SHS2 English Language · Semester 1 Week 9: Conversation/communication

Lesson notes

Learning Objectives

Indicator: 2.1.3.LI.1 - Use varied communicative strategies in all speech situations.

By the end of the lesson, learners can:

Identify at least five distinct communicative strategies (direct statement, euphemism, proverb, figurative expression, and idiomatic expression) in a given conversation or scenario.
Explain why a speaker might choose one communicative strategy over another in a specific context, considering factors such as age, relationship, setting, and cultural norms.
Apply at least three varied communicative strategies appropriately when discussing a given topic in a small group conversation.
Evaluate the effectiveness of a communicative strategy used in a short scenario and suggest a more appropriate alternative where needed.
Demonstrate respect, tolerance, and sensitivity to others’ choice of words during group discussions on diverse topics.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: Conversation/communication (1.3)
Content standard: 2.1.3.CS.1 - Demonstrate effective use of communicative strategies in a variety of speech situations. 2.1.3.LO.1 Use social cohesion strategies in all speech situations.
Indicator: 2.1.3.LI.1 - Use varied communicative strategies in all speech situations.
Suggested placement: Semester 1, Week 9 (Week 9 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - p.110: this sub-strand is headed "3. CONVERSATION/COMMUNICATION" where the year-1 heading on printed p.31 and the scope-and-sequence both read "Conversation/Communication in Context". Transcribed as printed
Curriculum reference: NaCCA curriculum document, p. 110

Exemplars (from the NaCCA curriculum)

Class Activity:
- Learners listen to and discuss story/conversation/scenario that depict varied communicative strategies in connected speech. e.g.: respect, honesty, hard work, etc.
- Learners then share ideas on the different ways of communicating ideas on specific topics in their culture. Eg., The use of euphemistic expressions, proverbs, figurative and idiomatic expressions,
Talk for Learning (TFL):
- Learners in their mixed-ability groups interact with their peers on a given topic as they identify and effectively use varied communicative strategies in diverse communication settings.
- Develop appreciation of different cultural perspectives, embrace diversity and practice inclusion varied speech contexts.
Communication and Collaboration:
- Learners communicate in diverse situations using the registers acquired in conversation lessons.
- Through appropriate use of language, learners forestall interpersonal conflicts arising from interpreted language.
Digital Literacy:
- By way of language games, learners acquire digital literacy.
- Learners appreciate their individual differences, embrace inclusion and interrogate social injustice.
- Learners also cultivate the values of tolerance, teamwork, and respect for one another's points of view.
Teaching and Learning Resources:
- Learner/Teacher generated topics or short scenarios
- Short passages or stories (e.g. page turners)
- Visuals, audio tapes, audio-visuals
- Conversation practice games
- Wall pictures about different scenes, audio visuals about a particular situation or profession, short drama or role play by two or more character
Assessment (2.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Extended etc. critical thinking and reasoning in