SHS3 English Language · Semester 1, Week 4
Listening 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
- Oral Language (Strand 1)
- Sub-strand
- Listening Comprehension (1.2)
- Content standard
- 3.1.2.CS.1 - Demonstrate the ability to listen critically, extract and construct varied levels of meaning from any oral communication. 3.1.2.LO.1 Evaluate key information from level appropriate oral texts.
- Indicator
- 3.1.2.LI.1 - Form judgements and share opinions on varied interactive texts with other speakers in class.
- Suggested placement
-
Semester 1, Week 4
(Week 4 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. 169
Exemplars (from the NaCCA curriculum)
Talk for Learning: - Learners in their mixed ability groups engage in meaningful discussion on a text. Learners take turns to share their opinions on the text with their peers. - Use the following leading questions to guide learners listen to and infer the main concept from oral text (audio recordings, movies, stories, narrations, etc.) that is appropriate for their level .E.g, 1. What does the speaker (or speakers) relate to? 2. What information does the speaker want me to have? Etc. 3. Who are the story's main characters? What are the settings, and events? - Learners, in turns, share their understanding of issues raised in the text, while their peers also play the role of listeners. Note: All learners must be encouraged to share their opinions. Learners should practise the policy of 'no response is wrong' and tolerate others' opinions, while developing leadership skills that will be beneficial in their social interactions. Teaching and Learning Resources: - Audio recordings - Visual aids such as sound charts (i.e. sounds in different colour backgrounds), pictures, props, realia, etc. - Minimal pair aids - Materials such as pictures or books with speech sounds, dictionaries (print/audio) - Audio-visual aids e.g. YouTube videos, television, recording devices (tape recorders, mobile phones), etc. Assessment (3.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 4 Extended critical thinking and reasoning. Extended an critical thinking and reasoning