Speaking
| Grade | Work Samples |
|---|---|
| End of Stage 4 (end of Year 8) | |
| Grade A | Lesley Tracy |
| Grade B | Ricky |
| Grade D | Pat |
Description of activity
Students work in groups to role-play a situation in an imaginary restaurant. Using a menu as stimulus, one student plays the role of the waiter and the other students take the roles of customers.
Context
This activity is from a unit of work about eating and drinking. Students have just completed a listening and responding activity that required them to respond in writing. This activity is the next in the sequence of communicative activities designed to assist students to internalise vocabulary, and to practise and consolidate their knowledge of new structures.
Areas for Assessment
Outcomes
A student:
4.UL.3 establishes and maintains communication in familiar situations
4.MLC.1 demonstrates understanding of the importance of appropriate use of language in diverse contexts
4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Arabic
4.MBC.2 demonstrates knowledge of the key features of the culture of Arabic-speaking communities.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their ability to:
- establish and maintain communication by:
- using an appropriate greeting, asking a question
- turn-taking, acknowledging, replying, asking for repetition or clarification
- concluding the interaction
- convey meaning through:
- accurate expression
- accurate stress and intonation
- create clear and original texts through:
- choosing correct vocabulary and structures
- selecting and incorporating modelled linguistic structures
- identify aspects of the culture of Arabic-speaking communities by:
- incorporating words and phrases relevant to eating and drinking.