1 Speaking, Listening and Communication

Transcription

1 FUNCTIONAL ENGLISH: Coverage and range THEME TARGET LEVEL 2 ACTIVITIES for mastery in the scheme of work OUTCOMES for formative assessment 1 Speaking, Listening and Communication (L2)1.1 Consider complex information and give a relevant, cogent response in appropriate language Listen and respond Large group critique (5-8 students) Small group critique (2-4 students) One-to-one discussion use complex information (for example analyse and evaluate) listen to others attentively respond to ideas with relevant questions or comments give feedback appropriately Recorded on: Cohort skills tracking sheet (L2)1.2 Make significant contributions to discussions, taking a range of roles and helping to move discussion forward Make contributions Engage in a debate Students are given a specific viewpoint to research and debate. Work as part of a team Students are given a problem to solve; their objective is to come to a conclusion or an agreed outcome. Make suggestions Support suggestions made by others Challenge ideas or seek clarification Engage with different opinions Help the group make progress Recorded on: Cohort skills tracking sheet

2 (L2)1.3 Present information and ideas clearly and persuasively to others Present information clearly Short presentation Students are given a clearly defined topic to present. In small groups (2-3 students) they decide on: the information to include the sequence and structure of points to be made how to present information Speak clearly Express ideas convincingly Sequence information logically Use reference material or visual aids effectively Recorded on: Cohort skills tracking sheet (L2)1.4 Adapt contributions to suit audience, purpose and situation Adapt for audience and purpose Examples activities: Formal discussion Students are given a topic to research or a question to answer. They prepare information in advance adapting their language to the formal context of the meeting or discussion. Mock interview Prepare for and take part in a mock interview, adapting language to the formal context. Formal presentation Deliver a presentation which is organised and prepared in advance of delivery, adapting language to the formal context. Speak clearly Express ideas convincingly Sequence information logically Use reference material or visual aids effectively Use formal standard English Using appropriate: Eye contact Body language and gestures Volume of voice Tone of voice Recorded on: Cohort skills tracking sheet Evidence Presentation plan with evidence of reference material and visual aids

3 2 Reading (L2) 2.1 Identify the purpose of texts and comment on how meaning is conveyed Analyse texts Examples activities: Evaluate a text/text analysis Analyse and evaluate a text, for example, an advertisement, a magazine article, a newspaper report, a review, a blog. State the purpose of the text State the audience of the text Analyse how the information is communicated (layout and language) Evaluate whether the information is communicated effectively. (L2) 2.2 Read and summarise, succintly, information/ideas from different sources Summarise texts Examples activities: Research and summarise task Read information from at least two documents on a specified topic and summarise the information in a short written text. Identify the key ideas of a text Use mostly their own words to summarise. Reduce the information to an appropriate length (length depends on complexity of text and the reason for summary) (L2) 2.3 Select and use different types of texts to obtain and utilise relevant information Select and use texts Examples activities: Reading task Research a topic finding information in two or more different types of text. Use the information to find the answer to specific questions. Students show they have used: Printed texts Advertisements (persuasive) Instructions (instructive) Information leaflets (informative) Magazine and Newspaper articles Text books

4 Reviews L2) 2.4 Analyse texts in relation to audience needs and consider suitable responses Respond to texts Evaluate a text/text analysis Compare a reliable and unreliable source of information. For example, press releases, open calls, funding letters, competitions/prizes. Link Unit 5 & 13 research documents Onscreen texts: Websites Blogs Discussion forums State the purpose State the audience List the features that you would expect a reliable document to have Identify which features are present and which are absent Consider the information and give an appropriate response giving reasons for their answer (L2) 2.5 Detect point of view, implicit meaning and/or bias Recognise biased texts Read written material with a view to understanding its implied meanings. Comment on how the documents is written from a particular point of view (for example, missing information or emotive language) Identify fact and opinion Identify emotive language Recognise the writer s point of view Provide evidence of how the writer has supported this point of view State the writer s bias

5 3 Writing (L2) 3.1 Present information on complex subjects clearly and concisely 3.2 Present information/ideas concisely, logically, and persuasively Plan and organise texts Write persuasively Editing activity Students evidence the process of planning a piece of writing (a text) Contextual studies Write a response to a specific question. PPD Outcome shows that students can: Plan a text with a clear idea of the audience, purpose, format and style Decide what information to include (mind-map) Sequence information (mindmap/bullet point list) Plan structure (introduction, development and closing paragraph) Draft a text Correct and improve draft Produce a final text Build a convincing argument or idea Organise ideas logically Use evidence to backup ideas Write an application for a job/work experience. Write a personal statement for University application. Write to a practitioner. Write an evaluation of own/work of other artists.

6 (L2) 3.3 Use a range of writing styles for different purposes Write different types of texts Write for a specific purpose, using appropriate formats: formal letter of application report briefing paper magazine article advertisement poster essay - use appropriate features such as: Headings/subheadings Bullet points/numbered lists Images with captions Paragraphs - write for different purposes, to: describe, inform, persuade, instruct argue, complain, explain, advise imagine, review, analyse, recount entertain - write for different audiences: educators employers services (customer services) target audience/customers (L2) 3.4 Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication Structure sentences and paragraphs Sentence building Paragraph building Students show they can use: Sentence structure -compound sentences -complex sentences Paragraph structure

7 effectively Identify cohesive devices Cloze sentence tasks Identify errors -topic sentences -cohesive devices Subject-Verb agreement -write grammatically correct sentences (L2) 3.5a Punctuate written text using commas, apostrophes and inverted commas accurately (L2) 3.5b Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types. Use accurate spelling, punctuation and grammar. Punctuation devices Punctuate texts to convey different meanings Punctuate texts to convey different levels of formality Proof-reading tasks -use a range of punctuation including commas, apostrophes (2 types) and inverted commas -proof-read for spelling and grammar