Everyday Oral Communication · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Give a word-to-word translation of selected Arabic phrases into English

By the end of the lesson, learners can:

Identify and match individual Arabic words in a phrase to their English equivalents, maintaining the original word order as far as the target language permits.
Produce a word-to-word translation of 10 selected Arabic phrases covering everyday locations, directions, and meeting arrangements.
Apply metalinguistic cues to self-monitor and correct errors in gender agreement, number, and tense during translation tasks.
Work collaboratively in groups to translate short Arabic texts into English word-by-word, using dictionaries where necessary.
Explain how word-to-word translation differs from idiomatic translation, giving one example of each from the lesson material.

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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.1 - Give a word-to-word translation of selected Arabic phrases into English
Suggested placement: Semester 1, Week 10 (Week 10 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. 167

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.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