This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.
Learners with low attention spans, should however be observed continuously 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 specific simple two directional instructions in oral communication,
- appreciate the importance of listening attentively for effective communication.
Suggested Learning Experiences
- Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs.
- Learners respond to instructions, listen without interrupting as modeled.
- Learners practise, interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play.
- Learners sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication.
Key Inquiry Question(s)
- Why should we
listen attentively when other people are talking?
- Why should we obey instructions from our elders?
Core Competences to be developed: Communication and collaboration will be achieved through pair and group work involving use of familiar gestures.
Link to PCIs: Life skills especially the interpretation and use of body language appropriately for effective communication
Links to other subjects: Linked all the subjects in the school curriculum.
Suggested non-formal activity to support learning: Dramatization on listening and speaking
Suggested Learning Resources: Realia, charts, pictures/ photographs and models of attentive listening, audio-visual recordings of pictures on attentive listening
Link to Values: Respect, Responsibility,
Suggested Community Service Learning activities: Interact with the community and learn about the culturally acceptable and unacceptable tonal variation/speech in the community.
Suggested assessment: Oral questions, portfolio, observation
Suggested Formative Assessment Rubrics
Exceeding expectations
- Can sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker longer than the required period
- Always allows others speak without interrupting while demonstrating attentive listening through their body language and verbal response
- Can follow ‘three -directional’ instructions
- Can distinguish multiple consonant clusters and key words
- Can interpret and use a variety of body language (facial expressions and gestures) appropriately
Meeting expectations
- 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 two- directional instructions
- Can distinguish all targeted key sounds and words
- Can interpret and use targeted body language ( facial expressions and gestures) appropriately
Approaching expectations
- 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 some two-
directional instructions
- Can distinguish some targeted key sounds and words
- Can interpret and use some aspects of body language (facial expressions) appropriately
Below expectations
- 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
- Can follow one- directional instructions
- Can distinguish a few targeted key sounds and words
- Can interpret and use a few aspects of body language ( facial expressions) appropriately
