Comprehension · JHS3 English Language

Lesson notes

Learning Objectives

Indicator: B9.2.1.2.8 - Demonstrate conceptual understanding of academic, domain-specific, and technical vocabulary in varied context

By the end of the lesson, learners can:

Define the terms “register,” “academic vocabulary,” “domain-specific vocabulary,” and “technical vocabulary” and give at least one example of each.
Identify the register (formal, informal, or technical) used in a given text or passage and justify their choice with evidence from the text.
Match domain-specific and technical words to their correct meanings in a given context.
Use academic, domain-specific, and technical vocabulary correctly in complex sentences and short paragraphs of their own.
Explain how the same word can shift in meaning or register when used in different contexts (e.g., “fault” in everyday speech versus in geology).

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Comprehension (2.1)
Content standard: B9.2.1.2 - Read, comprehend, and analyse varieties of texts
Indicator: B9.2.1.2.8 - Demonstrate conceptual understanding of academic, domain-specific, and technical vocabulary in varied context
Suggested placement: Term 2, Week 3 (Week 15 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: English Language, Common Core Programme (JHS1-JHS3), 2023, p. 80
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Identify the use of different registers for specific texts.
- Read texts that make distinctions in language use for a variety of purpose.
- Use the right vocabulary in complex sentences/paragraphs.