SHS1 Arabic · Semester 2, Week 5
Reading Comprehension
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Reading (Strand 3)
- Sub-strand
- Reading Comprehension (3.2)
- Content standard
- 1.3.2.CS.1 - Demonstrate knowledge and understanding of text content using reading strategies of semi-complex text at a reasonable speed. (B1, CEFR) 1.3.2.LO.1 Describe your understanding of the author's idea(s) by comparing and contrasting with what you know already. 1.3.2.LO.2 Give the denotative meanings of words, phrases, and sentences in a text from Arabic to English or vice versa. 1.3.2.LO.3
- Indicator
- 1.3.2.LI.2 - Give possible meanings of unknown words in the passage, and then confirm their meanings from the dictionary
- Suggested placement
-
Semester 2, Week 5
(Week 25 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. 101
Exemplars (from the NaCCA curriculum)
Project-Based, Research-Based Learning, Think-Pair Share Activities: Working in group of three, the learners discuss a reading text on a chosen topic. Members of each group share their opinions among themselves. At the end of the discussion, they create an analytical exposition text based on the text. They are then asked to answer some questions related to the text as an assessment to their understanding about the text. After that, they submit their writing project to the teacher. Most of the students should be able to answer the assessment correctly as they could now handle the new vocabulary and understand the text. Flexible-pace learning: Using a flexible approach to time-based composition, faster language learners are given the facility to complete extension tasks, and it gives slow learners 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. Learning Stations: Create learning stations/groupings based on visual, auditory, reading/writing and kinaesthetic learning. This requires that individual learners are supported with their different learning styles, where audio-visual, subtitles are incorporated in speaking exercises to cater for the various learning styles. Assessment (1.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning. Teaching and Learning Resources: - Textbooks and Reading materials. - Audio Materials - Flash cards - Audio-visual materials. - Audio Materials. - Flash cards.