Everyday Oral Communication · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Give a word-to-word translation of simple Arabic sentences into English

By the end of the lesson, learners can:

Identify each Arabic word in a simple sentence and match it with its English equivalent in the correct order.
Give a word-to-word translation of simple Arabic sentences into English, keeping the tense of the original verb.
Maintain correct gender agreement (masculine/feminine) and number agreement (singular/dual/plural) when translating Arabic sentences into English.
Use a dictionary correctly to confirm the meaning of unfamiliar Arabic words during translation work.
Work in groups to compare word-to-word translations and reach an agreed accurate version of a given text.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 3.2.1.CS.4 - Demonstrate knowledge and application of basic translation/interpretation rules and methods involving Arabic and English texts from different fields and varying degrees of difficulty. 3.2.1.LO.1 Describe feelings about experiences and give reasons to explain those feelings. 3.2.1.LO.2 Explain a viewpoint on the use of social media giving the advantages and disadvantages of various types. 3.2.1.LO.3 Construct a chain of reasoned argument about the dangers of bad habits to the individual and the society. 3.2.1.LO.4 Give a word-to-word translation of simple sentences in a text from Arabic to English or vice versa. - Social Cohesion - Empathy - Trustworthy - Courage - Integrity 3.2.1.LO.5 Give the connotative meanings of words, phrases and sentences in a text from Arabic to English or vice versa.
Indicator: 3.2.1.LI.1 - Give a word-to-word translation of simple Arabic sentences into English
Suggested placement: Semester 1, Week 11 (Week 11 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. 284

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities: 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 winner group would be the one that appropriately translates the sentences from the other group with the right tenses, gender and number.
GESI-conscious class management:
- Sitting arrangement with fair visibility for all learners.
- Appropriate sound levels for various hearing challenges.
- Group learning with equal participation and mentorship.
- Appropriate choice of words conscious of the feelings of others.
- Self-Control in managing emotions and social awareness.

Assessment (3.2.1.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.
- Drama space.
- Local and Foreign
- Interactive materials.
materials for speech drills.
- Acting Costume. Currencies.
- Role playing.
- Audio-visual materials.
- Textbooks and Reading materials for
- Acting Costume.
speech drills.
- Local and Foreign Currencies.
- Textbooks and Reading
materials for speech
drills.