SHS1 English Language · Semester 1 Week 5: Listening Comprehension

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.2. Differentiate between important ideas and unimportant ideas in level appropriate oral texts.

By the end of the lesson, learners can:

Identify at least three speaking cues (such as “the main point is” or “let me add that”) that signal whether important or supporting information is about to be delivered in an oral text.
Listen to a level-appropriate oral text and sort the ideas presented into a two-column table labelled “Important Ideas” and “Unimportant/Supporting Ideas” with at least 80% accuracy.
Explain, in their own words, why certain ideas in a given oral text are considered main ideas while others are subsidiary, giving at least two reasons grounded in the text.
Use paralinguistic features (tone of voice, stressed words) and non-verbal cues (gestures, facial expressions) observed in a recorded or live delivery to decide which information the speaker regards as central.
Work collaboratively in groups to reach consensus on the ranking of ideas from an oral text, respecting the contributions of all group members.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: Listening Comprehension (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate the ability to listen critically, extract and construct varied levels of meaning from any oral communication. 1.1.2.LO.1 Extract key ideas from oral texts/communication using relevant listening skills and learner strategies.
Indicator: 1.1.2.LI.2 - Differentiate between important ideas and unimportant ideas in level appropriate oral texts.
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. 29

Exemplars (from the NaCCA curriculum)

Experiential Learning:
- Learners talk about their experiences relating to information presented in an oral text, reflect on the ideas and distinguish between the more and less important ideas in the text.
- Through this, learners develop an enquiry-based approach to continuous learning.
Use strategies such as: Word chain (i.e., repetition of similar words or sequences), sorting of word cards, group work to differentiate the main ideas from the subsidiary ones.
Example:
- In groups, learners sort important and less important information written on sheets of paper.
- Learners discuss why some ideas are considered as main ideas and others as less important information.
Note:
- Pay attention to the beginning and end of a conversation.
- Pay attention to paralinguistic features (tone of voice, stressed/unstressed words) and non-verbal cues (gestures, facial expressions, etc.).
- Pay attention to speakers' use of descriptive terms and examples (e.g. Explanation, illustrations, statistical information, endless adjectives and adverbs), which normally introduce subsidiary ideas in communication.
- Pay attention to speaking cues (e.g. Today we will focus on..., the story is about..., Let's move on to..., other words..., the result of this is..., etc.).
Teaching and Learning Resources:
- Audio recordings (e.g. online stories, teacher recorded texts, etc.)
- Book extracts or reading passages for read aloud activities
- Podcasts (e.g.: Lyrics Training, Listening Notes, Accent Rosie, Teach Videos, etc.)
Assessment (1.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.
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