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Belonging: an integrated resource for ESOL Unit Standards

Belonging: formative teaching and learning sequences and summative assessment tasks.

Authors: Jenni Bedford and Breda Matthews

Level 2 formative and summative resources

Please note that all the links to the summative tasks have PDF and Word document versions of the resources at the bottom of the page.

Skill focus Unit Standard Tasks
Listening

Unit Standard 15007, version 5

Understand spoken information and instructions familiar contexts (ESOL)

Belonging15007formative_final (Word 406KB)

Belonging (Listening): Unit standard 15007 - summative task
Speaking

Unit Standard 1287, version 8

Talk about self in an interview using learnt language patterns (ESOL)

Belonging1287formative_final (Word 330KB)

Belonging (Speaking): Unit standard 1287 - summative task
Reading

Unit Standard 2969, version 7

Read recounts in familiar contexts (ESOL)

Belonging 2969 formative (Word 264KB)

Belonging (Reading) - Unit standard 2969 (Word 227KB)

Writing

Unit Standard 3477, version 3

Write recounts on familiar topics (ESOL)

Belonging3477formative_final (Word 273KB)

Belonging (Writing): Unit standard 3477 - summative task

Level 3 formative and summative resources

Skill focus Unit Standard Tasks
Listening

Unit Standard 15009, version 5

Understand spoken information in different contexts (ESOL)

Belonging15009 Formative_final (Word 293KB)

Belonging (Listening): Unit Standard 15009 - summative task

Speaking

Unit Standard 17359, version 4

Talk about self in a formal interview (ESOL)

Belonging17359formative_final (Word 352KB)

Belonging (Speaking): Unit standard 17359 - summative task

Reading

Unit Standard 17364,
version 4

Read persuasive texts (ESOL)

Belonging17364formative_final (Word 2MB)

Belonging (Reading): Unit standard 17364 - summative task

Writing

Unit Standard 17379, version 4

Write expressing a viewpoint (ESOL)

Belonging17370formativefinal (Word 326KB)

Belonging (Writing): Unit standard 17370 - summative task

Belonging (Speaking): Unit standard 1287

Writers: Jenni Bedford and Breda Matthews

NCEA LEVEL 2
Unit standard Elements and performance criteria

Unit standard 1287,

version 8

Talk about self in an interview using learnt language patterns (ESOL).

Element 1: Talk about self in an interview using learnt language patterns (ESOL).

Performance criteria

1.1 Personal information about self and family is provided on request.

Range: at least nine examples which may include but are not limited to – first name, surname, address, phone number, age, marital status, nationality, occupation, course of study, interests of self and family members.

1.2 Interview responses include description of recent experience.

Range: at least one statement using the simple past tense.

1.3 Interview responses include reference to personal skills and/or qualities.

Range: at least one statement using the simple present tense.

1.4 Interview responses include reference to future plans.

Range: at least one statement using future verb forms.

1.5 Interview responses include use of interactive strategies.

Range: interactive strategies may include – clarifying, giving and/or responding to feedback.

1.6 Evidence is present that spontaneity in responses is beginning to emerge.

1.7 Non-verbal communication is used to support and respond to the conversation.

Range: may include – smiling, frowning, nodding, shrugging.

Resources

Assessment activities for other unit standards that could be used in conjunction with unit standard 1287:

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Teacher guidelines

Unit standard 1287, version 8

Talk about self in an interview using learnt language patterns (ESOL)  

Level 2

 4 credits
This unit standard has one element:
Element 1: Talk about self in an interview using learnt language patterns (ESOL).

Conditions

  • All assessment activities must be conducted in English, which must not be the student’s first language.
  • Students may be assessed in an actual or simulated interview.
  • For the purposes of moderation, the assessment must be recorded visually, e.g. on video tape or DVD.
  • The interview must take three to five minutes. Interviewer’s questions and student’s responses must be tailored to fit within this timeframe.
  • Interview questions must not be provided prior to the assessment.
  • Other students must not be present during the interview.

