English Listening and Speaking pdf

English Listening and Speaking NT Curriculum Framework English Listening and Speaking Outcome Key Growth Point Learners use intentional communication strategies to interact with people, objects and activities Learners demonstrating solid evidence of L/S KGP • 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 KGP 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 Indicators Key Growth Point has three distinct developmental stages organised into six levels The Key Growth Points Continuum on page five describes the earlier stages of this development, whilst the indicators below provide the curriculum scope for planning and assessing learning within Key Growth Point Level Anticipate • seek attention using gesture or vocalisation, eg hold the object, point to it or give it on request; use own or imitate vocalisations or actions of familiar peers and adults • respond to their name, familiar voices and language patterns in familiar environments, eg pause actions or vocalisations when they hear their name or a one word instruction • respond to greetings and greet people using consistent strategies, eg hand movement, turning head or body, sustained eye gaze • 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 • express themselves in an unstructured manner, eg using vocalisations, gestures and actions that need a familiar communication partner to interpret • vocalise in a variety of ways, eg babble, hum, imitate vocalisations to respond, request or make choices English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework English Listening and Speaking Outcome Key Growth Point KGP Learners use intentional communication strategies to interact with people, objects and activities 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 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 • 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 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 nonverbal expressions to convey meaning when speaking • use home language supported by objects, images, gestures, facial expressions and actions to express responses L/S KGP 2.3 Strategies • attend to the person speaking and recognise meaning of different tones of voice or facial expressions • use modelled strategies for listening to spoken texts Indicators The Key Growth Points Learning Continuum on page five describes the earlier stages of this development, whilst the indicators below provide the curriculum scope for planning and assessing learning within Key Growth Point Learners know and understand that: Learners are able to Texts and Contexts Texts and Contexts Use of texts Use of texts • • recount information, with adult prompting and scaffolding to increase length and quality • respond to greetings and farewells • describe activities they at home and school • express needs, wants and feelings verbally or non-verbally, within an educational setting • respond to simple questions • spoken texts are communicating a message use symbols, words and/or phrases to request assistance or information, eg points to a pencil, says pencil or give me pencil English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Key Growth Point (cont) Learners are able to Learners know and understand that: Context, purpose and audience Context, purpose and audience • different environments have different routines and expectations of spoken language • listen during a story being read, school assembly or video • meaning can be made from different language, tone of voice and facial expression in familiar situations with familiar people • make appropriate requests, use greetings and farewells in familiar routine situations • indicate likes and dislikes in socially acceptable ways • 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 Features Language Structures and Features Listening and speaking situations Listening and speaking situations people respond to spoken texts in their own personal ways use greetings, make requests and take speaking and listening turns during social interactions with peers and adults interpret and follow simple verbal instructions • Language patterns and vocabulary • • • 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 • people use words to communicate needs, wants, likes and dislikes • use a small range of vocabulary to convey meaning to the listener • words can be broken into sounds • 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 link ideas • use some conceptual language to describe, eg in, on, out, off • use descriptive language, eg size, colour English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Key Growth Point (cont) Learners are able to Learners know and understand that: 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 fish 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 finish 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 Strategies Strategies Listening processes and strategies Listening processes and strategies • personal experience is a stimulus for speaking and listening • 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 • • copy and approximate to compose spoken language • self-correct words, pronunciation and signals in familiar contexts attempt to modify their talk, sign or gesture if they see their message is not understood English - Listening and Speaking Outcomes and Indicators 2009 English - Listening and Speaking Outcomes and Indicators 2009 produce simple reflex responses in response to external stimuli, eg startle reflex to a loud noise • take part in interactions, activities and experiences through body language, actions, vocalisations, eg eye gaze for longer periods of time and with increased attention on object or person intermittently appear alert and focus attention on certain people, objects or parts of objects, and experiences, eg smiling at familiar people give unexpected or intermittent reactions within an interaction, activity or experience, eg become excited in the midst of social activity • • • Level React produce simple reflex responses in response to the sensations they are experiencing, eg vocalisation, eye rolling, actions in response to feeling pain • Level Tolerate Awareness produce a wide range of behaviours in response to internal stimuli, which behaviour needs to be recognised, interpreted, assigned meaning and responded to by a communication partner respond to the presence of a communication partner • • communicate consistent preferences and