Composition · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.4 - Write the connotative meanings of selected English words and phrases in an Arabic text.

By the end of the lesson, learners can:

Define connotation and distinguish it from denotation, giving at least one example of each in Arabic and English.
Identify English words and phrases within a given Arabic text that carry connotative (figurative) meanings.
Write the connotative meaning of at least 5 selected English words and phrases found in an Arabic passage, using clear Arabic explanations.
Explain how the context of a word or phrase in an Arabic text affects its connotative meaning in English.
Work collaboratively in mixed-ability groups to compare and justify their interpretations of connotative meanings during a class contest.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Composition (4.2)
Content standard: 2.4.2.CS.3 - 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. 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.4 - Write the connotative meanings of selected English words and phrases in an Arabic 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.
Curriculum reference: NaCCA curriculum document, p. 237

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities: Learners engage in interpretation group 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.
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.4). 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 for speech drills.
- Audio-visual
- Interactive materials.
- Materials.
- Audio-visual.