Learning contexts

Assessment for this unit standard should take place as part of a wider course of study and after students have had the opportunity to become familiar with the language patterns, vocabulary and question types through a range of speaking and listening activities.

Notes for assessors

  • It is important to be aware of the special notes in the standard.
  • Student’s speech may occasionally include hesitations and or grammatical errors, but these must not interfere with meaning.
  • Pronunciation, intonation, stress and rhythm may occasionally be unconventional, but these must not interfere with meaning.
  • Students need to provide evidence that they can adjust learnt language patterns by initiating and/or responding during the interview.
  • Refer to your institution’s policies before offering further assessment opportunities.

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Student instructions

Unit standard 1287, version 8

Talk about self in an interview using learnt language patterns (ESOL)

Level 2

4 Credits
This unit standard has one element:
Element 1: Talk about self in an interview using learnt language patterns (ESOL).

Conditions

  • The interview will take three to five minutes and will be recorded.
  • At times you may hesitate or make grammatical errors, but these must not interfere with meaning.
  • Your pronunciation, intonation, stress and rhythm may occasionally be unconventional, but these must not interfere with meaning.

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Student checklist

In the interview you need to:  
Answer questions about yourself and your family. 1.1
Talk about something that happened to you recently, using the simple past tense e.g. Last weekend I went to Rotorua and had a good time. 1.2
Talk about something you are good at or the kind of person you are, using the simple present tense e.g. I am good at playing soccer (and/or) I think I am a good team player. 1.3
Talk about what you want to do in the future e.g. When I leave school I’m going to… 1.4

Use interactive strategies when you are asked questions:

clarifying e.g. ‘Do you mean…?’

giving feedback e.g. ‘Yes, I think that’s right…’

responding to feedback e.g. Thank you

 1.5
Show that you can ask questions or answer questions using language that you haven’t learned. 1.6
Use non- verbal communication to support what you say e.g. smile, frown, nod, shrug 1.7

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Assessor interview guidelines

Possible interview questions

Students should not see these interview questions before the interview. In formative activities they can be given similar questions but not exactly the same and not in this order.

During the interview, only ask the extra questions if students have not met the requirements (performance criteria or length of interview).

1.5

Good morning (student’s name).

I’m going to ask you some questions about yourself and your family. Is that OK?

(Wait for student to respond)
1.1

Can you please tell me your first name?

And what is your surname?

What is your address?

And your phone number?

How old are you?

What country do you come from?

What subjects are you taking at school this year?

What do you like doing in your spare time?

Tell me about your family.

Extra question if needed:

What does your family like to do in their free time?
1.2

What did you do last weekend?

Extra question if needed:

What did you do in the holidays?
1.3

Can you tell me about something you are good at?

Extra question if needed:

What do other people like about you?
1.4

What do you think you will do when you leave school?

Extra question if needed:

What kind of job would you like to do in the future?

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Marking checklist

Student’s name: ………………………………………… Date……………………..

Performance criteria A/NA
1.1

Nine pieces of information about self & family (circle those answered correctly)

  • First name; surname; address; phone number; age; nationality; course of study; interest; family information
  
1.2
  • One statement about a recent experience.
  • Simple past tense used correctly.
  
1.3
  • One statement about a personal skill or quality.
  • Simple present tense used correctly.
  
1.4
  • One statement about future plans.
  • Future verb forms used correctly.
  
1.5

Interactive strategies (circle those used)

  • Clarifying; giving feedback; responding to feedback; asking a question
  
1.6
  • Some unplanned language is used.
  
1.7

Non-verbal communication (circle the strategies used)

  • Smiling; frowning; nodding; shrugging.
  

