You now know the sound that each script makes, so if you get
stuck, sound the scripts out and pay attention to the connectors.
Write your words here.

_______ ، _________ ، __________ ، _________ ، __________
Activity 16
The class will be divided into two groups. Each group will have five minutes to choose
some “international” English words (Internet, word processor, etc.). Assume that these
words will be adopted into the Arabic language and utilize your knowledge of Arabic
consonants and vowels to imagine how these words would be written. The winning team
is the one that will come up with the most Arabic words that are spelled correctly. Feel
free to make this game as competitive as you want. You may even want to challenge each
other individually.
20

Tip of the Day

In Arabic, the tone does not change the meanings of
words.
Identify Special Cases:

The shaddah in Arabic is a diacritic that indicates the occurrence of double consonants. In
English, we write the letter twice – such as in the word “attack.” In Arabic, we write the
letter once, with the shaddah diacritic on it to show that it is a double letter.
For example:
‫ﺳﻠﱠﻢ‬
ُ ، ‫ﺳﺠّﺎدة‬
َ ، ‫ﺻﺮّاف‬
َ
Activity 17
Listen to your teacher reading and writing the following group of Arabic words on the
board. First, you will hear the word read slowly with each syllable emphasized. Then the
whole word will be repeated to illustrate the use of the shaddah. Observe the placement of
the shaddah, you will immediately understand the reason for its use:
‫ﺧﻴّﺎط‬
َ -‫ َﻓﻼّح‬-‫ َﻧﺠّﺎر‬-‫ دراﺟﺔ‬-‫ ﺻﻔﺎرة‬-‫ ﺟَﻤﺎل‬-‫ ﺷَﻤﺎم‬-‫َﻓﺮّاش‬
Activity 18
Listen to your teacher reading the following words. Decide which consonant is repeated
and circle it:
‫ ﻣﺴﻄﺢ‬- ‫ ﻣﺜﻘﻒ‬- ‫ ﻣﺒﺠﻞ‬- ‫ رﺷﺎش‬- ‫ﻣﺴﺪس‬
21

Activity 19
The class will be divided into two groups. Each group will choose one member to read a
set of words, some of which contain a shaddah. The other group will decide which words
contain the shaddah and what the repeated consonant is:
‫ﻋَﻤﻴﺪ‬ ‫آَﺬاب‬ ‫ﺳِﺮاج‬ ‫ﺷَﺒﻜﺔ‬ ‫آُﺮاس‬

‫ﻋَﺼﻴﺮ‬ ‫ﺷَﺮﻳﻂ‬ ‫ﺳِﺒﺎﺣﺔ‬ ‫ﺨﻄَﻂ‬َ ‫ُﻣ‬ ‫رَﻣﻀﺎن‬
‫ﺳَﻤﺎن‬ ‫ﺧَﺒﺎز‬ ‫ﺳَﻤﻜﺔ‬ ‫ﺷَﺠﺮة‬ ‫ﻋُﻄﻮر‬
‫ﺟﻤْﻬﻮر‬
ُ ‫ﺟَﺰار‬ ‫ﺟَﺮس‬ ‫ﺷَﻘﺔ‬ ‫ﺧَﺒﻞ‬
Activity 20
Listen to the following words as the teacher reads and writes them on the board. After
hearing each word, write true if it has a shaddah and write false if it does not have a
shaddah. If you are having trouble identifying the repeated consonant, break the word
down into its simple syllables and sound the script out:
‫ ﻓَﺮان‬- ‫ ﺳَﺠﺎن‬-‫ﺧﺘِﻴﺎر‬
ْ ‫ إ‬- ‫ ﻟَﺌﻴﻢ‬- ‫ ﺳَﻴﺎرة‬- ‫ُﻣﺠَﻠﺪ‬
22

Activity 21
Listen to the list of words your teacher will read to you. Write down the letter that has a
shaddah. If you are having trouble identifying the repeated consonant, ask your teacher to
break the words down into simple syllables. This will assist you in identifying the
repeated consonant.
_________ __________ __________ _________ _________ _________
_________ _________ _________ __________ __________
The following list is a list of the words your teacher will read aloud:
‫ ُﻣ ّﺪرّج‬،‫ ُﻣ َﺮﺑﱠﻊ‬،‫ ُﻣ َﻌﻠﱠﺐ‬،‫ ُﻣ ﱠﺘﻬَﻢ‬،‫ َﻗﻨّﺎص‬،‫ﺣﻔّﺎر‬

