Microsoft Word - Level 3 - Lesson

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1 13WORKSHEET 1: Read the following. 60 -

2 13WORKSHEET 2: Read the following. 61 -

3 13WORKSHEET 3: Read the following. 62 -

4 13LESSON 14: READING WITH JOINED LETTERS (B) Before beginning this lesson it is advisable to go back to lesson 1 with the student and revise some of the words in it at random. This will familiarize the student once more with kasra and make this lesson less daunting. Do not rush through this lesson, take the necessary time doing it. Proceed to the next lesson only if he/she can confidently recite the whole page with words picked out randomly. 63 -

5 13LESSON 14: READING WITH JOINED LETTERS (B) Read the following. 64 -

6 13LESSON 15: READING WITH JOINED LETTERS (C) Before reading this lesson, go back to lesson 1 reading words at random. That will make this lesson less daunting. This is a difficult lesson. Proceed to the next lesson only if the student is fluent. 65 -

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8 13LESSON 16: READING WITH JOINED LETTERS (D) Al the words on this page are as they would be in the Holy Qur ｯｨ n. Student must be fluent in reading this lesson before moving to the next lesson. Try reading against the clock. If the student can read this entire page in 3 minutes he/she is doing quite well. 67 -

9 13LESSON 16: READING WITH JOINED LETTERS (D) Read the following. 68 -

10 13LESSON 17: HAMZAH AT THE BEGINNING OF A WORD At the beginning of a word, Hamzah is always carried by Alif. It is placed on top or at the bottom of Alif, depending on the Haraka used. Hamzah is carried on top of Alif if it has Fatha or Dhamma or Hamzah with Fatha Hamzah with Dhamma Hamzah is carried at the bottom of Alif if it has Kasra Please note: students get confused between and13 in17 the beginning of a word. Tell the student that is13 carried by and19 is never joined when at the beginning of a word. Exercise: Put a Hamzah on Alif at the right place as indicated by theharakｨ t. An example has been provided. Kasra Fatha Kasra Dhamma 1 7 Dhamma Kasra Dhamma Fatha 69 -

11 13LESSON 17: HAMZAH In the middle of a word, Hamzah is carried by one of three letters: 1. Alif. 2. Waw. 3. Yaa ｯ.TheNuqｨ tofyaa ｯare dropped In some copies of Qur ｯｨ n, Hamzah appears in the middle of the word on its own. At the end of a word, Hamzah appears on its own, on Waw, onyaa ｯ(as in the last example), and in some copies of Qur ｯｨ n, it appears on Alif. 70 -

12 13WORKSHEET 1 Put Hamzah with the proper haraka at the appropriate place indicated by the transliteration. (Capital vowel has been used in the transliteration for Hamzah.) Su I La A Qa La I La 1 7 Na Ba A Sa A La 1 7 Bu U Su 71 -

13 13WORKSHEET 2 Read the following. If the student has difficulty understanding this lesson, tell him/her to treat Hamzah as Alif. 72 -

14 13LESSON 18: SUK07N A semi-circle (a half circle) or a small circle on top of a Harf is called asukｨｱn. TheSukｨｱnjoins. That means that the sound of the Harf that has asukｨｱnon top of it has to be joined to the Harf before it. For example: Ta + (Baa with Sukｨｱn) = Tab = + Sukｨｱn Sukｨｱnrealy means ｮsilent ｯ; that is, a leter with a Sukｨｱnon top of it does not have a vowel sound of its own, therefore, only the sound of the letter should be pronounced. To explain the point further, use the names of the students in the class or words of the language with which the student is familiar. For example: Instill in the student that in Arabic, a word can never begin with a letter bearing asukｨｱn. TheSukｨｱncan only be read if the previous letter bears a Haraka (fatha, kasra or dhamma). If the student reads the letter withsukｨｱnas a letter with fatha, try the following exercise: Tell the student that you wish to spell the name Muhsin. Which of these two versions is correct? 73 -

15 13WORKSHEET 1 Put the right sign on each of the letters below, then say it to your parent and teacher. An example has been provided. Fin =1 7 Ab =1 7 Jad = Fir =1 7 Lam =1 7 Wan =1 7 Hum =1 7 Kul =1 7 Sib =1 7 Khif =1 7 Tib =1 7 Ruq =

