SHS2 Arabic · Semester 1, Week 4
Listening Comprehension and Participation
Lesson notes
Learning Objectives
Indicator: 2.1.2.LI.1 - Interpret key words and expressions that relate directly to the themes of radio or television series.
By the end of the lesson, learners can:
- Recall and define at least 8 key vocabulary items and fixed expressions drawn from a short televised Arabic drama or series extract.
- Identify the main theme(s) of a short radio or television extract by listening for repeated and emphasised words.
- Interpret the meaning of unfamiliar words in the extract by using context clues such as tone of voice, accompanying visuals, and surrounding words.
- Respond correctly to comprehension questions (who, what, where, when, why) based on the key expressions heard in the extract.
- Evaluate the speaker’s intention or attitude in a short scene by analysing the key expressions used and justifying their answer with evidence from the extract.
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Sign in with phone numberCurriculum details
- Strand
- Listening (Strand 1)
- Sub-strand
- Listening Comprehension and Participation (1.2)
- Content standard
- 2.1.2.CS.2 - Demonstrate knowledge and understanding of the contextual meanings of words and expressions from Media. (B1) 2.1.2.LO.1 Interpret and evaluate expressions regularly encountered in personal dialogues. 2.1.2.LO.2 Interpret and evaluate expressions regularly encountered in media.
- Indicator
- 2.1.2.LI.1 - Interpret key words and expressions that relate directly to the themes of radio or television series.
- Suggested placement
-
Semester 1, Week 4
(Week 4 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. 156
Exemplars (from the NaCCA curriculum)
Project-Based Learning, Question-Answer Exercises, Think-Pair Share Activities: - Right and conducive viewing and listening environment are provided for learners to watch a TV drama or from a recorded audio-visual material. - Learners are guided to take notes to help them focus on their listening and comprehension, using clues to make a guess of words or ideas they do not understand. Question-answer exercises then follow to test comprehension. Answers are presented by each group, which are collated and synthesised and the shared for the class. Flexible- pace learning: Faster writing students will enjoy the facility to complete extension tasks, while slow listening learners have 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. 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. Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles. Assessment (2.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning. Teaching and Learning Resources: - Textbooks and Reading materials - Projector - Audio-visual materials - Textbooks and Reading materials. - Audio-visual materials. - Projector.