SHS2 Arabic · Semester 1 Week 6: Everyday Oral Communication

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Give clear, detailed descriptions of step-by-step preparations for a students’ meeting.

By the end of the lesson, learners can:

Recall and state at least five key steps involved in preparing for a students’ meeting in Arabic, such as setting the date, preparing the agenda, and sending invitations.
Use appropriate Arabic vocabulary and phrases (e.g., أَوَّلًا “firstly”, ثُمَّ “then”, بَعْدَ ذَلِكَ “after that”, أَخِيرًا “finally”) to sequence the steps of meeting preparation orally.
Describe in clear, detailed spoken Arabic the step-by-step preparations for a students’ meeting, covering at least four distinct stages from planning to closing.
Participate in a group role-play where they hold a short students’ meeting, demonstrating correct use of procedural language and meeting etiquette.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 2.2.1.CS.2 - Demonstrate knowledge and application of rules of constructing clear, detailed description of how to carry out a procedure. (B2) Content Standards 2.2.1.LO.1 Describe locations of buildings or facilities by giving directions or routes 2.2.1.LO.2 Apply the rules of constructing clear, detailed description of how to organise a meeting and a function.
Indicator: 2.2.1.LI.1 - Give clear, detailed descriptions of step-by-step preparations for a students' meeting.
Suggested placement: Semester 1, Week 6 (Week 6 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. 162

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities, Role play, Collaborative Learning, Drills and Practice, Initiating Talk for Learning
- Teacher introduces the topic and takes learners through procedures of a meeting.
- Learners are then put in groups and each group is asked to hold a meeting with prescribed
meeting agendas, and give a presentation in class.
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 (2.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Reading materials for
- Interactive materials.
- Acting Costume.
speech drills.
- Drama space.
- Projector.
- Local and Foreign Currencies.
- Audio-visual materials.
- Textbooks and Reading
materials for speech drills.
- Projector