Level A1 Speaking and Listening

The student work samples on this page are also available to download:

A1SL_Recount Of Supermarket Excursion.docx
A1SL_Weekend Recount.docx
A1SL_ExpressingPreferencesAboutAnimals_1.docx
A1SL_ExpressingPreferencesAboutAnimals_2.docx
A1SL_CreatingANewVerseForASailorWentToSea.docx

A1 Speaking and Listening proficiency levels and Achievement Standard

The students' performance in these tasks suggests that they are working within the range of Level A1 in Speaking and Listening. The assessing teacher will need to consider a range of student samples in order to determine whether each student is at the beginning of A1, consolidating A1 or at the A1 standard in Speaking and Listening.          

At beginning Level A1 students:          

  • have very little or no oral English and do not respond meaningfully to English

and/or          

  • may spontaneously repeat words or phrases without understanding their meaning

and/or          

  • will join in activities, watching and copying what other students do in the classroom but may not speak

and/or          

  • may not speak in the classroom except to same language peers.

At consolidating Level A1 students:          

  • begin to understand that communication with teachers and peers needs to be conducted in English
  • begin to learn the very basic oral English needed to manage learning in an English-speaking classroom
  • through their first language experiences, understand that different forms of language are used in different situations and contexts
  • begin to adapt their limited, emerging English language resources to respond to new communicative and functional demands
  • recognise the importance of non-verbal communication
  • begin to become familiar with patterns in the sounds, intonation, rhythm, grammar and meaning of English.

At Level A1 Achievement Standard students:          

  • communicate in basic English in routine, familiar, social and classroom situations
  • follow and give simple instructions, exchange basic personal information, and negotiate well-known, predictable activities and contexts
  • begin to modify their responses and manner of interaction to match the responses of others and the context
  • use simple learnt formulas and patterns, and they create original utterances by substituting words. Their utterances are characterised by a short, simplified structure, simple subject–verb–object construction and overgeneralisation of rules.
  • use some basic communication and learning strategies to participate in and sustain interactions in English
  • recognise that intonation carries meaning, and they listen for key words and for repetition of words and phrases
  • use comprehensible pronunciation, stress and intonation
  • use classroom resources such as picture cards or other visual texts to help them communicate.

Informative text - Recount of supermarket excursion

Student information          

This student is six years and ten months old. He was born in Vietnam and his home language is Vietnamese. He has been in Australia for five months attending an English language school in a Year 1 class. He has age equivalent schooling in Vietnam for about two years. He has limited exposure to English.          

Task          

The students visited the local supermarket and were asked to give a spoken recount of the excursion. The aim of the activity was to give the students the opportunity to communicate a recent personal experience, using basic English structures and strategies, with teacher and visual support. The excursion was part of a longer unit of work on Food in which students learned about different types of food. They regularly give simple recounts of their weekend activities or school excursions. The task is being completed one-on-one in a familiar environment, supported by photos taken on the excursion, and where necessary, prompts from the teacher.           

The teacher was assessing:          

  • the student's ability to communicate and expand on basic information when prompted, supported, and given some time
  • the student's ability to participate in a short, structured interaction
  • the student's ability to expand on information when prompted and supported by the teacher and visuals
  • the student's use of learned formulas
  • the student's ability to use grammatical patterns to create new meanings, for example, played, goed
  • the student's ability to comprehend and respond to questions
  • the student's ability to produce intelligible pronunciation.

In the transcript, the words spoken by the student being assessed are in bold.

Transcript

0:06-3:30          

Levi, can you tell me where did we go yesterday?          

We go supermarket.          

We went to the supermarket?          

Yeah.          

How did we get to the supermarket?           

We go in the supermarket.          

Yes, we went to the supermarket. Did we drive to the supermarket?          

No.          

Did we fly to the supermarket?          

No.          

How did we get there?          

We walk…          

We walked.          

…in the supermarket.

We walked to the supermarket. What did we do when we got to the supermarket?          

Mmm. We go in the Safeway.          

We went into Safeway?          

Yeah.          

And what did we see at Safeway?          

Sausage and hotdog.          

We saw sausages and hotdogs. What else?          

And mm, we see, ah, mm, the steak.          

We saw some steak, yes. What else did we see?          

Mm, then we see um, pumpkin and we see ah, corn and we see ah, mm…          

Did we see some fruit?          

Yeah.          

What fruits did we see?          

Mm, apple.          

We saw apples. What else?          

And banana, and rockmelon.          

We saw rockmelon. What did we do next Levi?          

We go in the big room vegetable.          

We went in the big room with the vegetables?          

