Level B2 Speaking and Listening

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

B2 Speaking and Listening proficiency levels and Achievement Standard

The students' performance in these tasks suggest that they are working within the range of Level B2 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 B2, consolidating B2 or at the B2 standard in Speaking and Listening.         

At beginning Level B2 students:        

  • are beginning to extend their comprehension and use of social and classroom language
  • are able to use simple conjunctions such as 'and' and 'but'
  • are able to engage in social interactions and contribute to classroom discussions using language beyond short utterances and formulas, however breakdowns in accuracy and fluency will occur as they take more risks, for example, subject–verb–object agreement is very unstable and not usually correct and students attempt to mark past time with time markers, but do not yet use past tense forms
  • are still very reliant on contextual support particularly to understand academic content of lessons and classroom discussions.

At consolidating Level B2 students:        

  • continue to extend their comprehension and use of social and classroom language
  • appear more confident in social exchanges and will initiate interactions with teachers and peers
  • show increasing confidence in participating in structured mainstream class and group learning activities and are able to respond to direct questions about familiar classroom topics with support from the teacher
  • can use endings of common verbs with some consistency, and can use 'don't' for negation
  • sometimes demonstrate subject–verb agreement when speaking but not in every utterance
  • can use some common past tense verbs, but still usually mark past time with time markers rather than verb tense.

At Level B2 Achievement Standard students:        

  • communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English
  • negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar structures
  • identify and describe people, places and things using simple vocabulary
  • describe a series of events or actions using some detail
  • initiate and manage interactions appropriately in a range of familiar contexts
  • understand instructions, recounts and explanations when supported by clear contexts
  • use simplified English, with varying grammatical accuracy, combining known formulas, learnt grammatical features and new vocabulary to construct new utterances
  • use basic time and sequence markers and simple negative forms
  • use verb endings with some consistency
  • use some of the terminology of new topics
  • pronounce familiar words comprehensibly
  • employ basic strategies to sustain and enhance communication in English.
        

Informative text - Constructing sentences (1)

Student information

This student was born in Thailand and the main language spoken at home is Burmese. He is 11 years and three months old with a history of disrupted schooling. He has been in Australia for a year and eight months. Within that time he spent seven and a half months in an English language school and the remainder of the time in a mainstream setting. He is currently in a Year 6 mainstream class and the intention is that he will spend two years at this level.          

Task

The student has two sets of cards. One set contains a time marker word (e.g. yesterday) and the other contains verbs (e.g. walk). The student chooses one word from each pile and combines the words to form a sentence, (e.g. Yesterday was hot so I walked to the beach). The student scores two points for using past tense correctly, one for using a compound sentence and bonus points for correct use of plurals.         

Students in the class are familiar with oral language activities that teach and practice the use of past tense including irregular verbs, time markers and compound sentences, concentration games and a variety of other online games.         

The teacher is assessing:         

  • the student's ability to correctly use some forms of the verbs (to be, to have) and verb endings with some consistency
  • the student's ability to use specific time markers in speech, for example, yesterday, last week, on the weekend
  • the student's ability to begin producing more complex language using subordination conjunctions, such as, because, when, that

In the transcript, the words spoken by the student being assessed are in bold. The words spoken by other students and the teacher are in normal font. 

  •            
  •            

This sample of student work demonstrates that the student can:

  • Respond to a short sequence of instructions in a familiar context (VCEALL340)
  • Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time (VCEALL333)
  • Use specific time and sequence markers in speech (VCEALL334)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)
  • Initiate and maintain short, structured social interactions with increasing fluency (VCEALC322)
  • Use a repertoire of common classroom and schoolyard language (VCEALC325)
  • Participate appropriately in social and learning situations (VCEALA329)

Possible next steps for this student's learning

  • Recording and listening to the constructed sentences and self-correct tenses (VCEALL339)
  • Referring to a list of present and past tense verbs when constructing sentences (VCEALL336) 
  • Using three sets of cards with time marker words, nouns and conjunction to form sentences (VCEALL334)
  • Writing the sentences and reading his own writing (VCEALL341)

Pathways and transitions considerations

A Year 6 student working within the range of Level B2 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 B of the EAL curriculum in all language modes.

Informative text - Constructing sentences (2)

Student information

This student was born in Thailand and the main language spoken at home is Burmese. He is 11 years and three months old with a history of disrupted schooling. He has been in Australia for a year and eight months. Within that time, he spent seven and a half months in an English language school and the remainder of the time in a mainstream setting. He is currently in a Year 6 mainstream class and the intention is that he will spend two years at this level.          

