English Listening and Speaking pdf

Learners know and understand that : Learners are able to Texts and Contexts respond to greetings and farewells describe activities they do at home and school express needs, wants and fee

Listening

and Speaking

Key Growth Point 1

KGP 2

Learners use listening and speaking behaviours associated with common social situations relying on personal experience They use simple and often repetitive language patterns to achieve their needs and wants

Learners use intentional communication strategies to interact with people, objects and activities

Learners demonstrating solid evidence of L/S KGP 1

actively seek and anticipate interactions with familiar people, activities, objects and environments

use repetition of gestures, actions and vocalisations to meet needs and wants

use a limited repertoire of gestures, actions and vocalisation strategies to protest, request and seek attention

follow one word, gesture or actions from a communication partner

respond to simple closed questions with a consistent yes/no response

use a range of sensory cues to respond to a variety of auditory stimuli (sounds, songs or rhythms) through vocalisations, actions and gestures, eg locate and track an object as it makes a sound; smile or clap during a favourite song or rhyme

request events, objects, activities or people

use a yes/no system when presented with one option or reach for preferred object when presented with two objects

express likes and dislikes, eg protest by pushing the communication partner’s hand or object away, turning head or body

seek objects that may not exist in the immediate environment, eg actively look for or request objects

choose from a limited range of responses to interact with familiar people, objects, activities, eg use yes/no response to closed questions, turn head to look at a person when they call their name

English Listening and Speaking Outcome

Key Growth Point 2

to and express ideas, ask questions and communicate needs

in their own varieties

of English

Learners know and understand that : Learners are able to

Texts and Contexts

respond to greetings and farewells

describe activities they do at home and school

express needs, wants and feelings verbally or non-verbally, within an educational setting

respond to simple questions

use symbols, words and/or phrases to request assistance or information, eg points to a pencil,

says pencil or give me pencil

Learners demonstrate solid evidence of

L/S KGP 2.1 Texts and Contexts

initiate conversation with others, participate in social interactions in the school environment, recount personal experiences and respond to simple questions and instructions

listen in familiar contexts and respond to requests, greetings and farewells depending on the situation

L/S KGP 2.2 Language Structures and Features

listen and respond to familiar texts, questions and single step instructions and produce texts based on personal experiences

use repetition, known word combinations and verbal expressions to convey meaning when speaking use home language supported by objects, images, gestures, facial expressions and actions to express responses

non-L/S KGP 2.3 Strategies

attend to the person speaking and recognise meaning

of different tones of voice or facial expressionsuse modelled strategies for listening to spoken texts

Learners know and understand that : Learners are able to

Context, purpose and audience

different environments have different routines and

expectations of spoken language

meaning can be made from different language,

tone of voice and facial expression in familiar

situations with familiar people

Language Structures and Features

Listening and speaking situations

people respond to spoken texts in their own

personal ways

Language patterns and vocabulary

people use words to communicate needs, wants,

likes and dislikes

words can be broken into sounds

Context, purpose and audience

listen during a story being read, school assembly

respond appropriately to different tones of voice

assume a shared background between speaker and listeners so may omit information or give excessive information

is understood by familiar adults in supportive and predictable situations

Language Structures and FeaturesListening and speaking situations

use greetings, make requests and take speaking and listening turns during social interactions with peers and adults

interpret and follow simple verbal instructions

use home language to label and describe the function of objects, people and events around

them, eg That boy is crying I use scissors for cutting.

Language patterns and vocabulary

use a small range of vocabulary to convey meaning to the listener

use words and/or phrases in response to simple questions and signs

use possessives, eg Johnny’s coat

use pronouns, eg I, you, me

use conjunctions that suggest cause, eg cos, to

Language patterns and vocabulary (cont)

provide a rhyming word for one or more given words, eg a word that rhymes with cat and bat

identify beginning sounds of some spoken words,

eg say fi sh starts with ‘f’

identify beats in two syllable words using clapping, nodding or stamping

Behaviours

demonstrate some listening/attending behaviours

use body language to assist communication

use gestures/voice to fi nish communication, eg

turn back and move away, say Go away!

