SHS3 Arabic · Semester 1 Week 8: Everyday Oral Communication

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Describe social media and its significant impact on people’s lives in today’s world.

By the end of the lesson, learners can:

Define social media in Arabic (وسائل التواصل الاجتماعي) and list at least four common platforms, describing what each one is used for.
Describe, in simple spoken Arabic, at least three ways social media has changed how people in Ghana communicate, learn, and do business.
Express personal feelings about social media using the phrase أَشْعُرُ (I feel) followed by a reason introduced by لِأَنَّ (because), in at least three complete sentences.
Work collaboratively in mixed-gender groups to identify at least three advantages and three disadvantages of social media from their own experience.
Present a short spoken description (4 to 6 sentences) of social media’s impact on people’s lives, using vocabulary and phrases practiced in the lesson.

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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.1 - Describe social media and its significant impact on people's lives in today's world.
Suggested placement: Semester 1, Week 8 (Week 8 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. 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.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.
- 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.