Environmental Education and English in the New Zealand Curriculum
Oral Language | Visual Language | Back to English
Written Language: Reading
Personal Reading
Close Reading
Strand aims
Students should be able to:
- Engage with and enjoy written language in all its varieties;
- Understand, respond to, and use written language effectively in a range of contexts.
Examples of student activities
- Read a story on an environmental issue and respond in a way that demonstrates understanding, such as by illustrating it or by improvising a short drama. (Levels 1 and 2)
- Read a non-fiction text on an environmental issue and identify the way its structure assists the reader to gain information through such things as the title, table of contexts, headings and subheadings, pictures and captions, diagrams, index, and glossary. (Levels 1 and 2)
- Read a novel on an issue related to the environment and research the background and social climate in which it was written, using a wide range of resources, such as biographies, newspapers, reference books, diaries, and official documents. (Levels 5 and 6)
- Read poetry with an environmental theme from a selected period of English literature, such as the Romantic period, and note distinctive language features, including vocabulary, text structure, and imagery. (Levels 5 and 6)
Written Language: Writing
Expressive Writing
Poetic Writing
Transactional Writing
Strand aims
Students should be able to:
- Engage with and enjoy written language in all its varieties;
- Understand, respond to, and use written language effectively in a range of contexts.
Examples of student activities
- Collect an item from the natural environment, describe it orally using all the senses, and record observations and personal responses in writing. (Levels 1 and 2)
- Listen to a waiata that describes some feature of the natural environment and retell the story in writing. (Levels 3 and 4)
- Listen to and read a number of poems in different forms, such as sonnet, haiku, lyric, or ballad, that express aspects of an environmental theme. Discuss the ways in which language is used in poetry and write a poem using one of the forms discussed. (Levels 5 and 6)
- Compare and discuss examples of writing on environmental issues from columns in newspapers, identifying tone and style elements, such as irony, hyperbole, and metaphor, and the language features that convey personal voice. Prepare a written response to one of the columns, adopting the style of the columnist. (Levels 7 and 8)
Oral Language | Visual Language | Back to English
Back to top
Previous page |
Table of contents |
Next page
|
|
