FOCUS AREA LEVEL 1 LEVEL 2
Range and context – Understands exchanges that are short and
explicit
– Depends on prior knowledge of context and personal experience when listening
– Comprehends language used in a limited range of contexts
– Makes connections between own knowledge and experience and the purpose of oral texts
Audience and purpose – Identifies specific information in spoken
texts relating to items, people and/or activities in the immediate environment
– Begins to demonstrate a recognition of the differences between formal and informal registers
Structure and grammar – Comprehends basic structures and very
limited verb tenses
– Follows the use of adjectives, pronouns and prepositions to describe people, places, things and events
– Comprehends the use of simple verb tenses in sentences with one or more clauses
– Comprehends oral texts which have a predictable structure and familiar vocabulary
Comprehension – Comprehends simple questions
– Indicates a need for clarification or repetition
– Identifies requests for clarification or repetition
– Comprehends straightforward questions and instructions in order to exchange or obtain goods or services, and gather and provide information
– Responds to questions and takes turns to maintain simple conversations
– Begins to identify key information relevant to an exchange
– Asks questions to clarify meaning when listening
– Indicates the need for repetition
Oral Communication Grid
LEVEL 3 LEVEL 4 LEVEL 5
– Derives meaning from language used for a range of purposes, including exchanging or obtaining goods and services, gathering or providing information, establishing, maintaining and developing relationships, problem solving and exploring issues in everyday situations
– Identifies gist of oral texts with some unfamiliar elements, e.g. movies or presentations
– Uses knowledge of principal conventions of language to assist with constructing meaning from a range of oral text types, including conversations, discussions and negotiations
– Demonstrates command of language structures, registers, vocabulary and idiom required to participate in complex problematic oral exchanges as well as extended conversational exchanges
– Recognises the way structure and register may change according to the purpose of the oral text
– Interprets register pertaining to particular contexts
– Considers aspects of context, purpose and audience when comprehending oral texts
– Demonstrates sensitivity to register across a broad range of contexts
– Recognises introductory phrases which indicate that an opinion or a fact is being offered
– Comprehends dependent clauses introduced by words such as although,
when, if, while
– Identifies cues and conventions to establish, maintain and take turns in formal and casual conversations using turn-taking, rebuttals and interruptions as appropriate
– Follows the use of conventional grammatical forms, e.g. listening to instructions, explanations, questions or viewpoints
– Understands a range of tenses
– Understands oral texts which use complex syntactic structures
– Follows oral texts which use modal verbs and other modification devices, abstract nouns and some nominalisation
– Follows oral texts which include structurally complex sentences – Understands oral texts which use
sophisticated stylistic devices such as nominalisation
– Comprehends longer oral texts with limited complexity
– Listens for relevant information in order to make notes from oral texts on a range of everyday topics
– Relates pieces of information within an oral text, rather than treating them as separate units of information – Reflects on underlying meaning of
the communication and responds appropriately
– Listens in order to make notes from oral texts in chosen fields of knowledge
– Draws on a repertoire of active listening strategies to maintain understanding throughout oral texts
– Listens in order to make notes of key points from spoken texts across a range of contexts
>
How the ACSF Works
Appendix 1d
>
Performance Features Grids - Oral Communication Continued
Oral Communication Indicator 08: Listening
FOCUS AREA LEVEL 1 LEVEL 2
Vocabulary – Comprehends a small bank of individual
words and phrases, which may be formulaic, including those related to giving personal details, exchanging or obtaining information, goods and services, and those necessary to meet survival needs
– Recognises vocabulary related to personal details of self and family and relevant others, most aspects of everyday life, and other vocabulary of personal significance
Rhythm, stress and intonation – Requests repetition of utterances when
necessary
– Requires slow, clear speech
– Recognises changes in stress and intonation
Non-verbal communication – Relies on gestures and facial expressions to
make meaning
– Interprets facial expressions and gestures to refine or confirm meaning
Oral Communication Grid
LEVEL 3 LEVEL 4 LEVEL 5
– Comprehends both everyday vocabulary and vocabulary from more specific contexts
– Recognises some common idioms
– Understands vocabulary specific to a topic – Follows oral texts which include vocabulary
that creates shades of meaning
– Understands broad vocabulary, including idioms, colloquialisms and cultural references
– Understands appropriate specialised vocabulary in a variety of situations, e.g. explanations, descriptions, debates or exchanging or obtaining goods and services
– Can generally interpret stress patterns and intonation
– Follows speech at normal rate of utterance
– Responds to cues such as change of pace and particular words which indicate a new or important point is about to be made – Reflects on the effectiveness of the
interaction as it occurs requesting clarification, and/or variation in volume and pace as necessary
– Actively interprets mood and meaning conveyed through stress and intonation
– Provides non-verbal feedback in order to
show interest or attitude – Interprets gestures and other non-verbal features – Responds to topic shifts and points
of clarification, and gives non-verbal feedback
– Interprets subtle shifts in dialogue indicated by gestures and/or other non- verbal features
– Picks up on possible subtexts indicated by gestures and/or other non-verbal features