َ ،‫ﺟﺰّار‬
َ ، ‫ َﻧﺸّﺎل‬،‫ﻋﻄّﺎر‬
َ ،‫ﺣﺴّﻮن‬
َ ،‫ﺣﻼّق‬
َ
Hamzah
The hamzah ‫ء‬ is another special case in Arabic. It refers to the glottal stop sound such as
the first sound in the word “Arab.” The hamzah is written in different forms depending on
where in the word it appears and on what vowels that precedes and follows it.
In the initial position of the word, it is written on alef ‫أ‬. If it is used with dammah and
fatha vowels,
‫ُأﻧْﺒﻮب‬ ‫َأآْﻞ‬
it is written under alef ‫ إ‬if it is followed by a kasra vowel.
‫إﻧْﻌﺎش‬ ‫إﺑْﺮة‬
In the middle of the word, it is written on waw ‫ ؤ‬. If it is preceded by a dammah,
‫ﺑُﺆرة‬ ‫ﻣُﺆﻣِﻦ‬
It is written on yaa ‫ئ‬, if it is preceded by kasra or the long vowel yaa.
‫ﺑﻴﺌﺔ‬ ‫ﺑِﺌﺮ‬
[The hamza is written on the yaa with aut dots] [The hamza written on the yaa with out the dots]
Notice that the hamzah on yaa changes its shape when it’s connected to other letters in the
middle of the word.
When it appears at the end of a word, it is written in two forms, on the ‫ ء‬and on yaa ‫ئ‬.
‫ﺻﺤْﺮاء‬
َ ‫ﺷِﺘﺎء‬
‫ﻧﻲء‬ ‫ﺳﻴﱢﺊ‬َ
23

Tip of the Day

Arabic has contributed numerous words to the English language. Many of these begin
with the Arabic definite article Al. These include algebra, alcohol, alchemy, alkali,
alcove, and albatross. Other examples are minaret, sultan, elixir, harem, giraffe,
gazelle, cotton, amber, sofa, mattress, tariff, magazine, arsenal, syrup, sherbet, and
artichoke. Coffee is also an Arabic word that entered English by way of the Turkish
and Italian language. The word assassin comes from an Arabic word meaning
“hashish addicts.”
Activity 22
Repeat the following words after the teacher reads them. Identify the placement of the
hamzah and the effect it has on the pronunciation of the script. If you do not understand
the placement of the hamzah or the effect it has on the script, ask your teacher to explain
the process again until you understand:
‫ﺣﻤَﺮ‬
ْ‫أ‬ ‫ﺑُﺆس‬ ‫ﺑَﺮئ‬ ‫َﺛﺄْر‬ ‫ﺣَﻤﺮاء‬
‫إﻧْﺴﺎن‬ ‫ﺑُﺆرة‬ ‫ﺷﻲْء‬
َ ‫ﻓﺄر‬ ‫ﻧِﺴﺎء‬
Activity 23
Copy the following words in the space provided. Recognize where the hamzah should be
placed and understand the effect it has on the pronunciation of the script. If you are having
trouble, ask your teacher for assistance:
‫ﺣﻤَﺮ‬
ْ‫أ‬ ‫ﺑُﺆس‬ ‫ﺑَﺮئ‬ ‫َﺛﺄْر‬ ‫ﺣَﻤﺮاء‬
‫إﻧْﺴﺎن‬ ‫ﺑُﺆرة‬ ‫ﺷﻲْء‬

َ ‫ﻓﺄر‬ ‫ﻧِﺴﺎء‬
24

Activity 24
Listen to the following words as your teacher reads and writes them on the board. Decide
whether they have the correct form of hamzah or not. Write T if the hamzah is correct and
F if it is incorrect:
‫ ﺣِﺴﺎء‬- ‫ رَﺋﻴﺲ‬- ‫ ﻣَﺴﺎء‬- ‫ ﻣُﺆ ِﻣﻦ‬- ‫ آَﺌﻴﺐ‬- ‫ أﺳﺪ‬- ‫ﻣﺆﺗﻤﺮ‬
Activity 25
Listen to the teacher read a list of words and then write them down with the proper hamzah
included. Do your best to identify the proper placement of the hamzah. If you have
trouble, ask for assistance.
The list of words:
‫ َآﺄْس‬- ‫ إ ْﺑﺘِﺴﺎﻣﺔ‬- ‫ رَأس‬- ‫ رُؤﻳﺔ‬- ‫ ﻣُﺆﺛﱢﻤﺮ‬- ‫ ﻧﺎﺋِﺐ‬- ‫ذِﺋﺐ‬
Activity 26
The class will be divided into two groups. The teacher will give each group a different set
of words. One member of the group will read these words. The other members will write
them down. The team that writes the hamzah correctly the most times is the winner.
Write your words below.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
25

