Listening Comprehension and… · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 - Interpret key words and expressions that relate directly to the issues of the dialogue

By the end of the lesson, learners can:

Identify at least 5 key words and expressions from a recorded personal dialogue about a familiar issue (such as planning a school event or visiting a sick friend).
Explain the contextual meaning of each identified key word or expression using their own words in English or simple Arabic.
Predict the meaning of at least 3 unfamiliar words using contextual clues from the dialogue (tone, surrounding words, speaker intent).
Answer literal and inferential comprehension questions about the dialogue’s main issues in complete Arabic sentences.
Summarise the central issue(s) of the dialogue orally in 3 to 4 Arabic sentences, using the key expressions correctly.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Listening Comprehension and Participation (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate knowledge and understanding of the contextual meanings of words and expressions in personal dialogues. (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 issues of the dialogue
Suggested placement: Semester 1, Week 3 (Week 3 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. 154

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities, Collaborative Learning, Drills and Practice:
- Learners are informed about the goal or purpose of the interpersonal dialogue. Find out about their prior knowledge and personal experiences with the topic.
- Guide them to take notes to help them focus on their listening and comprehension.
- Guide them to use clues from the interaction to make a guess of words or ideas they do not understand.
- Finally, engage learners in synthesizing what they learned from listening to the two speakers with a focus on key understanding goals, by asking them to respond individually or group to listening comprehension questions in writing and then share their responses through writing, speaking, recording themselves speaking, or a combination of both.
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.