Ghana curriculum lesson note
SHS 1 Arabic 1st Semester Week 10 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 10 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | SPEAKING | Sub-Strand | EVERYDAY ORAL COMMUNICATION |
| Learning Outcome(s) | 1.2.1.LO.1 - Calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use. Collaboration and Digital Literacy: ● Learners are guided to use digital gadgets in computations and dealing with numbers to solve problems. ● Working in group to execute projects promote synergy and appreciation of individual skills and capabilities which ultimately give a shared sense of purpose 1.2.1.LO.2 - Calculate the distance between places you know, your weight and those of items you use Collaboration and Digital Literacy: ● Learners are guided to use digital gadgets in computations and dealing with numbers to solve problems. ● Working in group to execute projects promote synergy and appreciation of individual skills and capabilities which ultimately give a shared sense of purpose 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. Communication/ 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. Communication/ | ||
| Content Standard | 1.2.1.CS.1 1.2.1.CS.2 1.2.1.CS.3 1.2.1.CS.4 | ||
| Learning Indicator(s) | 1.2.1.LI.2 1.2.1.LI.3 | ||
| Lesson Focus | Calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use. Collaboration and | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use. Collaboration 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 calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use 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 calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use 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 calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use 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 calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use 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 calculate in hundreds and thousands, the number of people in your immediate environment, and quantities of items you use 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 1 Arabic 1st Semester Lessons
Week 1Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGE (I)Week 2Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGE (I)Week 3Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGE (II)Week 4Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGE (II)Week 5Sub-strand: LISTENING COMPREHENSION AND PARTICIPATIONWeek 6Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 7Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 8Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 9Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 10 (current)Week 11Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 12Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 13Sub-strand: ORACY AND AESTHETICSWeek 14Sub-strand: ORACY AND AESTHETICSWeek 15Sub-strand: ORACY AND AESTHETICSWeek 16Sub-strand: ORACY AND AESTHETICS