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Assessment schedule

Unit standard 1287, version 8

Talk about self in an interview using learnt language patterns (ESOL)

Level 2

 4 credits
Element 1: Talk about self in an interview using learnt language patterns (ESOL).
PC Evidence Judgement

1.1 Personal information about self and family is provided on request.

Range: at least nine examples which may include but are not limited to – first name, surname, address, phone number, age, marital status, nationality, occupation, course of study, interests of self and family members.

There may be hesitations, some grammatical errors and unconventional pronunciation and stress, but meaning must be clear e.g.

My first name is… My surname is…

I live at…

My phone number is…

I am … years old…

I come from…

This year I’m taking….

I like…

There are 4 people in my family.

 Student answers nine questions correctly that provide information about self and family.

1.2 Interview responses include description of recent experience.

Range: at least one statement using the simple past tense.

Student makes a statement about the recent past e.g.

Last weekend I went to the movies with my friend.

One statement about the recent past.

Simple past tense is used correctly.

1.3 Interview responses include reference to personal skills and/or qualities.

Range: at least one statement using the simple present tense.

Student names at least one personal skill or quality e.g.

I think I am good at playing the piano or

People say I am friendly – I have lots of friends.

One statement about personal skills or qualities.

Simple present tense is used correctly.

1.4 Interview responses include reference to future plans.

Range: at least one statement using future verb forms.

Student makes a statement about future plans.

e.g. When I leave school I’m going to university to study law.

One statement about future plans.

Future verb form is used correctly.

1.5 Interview responses include use of interactive strategies.

Range: interactive strategies may include – clarifying, giving and/or responding to feedback.

Student responses could include:

clarifying e.g. Do you mean where I live?

giving or responding to feedback e.g. Yes, that’s right.

asking questions e.g. Have you been to Korea?

 Response includes at least two interactive strategies.
1.6 Evidence is present that spontaneity in responses is beginning to emerge. Student provides evidence that learnt language items can be adjusted to suit the questions asked. Some unplanned responses are made.

1.7 Non-verbal communication is used to support and respond to the conversation.

Range may include – smiling, frowning, nodding, shrugging.

Student uses non-verbal communication e.g. smiling,

showing agreement by nodding, frowning to show disagreement, and shrugging if unsure.

 Non-verbal communication is used to support conversation and respond to the interviewer. Response includes at least two different forms of non-verbal communication.

Printing version:

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Belonging (Speaking): Unit standard 17359

Writers: Jenni Bedford and Breda Matthews

 NCEA LEVEL 3
 Unit standard Elements and performance criteria

Unit standard 17359, version 4

Talk about self in a formal interview (ESOL).

Element 1: Talk about self in a formal interview (ESOL).

Range: may include but is not limited to – job interview, course interview.

Performance criteria

1.1 Opening and closing strategies used are appropriate to the context and to the participants.

Range: greeting, establishing eye contact, concluding/finishing.

1.2 Language used is appropriate to the situation, occasion, subject matter, and relationship between participants.

1.3 Interview response includes description of past history, using past tense forms.

Range: at least two extended statements.

1.4 Interview responses include description of personal skills and/or competencies, using present tense verb forms.

Range: at least two extended statements.

1.5 Interview responses includes reference to future plans, using future tense forms.

Range: at least two extended statements.

1.6 Interview response includes use of interactive strategies.

Range: interactive strategies may include but are not limited to – clarifying, giving and/or responding to feedback;

Interactive strategies (non-verbal) may include but are not limited to – nodding, smiling.

Resource

Assessment activities for other unit standards that could be used in conjunction with unit standard 17359:

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Teacher guidelines

Unit standard 17359, version 4
Talk about self in a formal interview (ESOL)
Level 3
4 Credits

This unit standard has one element:

Element 1: Talk about self in a formal interview (ESOL).

Range: may include but is not limited to – job interview, course interview.

