Levels 1 and 2

Achievement Objectives

	Students should:
Level 1	converse, ask questions, and talk about events and personal experiences in a group	Interpersonal Speaking
Level 2	converse, and talk about personal experiences
Level 1	tell a story, recite, or read aloud	Using Texts
Level 2	tell stories, recite, or read aloud, informally and for an audience
	In achieving the objectives of understanding and using oral language, students should:
Levels 1 and 2	identify, describe, and use some commonly used verbal and non-verbal features in a range of texts, and begin to adapt spoken language to an audience	Exploring Language
Levels 1 and 2	identify, clarify, and question meanings in spoken texts, drawing on personal background, knowledge, and experience	Thinking Critically
Levels 1 and 2	ask questions, and listen to, interpret, and present information, using appropriate technology	Processing Information

Achievement Objectives
Using texts: exploring language

Teaching and Learning
Context: a language study

The class views a wordless text, such as a photograph, wordless book, painting, mime, or kowhaiwhai.
In small groups, students discuss the characters and setting, and develop a possible story-line.
In role, groups present their versions of the text.
Students agree on an interpretation and collaboratively record or act out a text.
Students discuss the ways in which the collaborative text reflects or differs from their original perceptions.

Assessment

The teacher assesses students' ability to interpret character, story, and setting through the use of spoken language and non-verbal techniques.

Links With Other Strands
Viewing, Presenting, Listening, Reading
Related example in another strand at the same level: Presenting, Example 4.

Achievement Objectives
Interpersonal speaking: processing information

Teaching and Learning
Context: a social studies unit, for example, 'Distanced in Time'

The students, working in small groups and with some guidance, compose some focus questions to ask a grandparent or older person in the community and decide on a method of recording information, possibly using a tape-recorder or scribe. Groups compare ideas and refine their processes.
Interviewees are invited to visit the class, or students visit them to conduct their own interviews.
Students share their information with the class.
The class collaborates to make a chart on 'When our Grandparents Were Young'.

Assessment

Students assess the relevance of their questions to the information required for making the chart.
The teacher records observations of students' ability to question, clarify, and present information statements.

Links With Other Strands
Presenting, Listening, Reading, Writing
Related example from another strand at the same level: Listening, Example 3.

Achievement Objectives
Using texts: exploring language

Teaching and Learning
Context: close reading of one genre, for example, myth

Students and the teacher read a myth.
In groups, students identify important features of the myth, such as characters, setting, mood, and message.
Each group of students retells the myth in a dramatised version, setting the scene verbally and identifying characters appropriately.
Each group's retelling is shared with other groups.

Assessment

The class discusses the effectiveness of various versions for clarity and meaning.
The teacher observes the students, assessing their ability to tell a story.
As a class, students identify and discuss verbal and non-verbal techniques which were effective.

Links With Other Strands
Reading, Listening, Viewing, Presenting
Related example from another strand at the same level: Writing, Example 2.

Achievement Objectives
Interpersonal speaking: exploring language; thinking critically

Teaching and Learning
Context: preparations for welcoming school visitors

Students, in groups, decide on an appropriate way to greet visitors to their school or classroom, taking into account their own greeting rituals, the purpose and context of the visit, and the cultural or social factors which will make the visitors feel welcome.
The teacher and students discuss and set criteria for participation.
Students, in groups, discuss specific points and plan the procedure they will use.
Students rehearse for the event.

Assessment

Students assess the quality of their rehearsals and make agreed changes.
The teacher records observations of individual students' contributions to the group planning, and their participation during the rehearsal and the actual event.

Links With Other Strands
Presenting, Listening