Ghana curriculum lesson note
SHS 3 Arabic 1st Semester Week 7 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 7 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | SPEAKING | Sub-Strand | EVERYDAY ORAL COMMUNICATION |
| Learning Outcome(s) | 3.2.1.LO.1 - Describe feelings about experiences and give reasons to explain those feelings. Communication and 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. Communication and 3.2.1.LO.4 - Give a word-to-word translation of simple sentences in a text from Arabic to English or vice versa 3.2.1.LO.5 - 280 | ARABIC strategies to ensure that learners are: ● Self-reflecting and finding confidence in discovering their individual learning challenges and deficiencies and addressing them themselves. ● Exhibiting motivation, and SMART goal setting as they adopt different learning styles to address their learning challenges. ● Managing emotions and conflicts in their various groups as they work with people of different personality types. ● Showing empathy and cooperation as they work in mixed-ability groups | ||
| Content Standard | 3.2.1.CS.1 3.2.1.CS.2 3.2.1.CS.3 3.2.1.CS.4 | ||
| Learning Indicator(s) | 3.2.1.LI.2 3.2.1.LI.1 | ||
| Lesson Focus | Describe feelings about experiences and give reasons to explain those feelings. Communication and | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Describe feelings about experiences and give reasons to explain those feelings. Communication and Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What language knowledge or skill is needed to succeed with EVERYDAY ORAL COMMUNICATION? How can learners demonstrate accurate meaning, pronunciation, grammar or organisation in EVERYDAY ORAL COMMUNICATION? What evidence from the spoken, read or written Arabic helps us check that our interpretation or expression is accurate? | ||
| Pedagogical Strategies | Role-play Pair/Group Speaking Oral Modelling Presentation/Performance | ||
| Teaching & Learning Resources | Arabic textbook/reading materials Whiteboard/markers Learners' notebooks Dialogue/role-play prompt cards Short Arabic texts or conversation cues | ||
| Key Notes on Differentiation | |||
| Content | Provide shorter or more highly supported Arabic samples, vocabulary cues, sentence frames or model texts for learners who need support. Extend proficient learners with less familiar vocabulary, longer texts, spontaneous speaking, deeper inference or more independent composition. | ||
| Process | Use visual, auditory and kinaesthetic routes—listening, reading, speaking, writing, role-play and movement—according to the skill being taught. Pair learners strategically for rehearsal and feedback while ensuring each learner independently demonstrates the target Arabic skill. | ||
| Product | Accept evidence appropriate to the strand: oral response/recording, recitation, dialogue, reading response, annotation, translation, composition or creative writing. Assess meaning, Arabic accuracy, fluency/pronunciation where relevant, organisation and ability to justify language choices. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Practise the target vocabulary or script and prepare a short oral/written response. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to everyday oral communication and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model everyday oral communication using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise everyday oral communication through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses everyday oral communication accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise everyday oral communication and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 3 Arabic 1st Semester Lessons
Week 1Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGEWeek 2Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGEWeek 3Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGEWeek 4Sub-strand: LISTENING COMPREHENSIONWeek 5Sub-strand: LISTENING COMPREHENSIONWeek 6Sub-strand: ['LISTENING COMPREHENSION', 'EVERYDAY ORAL COMMUNICATION']Week 7 (current)Week 8Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 9Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 10Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 11Sub-strand: ORACY AND AESTHETICSWeek 12Sub-strand: ORACY AND AESTHETICSWeek 13Sub-strand: ORACY AND AESTHETICSWeek 14Sub-strand: GRAMMARWeek 15Sub-strand: PHONOLOGICAL AWARENESS / ORAL READING FLUENCYWeek 16Sub-strand: PHONOLOGICAL AWARENESS / ORAL READING FLUENCY