Conditions

  • All assessment activities must be conducted in English, which must not be the candidate’s first language.
  • Students may be assessed in an actual or simulated formal interview.
  • For the purposes of moderation, the assessment must be recorded visually e.g. on video tape or DVD.
  • The interview must take five to eight minutes. Interviewer’s questions and student’s responses must be tailored to fit within this timeframe.
  • Interview questions must not be provided prior to the assessment.
  • Other students must not be present during the interview.

Learning contexts

Assessment for this unit standard should take place as part of a wider course of study, and after students have had the opportunity to become familiar with

the language patterns, context and vocabulary through a range of speaking and listening activities.

Notes for assessors

  • It is important to be aware of the special notes in the standard.
  • Student’s speech may occasionally include hesitations and or grammatical errors, but these must not interfere with meaning.
  • Pronunciation, intonation, stress and rhythm may occasionally be unconventional, but these must not interfere with meaning.
  • An extended statement is a response containing at least one main idea and supporting detail.
  • Refer to your institution’s policies before offering further assessment opportunities.

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Student instructions

Unit standard 17359, version 4
Talk about self in a formal interview (ESOL)
Level 3
4 Credits

This unit standard has one element:

Element 1: Talk about self in a formal interview (ESOL).

Range: may include but is not limited to – job interview, course interview.

In this task you will be interviewed by a newspaper reporter about your experience of leaving your country and coming to live in New Zealand.

You need to:

  • tell the interviewer two to three things about your past
  • tell the interviewer about two to three things you do well
  • tell the interviewer two to three things you want to do in the future
  • ask at least one question.

You must answer in long sentences and will need to give the interviewer as much information as possible. Each sentence should have a main idea and some details e.g. ‘I grew up in a small village in South Korea where everyone knew each other. I made some very good friends so it was hard to leave’.

 

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Student checklist

In the interview you need to:  
Greet the interviewer in a formal way e.g. Good morning/afternoon. 1.1
Establish eye contact with the interviewer. 1.1
Finish the interview appropriately e.g. Thank you … Goodbye. 1.1
Use appropriate formal language e.g. ‘Hello’ not ‘Hi’ 1.2
Make two statements about past events and use past tense verb forms correctly e.g. I went to the local school in my village but when I was thirteen we shifted to a nearby town so that I could attend a good high school. (This is one extended statement) 1.3
Make two statements about personal skills and use present tense verb forms correctly e.g. I think I am good at problem solving. That helps me in my Maths. 1.4
Make two statements about future plans and use future tense forms correctly e.g. When I finish university here I think I will return to Korea. I want to spend some time with my family there. (This is one extended statement) 1.5

Use some of these interactive strategies:

clarifying e.g. ‘Do you mean…?’

giving feedback e.g. ‘Yes, I think that’s right…’

checking e.g. ‘Is that last year?

nodding to show you agree, smiling

 1.6

 

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Assessor interview guidelines

Possible interview questions

Students should not see these interview questions before the interview. In formative activities they can be given similar questions but not exactly the same and not in this order.

During the interview, only ask the extra questions if students have not met the requirements, so that you keep the interview within five to eight minutes.

This needs to be a formal interview so it is important that the interviewer models formal language and does not let the interview lapse into a casual chat.

1.1

1.6

Good morning, I'm Mr/Mrs/Ms ___________________ and I am a reporter for the__________________ (name your local newspaper).

 (Allow time for response).

Please sit down. (Expect response).

I would like to ask you some questions about your experiences coming to New Zealand and how you have settled into life here. Is that all right? (Wait for response).
1.3

Tell me where you come from and what it was like living there.

Tell me about something you did in the past that you enjoyed.

Extra question: Tell me about your first few weeks when you arrived in New Zealand.
1.4

It must be hard leaving friends and coming to live in a new country. What personal skills or qualities do you have that help you as you settle into New Zealand?

What hobby or sport are you good at and why?

Extra question: What subject are you good at and why?
1.5

What do you want to do when you finish school?

What career are you aiming for?

Extra question: Do you think you will return to your home country?
1.6

Do you have any questions?