Tip of the Day

Arabic does not have consonant clusters or irregular
vowel lengths.
Identify symbols having both consonant and vowel functions:
We have already examined the symbols for the long vowels. These symbols also function
as consonants. They are ‫ ي‬for (i) sound as in need, for the (a) sound in bat and ‫ و‬for (oo),
as in mood. Here, we will reexamine these symbols and compare their two functions.
Look at the examples in the table below:
Consonant Vowel
‫ﻓَﺄر‬ ‫ﺳﺎﺣِﺮ‬
‫ُﻣ َﺘ َﻴﺴﱢﺮ‬ ‫ﺣَﺰﻳﻦ‬
‫دَواﻟﻲ‬ ‫َﻣﻐْﺮور‬
Activity 27
Read and repeat these words following the teacher’s lead. Identify symbols having both
consonant and vowel functions:
‫ ﺧَﺒﻴﺮ‬، ‫ ﺷَﺮﻳﺪ‬، ‫ َوﺟْﻪ‬، ‫ ﻣﺎرِد‬، ‫ روح‬، ‫ َورَﻗﺔ‬، ‫ رَأس‬، ‫ راﺣﺔ‬، ‫ َأ ْزرَق‬، ‫ﺳِﻌﻴﺪ‬
Activity 28
Divide the words that you read in the previous activity into two groups. The first group
utilizes the symbols as consonants. The second group utilizes the symbols as vowels.
26

Activity 29
Listen to the following words as your teacher reads them aloud. Each word contains two
symbols. One symbol functions as a consonant, while the other functions as a vowel.
Circle the symbols that function as consonants and put a line under the symbols that
function as vowels. Your teacher will write the correct answers on the board. If you have
difficulty identifying the symbols, ask for assistance:
‫أَﺛﻴﺮ‬ ‫أَﻣﻴﺮ‬ ‫أَﺛﺎث‬ ‫وَرﻳﺪ‬ ‫أُﺳﻮد‬

‫َأﻣْﺮاض‬ ‫وَﻓﻴﺮ‬ ‫وَدﻳﺪ‬ ‫أَﻧﻴﺲ‬ ‫وَﺣﻴﺪ‬
‫ﻳُﺮﻳﺪ‬ ‫وُﺟﻮد‬ ‫إﻧْﺴﺎن‬ ‫َأﺣْﻔﺎد‬ ‫إرْﺳﺎل‬
‫وَﺳﻴﻢ‬ ‫ﺑﺎرود‬ ‫أُﺟﻮر‬ ‫أَﻣﻴﻦ‬ ‫وَﺷﻴﻚ‬
‫وَدود‬ ‫إهْﻤﺎل‬ ‫ِإدْﻣﺎن‬ ‫وَﺟﻴﻪ‬ ‫أَﺧﻴﺮ‬
Activity 30
The teacher will read aloud a set of words. In the table below is a list of the same words,
but they are missing some long vowels and consonants. Listen to the teacher while she/he
reads the list, then fill in the missing letters below and specify whether you used a long
vowel or a consonant by putting a “v” or a “c” under the letter:
‫ﺳﻢء‬ ‫ﻧﺎة‬ ‫رﺻﻒ‬ ‫ﻓﺴﻖ‬ ‫ﺻﻴﻢ‬
‫أﻣﻦ‬ ‫وﻋﺪ‬ ‫ﻗﺎص‬ ‫راﻳﺔ‬ ‫ﻓﻈﻊ‬
‫ﻧﻔﻲ‬ ‫ﺧُﻤﻮ‬ ‫ﻧﻴﻒ‬ ‫ﻃﻴﻞ‬ ‫ﺷﺤﺢ‬
‫ﺳُﺮ ر‬ ‫ط ﻳﻖ‬
َ ‫ﺳﻘﻢ‬ ‫رَو ج‬ ‫ﻓﻮر‬
27