affective 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 different approaches to gain attention • • • • Level Focus respond inconsistently or intermittently to structured sensory cues provided by communication partner • Level Respond Engagement Key Growth Point seek attention using gesture or vocalisation recognise familiar voices, respond to different intonation patterns and respond to their name • protest, eg push the communication partner’s hand away greet people using consistent strategies, eg hand movement, sustained eye gaze • • • choose from a limited range of responses to interact with familiar people, objects, activities • initiate interactions and activities request a stimulus using gesture, actions, eye movement, vocalisation use learned responses over increasing periods of time to engage in activities respond to options presented attempt to solve problems • • • • • Level Choose seek objects that may not exist in immediate environment, eg actively look for or request objects • make simple choices, eg use a yes/no system when presented with one option or reach for preferred object when presented with two objects • request events, objects, activities or people • Level Anticipate Participation assume a shared background between listener and speaker • recognise meaning from familiar language, tone and facial expressions in familiar situations • may ask many questions respond to simple questions • use some directional language begin to use words to describe characteristics of size, colour, eg big truck • • • 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 different intonation or facial expression copy and approximate to compose spoken language • overgeneralise some words, eg car for all vehicles • use a small range of vocabulary - repeat, copy, imitate and combine over 50 single words, signs or phrases to communicate meaning to a range of listeners, eg Mummy gone • be understood by familiar adults in supportive or predictable situations • understand communication is used to meet needs and wants • Unconventional Communication • • • recognise that people talk about their ideas, experiences, feelings initiate and maintain short conversations using their preferred medium of communication • • use phrases and sentences with up to five words, signs or symbols to communicate simple ideas, events or stories to others, eg I want big chocolate muffin [ASC] • • • • ASC = Assessment of Student Competencies contribute appropriately oneto-one and in small group discussions and role play use regular plurals correctly use prepositions, eg in or on, and pronouns, eg my or it, correctly [ASC] use the conjunction and to link ideas or add new information beyond what is asked follow simple directions with two pieces of information [ASC] • • ask simple questions to obtain information, eg Where’s cat? [ASC] • communicate ideas about present, past and future events and experiences, using simple phrases and statements, eg We going cinema on Friday • Conventional Communication Key Growth Point English - Listening and Speaking Key Growth Points Learning Continuum NT Curriculum Framework NT Curriculum Framework English Listening and Speaking Outcome Key Growth Point KGP 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 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 clarification, contribute relevant ideas during class or group discussions; follow simple instructions; and recall personally significant information from texts heard • show an awareness of school purposes for listening and speaking Band Learners engage with a range of simple texts, individually and in groups within familiar contexts, using the basic structures and features of the text types They are aware of the need to change listening and speaking to suit different situations 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 Indicators The curriculum scope for planning and assessing learning within Key Growth Point Learners know and understand that: Learners are able to Texts and Contexts Texts and Contexts Use of texts Use of texts • spoken texts are used to - gain and express information and ideas - enjoy telling and listening to stories in the form of books that are read aloud, songs, plays and films Context, purpose and audience • 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 express opinions and to respond to the opinions of others - • develop social relationships - listen to and use simple recounts, descriptions, procedures and explanations and express and justify opinions express and respond to needs - • Standard Australian English may differ from home English Context, purpose and audience • recognise some differences between Standard Australian English and the home English used by some learners, eg I done/I did English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Key Growth Point (cont) Learners are able to Learners know and understand that: Context, purpose and audience (cont) Context, purpose and audience (cont) • home language and school language are connected • use English for social interactions: sharing ideas, information and opinions • 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 • 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 Language Structures and Features Listening and speaking situations 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 • speak and listen through discussions, conversations, and informal oral presentations in small and large familiar groups use listening and speaking to • describe 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 - • - when giving an opinion you need to give a reason why you believe it to be true recount events related to their own experience that provide enough background information for a listener to understand what has happened - • - retell a story heard or tell own version of a story stories have typical structures and patterns of language songs and verses have rhythms and sometimes rhymes • • join in poems, action verse and refrains recited by class or read by teacher through discussions and conversations - • identify 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 - - • English - Listening and Speaking Outcomes and Indicators 2009 demonstrate they understand the topic, eg respond to questions from peers, stay on the topic provide some relevant details and information in sequence join in poems, action verse and refrains recited by class or read by teacher NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Key