Communication/Comprehension/Language and textual Task 10: Production analysis/Creating texts (formal oral) Using the notes from interact with others in oral, written and in a range of and use your interview appropriate politeness conventions when required (Task 9), give a initiate, sustain and end communication in a range of familiar, some presentation to your unfamiliar and some academic peers about your use intelligible , and of words and phrases family/community use some common and colloquial expressions appropriately role model. use effective forms of recording and collating information for a growing range of use appropriate genre, content and for a range of common, and some academic, purposes and use a range of common cohesive devices and conjunctions at , paragraph and whole-text level use the simple present, past and continuous tenses with growing accuracy use a range of common subject-specific vocabulary, synonyms, antonyms and use a range of simple adjectives and adverbs use simple, compound and complex sentences 3–4 use a combination of technologies and media Language competencies Phonological features pronunciation, stress, rhythm, intonation and pitch for emphasis phonemes and morphemes Non-verbal language features use culturally appropriate gestures and behaviours Lexical competence as relevant to task Grammatical competence as relevant to task Sociolinguistic competence experiment with the register of texts (tone, language, audience), developing appropriate use for audience and purpose develop and use anxiety reduction strategies Sociocultural understandings and skills use culturally accepted politeness conventions in listening, speaking and written protocols understand cultural differences in eye contact and personal space Texts: notes from Task 9. Students’ Syllabus content Week Assessment tasks (drawn from unit content and the Language Table) Context Five: Health and lifestyle choices Communication/Comprehension/Language and textual Task 11: Response (to analysis/Creating texts formal aural texts) Listen to a talk given by seek assistance and clarification in a range of 5 someone from a begin to draw inferences from simple texts health-related identify and describe the main ideas and some supporting details in community group a range of familiar and some unfamiliar texts e.g. Alcoholics
3–4 Communication/Comprehension/Language and textual analysis/Creating texts interact with others in oral, written and in a range of and use appropriate politeness conventions when required initiate, sustain and end communication in a range of familiar, some unfamiliar and some academic use intelligible , and of words and phrases use some common and colloquial expressions appropriately use effective forms of recording and collating information for a growing range of use appropriate genre, content and for a range of common, and some academic, purposes and use a range of common cohesive devices and conjunctions at , paragraph and whole-text level use the simple present, past and continuous tenses with growing accuracy use a range of common subject-specific vocabulary, synonyms, antonyms and use a range of simple adjectives and adverbs use simple, compound and complex sentences use a combination of technologies and media Language competencies Phonological features pronunciation, stress, rhythm, intonation and pitch for emphasis phonemes and morphemes Non-verbal language features use culturally appropriate gestures and behaviours Lexical competence as relevant to task Grammatical competence as relevant to task Sociolinguistic competence experiment with the register of texts (tone, language, audience), developing appropriate use for audience and purpose develop and use anxiety reduction strategies Sociocultural understandings and skills use culturally accepted politeness conventions in listening, speaking and written protocols understand cultural differences in eye contact and personal space Texts: Students’ notes from Task 9. Task 10: Production (formal oral) Using the notes from your interview (Task 9), give a presentation to your peers about your family/community role model. Week Syllabus content (drawn from unit content and the Language Table) Assessment tasks Context Five: Health and lifestyle choices 5 Communication/Comprehension/Language and textual analysis/Creating texts seek assistance and clarification in a range of begin to draw inferences from simple texts identify and describe the main ideas and some supporting details in a range of familiar and some unfamiliar texts Task 11: Response (to formal aural texts) Listen to a talk given by someone from a health-related community group e.g. Alcoholics
English-as-an-Additional-Language-or-Dialect-Foundation-Y12-sample-course-outline-WACE-2015_16.DOCX