SHS2 English Language · Semester 1 Week 10: Conversation/communication

Lesson notes

Learning Objectives

Indicator: 2.1.3.LI.2 - Appreciate diverse communicative perspectives in communication.

By the end of the lesson, learners can:

Explain what diverse communicative perspectives are and why they matter in everyday conversation.
Identify at least three ways in which people from different cultural, religious, or gender backgrounds may communicate differently in the same situation.
Demonstrate respectful listening and responding when a classmate expresses a view different from their own.
Use polite strategies such as turn-taking, repair, and topic control to keep a conversation going without breakdown.
Reflect on their own communication habits and name one way they can adjust their language to suit a listener from a different background.

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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.2 - Appreciate diverse communicative perspectives in communication.
Suggested placement: Semester 1, Week 10 (Week 10 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)

Experiential Learning: Learners bring on board experiences from their different cultural groups and reflect on their individual and cultural differences in communication in specific contexts (e.g. wedding/marriage, arbitration).
Examples:
i. In groups, learners collaborate to develop a short drama of selected communicative contexts, using effective intercultural communication skills to communicate sensitively, taking into consideration listeners' gender, religion, and beliefs.
ii. In mixed ability groups, learners use a variety of polite strategies in communication, create and sustain meaningful conversation, willing to cooperate and speak in socially approved ways (e.g. turn-taking, opening and closing, keeping to the topic of conversation), and use appropriate expressions/strategies (e.g. repair, topic control and topic shift strategies, termination cues, etc.) to avoid communication breakdown.
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 misinterpretation of 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 acquire the values of teamwork, cooperation, and tolerance for one another's ideas.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall.