Everyday Oral Communication · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.1 - Apply questions as a strategy to seek clarity of a statement.

By the end of the lesson, learners can:

Identify and list at least five Arabic question words (أدوات الاستفهام) and their English equivalents.
Formulate clarifying questions in Arabic using question words such as ماذا، هل، لماذا، كيف، أين، متى to seek clarity on a statement they have heard.
Respond appropriately in Arabic to clarifying questions asked by peers during a conversation.
Apply the Question-Answer relationship strategy by distinguishing between questions whose answers are found directly in a text and those that require reasoning.
Demonstrate confidence in asking and answering clarifying questions aloud in pair and group speaking activities.

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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.1 - Apply questions as a strategy to seek clarity of a statement.
Suggested placement: Semester 1, Week 11 (Week 11 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 teacher 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.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.