SHS1 Arabic · Semester 2, Week 16
Composition
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Writing (Strand 4)
- Sub-strand
- Composition (4.2)
- Content standard
- 1.4.2.CS.2 - 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 1.4.2.LO.1 Develop a writing style in a simple composition of formal/informal essays. 1.4.2.LO.2 Give the denotative meanings of words in a text from Arabic to English or vice versa. 1.4.2.LO.3 Give the connotative meanings of words in a text from Arabic to English or vice versa.
- Indicator
- 1.4.2.LI.3 - Write the connotative meanings of Arabic words in an English text.
- Suggested placement
-
Semester 2, Week 16
(Week 36 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.
- Source document note
-
The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:
- indicator text - p.132: content standard code printed 1.4.2CS.2; assessment code printed 1.4.2 AS.3; the document's code vocabulary is CS, LO, LI and AS, so the row is filed under the canonical form
- Curriculum reference
- NaCCA curriculum document, p. 132
Exemplars (from the NaCCA curriculum)
Project-Based, research-based learning, Question-Answer relationship strategy, think-pair share activities: Learners engage in interpretation group contest. They are placed in groups to prepare for a contest against other groups, 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. In this exercise the words are read out in one language and their equivalents are provided in the other language. 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 Flexible- pace learning: Faster writing students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed. Collaborative learning: Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers. Allocating different times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities. Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles. Assessment (1.4.2.AS.3). 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 - Arabic dictionary - Flash cards - Audio Materials - Audio-visual materials - Textbooks and Reading materials. - Flash cards. - Audio-visual materials. - Arabic dictionary. - Audio Materials.