Growth Point (cont) Learners know and understand that: Learners are able to Language patterns and vocabulary 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 • use people’s names appropriately in social situations and use appropriate greetings, introductions and farewells • you call your teachers Ms … or Mr … but they call you by your given name • recognise typical beginnings and endings of some stories, eg Once upon a time They lived happily ever after • describing words help to paint a vivid picture • • you need to join ideas together with linking words use adjectives to portray people, places, events and things in particular ways • words are made up of sounds • sequence ideas in speech and use simple linking words, eg and, then • use time terms and prepositions, eg first, 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, final and medial sounds in some spoken words • link knowledge of sounds with sound/symbol relationships Behaviours Behaviours you can use your voice in different ways to communicate your feelings and how you interpret meaning use a variety of verbal/non-verbal cues to establish relationships with others attempt to observe class rules when speaking and listening, eg take turns, ask and answer questions • attempt to use appropriate volume and intonation to convey meaning when talking and telling stories there are patterns of behaviour which are expected when listening and speaking in school • • • • English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners know and understand that: Learners are able to Listening and speaking situations (cont) - - Language patterns and vocabulary • creators of stories and poems choose language, include figurative language, to create atmosphere and portray feelings as well as to express ideas arguments (including in the form of debates) which have a generalised point of view that is sustained throughout the speech with elaboration based on personal judgement and a conclusion succinct accounts of important personal experiences or events, reflecting on the significance of these Language patterns and vocabulary • use words and phrases that can be used to represent people, places and events in a chosen way, to express opinions - • adjectives to appeal to certain groups, eg sick, awesome, fantastic use words and phrases that can be used to represent and differentiate facts and opinions, in a chosen way - evaluative nouns, eg mansion, shack - evaluative verbs, eg love, loathe - evaluative adjectives, eg wonderful, hideous • • • verbal and non-verbal cues can be used to maximise communication and delivery English - Listening and Speaking Outcomes and Indicators 2009 • use conjunctions and other linking words to express cause-and-effect relationship, eg It is bad because , to compare and contrast, eg but, as if and to add, eg and, as well use pronouns for cohesion • Behaviours recognise and use introductory phrases which indicate an opinion is being offered, eg I believe …, I feel that …, In my opinion … rather than to assert, eg fishing is a great sport • paragraphs and clauses can be linked by cohesive devices use questions that seek a detailed response and/ or probe thinking of speakers and their audience, eg ask why, how, what if questions • • use words to indicate degrees of certainty, eg must, should, may use words that link specific ideas within and across sentences, eg words that can occur together and are related to each other, eg crocodile, reptile, animal, creature, dinosaur Behaviours • use non-verbal resources, eg facial expression, gestures, actions, and spoken resources, such as pace, volume and pronunciation to emphasise meaning and appeal to different audiences 21 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners know and understand that: Learners are able to Behaviours (cont) • adjust information or tone of voice to a listener’s reaction, eg pause to think what to say next Strategies Strategies Listening processes and strategies Listening processes and strategies messages can be conveyed verbally and nonverbally, eg through body language, voice tone, and these ways differ in different cultural settings Speaking processes and strategies • use some strategies to record ideas presented orally for later review of information, eg take brief notes, tape record interviews • • summarise main ideas in short oral texts Speaking processes and strategies • 22 use strategies to engage the listener’s attention, eg humour, linking to shared experiences and understandings, building on ideas of others, conveying interest and authority through word choices select, order and organise subject matter clearly for prepared spoken presentation appraise, select and use appropriate language, eg colloquial language and/or Standard Australian English, being mindful of the socio-cultural contexts, avoiding discriminatory language summarise ideas, answer questions • speakers use their assumptions about the characteristics of listeners to engage their interest and attention • • • use strategies to emphasise meaning and to appeal to and influence different audiences, eg consider and use appropriate volume, words, pace, tone, pronunciation and non-verbal resources such as facial expressions, gestures and movement • a range of known strategies assists in researching, planning, revising and presenting information and opinion orally • • • engage others by projecting a sense of commitment, interest and authority on a topic speakers adjust language to indicate closeness or distance in relationships and to show or acknowledge power English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework English Listening and Speaking Outcome Band Band Learners engage with and compose 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 engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities They analyse and investigate challenging ideas and issues, and advance and refute arguments They adjust their listening, preparation and speaking strategies according to their purposes and audiences Learners demonstrating solid evidence of L/S 4.1 Texts and Contexts • express creative and analytical responses to texts, themes and issues • understand how speakers use their assumptions about the audience to position them to accept their point of view, and that there are devices used to persuade and entertain listeners L/S 4.2 Language Structures and Features • use meetings, extended presentations, formal and