Everyday Oral Communication · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.3 - Tell the connotative meanings of selected Arabic words, phrases in an English text.

By the end of the lesson, learners can:

Distinguish between the denotative (literal) and connotative (associated) meanings of at least 10 selected Arabic words and phrases.
Identify context clues in an English text that signal the intended connotative meaning of an Arabic word or phrase.
Explain in English how a single Arabic word can carry different connotations depending on the situation, giving at least two examples.
Translate short English sentences into Arabic, choosing words that carry the appropriate connotative weight for the context (Level 2: conceptual understanding).
Justify their choice of one Arabic word over another synonym in a translation task, explaining the emotional or cultural association that makes it suitable (Level 3: strategic reasoning).

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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.3 - Tell the connotative meanings of selected Arabic words, phrases in an English text.
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. 169

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 their own culture, gain respect for others.

Assessment (2.2.1.AS.3). 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
- Interactive materials.
- Acting Costume.
speech drills.
- Drama space.
- Projector.
- Local and Foreign Currencies.
- Audio-visual materials.
- Textbooks and Reading
materials for speech drills.
- Projector