SHS2 Arabic · Semester 1 Week 11: Everyday Oral Communication

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.2 - Give a word-to-word translation of selected English phrases into Arabic.

By the end of the lesson, learners can:

Identify and state the Arabic equivalent of at least 10 common English words in everyday phrases related to locations, directions, and events.
Break down a simple English sentence into individual words and give the word-to-word Arabic translation of each component in the correct order.
Translate short English phrases (3 to 6 words) into Arabic, maintaining correct gender and number agreement in nouns and adjectives.
Apply basic tense recognition when translating English verbs into their correct Arabic past, present, or imperative forms.
Participate in a translation game, offering and checking word-to-word translations with peers, using dictionaries where necessary.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 2.2.1.CS.5 - Demonstrate knowledge and application of basic translation/interpret ation rules and methods involving Arabic and English texts from different fields and varying degrees of difficulty. 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 a word-to-word translation of selected English phrases into Arabic.
Suggested placement: Semester 1, Week 11 (Week 11 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. 167

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities, Translation Game: Teacher gives each group in class a simple English/Arabic texts to take turns in giving word-to-word translation of sentences from the competing group. The use of dictionaries is allowed in this exercise. The group that wins would be the one that appropriately translates the sentences from the other group with the right tenses, gender, and number.
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.
Self-worth and respect: Learners are exposed to varied responses in what they translate. These help them gain greater knowledge of the human psyche and of themselves, because by comparing their
lives to those whose languages they translate, they are able to discover pride in their own culture, gain respect for others.

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