parliamentary style debates and group discussions to compare ideas, examine issues, evaluate opinions, argue points, make judgements, persuade others and convince listeners using evidence and reasoning • use and adjust aspects of schematic structures, sentence length, text connectives, phrases and words to convey convincing messages in spoken texts • Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts They give speeches characterised by some complexity of subject matter and organisation and with some control of register They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals Learners appraise their own presentations for clarity, cohesion, consistency and register begin to identify the style and tone of texts • Band vary verbal and non-verbal behaviours to influence an audience L/S 4.3 Strategies • • Indicators adjust speaking to communicate effectively and persuasively by experimenting with style and tone anticipate responses from others and respond to questions and comments by clarifying, paraphrasing and commenting on main issues; identify omissions in information; and identify the position taken by the speaker The curriculum scope for planning and assessing learning within Band Learners know and understand that: Learners are able to Texts and Contexts Texts and Contexts Use of texts Use of texts • literature can endorse or critique the ideas of a society, explore and express ideas and feelings and entertain • the composers of texts sometimes deliberately make allusions to previous texts to suggest some kind of similarity or difference between them English - Listening and Speaking Outcomes and Indicators 2009 • listen and respond to imaginative oral texts, eg spoken books, serialised novels, poetry and plays on the radio including adolescent, contemporary and classic imaginative texts in a variety of forms and styles, which explore personal, social, cultural and political issues of significance to their own lives and communities 23 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners are able to Learners know and understand that: Use of texts (cont) • • verbalise understanding of, and give examples to explain, personal criteria for evaluating and responding to what they hear, read and view • Context, purpose and audience respond thoughtfully and critically to literary texts, exploring basic aspects of the relationship between their composers’ ideas and aspects of their crafting explain connections between texts by identifying similarities and differences Context, purpose and audience • the greater the gap between an actual audience and an audience originally envisioned by the composer(s) of a text, in time, place, gender, age and social and cultural group, the more likely it is that they will understand the text in ways not intended by its composer(s) • listen and respond to texts that entertain, investigate, analyse, argue and persuade, eg news broadcasts, radio talkback programs, political speeches which contain accessible but challenging issues concerning local, national and international events which contain a number of abstract concepts and which may use the passive voice • identify the likely intended audience for a text, eg a song lyric like And the Band Played Waltzing Matilda, explain the ways in which that audience differs from them and suggest what difference it might make to the way each group reads the text investigate current slang, and the slang of former times, who uses or used it and why • texts in the public domain can provide information and ideas about events and issues, all of which are open to discussion, debate, analysis, challenge and refutation • • • identify and explore the ethical dimensions of an issue there is a relationship between language and power in society, eg the use of dialect, slang, secret languages, code and jargon to exclude others Language Structures and Features Language Structures and Features Listening and speaking situations Listening and speaking situations • speaking and listening provides opportunities to examine issues, evaluate opinions, argue points and make judgements in order to persuade others and convince listeners by using reasoning and evidence • each sub-genre of text has its own distinctive and recognisable characteristics • composing and presenting stories enables learners to explore and express their own ideas and feelings safely and creatively • present and perform a range of spoken texts through conversations and oral presentations including meetings, extended presentations, and group discussions, eg argument and persuasive speeches (including Plain English Speaking and formal debates) which explore some challenging ideas and/or argue a point of view • compose and present stories which - have an implicit theme have a cohesive storyline with a balance of events that develop the plot - create characters with personalities and feelings - develop characterisation through descriptions, actions and dialogue - 24 - attempt to create a consistent atmosphere English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners know and understand that: Learners are able to Listening and speaking situations (cont) • Listening and speaking situations (cont) - compose and present arguments, eg in the Science Learning Area which have presented in a logical sequence - compose and present narrative and/or lyric poems which explore a theme or emotion, using the knowledge and poetic techniques gained from their study of poetry: rhyme and rhythm patterns, basic sound and visual imagery sufficient, accurate and relevant, in order to justify it - • • in an argument the evidence presented to support a proposition needs to be foreshadowed in the introduction • radio and TV advertisements have a product to promote and a target audience in mind, and words, speed and dynamics of voice are chosen to reinforce the intended image • composing and presenting poetry enables learners to explore and express their own ideas and feelings safely and creatively • presenting valid and logical arguments in the public domain, and challenging the arguments of others makes an important contribution to public life, open to all • - a conclusion that may restate their position • a few items of evidence to support the position, accurate and detailed enough to make the case - appealing to or trying to modify people’s points of view, feelings and desires makes an important contribution to public life an introduction that states their