Task

The student has two sets of cards. One set contains a time marker word (e.g. yesterday) and the other contains verbs (e.g. walk). The student chooses one word from each pile and combines the words to form a sentence, (e.g. Yesterday was hot so I walked to the beach). The student scores two points for using past tense correctly, one for using a compound sentence and bonus points for correct use of plurals.         

Students in the class are familiar with oral language activities that teach and practice the use of past tense including irregular verbs, time markers and compound sentences, concentration games and a variety of other online games.         

The teacher is assessing:         

  • the student's ability to correctly use some forms of the verbs (to be, to have) and verb endings with some consistency
  • the student's ability to use specific time markers in speech, for example, yesterday, last week, on the weekend
  • the student's ability to begin producing more complex language using subordination conjunctions, such as, because, when, that

In the transcript, the words spoken by the student being assessed are in bold. The words spoken by other students and the teacher are in normal font. 

  •            
  •            

This sample of student work demonstrates that the student can:

  • Respond to a short sequence of instructions in a familiar context (VCEALL340)
  • Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time (VCEALL333)
  • Use specific time and sequence markers in speech (VCEALL334)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)
  • Initiate and maintain short, structured social interactions with increasing fluency (VCEALC322)
  • Use a repertoire of common classroom and schoolyard language (VCEALC325)
  • Participate appropriately in social and learning situations (VCEALA329)
  • Use some grammatical rules consistently (VCEALL335)

Possible next steps for this student's learning

  • Recording and listening to the constructed sentences and self-correct tenses (VCEALL339)
  • Referring to a list of present and past tense verbs when constructing sentences (VCEALL336) 
  • Using three sets of cards with time marker words, nouns and conjunction to form sentences (VCEALL334)
  • Writing the sentences and reading his own writing (VCEALL341)

Pathways and transitions considerations

This Year 6 student is working within the range of Level B2 in Speaking and Listening. Therefore, he is not ready to transition to the English curriculum regardless of his proficiency in the other two language modes. This student will continue on Pathway B of the EAL curriculum in all language modes.        

Persuasive text – Why children should be sunsmart (1)

Student information

This student is 11 years and 11 months old. They have been in Australia for 12 months and attend an English language school. They were born in Afghanistan and their home languages are Pashto and Dari. They had age equivalent schooling in Afghanistan for about 5 years but had very limited exposure to English prior to coming to Australia.      

Task

Students have been studying the beach in class. As part of this unit of work, they have been reading and creating persuasive texts about sun safety and water safety. In this speaking and listening task the student was consolidating their understanding and showing the teacher what they had learned in the unit. In particular, the teacher was assessing how well the student with support and scaffolding could:      

  • give an opinion on a designated topic
  • provide statement of position, some reasons and evidence
  • use text connectives, conjunctions (because and so), negatives
  • provide a summary of argument and re-statement of position

The student being assessed is having a conversation with their class teacher.      

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

Transcript

00:05 – 04:47      

       

 What sort of words do you use, when you are stating your point of view? When you are telling people if you agree or disagree, what do you use?      

       

I think, I      

       

Okay, Can you find think there?      

       

Maybe, here. This here      

       

Okay, pop that one there. Okay. What other word can you use?      

       

I believe      

       

Okay. So after we've done our point of view...      

       

Yeah.      

       

What do we need to do next?      

       

This is, reasons.      

       

Your reasons. Fantastic. So when we are talking about our reasons and explanations, we have our first reason. So we might start the sentence with...      

       

Firstly      

       

Find. Find. Yeah And?      

       

Secondly      

       

And Mohammed?      

       

Finally.      

       

Okay. If I ask you, why do you think that? What do you say?       

       

(Together) Because      

       

- Ah, so when, when I'm asking you a why question, you might answer it with       

       

(Together) because      

       

Because, okay. What does it mean when we say sunsmart?      

       

- Sunsmart mean, Can you say again?      

       

What does sunsmart mean? Like smart in the sun. What's another word for smart?      

       

Smart      

       

Smart your, your be safe      

       

Safe in the...      

       

In the sun.      

       

So should children, Mustafa, be sunsmart?      

       

Yes, I believe children should be sunsmart because the sun is very dangerous.      

       

Okay so, What's your first reason?      

       

Firstly, children should be sunsmart because at summer the sun, the sun is very dangerous. If children go outside, park or beach children have to put sunscreen in his body. If children don't put sunscreen in his body his body is burn.      

       

So, have you got any other reasons why student... children should be sunsmart?      

       

Yes. I think children should be sunsmart because the children, if children wear a hat, they protect the face and they are protect the face and neck. If children don't put hat, their face is headache and their face is burn.      