Tip of the Day

In Arabic, changing the vowel at the end of
the word does not change the root meaning
of this word. Rather, it indicates whether the
word is a subject, an object, or an object of a
preposition.
Produce Stress and Intonation:
In Arabic, we put the stress on syllables with long vowels. For example, the stress in ‫ﻣَﻄﺎر‬
is on the second syllable ‫ﻃﺎر‬. We also put the stress on syllables that have a shaddah. For
example, in the word ‫ﺳﻠﱠﻢ‬ُ the syllable ‫ل‬ ‫ ﱠ‬is stressed.
Activity 31
As the teacher reads the following words, repeat them, practice putting stress on the correct
syllables. It may be helpful if you break the words into syllables first:
‫ ﺳَﻔﻴﻨﺔ‬،‫ ﻓُﻄﻮر‬،‫ ِﻣﺰْﻣﺎر‬، ‫ﻓَﺮاﺷﺔ‬

‫ﺴ َﺮ‬
‫ َآ ﱠ‬،َ ‫ َﻓ َﺘّﺖ‬،‫ﺷﺮﱠد‬
َ ،‫ﺳﻜﱠﺮ‬
ُ
Activity 32
Listen to the following words as the teacher reads them and then copy the stressed syllable
in the space provided:
‫ ﻓُﻄﻮر‬، ‫رَﺳﻮل‬ ، ‫ﻋﻔْﺮﻳﺖ‬

ِ ، ‫ ﺛَﻘﻴﻞ‬، ‫ﺤﺮﱠم‬
َ ‫ ُﻣ‬، ‫ ﺳِﺘﺎر‬، ‫ﺣَﻤﺎﻣﺔ‬
________ ، ________ ، ________ ، ________ ، ________ ، _______ ، ________
28

Intonation.
Intonation applies to phrases and sentences but not to words, so our introduction to
intonation will be brief. You will be able to practice intonation in later lessons. In Arabic,
interrogative and exclamation sentences have a rising intonation. Declarative sentences
have a declining intonation. Listen to the following examples as your teacher reads them
aloud and try to identify the Interrogative, Exclamation, and the Declarative. If you are
having trouble hearing the difference, ask the teacher to go over the examples again, until
you can hear the difference:
Interrogative: ‫هَﻞ أَﻧﺖ رﺟﻞ؟‬

Exclamation: !ّ‫ﺟﻞ‬
ُ ‫ﺖ َر‬
َ ‫َأ ْﻧ‬
Declarative: ‫أﻧﺎ إﻣْﺮأة‬
29

Skill Enhancement Module 1 Lesson 1
Activity 1
The letters in the chart below are not in order. Rearrange the letters properly in the blank
chart provided below this one. Pronounce each script to yourself as you write it:
‫خ‬ ‫ض‬ ‫ج‬ ‫ل‬ ‫ت‬ ‫ز‬ ‫أ‬

‫م‬ ‫ي‬ ‫ر‬ ‫ذ‬ ‫ظ‬ ‫س‬ ‫ﻩ‬
‫ط‬ ‫ح‬ ‫ص‬ ‫ف‬ ‫غ‬ ‫و‬ ‫ق‬
‫ن‬ ‫ث‬ ‫ك‬ ‫ش‬ ‫ب‬ ‫ع‬ ‫د‬
Activity 2
In the chart below, the letters are arranged alphabetically, but several letters were omitted.
Fill in the blanks with the appropriate letter. Your instructor will check your progress:
‫خ‬ ‫ج‬ ‫ت‬ ‫أ‬

‫ظ‬ ‫ش‬ ‫ز‬ ‫ذ‬
‫ع‬ ‫ط‬ ‫ص‬
‫ك‬ ‫ف‬
‫ي‬ ‫ﻩ‬ ‫م‬
Activity 3
Listen to the group of words as your teacher reads them. Then write down the last letter
you hear in each word. Also, identify if the letter is a connecting letter or non-connecting.
.‫ دﻣﻎ‬،‫ ﻣﺤﻈﻮظ‬،‫ ﺑﻠﻴﻎ‬،‫ ﺣﺎﻣﻞ‬،‫ رهﻖ‬،‫ أﺷﻌﺚ‬،‫ ﻧﺒﻴﺬ‬،‫ رﺿﻴﻊ‬،‫ زﺟﺎج‬،‫رﺻﺎص‬
30

Activity 4
The words below are written with the wrong vowels. Listen to the teacher read these
words correctly. Correct the wrong vowels by copying the words in the space provided
with the appropriate vowels:
‫ ﺷِﺮاب‬، ‫ َﻓﺮِق‬، ‫ ﺧﺪم‬، ‫ﺳﻔِﻨﺔ‬