Extra question if student has not used two interactive strategies:

Can I take a photo to go with the newspaper article? (wait for response)
1.1

Thank you. That’s been very helpful. All the best for your future.

(Expect a response).

 

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Marking checklist

Student’s name: ………………………………………… Date……………………..

Performance criteria A/NA
1.1

Student greets the interviewer.

Eye contact is made.

  
1.2

Language used throughout the interview is formal. No slang is used.

Language may occasionally include hesitations, grammatical errors and unconventional pronunciation, stress and rhythm but the meaning is always understandable.

  
1.3

Student talks about the past and uses past tense forms correctly most of the time.

  • One statement with supporting detail, and past tense forms used correctly.
  • One statement with supporting detail, and past tense forms used correctly.
  
1.4

Student talks about personal skills/competencies and uses present tense verb forms correctly most of the time.

  • One statement with supporting detail, and present tense verb forms used correctly.
  • One statement with supporting detail, and present tense verb forms used correctly.
  
1.5

Student talks about the future and uses future tense forms correctly most of the time.

  • One statement with supporting detail, and future tense forms used correctly.
  • One statement with supporting detail, and future tense forms used correctly.
  
1.6

At least two interactive strategies are used (circle those used)

clarifying giving feedback
responding to feedback asking a question
nodding smiling
 
1.1 Student ends appropriately e.g. by saying thank you or goodbye.  

 

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Assessment schedule

Unit standard 17359, version 4
Talk about self in a formal interview (ESOL)
Level 3
4 Credits

Element 1: Talk about self in a formal interview (ESOL).

Range: may include but is not limited to – job interview, course interview.
PC Evidence Judgment

1.1 Opening and closing strategies used are appropriate to the context and to the participants.

Range: greeting, establishing eye contact, concluding/finishing.

Greeting is formal and polite e.g. Good morning.

Student looks at interviewer's eyes for at least a few seconds during the interview.

Student ends his/her part in the interview appropriately e.g. Thank you or goodbye

Appropriate greeting and closing has been used and eye contact made.

All three are met.
1.2 Language used is appropriate to the situation, occasion, subject matter, and relationship between participants.

Word choice is formal rather than informal e.g.

Yes not Yeah or Hello not Hi.

 Formal language is used throughout most of the interview.

1.3 Interview response includes description of past history, using past tense forms.

Range: at least two extended statements.

Student makes two extended statements about past history supported by details e.g.

I grew up in a small town in Mexico and then later my family moved to the city. That’s where I went to high school.

I really enjoyed all the festivals in Mexico. We had lots of special food and I liked the parades.

Two extended statements about past history are made.

Each statement has a main idea and supporting detail.

Past tense verbs are used correctly most of the time

1.4 Interview responses includes description

of personal skills and/or competencies, using present tense verb forms.

Range: at least two extended statements.

Student makes two extended statements about personal skills/competencies, supported by details e.g.

I think I am quite adaptable. I like change and seem to make new friends wherever I go.

I am a good soccer player. It is the national sport in my country and I am a fast runner and a good defender.

Two statements about personal skills and/or competencies are made.

Each statement has a main idea and supporting detail.

Present tense verbs are used correctly most of the time.

1.5 Interview responses includes reference to future plans, using future tense forms.

Range: at least two extended statements.

Student makes two extended statements about future plans supported by details e.g.

When I finish school I’m hoping to go to Victoria University. If I can’t get in there I might try Otago.

I think I will major in sports science. I really enjoy sports so after I finish I might become a PE instructor.

Two statements about future plans are made.

Each statement has a main idea and supporting detail.

Future tense forms are used correctly most of the time.

1.6 Interview responses includes use of interactive strategies.

Range: interactive strategies may include but are not limited to – clarifying, giving and/or responding to feedback;

interactive strategies (non-verbal) may include but are not limited to – nodding smiling.