       

So you start here.      

       

I believe children should be sun smart for lots of reasons. Firstly, yeah, firstly, children should be sun smart because if you put sunglasses in your eyes, your eyes is don't damage and you are you are safe from the sun. And if you don't put sunglasses in your eyes your eyes is damage and so red. If you older, you can you cannot see, if you cannot see your if you read something, you have to be, a put sunglasses if you go outside, or beach or something.      

       

Okay.

       

And secondly, children should be sunsmart, if children put sunscreen in his body, they are safe from the sun and their body is don't burn. And if you go to the beach, you have to be put sunscreen in your body. If you don't put sunscreen in your body, your body is burn. And if you older, your body is little bit red and you are not so beautiful, you feel that.      

       

Okay. One more.      

       

And finally, I think children should be sunsmart. A hat because you have to be, wear a hat and summer and sunny day. If you wear a hat on sunny day, you are safe from the sun and you protect your face and neck. If you don't put hat on sunny day, your head is, your headache and your hat is, your face is burn      

       

Very good.      

       

And so children should be sunscreen for lot of reason. You mean sunsmart? Yeah, sunsmart.      

       

Okay.

      

This sample of student work demonstrates that the student can:

  • Respond appropriately in some contexts, participating in interactions by listening actively, responding to others and contributing information and ideas (VCEALA328)
  • Use clear pronunciation for common words and learnt key topic words (VCEALL343)
  • Beginning to demonstrate independence in extended conversations (VCEALC321)
  • Ask speaker to repeat or speak slowly, or ask what a word means (VCEALC323)
  • Comprehend social English in familiar context, and use conversation partner to support understanding (VCEALC324)
  • Initiate and maintain short, structured social interactions with increasing fluency (VCEALC322)
  • Describe and identify people, places and things using a small range of descriptive vocabulary(VCEALL333)
  • Enhance own spoken texts with appropriate non-verbal strategies (VCEALA330)
  • Describe and identify people, places and things by building simple noun phrases (VCEALL333)
  • Beginning to use some grammatical rules consistently (VCEALL335)
  • Use simple descriptive phrases (VCEALL337)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)

Possible next steps for this student’s learning      

  • Continue to participate in a range of structured social interactions to increase fluency (VCEALC322)
  • Continue to build capacity to describe and identify people, places and things using simple vocabulary (VCEALL333)
  • Practise the consistent use of correct articles, prepositions and personal pronouns (VCEALL335)
  • Explicitly teach a range of verb forms to increase accuracy and practise maintaining consistency of verb tenses in extended speech (VCEALL336)

Pathways and transitions considerations

A student who has achieved the B2 standard will continue on Pathway B to Level B3 of the EAL curriculum.      

At the end of Year 6, all students who are working within the B2 range or who have achieved the B2 standard will transition to Pathway C in Year 7.      

Under very limited circumstances, a Year 6 student may continue on Pathway B in Year 7 and 8 if:      

  • there is continuity in the school program from primary to secondary, for example, a middle years EAL program in a F-10 school
  • it is developmentally appropriate for the individual learner.

Persuasive text – Why children should be sunsmart (2)

Student information

This student is 10 years and 8 months old. They have been in Australia for 13 months and had limited exposure to English before then. They attend an English language school in a Year 3-6 class. They were born in Afghanistan and their home languages are Pashto and Dari. They had age equivalent schooling in Afghanistan for about 3 years but had limited exposure to English prior to coming to Australia.      

Task

Students have been studying the beach in class. As part of this unit of work, they have been reading and creating persuasive texts about sun safety and water safety. In this speaking and listening task the student was consolidating their understanding and showing the teacher what they had learned in the unit. In particular, the teacher was assessing how well the student, with support and scaffolding, could:      

  • give an opinion on a designated topic
  • provide statement of position, some reasons and evidence
  • use text connectives, conjunctions (because and so) and negatives
  • provide a summary of argument and re-statement of position.

The student being assessed is having a conversation with their class teacher.      

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

Transcript

00:04 – 04:26      

       

What sort of words do you use when you're stating your point of view? When you're telling people if you agree or disagree, what do you use?      

     

I think.      

       

I think.      

       

Okay, can you find, think there?      

       

Maybe, yes it's here.      

       

Okay, pop that one there. Okay and what other word can you use?      

       

I believe.      

       

Okay. So after we've done our point of view, what do we need to do next?      

       

This is reasons.      

       

Your reasons, fantastic. So when we're talking about our reasons and explanations, we have our first reasons. So we might start the sentence with?      

