Everyday Oral Communication · JHS3 Arabic

Lesson notes

Learning Objectives

Indicator: B9.2.1.1.1 - Show ability to distinguish between formal and informal registers of familiar vocabulary.

By the end of the lesson, learners can:

Define formal and informal language and give at least two examples of each in Arabic.
Identify whether a given Arabic sentence is formal or informal and justify their answer by referring to at least one feature (context, personal pronoun, tone, or interjection).
Transform a formal sentence into an informal one by changing the personal pronoun, vocabulary, and tone appropriately.
Produce ten informal sentences that a student would use when speaking with the school headteacher (مدير المدرسة) versus ten sentences used with friends and classmates.
Explain in Arabic the appropriate language, voice, and personal pronouns to use in formal versus informal contexts.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: B9.2.1.1 - Learner demonstrates competency in speaking in an informal context.
Indicator: B9.2.1.1.1 - Show ability to distinguish between formal and informal registers of familiar vocabulary.
Suggested placement: Term 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: Arabic, Common Core Programme (JHS1-JHS3), 2023, p. 85
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

1. Give your understanding of what formal and informal language is, with examples.
2. Give the appropriate informal language in terms of the following:
Context, sentences, language, voice, interjections, personal pronoun, tone.
3. Give ten sentences in the following informal context.
احملادثة بُ  ت ادلتعلم ومدير ادلدرسة -
- ىات عشر ُ  مجٍ  لتصن هبا أصدقاءَ  ك
و ُ  زمَ  لءك