Speak: Language and Text Features progression
To communicate effectively, speakers use their knowledge of language features and the features of oral texts in English. Features of oral texts include the different parts of the text and the cohesive devices, such as sequencing, that link the parts. Different oral text types have different characteristic features. This progression also includes the features of speech that relate to the speaker’s pace and intonation and to how they stress certain words or sounds.
- Find more information about the features of written texts.
| Most adults will be able to: | Activities | ||
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| 1. |
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Speakers use and respond verbally to simple language forms and some formulaic expressions, such as those used for questions (“What is your name?”; “Can I help you?”) and for instructions (“Write your name here”; “Pass me the hammer.”). 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 ways in which they can add precision, interest and clarity to their speech. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. 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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Speakers can use simple sentences in conversations. They use appropriate language features when giving oral instructions (for example, imperative verbs such as “Open the door!”) or when describing a simple process (for example, such discourse markers as first, then and next). 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 to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Learners explore ways in which they can add precision, interest and clarity to their speech. Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Learners are taught strategies they can use as they prepare to speak on a topic. 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. |
| 4. |
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Speakers use more complex grammatical constructions in more formal text types, such as extensive informational reports. Speakers use discourse markers to ensure their connected discourse is coherent. In face-to-face conversations and other speaking situations, speakers use prosodic features such as patterns of stress and intonation, for example, “I asked you your wha - nau name”. Areas of study can include:
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Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Learners are taught strategies they can use as they prepare to speak on a topic. |
| 5. |
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Speakers use language features in complex, extended discourse both when interacting with others (for example, in debates) and when speaking alone (for example, when giving complex explanations and/or reading written texts aloud). Areas of study can include:
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Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Learners are taught strategies they can use as they prepare to speak on a topic. |