recognise that voice intonation, pitch and volume have meaning

begin using simple conversation conventions, eg turn-taking, sharing ideas

StrategiesListening processes and strategies

indicate when something is not understood by

using body language or asking What ?

interpret basic body language and voice, eg position, facial expression, gesture, intonation, pitch, volume

interpret spoken texts with support from adults

Speaking processes and strategies

self-correct words, pronunciation and signals in familiar contexts

copy and approximate to compose spoken language

attempt to modify their talk, sign or gesture if they see their message is not understood

Listening processes and strategies

personal experience is a stimulus for speaking

English - Listening and Speaking Key Growth Points Learning Continuum Key Growth Point 1

responses, eg reach out for favourite person show interest in people, objects and experiences recognise familiar people, objects and experiences, eg vocalise or gesture in response to visit by a familiar person perform actions by trial, error and improvement, eg use dif

combine two key ideas or concepts repeat a series of three digits spoken once aloud [ASC] make attempts to repair misunderstandings without changing the words used, eg by repeating a word with a dif

expression copy and approximate to compose spoken language

English Listening and Speaking Outcome

Key Growth Point 3KGP 2

They use simple

and often repetitive

to change listening and speaking to suit different situations

Learners know and understand that : Learners are able to

Texts and Contexts

Use of texts

spoken texts are used to

express and respond to needs

develop social relationships

gain and express information and ideas

express opinions and to respond to the

opinions of others

enjoy telling and listening to stories in the form

of books that are read aloud, songs, plays and

fi lms

Context, purpose and audience

Standard Australian English may differ from home

respond to questions when the answer is known and ‘have a go’ when the answer is unknown

listen to/view and respond to stories read from books and in electronic formats

Context, purpose and audience

recognise some differences between Standard Australian English and the home English used by

some learners, eg I done/I did

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Learners are becoming aware of appropriate ways

of interacting in familiar situations They listen to and express ideas, ask questions and communicate needs in their own varieties of English

Learners demonstrating solid evidence of

L/S KGP 3.1 Texts and Contexts

use spoken language appropriately in a variety of classroom contexts, ask and answer simple questions for information and clarifi cation, contribute relevant ideas during class or group discussions; follow simple instructions; and recall personally signifi cant information from texts heard

show an awareness of school purposes for listening and speaking

L/S KGP 3.2 Language Structures and Features

listen to and produce brief spoken texts that deal with familiar ideas and information, in informal situations with familiar people

sequence main events and ideas coherently in speech, and use modelled Standard Australian English

interpret and use verbal and non-verbal cues in familiar informal situations with familiar peers and adults, and discuss agreed ways to respond to spoken texts in the classroom

L/S KGP 3.2 Strategies

self correct by rephrasing to clarify meaning respond to spoken texts with relevant comments and indicate to the speaker when something is not understood

Learners know and understand that : Learners are able to

Context, purpose and audience (cont)

home language and school language are

connected

there are links between texts, eg many stories

for children are supposedly about animals

(anthropomorphic stories) but really are intended

to teach how to behave

Language Structures and Features

Listening and speaking situations

when giving information you need to provide

enough detail for another person to understand

what you mean

people have different opinions based on likes and

dislikes

when giving an opinion you need to give a reason

why you believe it to be true

stories have typical structures and patterns of

Context, purpose and audience (cont)

use English for social interactions: sharing ideas, information and opinions

identify ways in which listening and speaking at home and at school are similar and different, eg taking turns, raising hands, chorusing

identify and compare the morals of stories

Language Structures and Features Listening and speaking situations

speak and listen through discussions, conversations, and informal oral presentations in small and large familiar groups

use listening and speaking torecount events related to their own experience that provide enough background information for

a listener to understand what has happeneddescribe and report on people, places and things related to their own experience, that provide enough detail to create a mental picture for a listener

explain how they went about doing something, that states materials needed as well as the steps to be taken

retell a story heard or tell own version of a story join in poems, action verse and refrains recited by class or read by teacher

through discussions and conversationsidentify opinions provided by group members agree or disagree with reference to their own personal experience

make oral presentations of personal recounts or simple reports that

demonstrate they understand the topic, eg respond to questions from peers, stay on the topic

