SHS2 Arabic · Semester 1 Week 9: Everyday Oral Communication

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.2 - Give detailed accounts of personal experiences, describing feelings and reactions.

By the end of the lesson, learners can:

Produce a spoken account of a personal experience in Arabic, using at least five emotion adjectives correctly to describe how they felt at different moments.
Link feelings to causes by using connectors such as لأنّ (because), لذلك (therefore), and عندما (when) to explain reasons for their reactions.
Respond to a peer’s story by asking one follow-up question about feelings using correct question forms such as كيف شعرت…؟ (How did you feel…?).
Continue a class story for at least two sentences, maintaining grammatical agreement (gender and number) between the narrator and the emotion adjectives used.
Use both past tense (شعرت، فرحت، حزنت) and present tense (أشعر، أفرح، أحزن) correctly when narrating a personal experience.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 2.2.1.CS.4 - Demonstrate knowledge and understanding of the construction of clear expression of feelings and reasons to explain those feelings. (B1) 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.2 - Give detailed accounts of personal experiences, describing feelings and reactions.
Suggested placement: Semester 1, Week 9 (Week 9 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. 166

Exemplars (from the NaCCA curriculum)

Project-based learning, inquiry-based, think-pair share activities: Teacher gives each group in class a list of emotions adjectives to take turns in continuing a story appropriately using as many of the words as they can. For example, one group starts the story with "Musa woke up in a really sad mood" and the next group continues with "Seeing his sister's moody face just made him feel worse". The winner group would be the one that uses appropriate adjectives to describe emotions.
Physical-Mental Balance: Learners recognise and understand their emotions, make decisions, and maintain good relationships with their peers and others that may have lasting impacts on their mental health, academic achievement, and social skills.

Assessment (2.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: 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