Yeah.          

Do you remember what the big room was called?          

Yeah.          

What was it called?          

Mm, in mm…          

You have one at your house where you put all your food. It’s very cold.          

Yeah.          

What’s it called?          

Mm…          

It starts with a 'Ffff'. Is it the fridge?          

Yeah.          

Yes, we went in the fridge. Was it hot in the fridge?          

No.          

What was it like in the fridge?          

Cold.          

It was cold. Then what did we do Levi?          

We take a lolly.          

And what did we do with our lolly?          

Then we scanned the lolly.          

We scanned the lolly, and then what did we do?          

Then we walk in the school.          

We walked back to school?          

Yeah.          

Did you have fun at Safeway?          

Yeah.          

What did you like the best?          

Mm, pumpkin.          

You liked seeing the pumpkin?          

Yeah.

Well done Levi. Good boy.

This sample of student work demonstrates that the student can:


  • Communicate using short, learnt phrases (VCEALL018)
  • Demonstrate variable placement of common adjectives to describe or add emphasis (VCEALL023)
  • Understand when a response is required and attempt to respond using either known words or non-verbal language (VCEALA008)
  • Demonstrate attentive listening behaviour (VCEALC001)  
  • Respond simply to questions and prompts (VCEALC002)
  • Negotiate simple social or learning activities (VCEALC003)
  • Understand a simple spoken text (VCEALC005)
  • Use non-verbal language to sustain interaction with others (VCEALA009)
  • Use intelligible pronunciation but with many pauses and hesitations (VCEALL028)
  • Construct simple subject–verb–object sentences that mostly use present tense (VCEALL019)
  • Use a small range of grammatical patterns (VCEALL020)
  • Engage in simple, short dialogues and initiate short utterances using a range of formulas appropriate for different purposes and functions (VCEALL016)
  • Recognise and use words from lexical sets related to immediate communicative need, interest or experience (VCEALL026)

 Possible next steps for this student's learning


  • Understanding and using plural nouns (VCEALL020)
  • Understanding and using simple past tense verbs (VCEALL020)
  • Expanding on basic information during conversations (VCEALC002)
  • Responding to open-ended questions (VCEVALC002)
  • Practising pronunciation of challenging sounds, for example, supermarket, sausages  (VCEALL028)

Pathways and transitions considerations


A Year 1 student working within the range of Level A1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway A of the EAL curriculum in all language modes.

Informative text - Weekend recount

Student information

The student is seven years old and was born in Iraq. His first language is Arabic. He did not attend school in Iraq. He has been in Australia for ten and a half months and has been attending an English language since he arrived. He is the youngest of four boys in his family. His father speaks fluent English and supports the student's learning by listening to him read his 'take home' book and by focusing on the high frequency words he is learning.   

Task

The student was asked to provide a personal recount of his weekend activities. This is a regular task for the class at the beginning of each week. The teacher supports the class in this task by providing models of relevant linguistic resources for the task, including, adverbial phrases of time (for example, On the weekend…), simple past tense forms (for example, we went ..), adverbial phrases of place (for example, at the park) and vocabulary about family members (for example with my mother and father) as well as modelling a recount of her own weekend activities. She provides pictures of weekend activities and allows the children to draw pictures of their weekend activities.   

This task was conducted after the children had drawn pictures of their weekend activities undertaken in a small group so as to provide a supportive and familiar learning and teaching environment.   

The teacher was assessing:   

  • the student's ability to use spoken English to give some basic personal information, using learned formulas, for example, My name is...
  • the student's ability to use spoken English to recount a personal past event, specifically weekend activities, for example,  On the weekend I went to the park.
  • the student's ability to expand on information when prompted by the teacher using visual cues or questions, such as, Who did you go with? What did you do at the park?
  • the student's use of simple subject-verb-object sentence patterns and the use of some grammatical patterns to create new meanings, such as saying played, or even goed, or eated
  • the student's ability to produce intelligible pronunciation in English.

In the transcript, the words spoken by the student being assessed are in bold


Transcript

0:06-1:41

My name is Ahmed. I speak Arabic. Ah, my is, is seven years old. I like, mm I like banana, mm apples mm and oranges.          

Very good. Can you tell me what you did on the weekend?          

On Saturday I play volleyball. Ah, mm. On Saturday I play basketball.          

Who did you play with, Ahmed?          

With my brother.          

And where? Where did you play?          

In the park.          

At the park with your brother. Good. And what did you do on Sunday?            

Sunday. Play mm basketball.          

Again? So you played basketball on Saturday and on Sunday?          