provide some relevant details and information

Learners know and understand that : Learners are able to

Language patterns and vocabulary

the words you use and the way you organise what

you say depends on the people who are talking

and listening and the purposes for the speaking

and listening

you call your teachers Ms … or Mr … but they call

you by your given name

describing words help to paint a vivid picture

you need to join ideas together with linking words

words are made up of sounds

Behaviours

there are patterns of behaviour which are

expected when listening and speaking in school

you can use your voice in different ways to

communicate your feelings and how you interpret

Language patterns and vocabulary

use people’s names appropriately in social situations and use appropriate greetings, introductions and farewells

recognise typical beginnings and endings of some

stories, eg Once upon a time They lived happily ever after

use adjectives to portray people, places, events and things in particular ways

sequence ideas in speech and use simple linking

words, eg and, then

use time terms and prepositions, eg fi rst, next, behind

use pronouns he, she, they, them

clearly reproduce most English language sounds

hear and use sounds in their correct sequence, eg

hospital not hostipal

explore and talk about sounds, eg rhymes, alliteration, syllables, blends

identify onset and rime in spoken words, eg n-ice, kn-ee

identify initial, fi nal and medial sounds in some spoken words

link knowledge of sounds with sound/symbol relationships

attempt to use appropriate volume and intonation

to convey meaning when talking and telling stories

Learners know and understand that : Learners are able to

Strategies

Listening processes and strategies

listeners are expected to pay attention to the

speaker

Speaking processes and strategies

speakers use a range of strategies to address the

needs of their audience

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Strategies Listening processes and strategies

demonstrate attentive listening in non-verbal ways appropriate to their own culture, eg facial expression, gesture, silence, eye contact, lip reading

ask or respond to questions to clarify or request additional information, eg asking who, what, where and why questions

follow directions and instructions, eg listen for

words that signal the sequence of a task fi rst, next

follow commands, eg sit, move, line up

record their thinking during and after listening

use appropriate software related to phonics and sound recognition

Speaking processes and strategies

observe and use the modelled speech and non- verbal behaviours of others

speak using appropriate verbal and non-verbal cues appropriate to own culture, eg facial expression, eye contact, social distance, topic maintenance

contribute relevant information in class or group activities/discussions

ask questions to seek information and clarifi cation

English Listening and Speaking Outcome

situations They listen

to and express ideas,

ask questions and

to the purpose of the interaction and the relationships of the people involved

Learners know and understand that : Learners are able to

Texts and Contexts

Use of texts

there are differences between imaginative and

informational texts

information texts may report and explain

information and events, report recent news events

and give opinions

imaginative texts may entertain, move and teach

signifi cant things

listen to and recount events, describe and report

on people, places and things related to their own experiences

give and respond to simple instructions and explanations

give and justify opinions and evaluate the opinions

of others with reasons

of the need to change listening and speaking to suit different situations

Learners demonstrating solid evidence of

L/S 1.1 Texts and Contexts

explain familiar procedures, describe or recount events

in a logical sequence and sustain conversations on a familiar topic

identify opinions and information shared by speakers and disagree or agree with opinions and recall main pieces of information

consider the ways in which listening and speaking change according to the demands of the situation

L/S 1.2 Language Structures and Features

speak and listen through discussions, conversations and oral presentations in small and large groups, which are usually informal

organise spoken texts using simple features to signal beginnings and endings and experiment with language structures and subject-specifi c vocabulary in informal situations

vary verbal and non-verbal behaviours to add interest and contribute to group activities by observing conventions

Learners know and understand that : Learners are able to

Context, purpose and audience

you listen in different ways depending on the

reason why you are listening, who is talking and

what they are talking about

you speak in different ways depending on why you

are talking, who you are talking to and what you

are talking about

there are cultural differences in the way people

express verbal and non-verbal messages

there are different kinds of English (eg Australian

Indigenous, American, British) that can be heard

in various media (eg TV, fi lm, guest speakers,

singing)

