Oracy and Aesthetics · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.3 - Recite a Modern Arabic prose of 10 lines from memory, with clear voice and articulation at a natural pace.

By the end of the lesson, learners can:

Identify and explain the meaning of 10 lines of a selected Modern Arabic prose passage.
Memorise the 10 lines of the prose passage through guided repetition and chunking strategies.
Recite the 10 lines from memory with clear voice, correct articulation of Arabic consonants and vowels, and at a natural speaking pace.
Demonstrate proper breath control, pausing, and emphasis at punctuation points during recitation.
Evaluate their own and peers’ recitation using a simple self-assessment checklist, noting areas for improvement in clarity, speed, and pronunciation.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 1.2.2.CS.2 - Demonstrate knowledge and ability to recall and reproduce lines of Modern Arabic poetry and prose with clear voice and articulation. 1.2.2.LO.1 Recount a simplified version of a Ghanaian story from a literature book. 1.2.2.LO.2 Narrate a simple real story, using simple literary devices of your choice. 1.2.2.LO.3 Reproduce lines of Modern poetry, with clear voice and articulation, reasonable speed, rhythm, intonation, and proper pronunciation. 1.2.2.LO.4 Reproduce lines of Modern prose, with clear voice and articulation, reasonable speed, intonation, and proper pronunciation.
Indicator: 1.2.2.LI.3 - Recite a Modern Arabic prose of 10 lines from memory, with clear voice and articulation at a natural pace.
Suggested placement: Semester 1, Week 19 (Week 19 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. 82

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Drills And Practice: To promote retention, learners are guided to practice on carefully selected Arabic prose, focusing on voice and articulation at a natural pace.
Flexible-pace learning: Faster listening students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning: Forming mixed-ability groups of learners gives high cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers. Allocating different listening times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies.

Assessment (1.2.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual materials.
- Audio materials.