Speaking
| Grade | Work Samples |
|---|---|
| End of Stage 4 (end of Year 8) | |
| Grade B | Lesley Shannon - 1st Speaker |
| Grade C | Sam - 2nd Speaker |
Description of activity
Students receive a handout with 4–5 pictures of food and drink items. Adjacent to each item is a symbol (hearts, crosses) to represent preferences. Students work in pairs using the worksheet as stimulus. Student A initiates a conversation asking whether Student B likes a certain food or drink. Student B responds according to what is represented by the symbols next to the food or drink item on the stimulus sheet. Students then swap roles.
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 Japanese.
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:
- 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
- appropriate body language
- create clear and original texts through:
- choosing correct vocabulary and structures
- selecting and incorporating modelled linguistic structures.