Talking and listening Stage 1, Term 2

Overview
The development of appropriate oral presentation skills is an important focus for students as they progress through primary school. To improve their confidence when speaking to a group of their peers, all students will be asked to prepare and present a brief talk on two topics this term. Students are required to bring to school the example of the topic discussed. Listeners are expected to be seated using 5Ls. After the talk, students may ask questions. The talk should be between 1-2 minutes long. The two topics must be covered by all students and results recorded on the assessment sheet. The two topics are: My favourite toy (to be completed by week 4) My favourite book (to be completed by week 7) - reports due in Week 5.

The areas that will be evaluated include: 1. The oral presentation Does the student speak clearly and at an appropriate pace, pronouncing words fluently? Does the student show awareness of the audience by maintaining eye contact? 2. Knowledge of the item Does the student give background information about the item and respond to questions asked by either the teacher or the class? 3. Organisation Does the student organise and sequence the content of their talk appropriately? Is there a clear introduction followed by a sequential retelling of the storyline and plot? 4. Response to book- Is the student able to identify if the book is a fiction or non-fiction text? Can they name characters and setting (where the story takes place)? Do they complete their presentation with a personal comment about whether they enjoyed the text and why? 5. Response to toy- Is the student able to identify why the toy was given to them? What it means to them? What do they use the toy for? The teacher will spend week 1 modelling to students expected methods of presenting a talk and expected skills associated with listening and asking questions.

Outcomes and indicators

Outcomes Links to BOS Syllabus: TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. Indicators Speaker: Gives personal recounts about familiar events Provides a brief retelling of a familiar story. Expresses a point of view about texts read, heard or viewed. Listener Listens for and responds to information from a news event or classroom event. Uses 5Ls Asks relevant and meaningful questions to the topic beginning with who, what, when, where, how.

Links to National Curriculum: EN1-1A Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations. EN1-6B Recognise a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts.

Use turn-taking, questioning and other behaviours related to class discussions. Communicate with increasing confidence in a range of contexts.

Rehearse and deliver short presentations on familiar and new topics Retell familiar stories and events in logical sequence, including in home language

Differentiation: - Scribe for those emerging learners who cannot write or record their topics -Use visual cues and picture cards to support the topic area - Give students a checklist for their topic -Provide individualised support -Encouraging students to provide a visual representation of their character -Recording their topic talks on the iPads
Assessment: Formal and informal -Pre and post test -Samples of students work -Video recordings on the iPads, which can be emailed to the teacher -Explanation and demonstration to others -Open ended questions posed by students -Students oral and written reports - Teacher/student discussion - Observation of students during learning activities, including listening to students use of language

Topic time

Week:_______

Topic:

My favourite place

Monday Tuesday Wednesday Thursday Friday

Topic time
Week:_______ Topic: My favourite book

Monday Tuesday Wednesday Thursday Friday Tayyabah Ella Youssef Ali Serene Zainab Hamza Elhaam MaryBen Anne Navia Eftalia Jad Farhad Emaan Isabella Lukas George Mahmoud Nicky Hekmat Danush Nilofar Preston

Talking and listening assessment Stage 1, Term 2 Learning intention: We will present a talk to the class on the topic ______________________. Week: _______ Indicators of success (success criteria)
Names Clear voice Appropriate pace Pronunciation Eye contact Sequential Appropriate time Detailed information

Class: _______
Comments

Tayyabah Zainab

WT Was nervous about presenting today, as she did not prepare a speech.

WT WT Holds up paper to cover her face.

WT Was not prepared today.

Prepares a well written speech. Speaks in a clear loud voice. Writes a topic about her favourite hobby. Holds paper close to face. Was nervous about presenting, as she was not prepared today. She was given some time to prepare a topic talk and wrote about a different topic.

Navia

WT

Very detailed information Very descriptive speech. Uses some adjectives to describe her toy. WT Yasmin

Very descriptive! Well organised speech.

Isabella

Nicky

Clear and direct speech. WT

WT

Describes appearance of toy. Reads with confidence and clarity.

WT

Prepares a well written speech. Uses palm cards to speak.

Yasmin

WT

WT Yasmin

Did not prepare a topic talk today. Yasmin was given time to think about her

presented for under a minute. Nilofar

Eftalia

WT

Ella

WT

Hamza

Mahmoud

WT WT Re reads his palm cards to clarify meaning. Presents confidently with no palm cards. WT

WT

used a few adjectives to describe her toy. Very detailed. WT Presents for When 1 minute. prompted, gives details. Presents for Lists 2 minutes. adjectives to describe her toy. WT Gives a brief description.

presentation. She confidently speaks about her favourite toy, without assistance and palm cards. Speaks confidently about his favourite toy. She prepares a well organised speech. Doesnt prepare a speech today. Speaks about her favourite toy in a clear voice and answers open-ended questions.

