formulating different types of questions to ask a speaker, such as open and closed questions and and questions ‘when’, ‘why’ ‘how’ Use interaction skills including identifying turn-taking patterns in Use interaction skills including initiating discussing appropriate conventions to turn-taking, recognising the group and pair work (for example topics, making positive statements and use in group discussions contributions of others, speaking initiating a topic, changing a topic voicing disagreement in an appropriate exploring ways to comment on what clearly and using appropriate when appropriate, staying on task, manner, speaking clearly and varying others say, including using sentence volume and pace supporting other speakers, eliciting tone, volume and pace appropriately starters such as like the way you…’, ‘I responses, being supportive and agree that have a different ‘I …’, ‘I attentive listeners, asking relevant thought…’, like to say something ‘I’d questions, providing useful different…’ feedback, prompting, checking participating in pair, group and class understanding, 'sharing the talking speaking and listening situations, space') including informal conversations, participating in pair, group and class discussions and presentations class speaking and listening demonstrating appropriate listening situations, including informal behaviour, responding to and conversations and class paraphrasing a partner’s contribution discussions, contributing ideas and to a discussion, such as listening to the contributions of think/pair/share activities others asking relevant questions and making taking turns, asking and answering connections with personal questions and attempting to experiences and the contributions of involve others in discussions others demonstrating active listening brainstorming topics, contributing behaviour and responding to what ideas and acknowledging the ideas of others say in pair, group and class others discussions speaking clearly and with appropriate experimenting with volume intonation and pace for particular purposes understanding how to disagree with a including making presentations, point of view or offer an alternative retelling stories and reciting idea courteously rhymes and poems experimenting with presentation attempting correct pronunciation of strategies such as volume and new vocabulary intonation Interpreting, analysing, Elaborations Interpreting, analysing, evaluating Elaborations evaluating Describe some differences comparing and discussing texts Identify the audience of imaginative, identifying the main purpose of a text, between imaginative informative identifying some features that informative and persuasive texts including whether the author wants to and persuasive texts distinguish those that stories’ entertain, explain or persuade and ‘tell from those that opinions’ considering how audiences might ‘give respond to those texts
formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space') participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others taking turns, asking and answering questions and attempting to involve others in discussions demonstrating active listening behaviour and responding to what others say in pair, group and class discussions experimenting with volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems attempting correct pronunciation of new vocabulary Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately discussing appropriate conventions to use in group discussions exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’ participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities asking relevant questions and making connections with personal experiences and the contributions of others brainstorming topics, contributing ideas and acknowledging the ideas of others speaking clearly and with appropriate intonation understanding how to disagree with a point of view or offer an alternative idea courteously experimenting with presentation strategies such as volume and intonation Interpreting, analysing, evaluating Elaborations Interpreting, analysing, evaluating Elaborations Describe some differences between imaginative informative and persuasive texts comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’ Identify the audience of imaginative, informative and persuasive texts identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts
y12-scary-creatures-odd-years-semester-1-v3.docx