َ ،‫ﺳﻴَﺮ‬
ِ ،‫ﺟﺎَر‬ ،‫ آﻠُﺐ‬،‫ﺳﻜِﻦ‬
َ ، ‫رَﺣﻮم‬
------،--------،--------،--------،-------،------،------،-------،--------
Activity 5
You will be given the names of some countries in Arabic. Change them into the nisbah
nouns. After you have made the changes, say the new word to yourself. Repeat as many
times as it takes to learn the pronunciation. If you are not sure you are saying the word
properly, ask your teacher for assistance.
‫ ُﻗ ْﺒﺮُص‬،‫ َأﻓْﻐﺎ ِﻧﺴْﺘﺎن‬،‫ َﻧﻴْﺠﻴﺮﻳﺎ‬،‫ ﻓﻴِﺘﻨﺎم‬،‫ ُأﺳْﺘﺮاﻟﻴﺎ‬،‫ﺑﺎ ِآﺴْﺘﺎن‬
Activity 6
As a class, look at the map below and try to identify as many countries as you can and
convert the country names into Arabic cognates. The student that comes up with the right
cognate for the country will write it on the board. After identifying the countries, take a
guess as to the cognate names of the capitals. If you have difficulty, remember to sound
out the Arabic sounds that make up the words.
31

Activity 7
Divide the class into two groups. One person from the group will start off with the first
letter of the Arabic alphabet. One person from the other group will say the second letter of
the Arabic alphabet. Continue alternating back and forth between the two groups until
someone says the wrong letter. The group with the least amount of wrong letters is the
winner. You can make this game as competitive as you want. Feel free to challenge each
other at will.
‫خ‬ ‫ح‬ ‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫أ‬

‫ص‬ ‫ش‬ ‫س‬ ‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬
‫ق‬ ‫ف‬ ‫غ‬ ‫ع‬ ‫ظ‬ ‫ط‬ ‫ض‬
‫ي‬ ‫و‬ ‫ﻩ‬ ‫ن‬ ‫م‬ ‫ل‬ ‫ك‬
Activity 8
Divide the class into two groups. Listen to your teacher say the Arabic alphabet in a
random order. Individually write the script as your teacher says each letter. Exchange
papers with the other group and grade the papers. Give the results to your teacher for a
final review. The teacher will declare one of the groups as the winner, based on the least
number of errors.
Activity 9
Divide the class into two groups. One person from the group will challenge any person
from the other group to stand-up and say the complete Arabic alphabet, alternating back
and forth between the two groups. However, you must do this with out looking at the
alphabet chart. Keep score as to which group has the least amount of errors. The group
with the least errors is the winner. You can make this game as competitive as you want.
Feel free to challenge each other at will.
32