On Sunday play soccer.           

Okay and what else did you do on Sunday?          

[unintelligible]           

Do you want to tell me anything else you did on the weekend? No? Okay.           

This sample of student work demonstrates that the student can:

  • Distinguish English from other languages (VCEALA012)
  • Demonstrate attentive listening behaviour (VCEALC001)
  • Respond simply to questions and prompts (VCEALC002)
  • Use intelligible pronunciation but with many pauses and hesitations (VCEALL028)
  • Understand the tense of statements or instructions by using time references (VCEALL021)
  • Construct simple subject–verb–object sentences that mostly use present tense (VCEALL019)
  • Recognise and use words from lexical sets related to immediate communicative need, interest or experience (VCEALL026)
  • Recognise ways intonation is used to enhance meaning or distinguish statements from questions (VCEALL029)
  • Communicate using short, learnt phrases (VCEALL018)
  • Use acceptable social formulas and gestures to interact appropriately in context (VCEALA010)
  • Use non-verbal language to sustain interaction with others (VCEALA009)

Possible next steps for this student's learning

  • Using simple past tense in speech (VCEALL020)
  • Reading aloud own weekend writing to practise pronunciation of familiar words and phrases (VCEALL027)(VCEALL028)
  • Independently constructing sentences that include the circumstances surrounding his weekend activities (VCEALL018)

Pathways and transitions considerations


A Year 2 student working within the range of Level A1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on the EAL curriculum in all language modes.

Persuasive text – Expressing preferences about animals (1)

Student information

The student was born in Taiwan and speaks Chinese at home. They are 5 years and 2 months old and in Foundation. They came to Australia 4 months ago and are currently in their first term of a new arrivals program.    

Task

The students have recently completed a unit of work on the beach in which they learned about sea creatures and the marine environment, as well as beach and water activities. In this task, students were asked to tell which sea animal they preferred and to explain why. The aim of the activity was to give the students the opportunity to engage in simple, short dialogues using learned vocabulary and structures with teacher and visual support. The task was completed with a small group in a familiar environment, supported by the use of concrete materials and modelling by the teacher.     

The teacher was assessing the student’s ability to:    

  • participate in a short, structured interaction
  • respond to simple, direct questions on a familiar topic
  • create original utterances by substituting new words in modelled patterns
  • use learnt topic-related vocabulary
  • communicate using short, learnt phrases
  • imitate pronunciation, stress and intonation patterns

The words spoken by the student being assessed are in bold.    

Transcript

00.05 – 2.13    

Okay, we're going to look at some sea animals now.    

Ow!    

Can you tell us what these sea animals are?    

Shark.    

A shark. What's this one?    

(together) Turtle.    

A turtle. What's this one?    

(together) Octopus.    

An octopus. What's this one?    

(together) Dolphin.    

A dolphin.    

Crab.    

A crab. And the last one is a little...    

(together) Fish.    

This time you're going to choose an animal that you like, and you can tell me why do you like that animal. Okay, so I'm going to show you first. I'm going to choose one Davis. I like the fish because it can swim quickly in the water. Davis, can you choose an animal and tell me why do you like it?    

I like shark.    

Why do you like the shark?    

Because this teeth is…    

Sharp?    

Yes.    

Yeah, so can you say... We say it like this, I like the shark because it has sharp teeth. Can you say that?    

I like shark because he is the sharp teeth.    

Excellent sentence. All right, Davis I think you've chosen the crab. Which animal do you like?    

I like crab.    

Why do you like the crab?    

Because it is can...    

Ooh because it can pinch the turtle?    

Yeah.    

Yeah, can you say that in a sentence? I like...    

I like crab because he is…    

It can pinch the turtle.    

...pinch the turtle.    

Oh I don't think the turtle likes that very much, ouch!    

    

This sample of student work demonstrates that the student can:

  • Imitate pronunciation, stress and intonation patterns (VCEALL027)
  • Understand when a response is required and attempt to respond using either known words or non-verbal language (VCEALA008)
  • Use non-verbal language to sustain interaction with others (VCEALA009)
  • Communicate using short, learnt phrases (VCEALL018)
  • Use a small range of grammatical patterns (VCEALL020)
  • Construct simple subject–verb–object sentences that mostly use present tense (VCEALL019)
  • Borrow key words from previous speaker (VCEALL025)
  • Initiate short utterances using a range of formulas appropriate for different purposes and functions (VCEALL016)
  • Recognise ways intonation is used to enhance meaning or distinguish statements from questions (VCEALL029)

Possible next steps for this student’s learning

  • Practise watching and listening to what peers are doing, following the speaker, watching the teacher’s face to demonstrate attentive listening behaviour (VCEALC001)
  • Practise constructing simple subject–verb–object sentences using present tense (VCEALL019)
  • Practise simple strategies to respond to conversation breakdown, for example, using simple formulaic expressions to ask for clarification, for example, ‘What is that?’ (VCEALA011)

Pathways and transitions considerations

A Foundation student working within the range of Level A1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway A of the EAL curriculum in all language modes.    


