Everyday Oral Communication · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.4 - Tell the connotative meanings of selected English words, phrases in an Arabic text.

By the end of the lesson, learners can:

Define connotation and distinguish it from denotation using familiar Arabic and English examples.
Identify at least three Arabic words or phrases in a given text that carry connotative (non-literal) meanings.
Explain the connotative meaning of selected English words and phrases when they appear in Arabic texts, stating the cultural or emotional shade of meaning.
Translate short Arabic sentences into English, consciously choosing English equivalents that preserve the connotative meaning of the original.
Use dictionaries and peer discussion to confirm the most appropriate connotative translation of a phrase, justifying their choice with reasons.

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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.4 - Tell the connotative meanings of selected English words, phrases in an Arabic text.
Suggested placement: Semester 1, Week 12 (Week 12 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.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
- Interactive materials.
- Acting Costume.
speech drills.
- Drama space.
- Projector.
- Local and Foreign Currencies.
- Audio-visual materials.
- Textbooks and Reading
materials for speech drills.
- Projector