Student responses could include:

clarifying e.g. Do you mean in Mexico?

giving or responding to feedback e.g. Yes, that’s fine.

asking questions e.g. When will the article be in the paper?

non-verbal strategies e.g. nodding, smiling.

 Student response includes at least two interactive strategies.

Special note 6: Candidates speech may occasionally include hesitations and/or grammatical errors, but these must not interfere with meaning.

Special note 7: Pronunciation, intonation, stress and rhythm may occasionally be unconventional, but these must not interfere with meaning.

 Meaning is clear.

Printing version:

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Formative assessment: Unit Standard 22892

Unit Standard 22892: Demonstrate understanding of spoken texts and process information in English for academic purposes.

<back to Unit Standard 22891 - Listening

US22892 - Listening section menu

Formative assessment: Unit Standard 22891

Unit Standard 22891: Deliver an oral presentation in English for an academic purpose

< back to Unit Standard 22891 - Speaking

Exemplars: Unit standard 22891 - Deliver an oral presentation in English for an academic purpose

Yiru | George | Yim

Student A: YIRU

Watch Yiru's presentation

This student is close to achieving the standard. Further work is needed on ER 1.1. Note, the presentation was slightly under the time limit at 7 minutes and 48 seconds. Academic purpose: To compare and contrast Māori and Chinese culture. 

1.1 Presentation addresses the academic purpose and displays a broad knowledge base, incorporating some theoretical concepts.Range: structure and content of presentation, coherence, relevance.

This student has addressed the academic purpose with:

  • an interesting opening which drew the listener in, for example, using dragon boat racing to connect with the Taniwha
  • a rationale for topic choice stated
  • identification of the purpose of the presentation, for example, This started me thinking about other connections…
  • a conclusion that summarises main findings and presents a clear opinion that addresses the topic.

The ideas presented were relevant to the topic. The presentation included some theories and displayed a general knowledge base.Coherence was achieved by the use of:

  • connectives to structure the presentation and make it easier for listeners to follow, for example, The first idea I’d like to talk about...Secondly…
  • connectives to link ideas Both cultures...

Next steps for the studentThe following areas need further work to meet the requirements of 1.1:

  • Outlining the scope of presentation in the introduction.
  • Referring to recognised theory and sources on this topic, for example, experts in the field.
  • Developing and broadening ideas with evidence of conceptual thinking.

1.2 Spoken language is clear and easily understood.Range: word choice, pronunciation, fluency, audibility, accuracy.

This student has:

  • generally pronounced words correctly
  • projected his voice well
  • spoken fluently with only occasional hesitations
  • included some variation in tone and pitch to suit content
  • generally chosen words appropriately and used them accurately
  • used a range of sentence structures including complex sentences correctly most of the time.

Next steps for the studentFocus on:

  • correct use and articulation of word endings, particularly singular and plural nouns and past tense verbs
  • pronunciation
  • choice of correct word form.

1.3 Varied and complex English language structures are used with few inaccuracies. 

This student has:

  • used a variety of appropriate sentence structures
  • a good overall accuracy.

1.4 Vocabulary is appropriate to the academic context.Range: vocabulary must be at the level as indicated by A New Academic Word List.

This student has:

  • used a wide range of vocabulary, including academic vocabulary such as ‘perspectives’ ‘inevitable’ ‘auspicious’ ‘stability’.
  • used specialised vocabulary confidently that is appropriate to the context, for example, Māori and Chinese words. 

1.5 A range of strategies is used to promote sustained engagement with the audience.Range: may include but are not limited to – non-verbal features such as pauses, changes in pitch and volume, and gestures for effect, initiating and responding to interaction, originality.

This student has:

  • used gestures effectively to reinforce points being made, for example, ‘the triangle shape’ (triangle made with hands)
  • drawn the audience in by the use of inclusive phrases such as ‘you can see...’ and rhetorical questions
  • engaged the audience through original ideas linked with personal examples
  • confidently initiated a question time
  • responded to questions and interacted after the presentation naturally and spontaneously
  • appeared self confident and assured with generally good eye contact.

