Ghana curriculum lesson note
SHS 3 Arabic 1st Semester Week 6 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 6 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | ['LISTENING', 'SPEAKING'] | Sub-Strand | ['LISTENING COMPREHENSION', 'EVERYDAY ORAL COMMUNICATION'] |
| Learning Outcome(s) | 3.1.2.LO.1 - Identify concrete and abstract ideas delivered in classical Arabic discourse at a natural speed 3.1.2.LO.2 - Explain in your own words the salient points and main ideas related to social or academic life from the audio/visual material 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 | ||
| Content Standard | 3.1.2.CS.1 3.1.2.CS.2 3.2.1.CS.1 3.2.1.CS.2 3.2.1.CS.3 3.2.1.CS.4 | ||
| Learning Indicator(s) | 3.1.2.LI.2 3.2.1.LI.1 | ||
| Lesson Focus | Identify concrete and abstract ideas delivered in classical Arabic discourse at a natural speed | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Identify concrete and abstract ideas delivered in classical Arabic discourse at a natural speed 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 LISTENING COMPREHENSION; EVERYDAY ORAL COMMUNICATION? How can learners demonstrate accurate meaning, pronunciation, grammar or organisation in LISTENING COMPREHENSION; EVERYDAY ORAL COMMUNICATION? What evidence from the spoken, read or written Arabic helps us check that our interpretation or expression is accurate? | ||
| Pedagogical Strategies | Focused Listening Think-Pair-Share Audio/Oral Modelling Guided Inference Role-play Pair/Group Speaking Oral Modelling Presentation/Performance | ||
| Teaching & Learning Resources | Arabic textbook/reading materials Whiteboard/markers Learners' notebooks Audio recordings or teacher-read Arabic passages Phone/speaker or other available audio device 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 concrete and abstract ideas delivered in classical arabic discourse at a natural speed 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 concrete and abstract ideas delivered in classical arabic discourse at a natural speed 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 concrete and abstract ideas delivered in classical arabic discourse at a natural speed 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 concrete and abstract ideas delivered in classical arabic discourse at a natural speed 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 concrete and abstract ideas delivered in classical arabic discourse at a natural speed 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 6 (current)Week 7Sub-strand: EVERYDAY ORAL COMMUNICATIONWeek 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