Listening Comprehension · SHS3 Arabic

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.1 - Explain in your own words the salient points and main ideas related to social or academic life from the audio/visual material.

By the end of the lesson, learners can:

Restate in their own words (in Arabic or English as appropriate) the main ideas from an audio-visual program on a social or academic topic presented in Modern Standard Arabic.
Identify at least three salient supporting points that develop the main idea of the audio-visual material.
Distinguish between concrete ideas (facts, events, names, places) and abstract ideas (opinions, feelings, values) heard in the program.
Use context clues from the program to guess the meaning of unfamiliar words or phrases encountered during listening.
Write a short summary (4 to 6 sentences) of the main ideas and salient points of the program and share it orally with a partner.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Listening Comprehension (1.2)
Content standard: 3.1.2.CS.2 - Demonstrate knowledge and understanding of live broadcast or playback program on both familiar and unfamiliar topics in social or academic life, delivered in Modern standard 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.1 - Explain in your own words the salient points and main ideas related to social or academic life from the audio/visual material.
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. 268

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Think-Pair Share Activities:
- Right and conducive viewing and listening environment are provided for learners to watch a TV drama or from a recorded audio-visual material. Learners are informed about the goal or purpose of the TV program. 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 program to make a guess of words or ideas they do not understand.
- Finally, engage learners in synthesising what they learned from watching the TV drama with a focus on comprehension, by asking them to respond individually or group to comprehension questions in writing and then share their responses through writing, speaking, recording themselves speaking, or a combination of both.
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.

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