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.1 - Survey the text for clues related to its general idea, its relevance, and how the ideas connect to each other.
- 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, Question-Answer Relationship Strategy, Think-Pair Share Activities: - The teacher asks learners to list what they already know about the topic at their individual paces. - Learners also write questions about what they want to learn from reading the text, after which they look for answers to the questions and write them down. 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. Differentiated Learning: 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. This also gives less able students a way to add value and generates more confidence. Facilitating group work is excellent for empowering learners who are shy to participate more in class. Assessment (1.3.2.AS.1). 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.