Listening Comprehension · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.2 - Identify the abstract ideas delivered in classical Arabic discourse at a natural speed.

By the end of the lesson, learners can:

Recall and list at least three abstract ideas (such as justice, patience, generosity, hope) heard in a classical Arabic listening passage played at natural speed.
Distinguish between concrete ideas (objects, people, places) and abstract ideas (feelings, values, concepts) from the same audio passage.
Identify key words and phrases in classical Arabic that signal abstract meanings, such as العدل، الصبر، الكرم، الأمل.
Respond in writing to comprehension questions that require identifying the underlying message or value in the passage.
Explain in one or two sentences, in their own words, the main abstract idea of the audio passage.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Listening Comprehension (1.2)
Content standard: 3.1.2.CS.1 - Demonstrate knowledge and understanding of the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in classical Arabic. (B2) 3.1.2.LO.1 Identify concrete and abstract ideas delivered in classical Arabic discourse at a natural speed. 3.1.2.LO.2 Explain in your own words the salient points and main ideas related to social or academic life from the audio/visual material.
Indicator: 3.1.2.LI.2 - Identify the abstract ideas delivered in classical Arabic discourse at a natural speed.
Suggested placement: Semester 1, Week 5 (Week 5 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. 267

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities:
- Teacher creates learning stations/groupings based on visual, auditory, and kinesthetics learning. This requires that individual learners are supported with their different learning styles, where audio-visual, subtitles are incorporated in listening exercises to cater for the various learning styles.
- Learners are guided to use clues from interactions to make a guess of words or ideas they do not understand. Learners respond individually or group questions on what they understood which they share either orally or written.
GESI-Conscious Classroom: While learners with visual, auditory, and kinaesthetic learning challenges are catered for in the classroom activities, all learners are made to understand that the audio-visual materials are free from individual or group stereotyping.
and GESI

Assessment (3.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Audio-visual materials.
- Projector.
- Textbooks and Reading materials.
- Textbooks for Listening Skills.
- Projector
- Textbooks for Listening Skills