Page 1

TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. Purpose • makes simple requests • participates in nursery rhymes, including rhymes from different cultures • recites short simple poems • listens to brief concrete descriptions • describes an object of interest to the class, eg toy or pet • responds to literary texts read aloud • recounts a personal or shared experience • tells or retells familiar literary texts, including stories in home language and on film or video • interprets a simple instruction from teacher or peer • carries out instructions involving one step • understands simple classroom routines • listens and responds to computerised instruction, eg ‘Click on the red square’ • listens for and responds to information in class • listens to simple explanations and makes appropriate responses • provides simple explanations • expresses feelings, needs and wants, likes and dislikes • listens to and reports on peer opinions • expresses a personal opinion.

Audience, Subject Matter • understands the difference between a question and a statement • talks with class teacher about topics of personal interest and school-related topics • engages in conversation with known peers in home language • relays messages, eg child–child, child–children, child–teacher or known adult • takes part in structured group or pair activities involving talk about familiar topics • presents news to class • talks to whole class about a topic of personal interest • engages in role-play and developmental play activities.

TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness. Listening Skills • demonstrates attentive listening • listens while others present news and asks relevant questions • listens and follows one-step instructions • repeats sounds in words in correct sequence • recognises and says words that rhyme.

Interaction Skills • with encouragement, contributes to class discussions • uses appropriate body language and gestures when interacting with others • makes requests appropriately, eg asks to borrow a pencil • provides verbal and nonverbal answers to simple questions • uses relevant questions to ask for specific information • seeks assistance in doing a task • o ers to assist someone else • discusses shared experiences with teacher and peers • talks and listens to others in small-group and whole-class discussions • participates in partner and small-group activities •follows agreed conventions for class discussions that are culturally appropriate • uses appropriate word order when asking questions or making statements • responds to simple questions.

Oral Presentation Skills • uses different voice levels according to situation • uses correct intonation when asking questions and making statements • presents news items so they can be heard and understood • uses appropriate body language, eg looking at audience, turning body to audience (if culturally appropriate) • uses gesture and facial expression to convey interest.

TES1.3 Recognises that there are different kinds of spoken texts and shows emerging awareness of school purposes and expectations for using spoken language. Purpose • demonstrates recognition that there are different spoken texts, eg ‘This is a conversation’, ‘This is our news’ • recognises different oral contexts such as morning news, assembly, group work, teacher talk •talks about the different purposes of familiar spoken text, eg role-plays.

Audience • talks about roles and relationships between peers • talks about own role in small-group discussion • greets people differently according to the relationship • helps to formulate class rules.

Channel of Communication • demonstrates recognition of different ways of using spoken language to communicate, eg face-to-face, over the telephone, radio, talking books.

Language Varieties •makes connections between all methods of communication and school English, eg first or home language, sign language, body language •changes manner of speech in role-play activities, eg when using puppets

TES1.4 With teacher guidance, identifies some basic language features of familiar spoken texts. Text Structure and Features • talks about oral texts using words such as ‘recount’, ‘nursery rhyme’, ‘beginning’, ‘middle’, ‘end’, ‘retell’ • is aware of the use of repetition • is aware of the use of language features such as ‘um’ and ah’.

Grammar •uses terms such as ‘question’, ‘statement’ and ‘command/request’ appropriately • talks about using ‘and’, ‘then’, ‘but’ to link ideas in speech • attempts to match noun to pronoun, eg ‘My brother has a pet. He feeds his pet.’

Expression • talks about need to change tone and language in role-play and puppet activities • practises clear articulation before taking part in recitation or role-play activities.

Outcomes & Indicators Talking & Listening  

English, Kindergarten

Read more
Read more
Similar to
Popular now
Just for you