Everyday Oral Communication · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.3 - Give a two-sentence introduction of the topic, six-sentence main body, and two-sentence conclusion

By the end of the lesson, learners can:

Identify the three structural parts of a short oral presentation (introduction, main body, conclusion) and state the number of sentences required for each part.
Produce a two-sentence introduction in Arabic that states the topic and captures the listener’s attention.
Develop a six-sentence main body in Arabic that presents key facts and ideas about Ghanaian Independence Day in a logical sequence.
Deliver a two-sentence conclusion in Arabic that summarises the main point and closes the presentation effectively.
Present a complete ten-sentence oral presentation about Ghanaian Independence celebration, applying correct pronunciation and appropriate tone.

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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.3 - Give a two-sentence introduction of the topic, six-sentence main body, and two-sentence conclusion
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. 65

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities, Collaborative-Game Learning: Learners are put in groups to prepare and make presentations on social or national issue like Ghanaian independence, after a brief introduction from the teacher. The best presentation is selected for an adoption in class. 1 . الاحتلال البريطاني،
2 . نالت غانا استقلالها عام 1957 م، 3 . التحرر واستعادة الحرية،
4 . تغيير اسم ساحل الذهب إلى غانا ، 5 . الاحتفال بعيد الاستقلال. .5
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.3). 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.