Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding...
Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence and define the nature of language use. Students' pronunciation, intonation and phrasing are more confident. They have access to a broader vocabulary, and use a widening range of strategies to support communication. Purposeful contexts and shared activities in the classroom develop language skills and enhance understanding and communication. More attention is paid to language structure and reinforcing oracy and literacy. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations, and selecting appropriate language to use with particular audiences. They enjoy reading for meaning and apply their language knowledge and skills to decode unknown words and predict meaning. They write more accurately and fluently for a wider range of purposes and audiences, for example, creating birthday invitations, emails and advertisements.
Students begin to reflect on language and how it is used in different ways to communicate. As they use the language being studied for a wider range of interactions, students develop a stronger understanding of the interconnection between language and culture. They begin to recognise how language features and expressions may reflect cultural values.
By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively, and make suggestions and statements. When interacting, students use key features of pronunciation and intonation, including accents where appropriate. They obtain and compare information from a range of texts related to aspects of daily life and events. They present information about their personal world in different formats. They express their feelings about the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language. They use...
By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively, and make suggestions and statements. When interacting, students use key features of pronunciation and intonation, including accents where appropriate. They obtain and compare information from a range of texts related to aspects of daily life and events. They present information about their personal world in different formats. They express their feelings about the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language. They use tenses in combination with appropriate grammatical elements to construct and expand sentences and apply basic rules of spelling and punctuation, such as question marks, capital letters, commas, exclamation marks and speech marks. They translate and interpret simple texts, identifying words that are not easily translated and create bilingual texts for the classroom and school community. They compare ways of communicating in the language being studied and English to identify similarities and differences and suggest how culture influences language use.
Students identify and reproduce orally and in writing letters and sounds of the language being studied. They identify the relationship between language choices, and the audience and purpose of different text types. They describe the importance of register in different contexts and situations. They appreciate the dynamic nature of the language being studied, identifying changes that have occurred due to new technologies and knowledge. They describe ways that identity and the nature of communication are directly related to language and culture.