16 13WORKSHEET 2 Read the following. 75 -

17 13WORKSHEET 3 Read the following. 76 -

18 13WORKSHEET 4 Read the following. 77 -

19 13WORKSHEET 5 Read the following

20 13LESSON 19: SUK07N Read the following

21 13LESSON 19: SUK07N Read the following

22 13LESSON 20: QALQALA When any of the above five letters bears asukｨｱn, the sound has to be clear as if there is an echo. Care should be taken that the echoing sound does not go to the extent of sounding as though a fatha has been added. The rule is called QALQALA, which means stress. It might help to remember the letters by the word: 1 7 You may like to use the example of in which has to be pronounced with stress in 5 words Note: When any of the letters of qalqala appear in the middle of a word bearing a sukｨｱn, then the rule of qalqala is applied but with less stress. For example:

23 13WORKSHEET 1 Place asukｨｱnon all the five letters that must be pronounced with stress. There is more than one letter of each of the five. Remember the two special words. 82 -

24 13WORKSHEET 2 Read the following words with sukｨｱn, paying attention to the five letters, which must be pronounced with stress. 83 -

25 13WORKSHEET 3 This worksheet contains extracts from ayｨ tof the Holy Qur ｯｨ n, which thestudents can read. Point out this fact to the student as an encouragement. You will now be able to identify any problems the student may be having in identifying sounds, harakat, orsukｨｱn

26 13LESSON 21: FATHA TANW07N Tanwｨｩnmeans adding the sound of 1 7on a vowel ｮa ｯ, ｮi ｯor ｮu ｯ. In English it is called Nunation. The Tanwｨｩnsign is a double vowel: double fatha, double kasra and double dhamma. Tanwｨｩnis always placed at the end of a word Fatha tanwｨｩnmakes the sound an as in bun, sun, fun. Fatha tanwｨｩnis always written with 1 7except with the lettertｨ marbｨｱt1 7ah In some casesfatha tanwｨｩnis also written with 1 7, where 1 7is not pronounced. 85 -

27 13WORKSHEET 1: Place a tick ( 1 7) in the box if the square contains tanwｨｩn. An example has been provided

28 13WORKSHEET 2: Re-write the following to letters with tanwｨｩn. An example has been provided

29 13WORKSHEET 3 Read the following the lettertｨ marbｨｱt1 7ah 88 -

30 13WORKSHEET 4 Read the following

31 13WORKSHEET 5 Read the following

32 13LESSON 22: KASRA TANW07N Tanwｨｩnmeans adding the sound of 1 7on a vowel ｮa ｯ, ｮi ｯor ｮu ｯ. In English it is called Nunation. The Tanwｨｩnsign is a double vowel: double fatha, double kasra and double dhamma. Tanwｨｩnis always placed at the end of a word Kasra tanwｨｩnmakes the sound in as in bin, sin, fin. 91 -

33 13WORKSHEET 1: Place a tick ( 1 7) in the box if the square contains tanwｨｩn. 92 -

34 13WORKSHEET 2: Re-write the following to letters with tanwｨｩn. An example has been provided

35 13WORKSHEET 3 Read the following. 94 -

36 13WORKSHEET 4 Read the following

37 13WORKSHEET 5 Read the following

38 13LESSON 23: DHAMMA TANW07N Tanwｨｩnmeans adding the sound of 1 7on a vowel ｮa ｯ, ｮi ｯor ｮu ｯ. In English it is called Nunation. The Tanwｨｩnsign is a double vowel: double fatha, double kasra and double dhamma. Tanwｨｩnis always placed at the end of a word Dhamma tanwｨｩnmakes the sound un as inkhairun, Rusulun, Salｨ mun. 97 -

39 13WORKSHEET 1: Place a tick ( 1 7) in the box if the square contains tanwｨｩn. 98 -

40 13WORKSHEET 2: Re-write the following to letters with tanwｨｩn. An example has been provided

41 13WORKSHEET 3 Read the following

42 13WORKSHEET 4 Read the following

43 13WORKSHEET 5 Read the following

44 13LESSON 24: REVIEW LESSON Read the following

45 13LESSON 24: REVIEW LESSON Read the following

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L3 Japanese (90570) 2008

L3 Japanese (90570) 2008 90570-CDT-08-L3Japanese page 1 of 15 NCEA LEVEL 3: Japanese CD TRANSCRIPT 2008 90570: Listen to and understand complex spoken Japanese in less familiar contexts New Zealand Qualifications Authority: NCEA