Listening Comprehension and… · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.2 - Decode and evaluate key words and expressions that relate directly to the issues of the dialogue.

By the end of the lesson, learners can:

Recall at least 6 key words and expressions from a personal dialogue and state what each one means in context.
Decode the meaning of unfamiliar words in a dialogue by using clues from the speaker’s tone, repeated words, and surrounding sentences.
Evaluate which words or expressions in a dialogue are most important for understanding the main issue being discussed.
Respond correctly to comprehension questions that test recall of key vocabulary and expressions from the dialogue.
Use the decoded key words and expressions to summarise the central issue of the dialogue in one or two sentences.

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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.2 - Decode and evaluate 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.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall.
Teaching and Learning Resources:
- Textbooks and Reading materials
- Projector
- Audio-visual materials
- Textbooks and Reading materials.
- Audio-visual materials.
- Projector.