position and foreshadows the evidence to be presented impartial language compose and present speeches, eg for Plain English Speaking that have - • a few items of evidence to support the position, which is accurate and detailed enough to make the case but also appeals to principles and feelings - • an attention-getting introduction that states their position a conclusion that may restate their position, or be a peroration or a coda of comment take part in debates as a 1st, 2nd or 3rd speaker for or against a motion with a clear understanding of the roles of each speaker engage in discussions or presentations and - - identify key evidence presented in an argument, eg in a debate, and evaluate whether it is sufficient, accurate and relevant enough for its purpose - analyse the quality of arguments, identify alternative viewpoints and challenge ideas English - Listening and Speaking Outcomes and Indicators 2009 discuss the relationship between characterisation, plot and theme in spoken narratives identify and comment on omissions in information 25 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners are able to Learners know and understand that: Language patterns and vocabulary • specific word choice makes an important contribution to the mood or tone of a text, and reveals how composers wish to position the person, place object or idea they are discussing Language patterns and vocabulary • items of evidence in information and argument texts begin with a topic sentence, and the other sentences in the item elaborate on the topic sentence and are linked to preceding and following items by phrases attempt to link items of evidence in speeches with phrases such as Not only…but , My first point is that…, My second point is…, From the social point of view , From the economic point of view • adjust the register of their spoken texts for different purposes, situations and audiences speakers use their assumptions about listeners to try to position them to accept their point of view • use formal and informal language adjusted to the size and nature of the group and their relationship with the listener use words and phrases to convey probability and authority, eg It’s obvious that… • experiment with patterns of Standard Australian English and other varieties of English to assume dramatic roles and characterisation • • use language designed to appeal and persuade • • • use text connectives to sequence, eg firstly, to sum up, contrast, eg on the other hand, however, clarify, eg in other words, for example, show cause, eg Therefore, as a result, add information, eg In addition, moreover Behaviours Behaviours use some subtleties of vocabulary and tone to express ideas/feelings to argue or discuss effectively use voice, posture and movement to maintain audience attention and interest • verbal and non-verbal behaviours can influence an audience • • • vary pace, pitch, phrasing, intonation, pronunciation, facial expression, gesture, sound and silence to influence an audience Strategies Strategies Listening processes and strategies Listening processes and strategies • 26 thorough recording, analysis and synthesis is the key to understanding and evaluating other people’s texts and preparing to present their own • use strategies to make meaning from complex texts - take notes from spoken texts, eg when listening to a radio advertisement, identifying the product advertised, its target audience and how the composers use words, speed and dynamics of voice to reinforce the intended image English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners know and understand that: Learners are able to Listening processes and strategies (cont) - how a speech is delivered is as important as its content, eg humour and drama can be used as devices to persuade and/or entertain listeners disagree constructively to maintain a discussion • ask clarifying questions - • listen again to recorded spoken texts - Speaking processes and strategies use mind mapping tools to clarify key and supporting ideas identify commonalities and differences in information and ideas identify the relationship between speech, sound, written words and graphics in multimodal texts Speaking processes and strategies • drafting, appraisal and redrafting are crucial to the development of an effective text • use a variety of strategies to systematically record ideas and information when preparing to make a speech • post-presentation reflection and input from others are valuable tools in the development of a speaker’s effectiveness • evaluate the reliability of one source of information by the quality of its evidence and its consistency with other trusted sources • select devices designed to impact or influence a particular audience • synthesise the information gained from research into a logical sequence for presentation • anticipate responses from others and respond to questions and comments by clarifying, paraphrasing and integrating those ideas that are relevant to a line of reasoning • actively identify strengths and weaknesses of their own and others’ spoken presentations and identify successful strategies used by speakers to engage audiences, eg recovering from interruptions, using notes unobtrusively, using eye contact English - Listening and Speaking Outcomes and Indicators 2009 27 NT Curriculum Framework English Listening and Speaking Outcome Band Band Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities They analyse and investigate challenging ideas and issues, and advance and refute arguments They adjust their listening, preparation and speaking strategies according to their purposes and audiences Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts They give speeches characterised by some complexity of subject matter and organisation and with some control of register They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals Learners appraise their own presentations for clarity, cohesion, consistency and register Learners demonstrating solid evidence of L/S 5.1 Texts and Contexts • listen and respond to texts that are characterised by conceptual and linguistic complexity and affirm or challenge their composers’ worldviews • compose and present orally complex, cohesive imaginative texts which create their own ‘worlds’ and explore explicit themes • present researched, complex arguments and persuasive speeches whose theses are sustained by detailed support material L/S 5.2 Language Structures and Features • recognise how language choice and crafting techniques create mood, reveal composers’ values and seek to position readers and viewers in particular ways • manipulate schematic structures and language features to position an audience to respond in targeted ways • use their knowledge of grammar to structure sentences and choose words effectively to enhance the effectiveness of their texts Band 5+ Learners listen and respond to oral texts from a number of different historical, geographical and cultural contexts which express quite sophisticated ideas in subtle language They use their beginning knowledge of stylistics to appraise the relationship between speakers’ styles and tones and the effectiveness of their discourse Their own arguments demonstrate their understanding of inductive and deductive reasoning and of the nature of evidence, consciously avoiding flaws in logic They use their beginning knowledge of stylistics to appraise their own texts for accuracy and effectiveness L/S 5.3 Strategies • • Indicators study the social, political and religious context in which a composer created an oral text and apply this knowledge when responding to it research thoroughly in preparation for speaking; seek responses to drafts, redraft and edit for effectiveness and accuracy, and practise before making a speech to an audience The curriculum scope for planning and assessing learning within Band Learners know and understand that: Learners are able to Texts and Contexts Texts and Contexts Use of texts Use of texts • each imaginative text creates its own ‘world’ through its content, style and tone • speeches in the public domain can provide information and ideas about events and issues, all of which are open to discussion, debate, analysis, challenge and refutation 28 • compose and present stories that explore explicit themes, and create a consistent ‘world’ of thought and feeling English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners know and understand that: Use of texts (cont) • Learners are able to Use of texts (cont) Context, purpose and audience • the worldviews of speakers derive from their historical, geographical, social and cultural contexts, and in order to understand a speech, so as to affirm or challenge it, it is necessary to understand those worldviews • some concerns, ideas and values are universal and some are context-dependent present sustained arguments which include parliamentary style debates and group discussions which expound and justify a point of view on complex issues present cohesive persuasive speeches that attempt to position a targeted audience to think, feel or act in a desired way Context, purpose and audience listeners’ own worldviews influence their understanding of a speech • • • the effectiveness of an argument or a persuasion text depends on the quality of the content used to make the case: its sufficiency, its accuracy and its relevance to its purpose and audience listen and respond to, and research contemporary and classical speeches which not claim to be ‘literature’ but which also explore universal or contemporary issues with some sophistication of thought, structural complexity, lexical density and subtlety, eg Kevin Rudd’s apology to the Indigenous people of Australia, Queen Elizabeth I’s speech to the fleet at Tilbury • recognise and reflect on intertextual allusions in those speeches reflect on similarities and differences between the worldview underlying a speech and their own • writers claim membership of the universal world of language and literature by paying homage to their predecessors through echoes, allusions and direct quotations • identify and affirm or challenge the way a speech constructs the expected roles of people of various sexes, ages or ethnicities story telling is a powerful means by which people can develop and reflect on their own understandings of the meaning and value of human experience • listen and respond to contemporary and classical spoken imaginative texts which derive from a number of different historical, geographical and cultural contexts in the English-speaking world and in translation, which explore universal or contemporary issues with some sophistication of thought, structural complexity, lexical density and subtlety, eg Aboriginal ‘Dreaming’ stories in translation • • • Language Structures and Features Language Structures and Features Situations, language patterns and vocabulary Situations, language patterns and vocabulary • an argument (analytical exposition) seeks to convince an audience that a point of view or an action is justified, and to this it needs to - use evidence which is sufficient, typical of the field (ie not arguing from one, possibly atypical case), accurate and relevant - argue validly and logically using inductive or deductive reasoning - be presented impartially and in an objective tone critique an argument on the basis of the validity of its basic premises, the adequacy of the evidence presented and referenced and the logic of its argument, noting flaws in logic such as slides in definition, false analogy, overgeneralisation, omission • compose and present speeches on matters of current public concern or personal interest that have - an introduction that states their position and foreshadows the evidence use valid sources of evidence - • English - Listening and Speaking Outcomes and Indicators 2009 29 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners know and understand that: Situations, language patterns and vocabulary (cont) • - a persuasion speech (hortatory exposition) seeks to persuade people to adopt a point of view or take an action on the basis of information, logical argument and appeals to principles, feelings wants or needs - propaganda can have logic, present much information and appeal to wants but it is based on unexamined (and probably inaccurate) basic premises a persuasion text is often characterised by - words chosen for their emotional overtones - impartial language • use abstract language, complex sentences and the passive voice effectively • analyse a persuasion text to identify its content, tone and rhetorical devices, and to assess it on the relationship between its rhetoric, the weight of information and logical argument presented and its intended purpose • compose and present persuasion speeches which have a high degree of epithet and adjective use - a high degree of quotation from or allusion to other texts which carry emotional overtones