Beruflich Dokumente
Kultur Dokumente
Kindergarten
ENe 6B recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language recognise that there are different ways of using spoken language to communicate demonstrate a developing understanding of language used at school and expectations for using spoken language according to audience and purpose recognise different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language and body language explore how language is used differently at home and school depending on the relationships between people (ACELA1428) understand that language can be used to explore ways of expressing needs, likes and dislikes
Stage 2
ENE 2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features discuss ways in which spoken language differs from written language and how spoken language varies according to different audiences, purposes and contexts make connections between Standard Australian English and different methods of communication, including home language, sign language and body language understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) identify purposes for listening in a variety of formal and informal situations
identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers' and viewers' understanding of texts discuss how the intended audience, structure and context of an extended range of texts influence responses to texts
Year 1
Different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others
Year 2
Recognise a range of purposes and audiences for spoken language with increasing independence Language to show qualities of people and things
Year 4
Spoken language varies according to different audiences, purposes and contexts Plan and deliver short presentations, providing some key details in logical sequence
Year 5
Identify and discuss how own texts have been structured to achieve their purpose Compose more complex texts using a variety of forms appropriate to purpose and audience
Year 6
Discuss how the intended audience, structure and context of an extended range of texts influence responses to texts
Greet people differently according to the relationship Music and/or actions to enhance the enjoyment and understanding of rhymes, poems, chants and songs
Plan, rehearse and deliver presentations incorporating learned content and purposes and audiences
Use appropriate vocabulary in a number of everyday contexts Rephrase questions to seek clarification Active listening behaviours and respond appropriately to class discussions
Rehearse and deliver short presentations on familiar and new topics Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
Term 2
Different language used at school and a home question and a statement Simple requests using appropriate word order eg canteen
Spoken, visual and written forms of language are different modes of communication with different features Short presentations using some introduced text structures and language, for example opening statements
Recognise different oral texts, eg conversations at home, in the classroom and playground Language to appreciate texts Longer presentations using some introduced text structures and language
Connections between Standard Australian English and different methods of communication, including home language, sign language and body language Presentations by using some basic oral presentation strategies, eg using notes as prompts, volume
Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages Plan, rehearse and deliver presentations incorporating learned content and purposes and audiences
Ways of using conventions of language to shape readers' and viewers' understanding of texts Organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation
Identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewer
Year 1
Language differs according to the audience, purpose, context and cultural background Different forms of address formal and informal Explain personal opinions orally using supporting reasons Respond to instructions from teachers and peers
Year 3
Languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning Persuasive language to compose simple persuasive texts
Year 4
Use of vocabulary in discussing and presenting spoken texts in familiar and unfamiliar contexts Persuasive language to compose persuasive texts
Year 5
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text Recognise the techniques used by writers to position a reader and influence their point of view
Year 6
Uses of objective and subjective language and bias Identify and use a variety of strategies to present information and opinions across a range of texts
Term 4
Express needs, likes and dislikes Vocabulary in familiar contexts Texts to communicate feelings, needs, opinions and ideas
Different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language and body language Language to appreciate texts Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
Identify organisational patterns and features of predictable spoken texts Respond to instructions from teachers and peers
Patterns and language features of spoken texts appropriate to a range of purposes Discuss how writers and composers of texts engage the interest of the reader or viewer
Purposes for listening in a variety of formal and informal situations Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
Discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories
Discuss the conventions of a range of complex texts, eg, layout conventions in print and multimedia
OUTCOME
CONTENT
SPEAKING FOCUS
LISTENING FOCUS
SPEAKING ACTIVITIES
LISTENING ACTIVITIES
SPEAKING ASSESSMENT
LISTENING ASSESSMENT