not everyone likes the same kind of text and

people may like or dislike a text for different

reasons

Language Structures and Features

Listening and speaking situations

speaking and listening provides opportunities to

exchange information

share and explore ideas

express opinions and listen to the opinions of

listen to stories and retell them in their own words

make up and tell simple stories modelled on stories heard

listen to, memorise, make up and recite verses

act out a scene based on a story heard or viewed

Context, purpose and audience

identify some differences between polite listening

in different cultural contexts familiar to the learner

make simple comparisons between texts that have similar topic, storyline, characters or setting

discuss texts, giving reasons for their likes and dislikes

Language Structures and Features Listening and speaking situations

listen and speak to peers, older learners, teachers and other adults for a range of purposes in culturally appropriate ways

listen and speak through discussions, conversations and oral presentations in small and large groups, which are usually informal, and identify opinions provided by members of the group, agreeing or disagreeing with reference to their personal opinion

discuss the structures and language features of texts read and viewed [see Reading and Viewing

Learners know and understand that : Learners are able to

Language Structures and Features

Listening and speaking situations (cont)

all text types have a specifi c generic structure

Language patterns and vocabulary

there are standard and non-standard grammatical

and vocabulary (lexical) alternatives for expressing

similar meanings

language is often used fi guratively as well as

literally

sentences have different functions, eg statement,

command, question, exclamation

the various parts of sentences need to be linked

with ‘joining words’ (conjunctions)

the English used in school and in books has a

standard grammar, which learners need to know,

even if (especially if) it is different from the English

spoken at home

words comprise sounds (phonemes) in sequence,

and each phoneme is represented in writing by a

letter or letters [See Writing strand]

listen to and compose simple texts

recounts comprising a few events, usually

of personal experience, which may contain comments and observations

reports comprising a few aspects or characteristics in a short description

stories and plays comprising a simple setting, story-line and attempted ending

verses with distinctive rhyme and rhythm

transactions comprising a list of a few items, eg food with the price of each item in a menu

procedures comprising a few steps in sequence

in a set of instructions

Language patterns and vocabulary

speak using some subject-specifi c vocabulary

infer something about a speaker from his or her accent and/or choice of words

identify some non-standard/standard usage, eg

we come/we came and a feed/a meal

recognise and use some familiar idioms, eg hang

on a minute

use simple similes to make speech more effective

when explaining/describing, eg It was fast like …

identify sentences as statements, questions, commands or exclamations

connect parts of spoken sentences using linking

words accurately, eg because, if, after

use pronouns accurately

use plurals and verb tense markers accurately and use language to identify similarities, differences

and categories, eg They are the same/different because … ,These go together because …

identify and suggest rhyming words

Learners know and understand that : Learners are able to

Behaviours

they can adopt different roles in discussions and

conversations, and choose behaviours that can

support cooperation within the group

Strategies

Listening processes and strategies

there are culturally derived courtesies to be

observed when listening to a speaker in school

Speaking processes and strategies

when a person is speaking he or she needs to

engage the listener’s attention

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Language patterns and vocabulary (cont)

identify and pronounce sounds in spoken words,

eg The sounds in fi sh are: /f/i/sh/ (initial, medial

and fi nal sounds)

Behaviours

follow speaking and listening conventions/

procedures, eg take-turns, ask questions

use variation in voice tone and volume to express emotion

make eye contact as appropriate

use body language, eg facing the speaker, gestures and facial expressions to emphasise and clarify meaning

StrategiesListening processes and strategies

listen attentively, showing interest in a speaker’s presentation

attend to responses of others and review or elaborate on what has been said, eg answer questions, repeat or rephrase ideas and information, try to give explanations

Speaking processes and strategies

speak audibly, with some sense of addressing an audience and the needs of the listeners

experiment with a small range of devices to enhance meaning of spoken text, eg volume, using common sayings

ask questions to seek explanations, clarifi cation

or more information and make comments that expand ideas

English Listening and Speaking Outcome

Band 2Band 1

Learners engage with

features of the text

types They are

aware of the need

a range of oral texts that explain, instruct, argue and narrate, often in combination, which are used in the learning areas and in the public domain They identify and evaluate many crafting choices made

by texts’ composers They choose and use strategies for engaging with oral texts as listeners and with preparing for and addressing

an audience as speakers

Learners know and understand that : Learners are able to

Texts and Contexts

information and argument texts usually have a

particular perspective on the information, events

and opinions they present

listen to, memorise, make up, present and perform narrative and lyric poems intended for children, which are ‘just for fun’ or which explore a theme

listen to and present a range of recounts, procedures, instructions and descriptions to convey experiences, feelings, ideas and thoughts

