Listening Comprehension and… · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: B7.1.1.1.1 (verbatim from curriculum: 1.1.3.LI.2 - Tell the meanings of words from media news, using clues from surrounding words and context)

By the end of the lesson, learners can:

Identify at least five unfamiliar words from a short audio news item read at a slow pace.
Use surrounding words, synonyms, and context clues to deduce the meaning of unfamiliar words from the audio text.
Explain the meaning of deduced words in their own words, either in Arabic or in English where appropriate.
Work in pairs to compare and defend their guessed meanings before sharing with the whole class.
Apply the context-clue strategy to a short written news passage, transferring the skill from listening to reading.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Listening Comprehension and Participation (1.3)
Content standard: 1.1.3.CS.1 - Demonstrate knowledge and understanding of the meanings and purposes of the various non-fictional texts. 1.1.3.LO.1 Interpret information from oral/audio source by deducing the meanings of unknown words from the known ones.
Indicator: 1.1.3.LI.2 - Tell the meanings of words from media news, using clues from surrounding words and context.
Suggested placement: Semester 1, Week 6 (Week 6 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. 42

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities:
- Using (think-pair-share), prepare learners to listen to a very slow and carefully read text, with long pauses for them to assimilate the meanings, using background knowledge and context.
- The think-pair-share strategy exposes students to three lesson-processing experiences within one activity. Start by asking learners to individually think about the meaning of a given word, as he/she understands it.
- Next, pair learners together to discuss their results and findings.
- Finally, have each pair share their ideas with the rest of the class, and open the floor for further discussion.
Flexible-pace learning: Faster listening 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 cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers. Allocating different listening 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. Learners understand individual learning challenges and deficiencies, and strategies to address them.

Assessment (1.1.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Newspapers for Listening skills
- Audio-visual
- Audio materials.
- Materials and Equipment