SHS2 Arabic · Semester 2 Week 14: Composition

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.1 - Write a formal letter in well-constructed language with appropriate positions of the following: the sender’s address, the address of the receiver, the date, salutation, the message, complimentary close.

By the end of the lesson, learners can:

Identify and label the six required components of a formal Arabic letter (sender’s address, receiver’s address, date, salutation, message, complimentary close) in a given model.
Arrange the components of a formal Arabic letter in the correct order and position on a letter layout.
Compose a formal Arabic letter to a specified recipient (e.g., school head, municipal director) demonstrating correct placement of all components.
Use appropriate formal Arabic diction and expressions of courtesy and respect in the salutation and complimentary close.
Assess their own and a peer’s letter using a simple checklist to confirm all required components are present and correctly positioned.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Composition (4.2)
Content standard: 2.4.2.CS.2 - Demonstrate knowledge and understanding of the techniques of letter-writing of formal type using appropriate style and diction. 2.4.2.LO.1 Write an expository essay to give an eye-witness account of events, and relevant trends that impacted the event and influenced perceptions of it. 2.4.2.LO.2 Apply the standard pattern and formality of writing formal letter with the typical layout and appropriate style. 2.4.2.LO.3 Give the denotative meanings of words and phrases in a text from Arabic to English or vice versa. 2.4.2.LO.4 Give the connotative meanings of words and phrases in a text from Arabic to English or vice versa.
Indicator: 2.4.2.LI.1 - Write a formal letter in well-constructed language with appropriate positions of the following: - The senders address - The address of the receiver - The date - Salutation - The message - Complimentary close
Suggested placement: Semester 2, Week 14 (Week 34 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. 233

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities: The teacher gives a short presentation on letter writing, features, and formats. Features of a formal letter are: - عنوان المُرسل - التاريخ
- عنوان المُرسَل إليه
- عزيزي الدكتور ..... ، - موضوع الرسالة
- كتابة محتوى الرسالة
- التوقيع، كل الاحترام والتقدير، اسم المرسل-
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 (2.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual
- Interactive materials.
- Materials.
- Audio-visual.