Next steps for the studentA reduced dependence on cue cards, attention to pace of delivery, and the use of strategies for effect, such as pauses. The conclusion could be restructured to leave a stronger impression on listeners. (Refer to the formative Teaching and Learning sequence on conclusions.)

1.6 Visual aids are used to contribute to the effectiveness of the presentation. Range: visual aids may include but are not limited to – whiteboard, realia, text, diagram, overhead transparency, power point, video/audio clip, map, poster; visual aids must be – relevant, clear, integrated into the presentation.

This student has:

  • effectively used a power point to complement the presentation
  • used images that were simple and clear, with text that was large enough to read and contained main points only
  • integrated the power point into the presentation
  • used realia with a demonstration to answer the first question (pen and Chinese writing).

Next steps for the studentMake more effective use of the PowerPoint, for example, not standing in front of the PowerPoint or having to turn his back on the audience to change slides. 

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Student B: GEORGE

Watch George's presentation

This student is close to meeting the requirements of the standard. Further work is needed on ER 1.5.Academic purpose: To illustrate the application of organic chemistry in daily life.

1.1 Presentation addresses the academic purpose and displays a broad knowledge base, incorporating some theoretical concepts.Range: structure and content of presentation, coherence, relevance.

This student has addressed the academic purpose with:

  • a presentation that clearly addresses the topic
  • sections that look at the applications of organic chemistry in daily life
  • a conclusion that summarises the importance of organic chemistry in daily life.

The presentation covers a reasonably broad area within the topic and applies theory to practical context.Next steps for the studentThis might include more clearly stating the academic purpose, and outlining the structure of the presentation in his introduction. He should also improve coherence within the presentation, for example, by linking new topics to previous ideas and using a wider range of connectives to signal new ideas (1.1). 

1.2 Spoken language is clear and easily understood.Range: word choice, pronunciation, fluency, audibility, accuracy.

This student’s spoken language was on the whole clear and understandable.The student has:

  • generally correct pronunciation
  • generally acceptable audibility and fluency
  • generally correct word choice and accuracy.

Next steps for the student

  • Ensuring voice is audible when finishing topics and at the end of sentences.
  • Clearer pronunciation of low frequency words, for example, ancient.
  • Reduction in hesitations and the use of fillers, for example, umm. 

1.3 Varied and complex English language structures are used with few inaccuracies.

This student has used a range of language structures, including sentence structures, with reasonable accuracy. Next steps for the studentFurther improvements in the accurate use of language structures, such as singular and plural nouns, collocations and tense.

1.4 Vocabulary is appropriate to the academic context.Range: vocabulary must be at the level as indicated by A New Academic Word List.

This student has confidently used a range of topic specific and specialist vocabulary. Vocabulary was used appropriately.

1.5 A range of strategies is used to promote sustained engagement with the audience.Range: may include but are not limited to – non-verbal features such as pauses, changes in pitch and volume, and gestures for effect, initiating and responding to interaction, originality.

This student is developing in the use of verbal and non-verbal strategies to engage the audience. He was able to deliver his presentation without the use of notes. He initiated and answered questions appropriately.This is the area that this student needs to develop further skills in.Next stepsAssisting the student to develop greater confidence when presenting. He would also benefit from developing a more engaging and original opening and closing, and needs further opportunities to practise responding to questions fluently. The student also needs to connect with the audience throughout the presentation via a more animated delivery, including the use of gesture. Rhetorical questions need to be used more effectively, for example, by using pauses and changes in pitch and tone.

1.6 Visual aids are used to contribute to the effectiveness of the presentation. Range: visual aids may include but are not limited to – whiteboard, realia, text, diagram, overhead transparency, power point, video/audio clip, map, poster; visual aids must be – relevant, clear, integrated into the presentation.