       

Firstly.      

       

Find, yep.      

       

And?

       

Secondly.      

       

And, Mohammed?      

       

Finally.      

       

Okay, if I ask you, why do you think that? What do you say?      

       

Because.      

       

Because.      

       

- Ah, so when I'm asking you a why question, you might answer it with?      

       

Because.      

       

Because.      

       

Because, okay. So if someone says, sunsmart to you, what do you think of sunsmart? What does it mean?      

       

Sunsmart mean the sun is very dangerous. And you save yourself from sun.      

       

Mohammed, what do you think? Should children be sunsmart?      

       

I think children should be sunsmart because the sun is extremely dangerous.      

       

So what's your first reason?      

       

I think children should be sunsmart because when they went to a park or beach, they put… when put the glass in their eyes because when they don't wear the sunglasses their eyes is hurting and...      

       

Damaged.      

       

Damaged.      

       

Is there something in your poster that you haven't talked about yet?      

       

- Mm.      

       

Which one?      

       

T-shirt. I think children should be T-shirts. When they went to the beach, when they wear the T-shirt, the body is safe in the T-shirt. The Australian people or another country, they don't wear the T-shirt and their skin is burn.      

       

Now we have to conclude our persuasion.      

       

So children should be sunsmart because the sun is extremely dangerous.      

       

And start here, should children be sunsmart?      

       

Should children should be sunsmart? I think children should be sunsmart for lots of reasons. Firstly, children should be sunsmart, when they wear the T-shirts, their body is safe from sun and the body don't burn. When they don't wear the T-shirts their body is get burn and they was all red. Secondly, children should be should be sunsmart, umbrella. When you go to the beach you wear umbrella in there, big umbrella. And then you did anything you want under there. When you go outside there was sun, your skin is burn, your face and your eyes is very hurt. We should... You should...Children should be sunsmart. Finally... finally...what I do?      

       

Do you have another reason? Okay, so you are down to this one, then.      

       

So children should be sunsmart, for lots of reason because the sun is very dangerous and your body get very burn.      

       

    

This sample of student work demonstrates that the student can:

  • Participate appropriately in social and learning situations by listening actively, responding to others and contributing information and ideas (VCEALA329)
  • Use clear pronunciation for common words and learnt key topic words (VCEALL343)
  • Beginning to demonstrate independence in extended conversations (VCEALC321)
  • Maintain short, structured social interaction with increasing fluency (VCEALC322)
  • Comprehend social English in most familiar contexts, and use conversation partners to support understanding (VCEALC324)
  • Identify key points of information in short spoken texts, answering questions using a familiar structure on a familiar topic (VCEALC326)
  • Use some grammatical rules consistently e.g. personal pronouns (VCEALL335)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)
  • Maintain short, structured social interaction with increasing fluency, negotiating meaning through use of simple questions and clarifications (VCEALC322)
  • Beginning to modifying intonation, volume and stress to enhance own spoken texts with appropriate non-verbal strategies (VCEALA330)
  • Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time (VCEALL333)
  • Use specific time and sequence markers in speech (VCEALL334)
  • Use simple descriptive phrases (adverbial phrases of place and time) (VCEALL337)

Possible next steps for this student’s learning

  • Practise grammatical rules such as articles to increase accuracy and consistently (VCEALL335)
  • Explicitly teach a range of verb forms and practise to build accuracy and consistency (past tense, modals) (VCEALL336)
  • Continue to practise simple forms of modality (VCEALL338)

Pathways and transitions considerations

A student who has achieved the B2 standard will continue on Pathway B to Level B3 of the EAL curriculum.      

At the end of Year 6, all students who are working within the B2 range or who have achieved the B2 standard will transition to Pathway C in Year 7.      

Under very limited circumstances, a Year 6 student may continue on Pathway B in Year 7 and 8 if:      

  • there is continuity in the school program from primary to secondary, for example, a middle years EAL program in a F-10 school
  • it is developmentally appropriate for the individual learner.

Persuasive text – Why children should learn to swim (1)

Student information

This student is 10 years and 3 months old. They have been in Australia for 15 months and attend an English language school in a Year 3-6 class. They were born in Afghanistan and their home language is Dari. They had interrupted schooling in Afghanistan schooling for about 2 years and no exposure to English prior to coming to Australia. She can read and write in Dari.     

Task

Students have been learning about the beach in class and have also recently taken part in swimming lessons. They have been reading and creating persuasive texts about the importance of sun and water safety and learning to swim.      

The student being assessed is having a conversation with their teacher.     