Persuasive text – Expressing preferences about animals (2)

Student information

The student has recently arrived in Australia and is in their first term in a lower Primary class at an English language school. They speak Chinese at home.   

Task

The students have recently completed a unit of work on the beach in which they learned about sea creatures and the marine environment, as well as beach and water activities. In this task, students were asked to tell which sea animal they preferred and to explain why. The aim of the activity was to give the students the opportunity to engage in simple, short dialogues using learned vocabulary and structures with teacher and visual support. The task was completed with a small group in a familiar environment, supported by the use of concrete materials and modelling by the teacher.    

The teacher was assessing the student’s ability to:   

  • participate in a short, structured interaction
  • respond to simple, direct questions on a familiar topic
  • create original utterances by substituting new words in modelled patterns
  • use learnt topic-related vocabulary
  • communicate using short, learnt phrases
  • imitate pronunciation, stress and intonation patterns

The words spoken by the student being assessed are in bold.   

Transcript

00:04 – 02:44   

Okay, we're going to look at some sea animals now.   

Oh.   

Can you tell us what these sea animals are?   

Shark.   

A shark. What's this one?   

Turtle.   

A turtle. What's this one?   

Octopus.   

An octopus. What's this one?   

Dolphin.   

A dolphin.   

Crab.   

A crab. And the last one is a little…   

Fish.   

Okay. This time you are going to choose an animal that you like, and you can tell me, why do you like that animal? Okay, so I'm going to show you first. I'm going to choose one Davis. I like the fish because it can swim quickly in the water. And Andy, can you choose an animal that you like? The fish, dolphin, crab, turtle, octopus, or shark?   

Octopus.   

Octopus. Why do you like the octopus? What does it have? How many legs does the octopus have?   

Eight.   

Eight. Do you like the octopus because it has eight legs?   

Yes.   

Yeah. So we can say, I like the octopus because it has eight legs.   

I like octopus because... octopus eight legs.   

Has eight legs. Well done. Andy, can you choose another animal that you like?   

Turtle.   

Can you tell me why you like the turtle? What can the turtle do in the water? What can it do in the water? What does it do?   

Swim.   

Yeah, swim. I like the turtle because it can swim in the water.   

I like turtle because... swim in the water.   

Excellent. Well done.   

   

This sample of student work demonstrates that the student can:

  • Demonstrate attentive listening behaviour (VCEALC001)
  • Understand when a response is required and attempt to respond using either known words or non-verbal language (VCEALA008)
  • Distinguish English from other languages (VCEALA012)
  • Recognise and use words from lexical sets related to school-specific word sets (VCEALL026)
  • Respond simply to questions and prompts (VCEALC002)
  • Understand a simple spoken text - listening to a text with visual support and answering specific questions (VCEALC005)
  • Beginning to use acceptable social formulas and gestures to interact appropriately in context - demonstrating a range of appropriate gestures including nodding, shaking head, raising hand (VCEALA010)
  • Imitate pronunciation, stress and intonation patterns used by the teacher (VCEALL027)
  • Recognise simple questions and instructions through intonation and context (VCEALL017)
  • Beginning to communicate using short, learnt phrases (VCEALL018)

Possible next steps for this student’s learning

  • Practise questioning to check meaning so as to clarify or confirm - using simple formulaic expressions to make requests or ask questions, for example ‘What is that?’ (VCEALC004)
  • Engage in simple, short dialogues in a variety of situations to build capacity to initiate short utterances using a range of formulas appropriate for different purposes and functions (VCEALL016)
  • Practise constructing simple subject–verb–object sentences using present tense (VCEALL019)
  • Continue to practise pronunciation by imitating language used by the teacher (VCEALL027)

Pathways and transitions considerations

A Foundation student working within the range of Level A1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway A of the EAL curriculum in all language modes.   


Imaginative text – Creating a new verse for A Sailor Went to Sea

Student information

The student was born in China where they had age-equivalent schooling. Their home language is Chinese. They came to Australia 9 months ago and are currently studying in a new arrivals program. They are 7 years and 8 months old and in Year 2.

