SHS1 Arabic · Semester 1 Week 15: Everyday Oral Communication

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.4 - Give the Arabic equivalent connotative meanings of words in an English text.

By the end of the lesson, learners can:

Distinguish between denotative (literal) and connotative (implied) meanings of given English words and phrases.
Provide the Arabic equivalent for the connotative meaning of at least 5 English words or phrases from a given text.
Explain why a literal word-for-word translation sometimes fails to capture the intended meaning in Arabic.
Use metalinguistic cues to self-monitor and correct their own translation choices when conveying connotative meanings.
Work collaboratively in a group contest to translate English expressions into appropriate Arabic equivalents with attention to cultural context.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 1.2.1.CS.4 - Demonstrate knowledge and application of basic translation/interpretation rules and methods involving simple Arabic and English texts from different fields and varying degrees of difficulty 1.2.1.LO.1 Calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use. 1.2.1.LO.2 Calculate the distance between places you know, your weight and those of items you use 1.2.1.LO.3 Identify appropriate culturally specific expressions for misfortunes or losses in business or properties. 1.2.1.LO.4 Employ various conversation strategies such as interrogative statement, surprise and wonder to advance an argument. 1.2.1.LO.5 Orally give a short presentation about Ghanaian independence celebration 1.2.1.LO.6 Give the denotative meanings of words in a text from Arabic to English or vice versa. 1.2.1.LO.7 Give the connotative meanings of words in a text from Arabic to English or vice versa.
Indicator: 1.2.1.LI.4 - Give the Arabic equivalent connotative meanings of words in an English text.
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 68

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities, Collaborative-Game Learning: Learners engage in interpretation group contest. They are placed in groups to prepare for a contest, by selecting a member at a time to read and pick a word from a text, for other members to translate/interpret, as a rehearsal for the contest. Groups then compete against each other and allow for full participation of all members in the translation/interpretation competition. The exercise is conducted orally from memory without reference to the reading text.
You should try that new restaurant . عليك أن تجرب ذلك المطعم الجديد
I suggested that he should cancel the meeting . اقترحت عليه أن يلغي الاجتماع
You shouldn't drink alcohol . عليك أن لا تشرب الخمر
Metalinguistic Cues: The technique consists of cueing the learners as to the presence of specific items they usually find challenging. The purpose is to scaffold self-monitoring and to sensitise weak learners to mistakes in their output.

Assessment (1.2.1.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual materials.
- Local and Foreign Currencies
- Interactive materials.
- Textbooks and Reading materials
- Drama space
- Audio-visual material
for speech drills.
- Acting Costume
- Role playing
- Audio-visual
- Materials.