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

Transcript

00:04 – 03:32     

Video 31_a: B2 Speaking and Listening Why children should learn to swim(1)     

So this term, we have been learning about persuasive texts through the topic of ah beach, the sea, water, and sun safety. So I have a question for you. Should children learn to swim?     

Children should learn to swim. Swimming is good for lots of reasons.     

Now, I'm going to ask you to tell me your argument. Try to convince me why you believe that children should learn to swim. Okay? And we've got some photos here that might help you. Can you give me also your argument as to why you believe children should learn to swim?     

Secondly, swimming is good exercise.     

Okay, it's good exercise.     

Your body get stronger.     

Yeah, so your body does get stronger. And how does it get stronger?     

Different muscles.     

Yeah, you use different muscles. When... When do you use different muscles?     

Because you swim.     

Yes, yeah, when you are swimming.     

Finally.     

Yeah, finally, yeah.     

Children have fun with friends and family.     

Friends and families, yes.     

Families.     

And how did they have fun?     

At the beach.     

At the beach.     

Or at the swimming pool.     

That's right.     

Or lake, at the river. Children won't be scared at fishing or at the lake.     

Yeah, can you summarise the other arguments from your first and your second arguments?     

Children have large families.     

Yes, so they have large families, and what can they do?     

Is can do swimming.     

They can swim together, yeah.     

Swim, yes.      

And can you think of the other summarise from the other, the second argument?     

Second drown in the water is not know how to swim.     

Yeah, if they don't know how to swim.     

To swim?     

They might drown. That's right.     

Yes.     

Do you know how to swim Mahdia?     

Yes.     

Yes, you do.     

Because I'm good.     

You know how to swim? Okay. Why do you think it's important for you to learn how to swim?     

Because happy with your friend or your family.     

Who's happy?     

Me, yes.     

How...how will you be happy?     

Because I know how to swim.     

Because you know how to swim, yeah, and where can you swim?     

At the swimming pool. I think going very in the swimming pool.     

Oh, but you like to go to the swimming pool more? Yeah. Well now it's...     

So cold because my mum say not go.     

     

This sample of student work demonstrates that the student can:

  • Starting to use simple forms of modality (should) (VCEALL338)
  • Comprehend social English in familiar context, using support from conversation partners, including gestures, modified speech, provision of wait-time (VCEALC324)
  • Use specific, learned time and sequence markers in speech (VCEALL334)
  • Attempting to self-correct pronunciation and grammar (VCEALL339)
  • Identify key points of information in short spoken texts, answering questions using a familiar structure on a familiar topic (VCEALC326)
  • Beginning to participate appropriately in a learning situation by listening actively, responding to others and starting to contribute information (VCEALA329)
  • Beginning to use a range of verb forms with increasing accuracy (VCEALL336)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)
  • Beginning to use clear pronunciation for common words and learnt key topic words (VCEALL343)
  • Beginning to initiate and maintain short, structured social interactions (VCEALC322)
  • Enhance own spoken texts with appropriate non-verbal strategies such as eye contact and facial expressions (VCEALA330)

Possible next steps for this student’s learning

  • Provide practise speaking in a range of situations to build fluency and independence (VCEALC322)
  • Earn and practise simple vocabulary (e.g. for colour, size, place, location, time) to describe and identify people, places and things (VCEALL333)
  • Explicitly teach and practise constructing sentences using a range of verb forms (VCEALL336)
  • Continue to practise simple forms of modality (VCEALL338)

Pathways and transitions considerations

A student who has achieved the B2 standard will continue on Pathway B to Level B3 of the EAL curriculum.     

At the end of Year 6, all students who are working within the B2 range or who have achieved the B2 standard will transition to Pathway C in Year 7.     

Under very limited circumstances, a Year 6 student may continue on Pathway B in Year 7 and 8 if:     

  • there is continuity in the school program from primary to secondary, for example, a middle years EAL program in a F-10 school
  • it is developmentally appropriate for the individual learner.

Persuasive text – Why children should learn to swim (2)

Student information

This student is 12 years and 5 months old. They have been in Australia for 15 months and attend an English language school in a Year 3-6 class. They were born in Afghanistan and their home language is Dari. They had interrupted schooling in Afghanistan schooling for about 2 years and had no exposure to English prior to coming to Australia. She can read and write in Dari.     

Task

Students have been learning about the beach in class and have also recently taken part in swimming lessons. They have been reading and creating persuasive texts about the importance of sun and water safety and learning to swim.      

The student being assessed is having a conversation with their teacher.     

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

Transcript

00:05 – 00:58     

So this term, we have been learning about persuasive text through the topic of ah beach, the sea, water, and sun safety. Should children learn to swim?     

