For Unit 3 Outcome 3, the teacher plans a sequence of teaching and learning activities that will enable students to develop pre-task knowledge and skills. This will include opportunities to listen to and discuss a range of different audio sequences where students can explore the context and purpose of the text, the structure and language of the text, as well as the delivery including intonation, stress, rhythm, pitch, timing and volume of the speaker/s. Teaching and learning activities that could support students to prepare for this assessment include: 1. Listening to an audio interview from a station such as ABC Radio National and asking students to record a summary of the interview in their own words. 2. Providing students with a transcript of a conversation between two speakers. In groups of three, ask two students to adopt the roles of speakers with the third student being allocated the role of listener. The pair of students read the text aloud and the third student listens to the exchange. The speakers pose questions to the listener about the conversation that took place. The listener responds to the questions in oral form. 3. Asking students to record a short paragraph about their life on an audio file. In small groups, play the recording and, in turn, have each student ask one question to the speaker about their life. The speaker is then required to respond to the question. 4. Teaching a lesson on the differences between open and closed questions, ask students to write five open questions and five closed questions about a general topic such as the weather, a key incident in the news and so on. 5. Reading a detailed paragraph from an everyday text and then constructing five open questions that will elicit more information from it. Other considerations When to assess the students The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including: the estimated time it will take to cover the key knowledge and skills for the outcome when tasks are being conducted in other subjects and the workload implications for students where there are multiple classes in English/EAL, a common School-assessed Coursework scheduling is advisable. Marking the task The marking scheme used to a assess student's level of performance should reflect the relevant aspects of the and be explained to students before starting the task. Unit 4 Outcome 1
For Unit 3 Outcome 3, the teacher plans a sequence of teaching and learning activities that will enable students to develop pre-task knowledge and skills. This will include opportunities to listen to and discuss a range of different audio sequences where students can explore the context and purpose of the text, the structure and language of the text, as well as the delivery including intonation, stress, rhythm, pitch, timing and volume of the speaker/s. Teaching and learning activities that could support students to prepare for this assessment include: 1. Listening to an audio interview from a station such as ABC Radio National and asking students to record a summary of the interview in their own words. 2. Providing students with a transcript of a conversation between two speakers. In groups of three, ask two students to adopt the roles of speakers with the third student being allocated the role of listener. The pair of students read the text aloud and the third student listens to the exchange. The speakers pose questions to the listener about the conversation that took place. The listener responds to the questions in oral form. 3. Asking students to record a short paragraph about their life on an audio file. In small groups, play the recording and, in turn, have each student ask one question to the speaker about their life. The speaker is then required to respond to the question. 4. Teaching a lesson on the differences between open and closed questions, ask students to write five open questions and five closed questions about a general topic such as the weather, a key incident in the news and so on. 5. Reading a detailed paragraph from an everyday text and then constructing five open questions that will elicit more information from it. Other considerations When to assess the students The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including: the estimated time it will take to cover the key knowledge and skills for the outcome when tasks are being conducted in other subjects and the workload implications for students where there are multiple classes in English/EAL, a common School-assessed Coursework scheduling is advisable. Marking the task The marking scheme used to a assess student's level of performance should reflect the relevant aspects of the and be explained to students before starting the task. Unit 4 Outcome 1
EnglishEAL-AFT-2016.docx