Everyday Oral Communication · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Describe real event and personal experience which leaves strong impression in mind

By the end of the lesson, learners can:

Recall and state at least eight Arabic emotion adjectives (such as سعيد, حزين, خائف, متحمس, غاضب, مرتبك, فخور, منزعج) with their English meanings.
Identify and describe a real personal event that left a strong impression on them, using simple Arabic sentences.
Construct a short spoken narrative of 5 to 7 sentences in Arabic describing a personal experience and the feelings connected to it, using at least three emotion adjectives correctly.
Explain the reason behind a stated feeling using the Arabic connector لأن (because) in a complete sentence.
Respond with poise and composure when describing emotional experiences, showing awareness that feelings can be expressed calmly and respectfully.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 3.2.1.CS.1 - Demonstrate knowledge and understanding of the construction of clear expression of feelings and reasons to explain those feelings. (B1) 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 - Describe real event and personal experience which leaves strong impression in mind
Suggested placement: Semester 1, Week 7 (Week 7 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. 281

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities, Translation Game: Teacher gives each group in class a list of emotions adjectives to take turns in adding part of 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 with most adjectives wins.
Sensitivity to various spheres of life: With repeated exercises learners will learn to retain an element of poise and composure, while expressing their feelings and addressing issues rather than getting carried away emotionally.

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.
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.