SHS1 Arabic · Semester 1 Week 9: Everyday Oral Communication

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.1 - Exemplify appropriate words of condolences to a bereaved family

By the end of the lesson, learners can:

Recall and recite at least two authentic Arabic phrases of condolence with their English translations.
Explain the meaning and cultural significance of the phrases إِنَّ لِلَّهِ مَا أَخَذَ، وَلَهُ مَا أَعْطَى وَكُلٌّ عِنْدَهُ بِأَجَلٍ مُسَمًّى.
Demonstrate appropriate condolence expressions in a role-play of a funeral scene, showing proper tone, body language and empathy.
Distinguish between expressions used for a bereaved family and those reserved for other situations such as loss of property or business.
Respond appropriately to a mourner’s reply, using phrases such as أَحْسَنَ اللهُ عَزَاءَكُمْ وَغَفَرَ لِمَيِّتِكُمْ with correct pronunciation.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 1.2.1.CS.2 - Demonstrate knowledge and understanding of culturally specific expressions on sad/happy moments 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 - Exemplify appropriate words of condolences to a bereaved family
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.
Curriculum reference: NaCCA curriculum document, p. 61

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities, Role-play: Learners are prepared for a simulation of a scene of funeral. The scene shall comprise a bereaved family, mourners, and consoling visitors expressing condolences to the bereaved.
أحسن الله عزاءكم وغفر لميتكم
إِنَّ لِلِ مَا أَخَذَ ، وَلَهُ مَا أَعْطَى، وَكُلٌّ عِندَْهُ بِأجَلٍ مُسَمى، فَلتَصْْ بِر وَلتَحْْ تَسِبْ
Empathy and Empathic communication: Through acting and drama on funeral and expression of sympathy, learners work to increase empathy and empathic communication among themselves.
Build perspective to avoid stereotyping: Perspective-taking is a cognitive and affective exercise and is a social-emotional-intellectual skill. It helps learners develop this skill by teaching skills like observation and evaluation.

Assessment (1.2.1.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 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.