I agree that children should learn to swim. Swimming is good for many reasons.     

Now, I'm going to ask you to tell me your argument. Try to convince me why you believe that children should learn to swim. Okay, and we've got some photos here that might help you.     

Firstly, children should learn to swim so they can swim. Every year, some people drown because they can't swim. Some children have large families, so they help their families.     

How can they help their families?     

Ah, help to family because new help.     

Some children have large families. So what can they do with their family?     

Help the because the swing.     

Would you like to say anything else?     

Yes. Swimming is good exercise. You use the... you use the     

Different muscles.     

Different muscles. Different muscles. Stronger...     

Yeah, you use different muscles. Yeah, that's right.     

So body.     

- Different muscles.     

Different muscles. Body, legs. And...     

So you used different muscles on your body.     

Body?     

Yeah, and your legs.     

Your legs.     

Yeah, can you tell me your last argument? Mahdia.     

Finally, Children has lots of fun.     

Yeah, they can have     

Lots of fun.     

Lots of fun, yeah.     

With your friends and family. So the swing. Swimming at the beach, a swimming pool, rike     

Yeah. Yeah, so they can swim.     

And the river.     

That's right.     

Was not scary in the fishing at the boat.     

Do you know how to swim or not really?     

Not really.     

Not really. But have you learned a little bit?     

Yes.     

You have learned how to swim. So you do know how to swim a little bit? Yeah.     

Yes.     

Why do you think it's important for you to learn to swim?     

Swimming is good for fun. Fun with my family and friends.     

Yes. So you can have fun with your family and friends when you are swimming?     

Yes.     

And where do you like to go swimming?     

I like the swimming pool.     

And do you go there a lot?     

At beach.     

Oh, and at the beach as well?     

Yes.     

Which one do you go to more?     

Beach.     

     

This sample of student work demonstrates that the student can:

  • Participate appropriately in social and learning situations (VCEALA329)
  • Use simple forms of modality (VCEALL338)
  • Use mostly clear pronunciation for common words and learnt key topic words (VCEALL343)
  • Comprehend social English in most familiar contexts, using support from conversation partners, including gestures, modified speech, provision of wait-time (VCEALC324)
  • Use some grammatical rules consistently – regular plurals (VCEALL335)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)
  • Beginning to maintain short, structured social interactions - developing fluency in interactions with familiar adults around familiar topics (VCEALC322)

Possible next steps for this student’s learning

  • Provide practise speaking in a range of situations to build fluency and independence (VCEALC322)
  • Continue to explicitly teach and practise using specific time and sequence markers in speech (VCEALL334)
  • Explicitly teach and practise constructing sentences using a range of verb forms (VCEALL336)
  • Continue to practise simple forms of modality (VCEALL338)

Pathways and transitions considerations

A student who has achieved the B2 standard will continue on Pathway B to Level B3 of the EAL curriculum.     

At the end of Year 6, all students who are working within the B2 range or who have achieved the B2 standard will transition to Pathway C in Year 7.     

Under very limited circumstances, a Year 6 student may continue on Pathway B in Year 7 and 8 if:     

  • there is continuity in the school program from primary to secondary, for example, a middle years EAL program in a F-10 school
  • it is developmentally appropriate for the individual learner.

Persuasive text – Should children learn to swim? (1)

Student information

This student is 8 years and 8 months old. They have been in Australia for 11 months and attend an English language school in a Year 3 class. They were born in Iraq and their home language is Arabic. They had interrupted schooling in Jordan for about 2 years and had limited exposure to English prior to coming to Australia.     

Task

Students have been learning about the beach in class and have also recently taken part in swimming lessons. They have been reading and creating persuasive texts about the importance of sun and water safety and learning to swim.      

The student being assessed is having a conversation with their teacher.     

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

Transcript

00:05 – 04:14     

This term, we've been learning about an argument text and we've been learning about the beach and sea. So, we're going to revise some of the important words that we've have learnt for our genre this term. So, let's have a look at the top. Can you tell me, what is the first word up here?     

Should.     

Should, what does should mean?     

It means yes.     

Yes, you should do it. How about the second one?     

(Together) Shouldn't.     

What does that mean?     

It means don't do it.     

Don't do it.     

That you don't agree. Okay. And the second part is, we thought about saying what we believe. Okay.     

(Together) Yeah.     

So, let's have a look at the second part here.     

Okay.     

What's that say?     

I believe.     

I believe.     

I believe. So remember, the first part is we have to say what we believe. Because remember, we are convincing someone to believe the same as us. Okay. Ohan, what's the first word we need to use when we're saying the first argument?     

