Conversation/communication… · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.1.3.LI.1 - Use language appropriately in different speech situations (e.g., formal and informal).

By the end of the lesson, learners can:

Identify whether a given speech situation is formal, semi-formal, or informal and justify their choice with reasons.
Distinguish between formal and informal registers by comparing vocabulary, tone, and sentence structure in paired examples.
Use appropriate formal language in a simulated job interview or classroom discussion.
Use appropriate informal language in a simulated conversation with friends or family members.
Explain how choice of register affects the listener’s perception and the success of communication in a given context.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: Conversation/communication in Context (1.3)
Content standard: 1.1.3.CS.1 - Demonstrate effective use of communicative strategies in a variety of speech situations. 1.1.3.LO.1 Employ appropriate register to communicate competently in varied speech contexts.
Indicator: 1.1.3.LI.1 - Use language appropriately in different speech situations (e.g., formal and informal).
Suggested placement: Semester 1, Week 6 (Week 6 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. 32

Exemplars (from the NaCCA curriculum)

Talk for learning (TfL):
- Learners, in mixed-ability groups, engage in practical demonstrations of everyday discourse and group conversations around a particular topic to enable them, collaboratively, identify and use specific registers and expressions.
- E.g., Group discussions on the impact of Covid-19 on students' academic life or asking for direction, requesting a favour, describing a market scene, attending a job interview, asking questions in class, etc. Selected topics should appeal to learners from diverse backgrounds (ethnic, religious, cultural) and involve both males and females.
Class Activity:
- Learners watch short videos/read short stories based on a given speech context (e.g., formal, semi-formal or informal contexts).
- In small groups, exhibiting the values of tolerance through exploratory talk, learners discuss a video/story, give reasons for what participants in the video or story said and compile a list of useful expressions used in the video/story.
Learners may use discussion topics such as:
- What is happening in the video/story?
- Who are the participants?
- Who are the intended audience of the video/story?
- Where is the conversation taking place?
- What lesson is the video/story teaching us?
Learners then role-play the video/story, paying attention to the language/ communicative strategies employed by the characters.
Teaching and Learning Resources:
- 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 characters
- Learner/Teacher generated short scenarios
Assessment (1.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.