Understand and recognise shadda (doubled consonant)
F1Lesson 6 of 12◇ Core language
Shadda, Nunation (Tanwin), Madda and Hamza
الشدّة والتنوين والمدّة والهمزة
Arabic Script & Sounds · Script and sound foundations
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Learning Objectives
Focus on these outcomes rather than trying to memorise everything at once.
Recognise the three forms of nunation (tanwin): tanwin fatha, damma, kasra
Identify madda (ā sound on alif) and the various positions of hamza
Lesson outline
- 8 minStarterVowel review chant
- 15 minMain 1Shadda — the doubling mark
- 12 minMain 2Tanwin — the n-sound endings
- 12 minMain 3Madda and Hamza positions
- 10 minPlenaryDiacritic detective
Exam connection: This unit builds the script foundation for all subsequent units and all four exam papers. Paper 1 Listening and Paper 2 Reading both require students to process Modern Standard Arabic in script form.
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Vocabulary
Tap each card to reveal the meaning, category and example.
Three-step recall
- Say the Arabic aloud.
- Cover the meaning and recall it.
- Use six items in your own spoken or written sentences.
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Quizzes
Use the two short checks. Errors show you what to revise next.
Quiz 1 — Meaning check
0 / 61. What does حَقّ mean?
2. What does تَنْوين الكَسْر mean?
3. What does تَنْوين الضَّمّ mean?
4. What does هَمْزَة mean?
5. What does مَرَّ mean?
6. What does تَنْوين mean?
Quiz 2 — Match Arabic and English
العربية
English
Matched: 0 / 6
Stretch challenge
Choose three matched items and combine them into one accurate sentence or short exchange.
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Grammar
Read the rule, notice the pattern and then produce your own examples.
Core rule / strategy
Shadda doubles the consonant sound. Tanwin adds an "-n" sound to the end of indefinite nouns (ً ٍ ٌ). Madda (آ) = long aa on alif. Hamza can sit on alif (أ إ), waw (ؤ), ya without dots (ئ), or alone (ء) — position depends on surrounding vowels.
Notice the pattern
- شَدَّة
- تَنْوين
- تَنْوين الفَتْح
- تَنْوين الضَّمّ
Accuracy checklist
- Check the subject and verb or noun/adjective agreement.
- Check gender, number and tense or time frame.
- Use the lesson structure in a complete, meaningful sentence.
- Read the sentence aloud and correct anything that sounds incomplete.
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Skills Practice
Practise listening, reading, speaking and writing with the same lesson language.
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Listening
Listen twice: first for the main idea, then for details.
اِقرَأْ بِصَوتٍ واضِح: شَدَّة، تَنْوين، تَنْوين الفَتْح، تَنْوين الضَّمّ، تَنْوين الكَسْر، مَدَّة، هَمْزَة، الله، مُحَمَّد، كِتابٌ. لاحِظِ الشَّكلَ والصَّوتَ واتِّجاهَ الكِتابة.
- What is the main topic?
- Write three Arabic words you recognise.
- What one detail can you hear or infer?
Teacher/partner guidance and possible answer
Read the Arabic text naturally twice. A successful answer identifies the lesson topic, any three accurate key words and one relevant detail from the text.
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Reading
Underline known words before answering.
اِقرَأْ بِصَوتٍ واضِح: شَدَّة، تَنْوين، تَنْوين الفَتْح، تَنْوين الضَّمّ، تَنْوين الكَسْر، مَدَّة، هَمْزَة، الله، مُحَمَّد، كِتابٌ. لاحِظِ الشَّكلَ والصَّوتَ واتِّجاهَ الكِتابة.
- What is the main topic of the text?
- Find two words or phrases connected with “Shadda, Nunation (Tanwin), Madda and Hamza”.
- What specific detail can you identify?
- Which grammar structure from this lesson appears, or could be added?
Reading support
Start with names, numbers, repeated words, connectors and familiar verb patterns. You do not need to translate every word.
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Speaking
Build your answer, then ask a follow-up question.
- Explain the topic “Shadda, Nunation (Tanwin), Madda and Hamza” in your own words.
- Use at least five items from the vocabulary section.