for the audience - - sufficient paragraphs of evidence to support the position, which is accurate and detailed enough to make the case but also appeals to emotions and ethics - attention-getting devices such as photos with captions, ‘grabs’ from the main text inserted in text boxes - a strong sense of climax achieved by arranging material in increasing order of importance or emphasis an attention-getting introduction that states their position a conclusion that may restate their position, or be a peroration or a coda of comment compound sentences - • a conclusion that derives logically from the evidence - careful control of modality citations from other texts - a number of verbs in the passive voice sufficient items of differentiated evidence to support the position, organised and linked logically, the evidence being accurate, typical, relevant and detailed enough to make the case - complex sentences - - a large number of abstract terms, eg migration, terrorism - • Situations, language patterns and vocabulary (cont) an argument text is typically characterised by - • Learners are able to in a formal debate each speaker has a role in presenting their side’s argument and rebutting that of the other side • use language designed to appeal and persuade • take part in formal debates as 1st, 2nd or 3rd speaker for or against a motion Behaviours • analyse the impact of and experiment with the power of non-verbal factors in spoken texts and the way non-verbal communication influences people’s judgement of speakers, eg gesture, silences Strategies Strategies Listening processes and strategies Listening processes and strategies • 30 the better informed they are about the world the more successfully they will be able to appraise oral texts • examine critically the views presented in spoken texts - consider the effect of text structure such as comparing a formal speech with a casual conversation English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band (cont) Learners know and understand that: Learners are able to Listening processes and strategies (cont) - identify omissions in information - search for words and phrases that evaluate, convey probability and authority • distinguish between claims of fact and opinion - compare views in related texts as a member of the audience appraise the quality of a debate on the strength of the speakers’ arguments and the persuasiveness of their register, their team work and their manner of presentation, including their use of voice Strategies Strategies Speaking processes and strategies Speaking processes and strategies • an understanding of the structure and language features of a type of text is the key to understanding and analysing it successfully • intentionally research and reflect on all the aspects of knowledge necessary to appreciate a text • the quality of the research undertaken, and analysis of its findings, is crucial to the quality of a speech • take notes from oral sources and make notes from written sources when preparing to speak in public • • drafting, rehearsing, appraisal and redrafting after feedback is crucial to the development of an effective speech analyse and synthesise information gained from research to identify key ideas • plan the structure of a speech • select and manipulate devices designed to establish rapport, engage, persuade and influence an audience • write a draft text, appraise it for quality and quantity of content in relation to its purpose and audience, and its cohesion and accuracy before trying it out on a trusted person for feedback • evaluate feedback provided and incorporate suggestions made when they consider them valid English - Listening and Speaking Outcomes and Indicators 2009 31 NT Curriculum Framework English Listening and Speaking Outcome Band 5+ Band Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts They give speeches characterised by some complexity of subject matter and organisation and with some control of register They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals Learners appraise their own presentations for clarity, cohesion, consistency and register Learners listen and respond to oral texts from a number of different historical, geographical and cultural contexts which express quite sophisticated ideas in subtle language They use their beginning knowledge of stylistics to appraise the relationship between speakers’ styles and tones and the effectiveness of their discourse Their own arguments demonstrate their understanding of inductive and deductive reasoning and of the nature of evidence, consciously avoiding flaws in logic They use their beginning knowledge of stylistics to appraise their own texts for accuracy and effectiveness Learners demonstrating solid evidence of L/S 5+.1 Texts and Contexts • listen and respond to oral texts that are characterised by structural and linguistic complexity - appreciate the worldviews and concerns of their composers - engage with the most complex techniques of crafting - identify similarities and differences between the socially and culturally conditioned world of a text and their own world • affirm or challenge their authors’ world views reflect on inter-textual allusions present cohesive texts which explore explicit themes and use complex structures and highly personalised language registers L/S 5+.2 Language Structures and Features • use their beginning knowledge of stylistics to analyse the style and tone of texts • present arguments and participate in debates whose theses are sustained by detailed support material derived from literature searches or action research, which are characterised by valid and logical reasoning and which may attempt to affirm or challenge the arguments of others L/S 5+.3 Strategies • • 32 apply their knowledge of a composer’s world and her/ his life and concerns, their knowledge of the crafting of text and their knowledge of resources to appraise oral text critically and appreciatively use their beginning knowledge of stylistics to ensure that the quality of their discourse is of a scholarly standard English - Listening and Speaking Outcomes and Indicators 2009 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band 5+ Learners know and understand that: Learners are able to Texts and Contexts Texts and Contexts Texts, context, purpose and audience Texts, context, purpose and audience • individuals’ and societies’ worldviews change in response to new insights in