Everyday Oral Communication · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Employ rhetorical question to show surprise or wonder about an opposing statement or view.

By the end of the lesson, learners can:

Define a rhetorical question and explain its purpose of showing surprise or wonder rather than seeking an actual answer.
Identify rhetorical questions in short Arabic dialogues and distinguish them from genuine information-seeking questions.
Formulate at least five Arabic rhetorical questions that express surprise or wonder in response to opposing statements.
Use appropriate Arabic intonation and facial expressions when delivering rhetorical questions orally.
Respond appropriately when a rhetorical question is directed at them, recognising that no literal answer is expected.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Everyday Oral Communication (2.1)
Content standard: 1.2.1.CS.3 - Demonstrate knowledge and application of effective communicative strategies. thinking and reasoning: Self-Assessment& Self-Confidence: Learners will learn from each other, set the stage for new knowledge, and develop confidence speaking aloud. Peer-to-Peer Scaffolding: Learners will often engage in peer-to-peer scaffolding, thus pushing each other towards greater proficiency. 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.2 - Employ rhetorical question to show surprise or wonder about an opposing statement or view.
Suggested placement: Semester 1, Week 12 (Week 12 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. 64

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities: The facilitator makes a presentation on chosen topic and solicits questions from each learner on the topic. Learners are also allowed to ask each other for clarification of aspects of the presentation.
Self-Assessment& Self-Confidence: Learners will learn from each other, set the stage for new knowledge, and develop confidence speaking aloud.
Peer-to-Peer Scaffolding: Learners will often engage in peer-to-peer scaffolding, thus pushing each other towards greater proficiency.

Assessment (1.2.1.AS.2). 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.