- Give an opinion or personal example and justify it.
- Ask and answer two follow-up questions with a partner.
Useful frame:في رَأيي... لِأَنَّ... أَيضاً... وَمِن جِهَةٍ أُخرى...
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Writing
Plan, write, check and improve.
Task: Write about Shadda, Nunation (Tanwin), Madda and Hamza. Use at least eight vocabulary items, the lesson grammar and two connectors. Target: 40–60 words.
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Activities
Complete the activities in order, or choose the one that addresses your weakest area.
Starter8 min
Vowel review chant
Whole class: chant the short vowels with hand signals (fatha — hand flat, damma — fist up, kasra — hand pointing down, sukun — flat palm pressed down). Do 3 rounds, increasing speed. Then Study the word الشَّمْس — how many diacritics can You spot? You call out what they see. Introduce today's topic: there are more diacritics to learn.
Main 115 min
Shadda — the doubling mark
Write مَدّ and مَد on the board. Say both — You hear the difference (single d vs double d). Explain: shadda (ّ) means say the consonant TWICE. Model: مُحَمَّد — the م is doubled. You practise reading 6 words with shadda from the word cards (e.g. حَقّ، سَبَّ، مَرّ، جَدّ). Pairs read to each other. Heritage You: find shadda in بِسْمِ اللهِ الرَّحمٰنِ الرَّحِيمِ — how many can they find?
Main 212 min
Tanwin — the n-sound endings
Explain tanwin: indefinite nouns in Arabic end with an "n" sound shown by doubled diacritics. Look at: كِتَابٌ (a book, nominative), كِتَاباً (accusative), كِتَابٍ (genitive). Say each aloud — You repeat. At this stage You do NOT need to know the grammatical cases — they just need to recognise the symbols and produce the "n" sound. Write each tanwin form 3 times and say the word aloud as they write.
Main 312 min
Madda and Hamza positions
Madda: آ = alif with a wavy line above = long "aa" sound (like in آسيا — Asia). You practise writing آ 5 times. Then hamza: Look at the 4 seats (أ إ ؤ ئ ء) on the board. Explain the rule simply: hamza sits on its strongest neighbouring vowel. For now, You just need to recognise all 4 forms and know they represent the glottal stop sound. Read together: أكل، إسلام، سؤال، بئر. You repeat after teacher or partner.
Plenary10 min
Diacritic detective
Study 3 short sentences with all diacritics visible. Read sentence 1 silently, then a volunteer reads aloud — class gives thumbs up/down for each word. Repeat for sentences 2 and 3 with different volunteers. Count how many diacritics we have now learned as a class (fatha, damma, kasra, sukun, shadda, 3 tanwins, madda = 9 types). Celebrate the achievement.
Useful resources
- Diacritic reference sheet (shadda, tanwin, madda, hamza positions)
- Word cards with shadda/tanwin highlighted
- Short audio clips of words with shadda (teacher voice)
- Student exercise books
Stretch / heritage-reader challenge
Heritage readers: using a Quranic text they know, identify and label one example each of: shadda, tanwin, madda and hamza. Write the word and circle/label the diacritic.
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Plenary
Finish with a quick check and one clear next step.
Key takeaways
- Understand and recognise shadda (doubled consonant)
- Recognise the three forms of nunation (tanwin): tanwin fatha, damma, kasra
- Identify madda (ā sound on alif) and the various positions of hamza
- Grammar focus: Shadda doubles the consonant sound. Tanwin adds an "-n" sound to the end of indefinite nouns (ً ٍ ٌ). Madda (آ) = long aa on alif. Hamza can sit on alif (أ إ), waw (ؤ), ya without dots (ئ), or alone (ء) — position depends on surrounding vowels.
Exit ticket
teacher or partner observation during pair reading. Plenary sentence reading (formative). Volunteer reading accuracy.
Optional follow-up
Write 5 words of your choice from your exercise book, add all the diacritics you know correctly (use a dictionary with vowels if needed). Circle any shadda, tanwin or madda you find.
Confidence check
How secure do you feel after this lesson?
Remember: quick revision works best when you revisit weak vocabulary and correct errors, not when you try to complete everything in one sitting.