Conversation/communication

Curriculum details

Strand

Oral Language (Strand 1)

Sub-strand

Conversation/communication (1.3)

Content standard

3.1.3.CS.1 - Demonstrate effective use of communicative strategies in a variety of speech situations. 3.1.3.LO.1 Use effective strategies to engage in extensive talk on both local and global issues.

Indicator

3.1.3.LI.1 - Identify and discuss various styles and strategies of speech delivery.

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.

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.173: 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. 173

Exemplars (from the NaCCA curriculum)

Talk for Learning (TFL):
- Learners brainstorm different types of speech situations (e.g: prepared/scripted, extemporaneous, memorised, etc.) and cite specific examples of each.
- Learners think-pair-share the various speech styles (formal, casual, consultative, etc.) and strategies of speech delivery.
E.g., Learners should be mindful of the following:
- Verbal skills: style, volume, speed/pace, pauses, voice modulation, enunciation, etc.
- Non-verbal skills: eye contact, gestures, facial expressions, movements, mannerisms, etc.
- Learners in their mixed-ability groups engage in extensive talk on given topics, of both local and global relevance. Learners with little support confidently present their thoughts on issues that span across different fields, including STEM. Through this, learners become creative and confident in doing individual presentations on given issues/topics and also willing to lead group presentations in class.
- Learners, individually/in pairs, create and present different types of speech on different topics.
Teaching and Learning Resources:
- A list of level-appropriate topics for discussions
- Short passages or stories (e.g. page turners)
- Visuals, audio tapes, audio-visuals
- A list of level-appropriate topics for discussion (written on cards)
- 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
Assessment (3.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.