This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas.
Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.
Specific Learning Outcomes
By the end of the sub strand, the learner should be able to:-
- listen attentively during a conversation,
- respond to simple specific one- directional instructions in oral communication,
- appreciate the importance of
listening attentively for effective communication.
Suggested Learning Experiences
- Learner is shown demonstrations and pictures/ photos or models on correct sitting postures.
- Learners practise correct sitting posture.
- Learners practise good eye contact and appropriate facial expressions in small groups and pairs.
- Learners respond through actions, like identifying objects by pointing, orally and in writing.
- Learners give simple commands and obey by acting or miming.
- Learners demonstrate simple rules of turn taking by being quiet when others are talking.
Key Inquiry Question(s)
- What do people do as they talk?
- What do you do when someone is talking to you?
- Why do you look at someone’s face as they talk?
Core Competences to be developed: Communication and collaboration will be achieved through pair and group work involving practise of good posture, use of facial expressions and familiar gestures.
Link to PCIs: Life skills; self awareness, especially the use of body language appropriately for effective communication.
Links to other subjects: Linked to all the subjects in the school curriculum, they require attentive listening.
Suggested non formal activity to support learning: Find out and say if family members listen attentively.
Suggested Learning Resources: Realia, Pictures/ Photographs and models and computer devices illustrating attentive listening.
Values: Respect for others, through turn taking in speech.
Suggested Community Service Learning activities: Interact with the community to share about meaning of facial expressions annd gestures learnt. Report back what they found out about some body language like facial expressions used in the community.
Suggested assessment: Oral questions, portfolio, observation
Suggested Formative Assessment Rubric
- Can sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker longer than the required period.
- Always allows others to speak without interrupting while demonstrating attentive listening through their body language and verbal response.
- Can follow several one directional instructions with ease.
- Can distinguish multiple key sounds and words with ease.
- Can interpret and use body language (facial expressions and gestures) appropriately.
- Can sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker during the required period.
- Allows others to speak without interrupting while demonstrating attentive listening through their body language and verbal response.
- Can follow one directional instructions.
- Can distinguish key sounds and words.
- Can interpret and use body language (all facial expressions) appropriately .
- Can sit upright but occasionally slides/slouches or fidgets and occasionally loses focus on the speaker during the required period.
- Allows others to speak but with occasional interruptions.
- Can follow someone
directional instructions with assistance .
- Can distinguish some key sounds and words.
- Can interpret and use body language (several facial expressions) appropriately.
- Rarely sits upright without sliding/slouching or fidgeting and rarely maintains focus on the speaker during the required period.
- Rarely allows others to speak without interrupting.
- Struggles to follow a few one directional instructions
- Can distinguish a few key sounds and words.
- Can interpret and use body language (a few facial expressions) appropriately.