science, technology, religion, philosophy and politics, and from social and cultural interaction and these changes are revealed in changes in the texts they produce over time • story telling is a powerful means by which people can develop and reflect on their own understandings of the meaning and value of human experience • texts in the public domain can provide information and ideas about events and issues, all of which are open to discussion, debate, analysis, challenge and refutation analyse the ways in which time, place and cultural setting influence language choice, eg research the development of gender-inclusive language in Australian society • identify and affirm or challenge the worldview implicit in an oral text • identify and comment on omissions or the telling of ‘half-truths’ in information to manipulate audiences • recognise and challenge bias • discuss how different audiences might respond to a speaker’s accent and vocabulary • • • listen and respond to contemporary and classical oral texts which derive from a number of different historical, geographical and cultural contexts in the English-speaking world and in translation, which explore universal or contemporary issues with the ‘world of the text’ is strongly inter-textual - structural complexity - • sophistication of thought - lexical density and subtlety, eg a speech from a Shakespearean tragedy listen and respond to contemporary and classical visual oral texts which not claim to be ‘literature’ but which also explore universal or contemporary issues with - Language Structures and Features • an argument, in addition to the flaws in logic identified in Band 5, can - be guilty of begging the question (taking as ‘given’ what has yet to be proved), arguing from the result to the cause, arguing post hoc ergo propter hoc (that something which happens after a happening must have been caused by it), arguing ad hominem (against the person not English - Listening and Speaking Outcomes and Indicators 2009 structural complexity - • sophistication of thought - lexical density and subtlety, eg Martin Luther King’s I have a Dream speech identify and explain the use of references to other texts throughout a text, eg allusions to the Old Testament and to Negro Spirituals in I have a Dream Language Structures and Features • critique an argument on the basis of the validity of its basic premises, the adequacy of the evidence presented and referenced, and the logic of its argument 33 NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band 5+ (cont) Learners know and understand that: Language Structures and Features (cont) the argument) and false dichotomy (arguing ‘either/or’, not allowing for a third possibility) - • • have a number of verbs in the passive voice - Language Structures and Features (cont) • contain complex sentences - Learners are able to use careful control of modality compose and present a speech on a matter of current public concern or personal interest that has, in addition to the characteristics stated in Band 5, - - a high degree of hypotaxis - a debate is a collaborative argument in which the speakers act as a team to justify a proposition and rebut the arguments of their opposition an understanding of the nature of evidence, appealing validly to authority and consciously avoiding flaws in logic a high proportion of verbs in the passive voice - - use rhetorical techniques such as anaphora (repetition of the same word or phrase at the beginning of successive clauses or sentences), apostrophe, parallelism and chiasmus (reverse parallelism), the rhetorical question • participate in debates as a 1st, 2nd or 3rd speaker for or against a motion, using a range of strategies as to justify and rebut • as a member of the audience appraise the quality of a debate • analyse a persuasion text to identify the relationship between its content, the arrangement of the material, and its use of rhetorical techniques and its intended purpose • in giving rhetorical speeches in addition to the crafting techniques identified in Band and earlier, speakers may compose and present a rhetorical speech which, in addition to the characteristics stated in Band use the common poetic devices of simile, metaphor, alliteration and assonance - parallelism and chiasmus - rhetorical questions - • apostrophe - Strategies uses rhetorical devices such as anaphora - the common poetic devices of simile, metaphor, alliteration and assonance Strategies • 34 the composer’s world and her/his life and concerns research a composer’s world and her/his life and concerns • keep developing their knowledge of the crafting of text • analyse the impact of and experiment with the power of non-verbal factors in spoken texts and the way non-verbal communication influences people’s judgement of speakers, eg gesture, silences use their beginning knowledge of stylistics to appraise the style and tone of their discourse • - • • to appraise a text critically and appreciatively it is necessary to understand respond quickly and appropriately to questions given in pressure situations, eg competently answer and explain questions during a debate or class presentation English - Listening and Speaking Outcomes and Indicators 2009 how to analyse the crafting of a text self-monitoring and seeking input from others is crucial to the development of expertise in speaking in public NT Curriculum Framework Indicators The curriculum scope for planning and assessing learning within Band 5+ (cont) Learners know and understand that: Learners are able to Strategies (cont) • • use a variety of techniques to recover from interruptions during speaking tasks • English - Listening and Speaking Outcomes and Indicators 2009 explore and employ the use of stress, pronunciation and inflection when speaking evaluate feedback provided and incorporate suggestions made when they consider them valid 35 ... consider them valid English - Listening and Speaking Outcomes and Indicators 2009 31 NT Curriculum Framework English Listening and Speaking Outcome Band 5+ Band Learners listen and respond to complex... Band (cont) Learners are able to Learners know and understand that: Language Structures and Features Language Structures and Features Listening and speaking situations (cont) Listening and speaking. .. Framework English Listening and Speaking Outcome Band Band Learners vary their speaking and listening for a small range of contexts, purposes and audiences, adjusting language structures, features and