Everyday Oral Communication

Lesson notes

Curriculum details

Strand

Speaking (Strand 2)

Sub-strand

Everyday Oral Communication (2.1)

Content standard

1.2.1.CS.1 - Demonstrate knowledge and application of arithmetic methods to calculate in hundreds and thousands, quantities, distance and weight. 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. Learners understand individual learning challenges and deficiencies, and strategies to address them. 1.2.1.LO.1 Calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use. 1.2.1.LO.2 Calculate the distance between places you know, your weight and those of items you use 1.2.1.LO.3 Identify appropriate culturally specific expressions for misfortunes or losses in business or properties. 1.2.1.LO.4 Employ various conversation strategies such as interrogative statement, surprise and wonder to advance an argument. 1.2.1.LO.5 Orally give a short presentation about Ghanaian independence celebration 1.2.1.LO.6 Give the denotative meanings of words in a text from Arabic to English or vice versa. 1.2.1.LO.7 Give the connotative meanings of words in a text from Arabic to English or vice versa.

Indicator

1.2.1.LI.1 - Count the number of students in class, estimate the congregation size at your mosque or church.

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. 57

Exemplars (from the NaCCA curriculum)

Conceptualization, research-based learning, Question-Answer relationship strategy, game activities, Collaborative-Game Learning:
- Learners engage in number games by addition, subtraction and multiplication of their number in class by their sitting arrangement, age and gender distribution, etc.
- Learners are placed in groups for dice games, where groups compete among themselves by calculating in Arabic the numbers obtained after rolling a dice a number of times in turns. The group with maximum number wins.
- Clearly linking mathematics to language learning and real-world examples can help learners understand key concepts and makes learning an interesting experience.
- Number game in weight and length will challenge diverse learners through either individual or small-group practice and encourage friendly competition.
Flexible-pace learning: Faster listening 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. Learners understand individual learning challenges and deficiencies, and strategies to address them.

Assessment (1.2.1.AS.1). 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 materials for speech drills.
- Audio-visual materials.
- Local and Foreign Currencies
- Interactive materials.
- Textbooks and Reading materials
- Drama space
- Audio-visual material
for speech drills.
- Acting Costume
- Role playing
- Audio-visual
- Materials.