Activity 10
As individuals, look at the newspaper article on the next page. Go through the article line-
by-line and circle the letters of the Arabic alphabet in the proper order. The first person
finished is the winner. Also, declare the second, third, and fourth place winners. The
winner must stand up in front of the class and state what line (identify the location of the
script) of text each letter is in.
Line
‫ﻏﻀﺐ اﻟﻐﺮﺑﺎن‬ 1
2
‫ﻣﻊ ﺑﺪاﻳﺔ آﻞ ﻳﻮم ﺗﻔﻴﺪ اﻷﻧﺒﺎء وﺣﻴﺚ ﺟﺎءت اﻟﺘﻘﺎرﻳﺮ اﻟﻮاردة ﻣﻦ ﻣﻮﺳﻜﻮ أن‬
3
‫اﻟﻘﻮات اﻟﺮوﺳﻴﺔ ﺷﻨﺖ هﺠﻮﻣﺎ ﻋﻠﻰ أﺣﺪ ﻣﻌﺎﻗﻞ اﻟﻤﻘﺎﺗﻠﻴﻦ اﻟﺸﻴﺸﺎن أو ﺧﺮﺟﻮا أو‬
4
‫هﺬﻩ اﻟﻤﺮة آﻤﺎ زادت اﻷﻧﺒﺎء اﻟﻮاردة ﻣﻦ ﻣﻮﺳﻜﻮ أﻳﻀﺎ أن ﺳﺮﺑﺎ‬,‫دﺧﻠﻮا ﻣﺘﺴﻠﻠﻴﻦ‬
5
‫ﻣﻦ اﻟﻐﺮﺑﺎن اﻟﺴﻮداء ﺷﻦ هﺠﻤﺎت ﻣﻨﻈﻤﺔ و ﻣﺒﺎﻏﺘﻪ ﻋﻠﻰ اﻷﻃﻔﺎل و اﻟﻤﺮﺑﻴﻦ‬
6
.‫ﺑﺎﻟﻌﺎﺻﻤﺔ اﻟﺮوﺳﻴﺔ ﻓﻲ روﺿﺔ أﻃﻔﺎل ﻣﻮﺳﻜﻮ‬
7
‫و ﻓﻲ اﻟﻠﺤﻈﺎت اﻷوﻟﻰ ذآﺮت وﺳﺎﺋﻞ إﻋﻼم روﺳﻴﺔ أن اﻟﻐﺮﺑﺎن ﺗﺠﻤﻬﺮت ﻓﻲ‬
8
‫ و ﺑﺎﻟﻜﺎد هﺎﺟﻤﺖ إﺣﺪى اﻟﻌﺎﻣﻼت ﻓﻲ اﻟﻤﻄﺒﺦ و ﻧﻘﺮت رأﺳﻬﺎ‬,‫ﺻﻨﺪوق ﻟﻠﻨﻔﺎﻳﺎت‬
9
‫ و ﻓﻲ اﻟﻠﺤﻈﺎت اﻷوﻟﻰ‬.‫ﺣﺘﻰ ﺳﺎﻟﺖ دﻣﺎؤهﺎ و ﺗﻤﻜﻨﺖ ﻣﻦ اﻟﻮﺻﻮل إﻟﻰ اﻹﺳﻌﺎف‬
10
‫أﺧﺬت اﻟﻐﺮﺑﺎن ﺗﻬﺎﺟﻢ اﻟﻤﺎرة اﻟﺬﻳﻦ ﺗﻌﺎﻣﻠﻮا ﺑﻈﺮف ﻣﻊ اﻟﻐﺮﺑﺎن إﻻ أﻧﻬﻢ ﺳﺮﻋﺎن‬
11
‫ﻣﺎ أدرآﻮا ﺣﺠﻢ اﻟﻤﺨﺎﻃﺮ ﻋﻨﺪﻣﺎ ﺣﺎول ﺑﻌﺾ اﻟﻐﺮﺑﺎن ﻓﻖء ﻋﻴﻮﻧﻬﻢ ﻓﺴﺎرﻋﻮا‬
12
.‫ﻟﻄﻠﺐ اﻟﻨﺠﺪة ﻣﻦ ﺷﺮﻃﺔ ﺣﻤﺎﻳﺔ اﻟﺒﻴﺌﺔ‬
Activity 11
Individual competition: As individuals, create as many three-letter words as you can think
of, in a three-minute period. Each person will present his or her list verbally to the teacher.
You will receive one point for words that is written correctly, but have no meaning. You
will receive two points for words that are written correctly and have an Arabic meaning.
The student with the most points is the winner. You may make this game more
competitive by selecting teams and playing against each other using the same scoring.
Activity 12
Divide the class into two groups. Each group will use their Arabic dictionaries to find as
many three-letter words as possible in a three-minute period. Each person in the winning
group will take turns in reading each of the words aloud. If you have difficulty saying the
words, sound out each of the Arabic scripts. This will help you to pronounce the word.
Your teacher may provide assistance.
33

Activity 13
As a class, try to come up with as many car names and car manufacturer’s names as Arabic
cognates as you can think of. Write them on the board. If you have difficulty writing them,
your teacher will guide your efforts. Remember; always try to sound out the individual
Arabic scripts to help in writing the cognate. Some examples you can use to start with are
shown below.
Activity 14
As a class, try to come up with as many company names to convert to Arabic cognates as
you can think of. Write them on the board. If you have difficulty writing them, your
teacher will guide your efforts. Remember; always try to sound out the individual Arabic
scripts to help in writing the cognate. Some examples are:
34

Homework Module 1 Lesson 1
This homework section will assist you in reinforcing your learning experience regarding
the Arabic alphabet. You will practice writing the characters of the alphabet, identifying
sounds, and practicing character changes based on their position within a word.
Homework 1
Connect the numbers to form the letter in the space provided:
35

Homework 2
Write the letters in the correct order in the chart below. Pronounce each sound as you
write the script. Repeat this activity until you feel you know how to pronounce and write
each script:
‫ض‬ ‫ج‬ ‫ل‬ ‫ت‬ ‫خ‬ ‫أ‬

