Middle/Upper Primary Years 3-6 - Speaking and Listening Stage B3

Indicators of progress – Stage B3: texts and responses to texts

At the end of Stage B3, students can routinely use spoken English to do the following things:

Receptive

  • understand teacher questions on familiar topics or themes and respond appropriately
  • follow a set of oral instructions or directions, understanding the difference between directives and suggestions
  • extract information from extended spoken text, e.g. from a video, from the radio or an announcement
  • comprehend English in most social situations
  • understand increasingly more decontextualised spoken language, e.g. text without illustrations, conversation and text accompanying visual medium
  • grasp the gist of a new topic delivered with extensive contextual and teacher support including paraphrasing and explanation

Productive

  • initiate and participate in casual exchanges and in learning contexts, e.g. contribute information and express ideas in group tasks/classroom discussions
  • retell what has been learned from classroom texts, e.g. a student presentation, a discussion, a talking book or guest speaker
  • relate a series of events in a time sequence giving details involving where, when, who, and what
  • give reasons for opinions
  • relay messages e.g. from teacher to teacher
  • give a short sequence of instructions related to classroom procedures, games, tasks, e.g. first you ... then you
  • prepare a short talk for presentation to group or the class
  • contribute information and express ideas in group task/classroom discussions.

Indicators of progress – Stage B3: cultural conventions of language use

At the end of Stage B3, students’ understanding of the contexts and purposes of spoken texts is shown when they:

Receptive

  • respond to different registers appropriately, e.g. match a formal response to a formal request
  • respond appropriately in different classroom activities, e.g. participate in brainstorming
  • identify when intonation, volume stress, pacing and repetition in English support and convey meaning (for emphasis in storytelling, recounting news)

Productive

  • use appropriately a variety of registers
  • identify and use features of formal and informal spoken texts, e.g. different politeness formulas, use of modal forms such as could, should
  • give relevant and appropriate detail when recounting stories/events, giving instructions, expressing opinions, contributing information
  • open and close an interaction in formal and informal situations, e.g. greet, give a message, leave take, introduce and conclude a talk
  • assess the grammatical correctness of own utterances and attempt some self correction
  • initiate and manage interaction appropriately in social and learning situations, e.g. through conversational formulas, turn-taking, affirming, suggesting.

Indicators of progress – Stage B3: linguistic structures and features

At the end of Stage B3, students’ understanding of the linguistic structures and features of spoken English is shown when they:

Receptive

  • respond appropriately to structures such as questions, statements and negation through word order and vocabulary rather than through intonation, e.g. Do you ...? What is ...? Can anybody ...?
  • follow instructions that include sequential discourse markers, e.g. first, then, after that, finally
  • understand how modals express probability and possibility, e.g. may, will, could, must

Productive

  • ask and answer open-ended questions, e.g. how and why questions
  • use appropriate sequence markers, e.g. first, finally, until, when
  • use the correct form of pronouns for subject, object or possessive, e.g. I, me, my, mine, with some consistency
  • consistently use most common, irregular, past tenses, e.g. came, gave thought, said
  • speak with some lapses in tense usage
  • employ a range of vocabulary to convey shades of meaning, e.g. good, fine, terrific, excellent, however occasional gaps in vocabulary will be evident
  • use tag questions, e.g. You’re going, aren’t you?
  • use comprehensible pronunciation, stress and intonation.

Indicators of progress – Stage B3: maintaining and negotiating communication

At the end of Stage B3, students may use the following strategies to maintain and negotiate spoken communication:

Receptive

  • use visual cues to make meaning of spoken text, e.g. pay attention to diagrams or graphs during a discussion
  • understand more complex spoken language, e.g. text without illustration, conversation and text accompanying visual medium (films etc.)
  • acquire new English from sources other than the classroom, e.g. media, friends, family

Productive

  • use English acquired from a variety of media, conversations
  • self-correct or reformulate language to convey meaning more clearly, e.g. ‘My mum say …’ and ‘My mum said …’
  • plan, rehearse and present a short talk, e.g. report back to class on group work
  • rehearse or role-play, e.g. giving instructions, giving short talks
  • use a variety of registers in speech, plan what to say and how to say it
  • practise pronunciation of polysyllabic words.