Firstly.     

Firstly. Very good. And Amir, what's the second one that we use?     

Secondly.     

Secondly. And what's the last one, Ohan?     

Finally.     

Okay. So remember, we have to use evidence to say why we believe something. What are the important words to tell us why?     

Should...     

Because and so.     

Because, so.     

So and because. Well done. So Ohan, do you know how to swim?     

No.     

No. Can you tell me why you don't know how to swim?     

Because, I scared.     

You are scared. Do people, is there a beach in Iraq?     

Yeah.     

Yeah, you live close to the beach?     

No.     

No. Did we go swimming this year?     

Yeah.     

Yeah.     

Yeah. Can you tell me about that, Ohan? Where did we go?     

On the swimming pool.     

Do you remember where it was?     

In Sunshine.     

In Sunshine. And what sort of things did you learn?     

We learn how to swim.     

But what, can you remember some of the things the teacher told you? What do you have to do with your legs?     

Splash.     

How about getting into the water safely?     

We go slowly in the water.     

Our question in our class is, should children learn how to swim? So I'm going to ask you first, Ohan. What do you believe?     

I believe children should learn how to swim.     

Can you tell me why children should learn to swim? What is one reason?     

If you don't know how to swim, you will drown.     

Let's have a look at it at the second reason. Why is it good exercise, Ohan?     

Because you are moving your body.     

Yeah. And what might happen to your body?     

Your body will not get fat.     

What is the last reason, Ohan?     

If you know how to swim, you can have fun with your friends and family.     

Now that we've gone through the structure of an argument, do you think you could have a go by yourself? You can have a look up here for some of the important words. Could you tell me, why should children learn how to swim?     

Firstly, children should learn how to swim, because it is dangerous if you don't know how to swim.     

And…     

And secondly, your body will be stronger. And finally, you can have fun with your friends and family.     

     

This sample of student work demonstrates that the student can:

  • Beginning to demonstrate independence in extended conversations (VCEALC321)
  • Use simple forms of modality - understands simple modality (should/shouldn’t) when listening to others (VCEALL338)
  • Use clear pronunciation for common words and learnt key topic words (VCEALL343)
  • Maintain short, structured social interactions with increasing fluency - developing fluency in interactions with familiar adults around familiar topics (VCEALC322)
  • Comprehend social English in familiar context, and use conversation partner to support understanding for example using gestures, modified speech or provision of wait-time(VCEALC324)
  • Respond appropriately in some contexts (VCEALA328)
  • Participate appropriately in social and learning situations by listening actively, responding to others and contributing information and ideas (VCEALA329)
  • Use some grammatical rules consistently (VCEALL335)
  • Use simple forms of modality (should, if) (VCEALL338)
  • Beginning to use learned sequence markers in speech (VCEALL334)
  • Use a range of verb forms with increasing accuracy (VCEALL336)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts - incorporating new vocabulary from written texts in conversations and presentations (VCEALL341)

Possible next steps for this student’s learning

  • Provide supported practise in extended conversations to build independence (VCEALC321)
  • Practise using appropriate non-verbal strategies, for example modifying intonation, volume and stress and using eye contact, facial expressions or gestures to enhance own spoken texts with (VCEALA330)
  • Continue to practise using simple descriptive vocabulary (VCEALL333) and phrases (VCEALL337) in speech

Pathways and transitions considerations

A student who has achieved the B2 standard will continue on Pathway B to Level B3 of the EAL curriculum.     

At the end of Year 6, all students who are working within the B2 range or who have achieved the B2 standard will transition to Pathway C in Year 7.     

Under very limited circumstances, a Year 6 student may continue on Pathway B in Year 7 and 8 if:     

  • there is continuity in the school program from primary to secondary, for example, a middle years EAL program in a F-10 school
  • it is developmentally appropriate for the individual learner.

Persuasive text – Should children learn to swim? (2)

Student information

This student is 8 years and 6 months old. They have been in Australia for 13 months and attend an English language school in a Year 2/3 class. They were born in Afghanistan and their home language is Dari. They had interrupted schooling in Afghanistan for about 2 years and had limited exposure to English prior to coming to Australia. 

Task

Students have been learning about the beach in class and have also recently taken part in swimming lessons. They have been reading and creating persuasive texts about the importance of sun and water safety and learning to swim.      

The student being assessed is having a conversation with their teacher.     

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

Transcript

00:06 – 04:07     

This term we've been learning about an argument text, and we've been learning about the beach and sea. So, we are going to revise some of the important words that we've have learned for our genre this term. So, let's have a look at the top. Can you tell me what is the first word up here?     

