SHS2 English Language · Semester 1 Week 7: Listening Comprehension

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.2 - Listen to and identify speaker intended meaning in level appropriate oral texts.

By the end of the lesson, learners can:

Identify a speaker’s intended meaning (e.g. to request, command, declare, offer, promise, warn/caution) from a level appropriate oral text played or read aloud in class.
Justify their interpretation of a speaker’s intended meaning by citing specific words, tone, or context clues from the oral text.
Distinguish between the literal words a speaker uses and the actual purpose behind those words in a given context.
Explain how context (who is speaking, to whom, where, and why) shapes the intended meaning of a message.
Work collaboratively in pairs and groups to reach a consensus on the intended meaning of an oral text, respecting diverse interpretations.

This lesson builds directly on Week 6, where learners recognised the general purpose of varied oral communication (2.1.2.LI.1). This week, learners move deeper into interpreting what a speaker really means by reading tone, context, and word choice. Later slots will extend this skill to more complex inference and evaluation.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: Listening Comprehension (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate the ability to listen critically, extract and construct varied levels of meaning from any oral communication. 2.1.2.LO.1 Interpret the contextual meaning of level appropriate oral texts.
Indicator: 2.1.2.LI.2 - Listen to and identify speaker intended meaning in level appropriate oral texts.
Suggested placement: Semester 1, Week 7 (Week 7 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. 107

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning:
- Learners in their mixed ability groups extract relevant information from texts by identifying a speaker's intended meaning from a sample oral text. Through this, learners communicate effectively with others, both male and female, value others' perspectives in interaction and in adult life.
E.g., Think-pair-share activity
- Learners in pairs, brainstorm a speaker's intended meaning (e.g. to request, command, declare, offer, promise, warn/caution, etc.) of a particular message in conversation.
- Learners then interpret the purpose of the intended meaning of the speaker in relation to the context of speaking.
- Learners, finally share ideas with the larger group to reach a consensus.
Communication and Collaboration:
- Learners develop collaborative skills by participating with their peers when engaged in communication.
- Listening also results in friendship, teamwork and support eventually culminating into good communication skills.
Critical Thinking and Problem Solving:
- Learners' ability to take informed decisions on the information being received, process and act upon it requires critical thinking and problem-solving skills.
- Learners become conscious of personal biases and stereotypes; sensitive to the inter-relatedness of the various spheres of life, groups and individuals.
- Learners also develop the values of tolerance, respect for others' views and diversity.
Teaching and Learning Resources:
- Audio recordings (e.g. online stories, teacher recorded texts, etc.)
- Book extracts or reading passages for read aloud activities.
- Short stories
- Podcasts (e.g. Lyrics Training, Listening Notes, Accent Rosie, TeachVid, Read Aloud, etc.)
Assessment (2.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.