‫ق‬ ‫م‬ ‫ي‬ ‫ر‬ ‫ذ‬ ‫ظ‬
‫ع‬ ‫د‬ ‫ط‬ ‫ح‬ ‫ص‬ ‫غ‬
‫و‬ ‫ب‬ ‫ث‬ ‫ك‬ ‫ش‬ ‫ف‬
‫خ‬ ‫ز‬ ‫ط‬ ‫ﻩ‬ ‫ن‬ ‫س‬
36

Homework 3
Practice writing the characters of the alphabet. Then, check whether you wrote them
correctly:
Write the alphabets below.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Homework 4
Practice writing the following words. Every set of three words contains the same letter
positioned at the beginning, the middle and the end of the word.
‫رﻣﺶ‬ ‫ﺧﺸﺐ‬ ‫ﺷﻤﺲ‬

‫ﺟﺮن‬ ‫ﻏﻨﻢ‬ ‫ﻧﻐﻢ‬
‫هﺪف‬ ‫رﻓﺾ‬ ‫ﻓﺮخ‬
‫ﻓﺮس‬ ‫رﺳﻢ‬ ‫ﻧﺴﻤﺔ‬
‫ﻣﻬﺪ‬ ‫ﺛﻤﺮ‬ ‫ﻣﺠﺪ‬
‫ﻃﺒﺦ‬ ‫ﺻﺨﺐ‬ ‫ﺧﻨﻖ‬
‫ﺳﺮ‬ ‫ﺻﺮح‬ ‫رﺟﻞ‬
‫ﻓﺮص‬ ‫رﺻﻒ‬ ‫ﺻﺒﺮ‬
‫ﻧﺒﻊ‬ ‫ﺛﻌﻠﺐ‬ ‫ﻋﻨﺐ‬
Homework 5
Refer to the homework audio CD to listen to the following words. Recognize the vowel in
the first syllable and add it:
‫ ﺳﺘﺎر‬،‫ ﻋﻤﺮة‬،‫ ﻋﺴﻞ‬،‫ ﻗﻤﺮ‬،‫ ﻣﺪرب‬، ‫ ﻗﻼدة‬، ‫ ﻓﻨﺪق‬، ‫ ﻓﺮاش‬، ‫ﺳﻤﺎء‬
37

Homework 6
Refer to the homework audio CD and listen to the following words. Each word contains
one short vowel and one long vowel. In the boxes below are pairs of short and long vowel
words. Select the correct pairs of vowels:
‫ ﻣﺸﻴﻦ‬-‫ ﻣﺠﻨﻮن‬-‫ ﺷﺮﻳﺮ‬-‫ آﺮاس‬-‫ ﻇﺮﻳﻒ‬-‫ ﻓﻄﻮر‬- ‫ ﺳﻼم‬- ‫ﺳﺮاج‬

‫ﻓﺘﺤﺔ اﻟﻒ‬ ‫آﺴﺮة أﻟﻒ‬ ‫ﺿﻤﺔ اﻟﻒ‬ ‫ﻓﺘﺤﺔ واو‬ ‫ﺿﻤﺔ واو‬
‫آﺴﺮة ﻳﺎء‬ ‫ﺿﻤﺔ ﻳﺎء‬ ‫ﻓﺘﺤﺔ ﻳﺎء‬
Homework 7
Refer to the homework audio CD to listen to each word and then find it in the list of
written words below:
. ‫ َهﺪَف‬-‫ﺧﺰَف‬
َ -‫ ُدرْج‬-‫ ُﺑﺮْج‬-‫ﺣﻤَﻞ‬
َ -‫ﺟﻤَﻞ‬
َ - ‫ َدرّاﺟﺔ‬- ‫ذُﺑﺎﺑﺔ‬
Homework 8
Refer to the homework audio CD and listen to the following words. The words are written
below but they are missing the vowels. Add the correct vowels to form the word.
‫ ﻧﺲ م‬-‫ ت ن‬-‫ ح ت‬-‫س ق‬-‫ ﺧﺮ ف‬- ‫ﺳﺢ ﺑﺔ‬
Homework 9
Refer to the homework audio CD and listen to the following words – each one contains a
shaddah. Then mark a shaddah on the correct letter.
‫ ﺗُﻔﺎﺣﺔ‬، ‫ ﺳَﺠﺎدة‬، ‫ ﺳَﻴﺎرة‬، ‫ ﺑَﻄﻴﺦ‬،‫ﺳِﻜﻴﻨﺔ‬
38

