Everyday Oral Communication · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Describe real event and personal experience which leaves strong impression in mind

By the end of the lesson, learners can:

Identify and state at least 6 Arabic emotion adjectives (such as سعيد, حزين, خائف, متفائل, محبط, متحمس) and use them correctly in simple sentences.
Describe a real personal experience or event using a sequence of 3 to 5 connected Arabic sentences that express what happened and how they felt.
Use appropriate past-tense verb forms (ذهبت، رأيت، شعرت، كان) when narrating a personal experience.
Continue a group story by adding 2 to 3 sentences that include an emotion adjective and a reason for that emotion, following the model practised in class.
Present a 1-minute oral account of a memorable event to a partner or small group, using at least 3 emotion adjectives and clear sequencing words (أولاً، ثم، بعد ذلك، أخيراً).

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 2.2.1.CS.4 - Demonstrate knowledge and understanding of the construction of clear expression of feelings and reasons to explain those feelings. (B1) 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 real event and personal experience which leaves strong impression in mind
Suggested placement: Semester 1, Week 9 (Week 9 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. 166

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities: Teacher gives each group in class a list of emotions adjectives to take turns in continuing a story appropriately using as many of the words as they can. For example, one group starts the story with "Musa woke up in a really sad mood" and the next group continues with "Seeing his sister's moody face just made him feel worse". The group that wins would be the one that uses appropriate adjectives to describe emotions.
Physical-Mental Balance: Learners recognise and understand their emotions, make decisions, and maintain good relationships with their peers and others that may have lasting impacts on their mental health, academic achievement, and social skills

Assessment (2.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
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