Should     

Should, what does should mean?     

It means yes.     

Yes, you should do it. How about the second one?     

(Together) I shouldn't.     

What does that mean?     

It means don't do it.     

Don’t do it.     

That you don't agree. Okay. And the second part is we thought about saying what we believe. Okay.     

(Together) Yeah     

So, let's have a look at the second part here. What's that say?     

I believe.     

      

I believe.     

I believe. Ohan, What's the first word we need to use when we are saying the first argument?     

Firstly.     

Firstly. Very good. And Amir, what's the second one that we use?     

Secondly.     

Secondly. And what's the last one, Ohan?     

Finally.     

Okay. So, remember we have to use evidence to say why we believe something. What are the important words to tell us why?     

      

Becauseand so.     

So and because, well done. Tell me about in Kabul, in Afghanistan. Do people learn to swim there?     

Yeah.     

And where do people swim?     

At the swimming pool.     

They go to the swimming pool. Have you swum before? Yeah. And who do you swim with?     

My little brother.     

Okay. And did we go swimming this year?     

Yeah.     

      

Yeah.     

      

 And what sort of things did you learn?     

Splash your legs. And we learn how to swim with back. How to swim back.     

On your back? Yes. Our question in our class is should children learn how to swim?     

Can you tell me why children should learn to swim? What is one reason? He said that if you don't know how to swim, you'll drown. What else might happen if you don't know how to swim?     

You will eat...eat by shark.     

So, what's another reason why children should learn to swim?     

Because it is good exercise.     

Yeah.     

You can, you will be not weak.     

What's the opposite to weak? If you are not weak, you are?     

Fat. Strong.     

Strong. What sort of things can you do with your friends and family?     

Play with pool.     

And where can you go? Where can you swim?     

At the beach. At swimming pool.     

Why is swimming fun?     

Because it is, you can play with your family and friends. And it is fun to play with your friends.     

Now that we've gone through the structure of an argument do you think you could have a go by yourself? You can have a look up here for some of the important words. Could you tell me why should children learn how to swim?     

      

I believe children should learn how to swim. Because firstly, it is dangerous. If you cannot swim you will drown and die. Secondly, children should learn how to swim because it is good exercise. It can make your body stronger. Finally, children should learn how to swim because it is fun and you can play with your friends and family.     

     

This sample of student work demonstrates that the student can:

  • Demonstrate independence in extended conversations (VCEALC321)
  • Use simple forms of modality - understands simple modality (should/shouldn’t) when listening to others (VCEALL338)
  • Use clear pronunciation for common words and learnt key topic words (VCEALL343)
  • Use a repertoire of common classroom and schoolyard language (VCEALC325)
  • Initiate and maintain short, structured social interactions with increasing fluency (VCEALC322)
  • Comprehend social English in most familiar contexts, and use conversation partners to support understanding (VCEALC324)
  • Identify key points of information in short spoken texts (VCEALC326)
  • Beginning to use a range of verb forms with increasing accuracy - future (VCEALL336)
  • Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)
  • Participate appropriately in social and learning situations (VCEALA329)
  • Enhance own spoken texts with appropriate non-verbal strategies – beginning to modify intonation, volume and stress (VCEALA330)
  • Use specific time and sequence markers in speech (VCEALL334)
  • Use some grammatical rules consistently (VCEALL335)
  • Use simple forms of modality - beginning to use simple modality (should, if) (VCEALL338)

Possible next steps for this student’s learning

  • Continue to practise extended conversations to build independence (VCEALC321)
  • Practise using appropriate non-verbal strategies such as eye contact, facial expression, gesture, posture, to enhance spoken texts (VCEALA330)
  • Continue to practise using simple descriptive vocabulary (VCEALL333) and phrases (VCEALL337) in speech
  • Continue to practise a range of verb forms to increase accuracy (VCEALL336)

Pathways and transitions considerations

A student who has achieved the B2 standard will continue on Pathway B to Level B3 of the EAL curriculum.     

At the end of Year 6, all students who are working within the B2 range or who have achieved the B2 standard will transition to Pathway C in Year 7.     

Under very limited circumstances, a Year 6 student may continue on Pathway B in Year 7 and 8 if:     

  • there is continuity in the school program from primary to secondary, for example, a middle years EAL program in a F-10 school
  • it is developmentally appropriate for the individual learner.

Related pages 

Student work samples: Level B2 Reading and Viewing
Student work samples: Level B2 Writing
Student work samples: Level B3 Speaking and Listening
Student work samples: Level B1 Speaking and Listening