Everyday Oral Communication · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Describe the type of data you need, either from textbooks, newspapers, magazines, and internet, as fact-based evidence, and unquestionable logic to prove that your point of view is correct.

By the end of the lesson, learners can:

Identify and name at least four different sources of evidence (textbooks, newspapers, magazines, internet) in Arabic, using the correct Arabic vocabulary for each source.
Recall key Arabic phrases used to introduce evidence in a debate, such as “وفقاً لـ“ (according to), “الدليل على ذلك” (the proof of that is), and “تثبت الدراسات أن” (studies prove that).
Sort given statements into two categories: fact-based evidence versus personal opinion, and justify each choice in simple Arabic.
Produce a short spoken argument (3 to 5 sentences) in Arabic that includes at least one piece of fact-based evidence and one logical connector to prove a given point of view.
Respond briefly in Arabic to an opposing viewpoint by presenting one piece of counter-evidence, using the phrase “لكن” (but) or “ومع ذلك” (however).

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 2.2.1.CS.3 - Demonstrate knowledge and application of techniques in structuring and presenting good arguments in a debate. 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 type of data you need, either from textbooks, newspapers, magazines, and internet, as fact-based evidence, and unquestionable logic to prove that your point of view is correct.
Suggested placement: Semester 1, Week 8 (Week 8 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. 164

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities, Role play, Collaborative Learning, Drills and Practice, Initiating Talk for Learning: Teacher takes learners through the steps in presenting good arguments in a debate through brainstorming, research, and data collection, drafting, revising, polish the draft, and rehearsal. Learners follow the Learners are then put in groups and are made to compete each other and the best group acknowledged.
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.
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