Speaking - Clothing Shop Conversation
| Grade | Work Samples |
|---|---|
| End of Stage 5 (end of Year 10) | |
| Grade A | Terry Robyn Kendall Bobby - 1st speaker |
| Grade B | Rania Darcy Ali - 2nd speaker |
Description of activity
Students will work in pairs/groups to role-play a shopping transaction in an imaginary clothing store. They must choose some items that would be suitable to wear to a birthday party. Students will use an assessment checklist as a guide during preparation for the role-play and as a means of providing feedback to other students about their performances.
Context
This activity occurs in the middle of a unit of work that students undertake midway through Stage 5. Students are organising a birthday party for a friend. They have made plans for the party that included sending out invitations and organising what to bring to the party. They have learnt vocabulary relating to clothing and have created a promotional flyer for an imaginary clothing store. They have participated in activities that enabled them to internalise structures needed to state opinions. They now use their promotional flyers to role-play shopping situations.
Areas for Assessment
Outcomes
A student:
5.UL.3 uses Chinese by incorporating diverse structures and features to express own ideas
5.MLC.1 demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages
5.MLC.2 uses linguistic resources to support the study and production of texts in Chinese
5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their ability to:
- convey information and express their own ideas, by:
- selecting and incorporating appropriate vocabulary and structures for the audience, context and purpose
- sequence their ideas logically, by:
- initiating and maintaining an interaction in a shopping situation
- asking questions and sharing information
- completing an interaction
- identify and analyse ways in which culture is reflected in language use, by:
- incorporating aspects of the culture of Chinese-speaking communities, such as greetings, sizes and prices.