Presents and presents a well organised speech. Ella presents adjusting her tone.

Prepares a speech. Answers the w questions. Hesitates reading at first and re-reads to self correct and clarify.

Lukas

Hekmat

Presents for Gives 40 seconds. detailed description when asked open-ended questions. Very detailed speech. Brief Presents for details. I minute

Speaks confidently to the class about his favourite racing cars for 40 seconds. He is WT speaking for a longer period of time and using descriptive language.

Prepares a well written speech. Uses palm cards to present. Speaks confidently using a clear voice to the audience. Gives more details when he is asked open-ended questions.

Jad

George

W WT T WT WT

Farhad

WT

WT

Youssef

WT

WT

WT Asks Ben for assistance to read his speech.

WT

Presents for Very 2 minutes. detailed description. Provides a Presents for brief 2 minutes description. With 40 seconds. Says a few assistance, words when translating prompted. and prompts. Presents for 2 minutes.

Presents a well organised speech in a clear and loud voice.

George speaks in a clear and loud voice. He was prompted to use more descriptive words. Gives one word answers about his favourite colour trash packs. Communicates with assistance (Elhaam was translating the questions that were posed to him). Presents to the class, with assistance to read some words/phrases. Youssef enjoys presenting to the class.

Preston

Ben

Elhaam

Ali

Danush

Mary-Anne

Prepares and presents a brief description of his favourite toy using a clear and loud voice. DID NOT PRESENT! Recorded on a piece of paper his speech but refused to present to the class. Answers open-ended questions appropriately, paying attention to details. Ali presented using a clear voice. He prepares a well organised and sequential speech. He is WT asking/answering open-ended questions. Presents in a loud, clear and direct tone. Asks George for assistance while presenting. Organises a well written speech.

Ali

Answers open ended questions about her favourite toy. Speaks confidently about his favourite Spider Man toy. He gives a detailed description and answers open ended questions

Serene Emaan

Week Week 1 Pre test

Teaching and learning activities Pre-testStudents are to plan and prepare a one minute talk on a selected topic My favourite place. Learning intention: To identify what makes a good audience. Collaboratively create a good audience chart and introduce the rules for the audience. Discussing how the way we speak depends on who we are talking to. The following ideas are discussed: -Why is it vital to make eye contact? -Why is it important to communicate in a clear voice? Learning intention: To speak using a clear loud voice. Students practice speaking to the class using a loud voice. Discuss some strategies that can assist in delivering a clear speech (i.e. standing confidently and speaking to the audience). Learning intention: To make eye contact when giving a detailed explanation. Students provide a detailed justification about their opinion of a character from a story (e.g. James and the giant Peach). Learning intention: To sequence a description. iPads- Students open the application Tellagami to create this character description (identified above), recording their answers and creating a visual of their character.

Evaluation/Comments

Week 2 Being at attentive audience & Using a clear loud voice

Week 3 Making eye contact & Sequencing information

Week 4 Presenting detailed information & Pronunciation

Learning intention: To give detailed information about a topic. Students compile a list of adjectives to describe particular items in the room (i.e. a ball or the desk). Introduce a feely bag and have students describe the object to the class. Students are encouraged to use adjectives in their topic talks. Learning intention: To pronounce words using a clear voice. iPads- Students open the application, Epic Citadel to write a description about a selected place that appears in this game. One student reads their explanation to their partner, as the other student attempts to locate this destination on the iPad. Learning intention: To sequence information. Students recap the structure of a recount and write a description of their weekend in sequential order. Students are encouraged to read their recount to their face partner. Learning intention: To learn how to be an attentive audience. Learning intention: To practice talking at an appropriate pace. Audience uses whiteboards to record two points made by each speaker in the above speeches. The teacher can then choose a student to share their response. Learning intention: To identify open-ended questions. Students discuss the significance of open-ended questioning. Students compile a list of open-ended questions they could ask a peer about their topic talk. Students also experiment with answering these particular questions. iPads- Students open the application Sock Puppets and create different conversations. This includes both open ended questions and answers.

Week 5 Sequential order

Week 6 Attentive audience & Appropriate pace Week 7 Open- ended questioning

Week 8 Post testpresentation

Post testLearning intention: To orally present a speech to the class. The students are given a the topic My favourite book and are encouraged to plan and prepare notes for a one minute oral presentation (formally assessed using the proforma above).