Everyday Oral Communication · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.2 - Give a viewpoint on the use of social media giving its advantages and disadvantages

By the end of the lesson, learners can:

State at least three advantages and three disadvantages of social media in Arabic using simple, complete sentences.
Express and justify a personal viewpoint on social media use using the phrases أعتقد أن (I think that), من جهة (on one hand), and من ناحية أخرى (on the other hand).
Participate in a structured group debate, presenting one cogent point for or against social media with a supporting reason.
Listen to a peer’s viewpoint and respond respectfully with one agreement or disagreement statement in Arabic.
Identify and avoid biased or discriminatory language when discussing social media usage among different groups in society.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 3.2.1.CS.2 - Demonstrate knowledge and understanding of viewpoints expressed in media on a topical issue giving the advantages and disadvantages of various options. (A2) 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.2 - Give a viewpoint on the use of social media giving its advantages and disadvantages
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.282: indicator code printed 3.1.2.1LI.2; the printed sub-strand token disagrees with the section this page is printed under, and the section decides
Curriculum reference: NaCCA curriculum document, p. 282

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities: Learners are prepared for a simulation of a group debate. The debate shall comprise a group for the advantages of social media, and another group for the disadvantages of the media. The points are collated, and the cogent ones recorded for the learners.
GESI-conscious activity: The simulation gives learners the understanding of instances of GESI biases in their communities, and through awareness activities they work to bring about the needed cultural changes.

Assessment (3.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: 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.