Ghana curriculum lesson note
SHS 2 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 2 |
| Strand | SPEAKING | Sub-Strand | EVERYDAY ORAL COMMUNICATION |
| Learning Outcome(s) | 2.2.1.LO.1 - Describe locations of buildings or facilities by giving directions or routes Effective Communication and Collaboration Different styles of communication are appropriate in different situations. To have the skill to give locational direction requires wider repertoire of vocabulary, deep subject matter knowledge, speech perception and the effective format to communicate. This lesson is designed to achieve that 2.2.1.LO.2 - Apply the rules of constructing clear, detailed description of how to organise a meeting and a function. Effective Communication and | ||
| Content Standard | 2.2.1.CS.1 2.2.1.CS.2 2.2.1.CS.3 2.2.1.CS.4 2.2.1.CS.5 | ||
| Learning Indicator(s) | 2.2.1.LI.1 2.2.1.LI.2 | ||
| Lesson Focus | Describe locations of buildings or facilities by giving directions or routes Effective Communication and Collaboration Different styles of communication are appropriate in different situations. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Describe locations of buildings or facilities by giving directions or routes Effective Communication and Collaboration Different styles of communication are appropriate in different situations. 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 locations of buildings or facilities by giving directions or routes effective communication and collaboration different 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 locations of buildings or facilities by giving directions or routes effective communication and collaboration different 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 locations of buildings or facilities by giving directions or routes effective communication and collaboration different 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 locations of buildings or facilities by giving directions or routes effective communication and collaboration different 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 locations of buildings or facilities by giving directions or routes effective communication and collaboration different 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 2 Arabic 1st Semester Lessons
Week 1Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGEWeek 2Sub-strand: PHONOLOGY OF THE ARABIC LANGUAGEWeek 3Sub-strand: LISTENING COMPREHENSION AND PARTICIPATIONWeek 4Sub-strand: LISTENING COMPREHENSION AND PARTICIPATIONWeek 5Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 6Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 7 (current)Week 8Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 9Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 10Sub-strand: ORACY AND AESTHETICSWeek 11Sub-strand: ORACY AND AESTHETICSWeek 12Sub-strand: ['ORACY AND AESTHETICS', 'GRAMMAR']Week 13Sub-strand: ['GRAMMAR', 'READING COMPREHENSION']Week 14Sub-strand: READING COMPREHENSIONWeek 15Sub-strand: READING COMPREHENSIONWeek 16Sub-strand: READING COMPREHENSION