Everyday Oral Communication · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Describe the position of a building or a facility located in far away or near distances.

By the end of the lesson, learners can:

Recall and use at least 10 Arabic phrases and expressions for describing the position of buildings and facilities (near, far, beside, opposite, behind, in front of, between).
Describe the position of a building or facility located near the school (e.g., the mosque, the market, the clinic) using appropriate Arabic prepositions of place.
Describe the position of a building or facility located far away (e.g., the lorry station, the municipal assembly) using extended phrases that include distance markers.
Respond correctly to questions such as أَيْنَ (where is…) and هَلْ هُوَ قَرِيبٌ أَمْ بَعِيدٌ؟ (is it near or far?) during paired drills and simulations.
Differentiate between near distance (قَرِيبٌ) and far distance (بَعِيدٌ) descriptions in spoken Arabic, using correct sentence structure and agreement.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 2.2.1.CS.1 - Demonstrate knowledge and understanding of appropriate use of expressions in giving directions on how to get from one location to the other. (A2) Content Standards 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.1 - Describe the position of a building or a facility located in far away or near distances.
Suggested placement: Semester 1, Week 5 (Week 5 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. 160

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities, Collaborative Learning, Drills And Practice, Initiating Talk for Learning:
- Learners are prepared for a simulation of a scene of personal interactions. The scene shall comprise individuals asking for directions to a landmark within the community; a mosque, a church, a school, recreation park, a market, a lorry station, bus terminal, a clinic/hospital, police station, municipal assembly.
- Learners are invited to appear according to their sitting arrangement to engage one another in an interaction, picking from a list the facility, or an institution they need a direction to.
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 (2.2.1.AS.1). 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