This student has:

  • effectively used PowerPoint to complement the presentation
  • used images that were simple and clear with text that was large enough to read, with main points only included
  • integrated the PowerPoint into the presentation.

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Student C: YIM

Watch Yim's presentation

This student is not close to meeting the requirements of the standard. Further work is needed in formative activities and strategies to ensure that all ERs are met.Academic purpose: To explain aspects of the Tongariro Volcanic Environment.

1.1 Presentation addresses the academic purpose and displays a broad knowledge base, incorporating some theoretical concepts.Range: structure and content of presentation, coherence, relevance

The student has:

  • covered a wide range of information on the TVE
  • structured the presentation according to headings
  • covered content that is relevant to the topic and included some theory
  • used some cohesive devices.

Next steps for the student

  • Having a clearer research question that is addressed by the presentation.
  • Using a greater range of cohesive devices and using them appropriately (rather than ‘Next, climate’ or simply repeating the heading from the slide).
  • Finishing the presentation with a conclusion that summarises the main points made.

1.2 Spoken language is clear and easily understood.Range: word choice, pronunciation, fluency, audibility, accuracy.

The student has:

  • generally accurate word choice
  • pronounced words generally clearly and accurately
  • achieved fluency with few hesitations in most of the presentation.

Next steps for the studentA focus on voice projection. Voice is not audible when head is turned to change PowerPoint slides. Voice often tails off at the end of sentences.

1.3 Varied and complex English language structures are used with few inaccuracies.

The student has used a variety of sentence structures, including complex sentences.Next steps for the studentInclude attention to word order, agreement (The climate are…) consistent use of tense and ensuring words are not omitted from sentences, for example, In the central of the North Island. In one section, the student read from text that was in note form on the slide so verbs were omitted, for example, Tongariro built on a...Sentence beginnings need to be more varied instead of all beginning the same way, for example, Relief means… Climate means… Soil means...

1.4 Vocabulary is appropriate to the academic context.Range: vocabulary must be at the level as indicated by A New Academic Word List.

The student has:

  • used appropriate vocabulary for the topic, including academic and specialised vocabulary
  • pronounced specialised vocabulary correctly, including Māori place names.

Next steps for the studentUsing appropriate vocabulary throughout the presentation. Some language was too informal for an academic context, for example, you guys.

1.5 A range of strategies is used to promote sustained engagement with the audience.Range: may include but are not limited to – non-verbal features such as pauses, changes in pitch and volume, and gestures for effect, initiating and responding to interaction, originality.

The student has:

  • used eye contact effectively at times to gain audience involvement
  • used gesture appropriately at times e.g. when explaining about tectonic plates
  • initiated a question time and responded to questions appropriately.

Next steps for the student

  • Facing the audience throughout the presentation, for example, not in front of the slides and where there is easier access to the laptop.
  • Sustaining eye contact throughout the presentation.
  • Ensuring rhetorical questions are used to engage the audience.
  • Using pauses for effect, particularly after a key point is made or a  question is asked.
  • Changing pitch and volume to maintain the interest of the audience.
  • Using gestures to reinforce messages rather than distracting the audience.
  • Initiating and responding to questions more confidently.
  • Engaging the audience by using originality, particularly in an introduction and conclusion. 

1.6 Visual aids are used to contribute to the effectiveness of the presentation.Range: visual aids may include but are not limited to – whiteboard, realia, text, diagram, overhead transparency, power point, video/audio clip, map, poster; visual aids must be – relevant, clear, integrated into the presentation.

The student has:

  • used an interesting alternative to the usual PowerPoint slides
  • clearly presented information with a good use of colour and headings.

Next steps for the student 

  • Ensuring the PowerPoint only includes main points.
  • Integrating the PowerPoint into the presentation to emphasise key points, rather than reading from it.

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US22891 - Speaking section menu

Formative assessment: Unit Standard 22751

Unit Standard 22751, version 4: Read and process information in English for academic purposes

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