Learners demonstrating solid evidence of

L/S 2.1 Texts and Contexts

use an increasing range of spoken texts, including explanations, simple arguments and stories that extend beyond their immediate experience

locate key and closely connected information in spoken texts

recognise the purpose, audience and language required for informal and formal situations

L/S 2.2 Language Structures and Features

extend ideas in a constructive manner to generate and maintain conversations and discussion formally and informally

organise presentations using a main idea and supporting details; use features of Standard Australian English to share ideas; offer advice and give opinions;

and present people, places and eventsuse verbal and non-verbal behaviours to enhance expression of ideas and identify how these might differ from those used in home and school contexts

Learners know and understand that : Learners are able to

Context, purpose and audience

the roles and relationships between speakers and

listeners affect the way that people listen and the

way they speak

the purposes for which people listen and speak

also affect the way that people listen and the way

they speak

there are different varieties of English, eg ‘school

language’ and ‘home language’ or a community

language or dialect

there are connections between texts, and between

texts and their own experiences

Language Structures and Features

Listening and speaking situations

each kind of text has particular structures and

language features that can be used to organise

speaking and gain information when listening

when people listen to and think about stories they

can identify and discuss the plot, the setting, the

characters and the moral of the story

when people listen to arguments they can identify

the opinion being expressed and the information

given to justify it, and can discuss whether they

think the argument is justifi ed and why

Context, purpose and audience

negotiate roles in group discussions, eg chair, reporter, scribe

discuss the different ways that learners speak

to peers, younger and older students, teachers, parents and unfamiliar people, eg shopkeepers, and the ways that adults speak to one another and

to them

discuss what is happening ‘in their heads’ when they listen to a story and when they listen to an explanation of a new concept in Maths

‘translate’ between Standard Australian English and non-standard English, or identify regional variations in vocabulary, eg the words used for nature strip or bathers in different states

discuss differences and similarities in information

in different texts on the same topic

identify texts that have similar content or ideas

discuss similarities and differences between the experiences of characters in stories and in people they know

Language Structures and Features Listening and speaking situations

speak and listen through discussions, conversations and oral presentations in informal and formal contexts, individually and in groups

listen and respond to stories that infer characters’ qualities, motives and actions based on implicit information within the text

present stories which have a developed orientation, a story-line involving a complication and a resolution, and some character description and development

listen and respond to poems to infer how the

fi gurative language contributes to the main idea or atmosphere of the poem

Learners know and understand that : Learners are able to

Language patterns and vocabulary

there are specifi c words associated with each

subject that can be discussed

words can be chosen to present people, things or

actions in a particular way

everyday speech is full of fi gurative language

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Listening and speaking situations (cont)

listen and respond to arguments to identify, affi rm

or challenge the argument and disagree in a respectful manner

present arguments which state an opinion and provide an elaboration of the opinion based on personal judgement

listen and respond to procedures to understand what to do and to evaluate their clarity, eg infer a missing step

share procedures which have a set of instructions containing a list of materials and steps in a logical sequence

listen and respond to information reports to gain information, to make connections between ideas and to evaluate their effectiveness

present information reports which have a general classifi cation and a description of a few distinguishing features

engage appropriately in transactions at home, school and in the community, eg visiting a friend’s house and greeting their parents, seeking attention, forming and maintaining friendships, introducing and thanking people

Language patterns and vocabulary

use words and phrases that can be used to represent people, places and events, in a chosen way

adjectives to enhance descriptionverbs, eg tapped, knocked, banged, shuffl ed

identify common metaphorical usage, eg hop into the car, the names of sporting teams, eg Dragons, Tigers (ie not Toads or Elephants)

use words and phrases that can be used to

differentiate facts and opinions, eg I feel , There are…

use subject-specifi c nouns and verbs when presenting factual texts to convey clarity and accuracy, eg herbivore, skeleton