Speak: Vocabulary progression
To communicate effectively, speakers need to know the meanings of the words (vocabulary) they use. They need to understand the forms and functions of these words, how they are used in sentences and how the words relate to one another. They need to be able to select words and phrases appropriate to the speaking situation.
- Find more information about developing a reading vocabulary.
| Most adults will be able to: | Activities | ||
|---|---|---|---|
| 1. |
|
Speakers use a range of appropriate formulaic expressions and limited vocabulary related to common, everyday topics and personal experiences. Areas of study can include:
|
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. |
|
Speakers use a limited vocabulary to communicate in meaningful speech. They are becoming aware of how to use a few colloquial expressions in which words take on different meanings (such as “Hang on!”; “Give me a hand”; “Do you want a handle [of beer]?”). Areas of study can include:
|
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 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 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. |
| 3. |
|
Speakers use an extended vocabulary, including words related to common, everyday topics and personal experiences. Areas of study can include:
|
Learners explore ways in which they can add precision, interest and clarity to their speech. 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 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. |
| 4. |
|
Speakers extend their vocabulary to include more specialised words, such as those they may use in an academic or work setting. They are confident about using colloquial and figurative language appropriately. Areas of study include:
|
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. 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. |
| 5. |
|
Speakers communicate fluently and coherently, using a wide range of vocabulary related to their work, personal, community, social and academic contexts. They select words and expressions that are appropriate to the context and reflect their own style or voice. Speakers reflect critically on their choice of vocabulary. Areas of study can include:
|
Learners are taught strategies they can use as they prepare to speak on a topic. |