Task

The students have learned the song, A Sailor Went to Sea, in class and were asked to create new verses. The aim of the activity was to give the students the opportunity to create their own new text based on a model, using learned vocabulary and structures, with teacher and visual support. The song was learned as part of a longer unit of work on The Beach in which students learned about sea creatures and the marine environment, as well as beach and water activities. The task was completed with a small group in a familiar environment, supported by the use of visuals and puppets, and scaffolding by the teacher. 

The teacher was assessing the student’s ability to:  

  • participate in simple and familiar songs
  • create original utterances by substituting new words in learnt patterns
  • use learnt topic-related vocabulary
  • participate in a short, structured interaction
  • imitate pronunciation, stress and intonation patterns

The words spoken by the student being assessed are in bold.  

Transcript

00:05 - 03:34  

So the sailor, he went to sea. Hmm, what did he see when he went to sea?  

Sea.  

He saw the sea, that's all he saw, wasn't it. He saw the bottom of the deep blue sea...  

(together) Sea, sea, sea.  

He didn't see very much.  

I wonder what else you could see. If you went to sea and you're looking at the water.  

Fish.  

Oh, maybe. You could see a fish in the water. What about you Jim, if you're looking out to sea?  

See a shark.  

A shark.  

I’m scared of the shark.  

I beg your pardon?  

Jellyfish.  

I beg your pardon Lena?  

Jellyfish.  

A jellyfish, maybe.  

See a big, a very, very big octopus.  

Maybe.  

Octopus.  

I see an octopus in the deep, deep sea, hmm. Let's have a look we’ve got some puppets. Let's make our own song.  

Octopus blue.  

Wow, Jim, can you put on the octopus. Wow, look at all the legs moving.  

Can the octopus swim in the sea?  

(together) Yeah.  

Okay. So, let's have a think how we can make up a new song about the octopus, have a listen to me.  

(together) A sailor went to sea sea sea to see what he could see see see, but all that he could see see see was an octopus swimming the sea sea sea.  

Fantastic. We could change the word sailor. We could say…  

Fish.  

Jim.  

A sailor went to..  

Jim went to sea, sea, sea.  

Oh, let's try it. Okay? Ready Jim?  

(together) Jim went to sea sea sea to see what he could see see see, but all that he could see see see was an octopus swimming in the sea sea sea.  

I'm going to give you another puppet. I want you to think about…mm  

Dolphin.  

What would your puppet be doing in the water? A shark Jim.  

(inaudible) … a shark.  

And... a penguin.  

Penguin.  

Penguin?  

There you are Hannah. Mm, now I wonder what are your animals doing in the sea? What about your shark Jim, what's your shark doing?  

Um, eat people.  

Oh, eating people in the sea, sea, sea?  

A sailor went to sea sea sea to see what he could see see see, but all that he could see see see was a shark eats fish in the sea sea sea.  

  

This sample of student work demonstrates that the student can:

  • Demonstrate attentive listening behaviour (VCEALC001)
  • Respond simply to questions and prompts (VCEALC002)
  • Communicate using short, learnt phrases (VCEALL018)
  • Use non-verbal language to sustain interaction with others (eye contact, smiling) (VCEALA009)
  • Recognise simple questions and instructions through intonation and context (VCEALL017)
  • Understand when a response is required and attempt to respond using either known words or non-verbal language (VCEALA008)
  • Participate in simple and familiar songs, rhymes and chants (VCEALC007)
  • Imitate pronunciation, stress and intonation patterns (VCEALL027)
  • Borrow key words from previous speaker (VCEALL025)
  • Use intelligible pronunciation but with many pauses and hesitations (imitating and rehearsing pronunciation) (VCEALL028)
  • Construct simple subject–verb–object sentences that mostly use present tense (VCEALL019)
  • Communicate using short, learnt phrases (creating original utterances by substituting new words in learnt patterns or formulas) (VCEALL018)

Possible next steps for this student’s learning

  • Practise listening to longer texts with visual support, such as instructions for and a demonstration of a game or art activity (VCEALC005)
  • Continue to practise acceptable social formulas and gestures to interact appropriately in context (VCEALA010)
  • Continue to engage in simple, short dialogues and practise initiating short utterances using a range of formulas appropriate for different purposes and functions (VCEALL016)

Practise construction of simple subject–verb–object sentences using present tense (VCEALL019) 

Pathways and transitions considerations

A Year 2 student working within the range of Level A1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on the EAL curriculum in all language modes. 

Related pages

Student work samples: Level A1 Reading and Viewing
Student work samples: Level A1 Writing
Student work samples: Level A2 Speaking and Listening