Homework 10
The table below contains different forms of hamzah.
Listen to the words read aloud and then select the correct hamzah in each word.
‫أ‬ ‫ء‬ ‫إ‬ ‫ؤ‬ ‫ئ‬

List of words:
‫ أﻣﻴﺮ‬،‫ إﻏﺘﺼﺐ‬، ‫ دواء‬، ‫ ﻣﺎء‬، ‫ إﺑﺮة‬، ‫ ﻣﺆازرة‬، ‫ ﻣﺆاﻣﺮة‬، ‫ ﺣﺎﺋﻂ‬، ‫ﻧﺎﺋﺐ‬
Homework 11
Copy the following words in the space provided. As you write the word, be cognizant of
the placement of the hamzah.
‫رَأي‬ ‫هِﺠﺎء‬ ‫إآْﻠﻴﻞ‬ ‫إﺣْﺼﺎﺋﻲ‬ ‫ﺳﺘِﺌﻨﺎف‬

ْ‫إ‬
‫راﺋﻊ‬ ‫ﻣُﺆهَﻞ‬ ‫َﻣ ْﺄزِق‬ ‫ﻗِﺮاءة‬ ‫إﻳﻮاء‬
39

Arabic SOLT-STUDENT Module 1 Lesson 1

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OVERVIEW

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One of the most effective teaching methods is the Communicative Approach.

• Develop skills for oral presentations, group discussions, and listening

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Student Learning Strategies

• Learning a language is an active and per formative phenomenon. Language itself is

• Exercises may be developed and enhanced by the instructor to incorporate various

• Class exercises or activities are designed to review lesson materials immediately

• As a student, you should always practice pronunciation – especially words or

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• You will relate sounds to the individual words in each lesson.

• You will use new vocabulary words within a cultural context.

• You will recognize grammatical concepts that match communicative functions.

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IN THE TARGET LANGUAGE WITH INSTRUCTOR AS GUIDE:

1. Activity Explanation Language Tips Vocabulary in Context Student

2. Class Brainstorming Group/Pair Brainstorming Group/Pair Practice

3. Performance of Activity (Situation or Scenario)

4. Expansion of Activity (Homework/Class Discussion/Cultural-related Topics)

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Recognize each character of the alphabet

Produce vowel sounds

Produce consonant sounds

Identify special cases

Produce stress and intonation

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Tip of the Day

Recognizing the alphabet – Consonants:

‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬ ‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫أ‬

‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫أ‬

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‫ج‬ ‫ث‬ ‫ت‬ ‫ب‬ ‫أ‬

‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬

‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬

‫ل‬ ‫ك‬ ‫ف‬ ‫ش‬ ‫س‬

‫ل‬ ‫ك‬ ‫ف‬ ‫ش‬ ‫س‬

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‫ي‬ ‫و‬ ‫ﻩ‬ ‫ن‬ ‫م‬

‫ي‬ ‫و‬ ‫ﻩ‬ ‫ن‬ ‫م‬

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Tip of the Day

Emphatic and non-emphatic letters:

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‫ظ‬ ‫ط‬ ‫ض‬ ‫ص‬

‫ﺻﺮ‬ ‫ﻣﺮ‬ ‫ﺑﺮ‬ ‫ﻋﻞ‬ ‫ﻣﺮ‬

‫ﺣﺮ‬ ‫ﺑﻦ‬ ‫ﻣﺮ‬ ‫ﻧﻢ‬ ‫ﺑﻞ‬ ‫ﺻﺮ‬

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Tip of the Day

Non-connecters do not connect with each other.

‫ أرﻧﺐ – زراﻓﺔ‬- ‫ ﻃﺎوﻟﺔ‬- ‫ رﺟﻞ‬- ‫ﻣﻨﺰل‬

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‫ِﺗﻠْﻤﻴﺬ‬ ‫َﻧﻤْﻠﺔ‬ ‫َرﻏْﺒﺔ‬ ‫َﺛ ْﻌﻠَﺐ‬ ‫دَﺟﺎج‬ ‫ﺷﺮْﻓﺔ‬

‫ﻣﺪ‬ ‫ﻋﺲ‬ ‫ﻧﺮ‬ ‫ﻣﺮ‬ ‫ﺳﺢ‬ ‫ﻣﺲ‬

Write your answer in this table.