SHS1 Arabic · Semester 2 Week 6: Reading Comprehension

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.2 - Provide the denotative meanings of English words, phrases, and sentences in an Arabic text.

By the end of the lesson, learners can:

Identify English words, phrases, and sentences embedded in or translated from an Arabic text and state their denotative (literal, dictionary) meanings.
Translate simple Arabic sentences into English, giving the exact denotative meaning of each key word.
Compare their English translation with the original Arabic text to check that no meaning has been added or lost.
Work in mixed-ability groups to rehearse and compete in a translation contest, giving English equivalents for Arabic words read aloud.
Use a dictionary to confirm the denotative meaning of unfamiliar English words found in an Arabic text.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Reading Comprehension (3.2)
Content standard: 1.3.2.CS.2 - Demonstrate knowledge and application of basic translation/interpretation rules and methods involving simple Arabic and English texts from different fields and varying degrees of difficulty 1.3.2.LO.1 Describe your understanding of the author's idea(s) by comparing and contrasting with what you know already. 1.3.2.LO.2 Give the denotative meanings of words, phrases, and sentences in a text from Arabic to English or vice versa. 1.3.2.LO.3
Indicator: 1.3.2.LI.2 - Provide the denotative meanings of English words, phrases, and sentences in an Arabic text.
Suggested placement: Semester 2, Week 6 (Week 26 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. 105

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Collaborative Learning: Learners engage in interpretation group contest. They are placed in groups to prepare for a contest against other groups by selecting a member at a time to read and pick a word from a text for other members to translate/interpret as a rehearsal for the contest. Groups then compete against each other and allow for full participation of all members in the translation/interpretation competition. In this exercise the words are read out in one language and their equivalents are provided in the other language. You should try that new restaurant. عليك أن تجرب ذلك المطعم الجديد
I suggested that he should cancel the meeting . اقترحت عليه أن يلغي الاجتماع
You shouldn't drink alcohol . عليك أن لا تشرب الخمر
Flexible-pace learning: Using a flexible approach to time-based composition, faster language learners are given the facility to complete extension tasks, and it gives slow learners an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning: Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers.
Differentiated Learning: Allocating different 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. This also gives less able students a way to add value and generates more confidence. Facilitating group work is excellent for empowering learners who are shy to participate more in class.
Learning Stations: Create learning stations/groupings based on visual, auditory, reading/writing and kinaesthetic learning. This requires that individual learners are supported with their different learning styles, where audio-visual, subtitles are incorporated in speaking exercises to cater for the various learning styles.

Assessment (1.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Audio Materials
- Flash cards
- Audio-visual materials.
- Audio Materials.
- Flash cards.