Spoken language is pronunication is comprehensible The presentation is clear and easily clear and understood. the presentation flows with few hesitations understood. This includes intonation, stress ad rhythm may exhibit L1 influence but are pronunciation, fluency comprehensible with minimal effort on the part of the listener. Pronunciation, fluency and audibility may and audibility. voice production is clearly audible. exhibit L1 influence but are comprehensible with minimal effort on the part of the listener and do not interfere with meaning most of the time. PC 1.3 range of sentence structures is used. These may include: Presentation includes a range of Varied and complex language structures appropriate to an simple sentences e.g. Older Chinese immigrants are one of the largest English language oral presentation used correctly most of ethnic ageing groups in New Zealand. structures are used the time. compound sentences e.g. Older Chinese immigrants need to both with good control. integrate into the host culture and maintain their ethnic identity. Inconsistencies Inconsistencies seldom interfere with complex sentences e.g. Migrants, who are older, tend to continue to seldom impede meaning. connect with events in their country of origin. communication. A range of language features appropriate for an oral text is used. These may include: appropriate tense e.g. it has been suggested (passive), could be argued (modals), they are (continuous) feeling isolated …. use of questions e.g. So, what has research told us about this group? sentence fragments e.g. Surely not? discourse markers e.g. but remember…. PC 1.4 Presentation includes specialised and academic vocabulary appropriate to the A range of vocabulary appropriate to the Vocabulary is topic, academic context and the academic purpose e.g. topic and the academic context is used appropriate to the academic vocabulary e.g. investigate, culture, tradition, resettlement correctly most of the time. academic context and specialised vocabulary e.g. social isolation, transnational families specialist vocabulary is evident throughout. PC 1.5 There is evidence of a range of verbal and non-verbal strategies used Presentation holds the interest of the A range of strategies is effectively to engage the audience. These may include: audience by using a range of verbal and used to promote pauses for effect e.g. after a question or an important statement e.g. non-verbal features. So, what has research told us about this group? [Pause].
Spoken language is clear and understood. This includes pronunciation, fluency and audibility. pronunication is comprehensible the presentation flows with few hesitations intonation, stress ad rhythm may exhibit L1 influence but are comprehensible with minimal effort on the part of the listener. voice production is clearly audible. The presentation is clear and easily understood. Pronunciation, fluency and audibility may exhibit L1 influence but are comprehensible with minimal effort on the part of the listener and do not interfere with meaning most of the time. PC 1.3 Varied and complex English language structures are used with good control. Inconsistencies seldom impede communication. range of sentence structures is used. These may include: simple sentences e.g. Older Chinese immigrants are one of the largest ethnic ageing groups in New Zealand. compound sentences e.g. Older Chinese immigrants need to both integrate into the host culture and maintain their ethnic identity. complex sentences e.g. Migrants, who are older, tend to continue to connect with events in their country of origin. A range of language features appropriate for an oral text is used. These may include: appropriate tense e.g. it has been suggested (passive), could be argued (modals), they are feeling isolated …. (continuous) use of questions e.g. So, what has research told us about this group? sentence fragments e.g. Surely not? discourse markers e.g. but remember…. Presentation includes a range of language structures appropriate to an oral presentation used correctly most of the time. Inconsistencies seldom interfere with meaning. PC 1.4 Vocabulary is appropriate to the academic context and specialist vocabulary is evident throughout. Presentation includes specialised and academic vocabulary appropriate to the topic, academic context and the academic purpose e.g. academic vocabulary e.g. investigate, culture, tradition, resettlement specialised vocabulary e.g. social isolation, transnational families A range of vocabulary appropriate to the topic and the academic context is used correctly most of the time. PC 1.5 A range of strategies is used to promote There is evidence of a range of verbal and non-verbal strategies used effectively to engage the audience. These may include: pauses for effect e.g. after a question or an important statement e.g. So, what has research told us about this group? [Pause]. Presentation holds the interest of the audience by using a range of verbal and non-verbal features.
22891-v4-Assessor-guidelines.docx