Listen: Vocabulary progression
To listen with understanding in English, listeners need to know the meanings of the words (vocabulary) that they hear. They need to understand the forms and functions of these words, how they are used in sentences and how words relate to one another.
- Find more information about developing a reading vocabulary.
| Most adults will be able to: | Activities | ||
|---|---|---|---|
| 1. |
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Listeners have a vocabulary of common nouns, verbs and familiar phrases they can identify in meaningful communication contexts, such as brief social meetings. Areas of study can include:
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Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Learners identify areas of confusion and are taught simple rules and exceptions about tenses. |
| 2. |
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Listeners understand everyday vocabulary in words and phrases spoken quickly, including the vocabulary used in simple questions and statements that convey requests, instructions, greetings and short explanations. They understand that many words have two or more meanings and seek to identify the new meaning of a familiar word used in an unfamiliar way. Areas of study can include:
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Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Learners identify areas of confusion and are taught simple rules and exceptions about tenses. |
| 3. |
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Listeners understand everyday words and phrases and some that are less common. Areas of study can include:
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Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. |
| 4. |
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Listeners have a vocabulary that includes some general academic words (see Further Information) and some specialised words. Areas of study can include listening for and discussing:
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Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. |
| 6. |
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Listeners have a wide and rapidly expanding listening vocabulary that includes many general academic words and specialised words, including acronyms. (Specialised words include words and acronyms that are heard most often in a specific area of work or study, such as photosynthesis, compliance, DOC, TPK and GST.) Listeners can understand why speakers choose to use various kinds of figurative language and words (such as harassment or gentleman) that have particular connotations. Areas of study can include:
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Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. |