(Docente Mª Dolores)  Contextualización Profesional

person

– Listens and responds to direct questions by reciting personal details such as name, address, age, country of origin, date of birth and date of arrival – Asks questions and responds to brief, factual information to fulfil personal

needs, e.g. establishes the price of a cup of coffee to make a purchase – Elicits and responds to information in order to undertake simple oral

negotiations, e.g. uses public transport by locating a destination on a public transport map, asking for a ticket and tendering the fare

– Listens to short text of immediate interest and identifies key information, e.g. television weather report

– Introduces self and exchanges greetings appropriately in an institutional setting, e.g. at a Medicare office or a reception area at a hospital

– Listens to suggestions and participates in a negotiated group activity, e.g. comes to agreement about a meeting place for a celebration or family picnic

Workplace and employment – Tells a supervisor about a problem/hazard/defect

– Listens to short announcements and identifies key information such as own name or department

– Expresses a personal opinion or preference in a discussion with co-workers, e.g. preferred roster days

– Asks questions and follows specific information/instructions in an immediate environment in order to complete a highly familiar procedure, e.g. stop machine when a red light goes on

– Describes a routine task, using workplace specific vocabulary as appropriate, supported by body language, e.g. explains how to turn on a familiar piece of machinery or operate a piece of technology, such as the drink machine, to a new worker or club member

– Listens to and responds to short, clearly worded requests, e.g. attends a meeting area, takes an early lunch break or indicates availability for weekend work – Gives basic facts about own personal background in a survey at work

Education and training – Makes and responds to simple enquiries relevant to personal needs, e.g. asks about a training program advertised on a notice board or asks for directions to a training room

– Exchanges highly familiar information, e.g. introduces self to class and listens to the introductions of others, responding appropriately

– Exchanges information in order to complete a group task, e.g. indicates a need for, or availability of, a particular technology or support

– Listens to suggestions and participates in a negotiated group activity, e.g. comes to an agreement about a meeting time and a place for a class excursion – Asks questions and follows specific information or an instruction, e.g. how to

key in ID information to access a computer program, or use equipment in a learning centre or library

– Gives short, straightforward instructions consisting of one or two steps, e.g. provides directions to the canteen, nearest emergency exit or office/reception/ student administration area

– Listens to and follows brief, simple instructions to complete learning activities, e.g. turn to the person next to you and say ‘good morning, how are you today?’

Oral Communication

Notes

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How the ACSF Works

Level 2

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ORAL COMMUNICATION LEVEL 2

2.07 Uses everyday language to provide information or maintain a conversation in familiar spoken contexts

SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY

May work with an expert/ mentor where support is available if requested

Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps

Processes include identifying, simple interpreting, simple sequencing

FOCUS AREA: PERFORMANCE FEATURES INCLUDE:

Range and context – Demonstrates language use appropriate to some different interactional purposes, e.g. gives an opinion or explanation, makes an enquiry or seeks clarification

Audience and purpose – Begins to provide key information relevant to an exchange

– Recognises that words and grammatical choices may vary to meet the requirements of the audience and purpose

Register – Begins to demonstrate a recognition of the differences between formal and informal registers

Cohesion and structure – Makes connections between own knowledge and experience, and ideas, events and information when speaking

– Uses simple questions and instructions in order to exchange or obtain goods or services, or gather and provide information

Grammar – Refines conversational skills by using common openings and closings

– Uses adjectives, pronouns and prepositions to describe people, places, things and events – Uses simple verb tenses in sentences with one or more clauses

Vocabulary – Extends key vocabulary to include personal details of self and family and relevant others, most aspects of everyday life, and other vocabulary of personal significance

Pronunciation and fluency – Produces mostly intelligible pronunciation, stress patterns and intonation. Some variations may require clarification

– Speaks slowly and pronounces key words deliberately

Non-verbal communication – Relies on facial expressions and gestures to clarify or confirm meaning

Oral Communication

ORAL COMMUNICATION LEVEL 2

2.08 Listens for relevant information in oral texts across familiar contexts

SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY

May work with an expert/ mentor where support is available if requested

Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps

Processes include identifying, simple interpreting, simple sequencing

FOCUS AREA: PERFORMANCE FEATURES INCLUDE:

Range and context – 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 – Begins to demonstrate a recognition of the differences between formal and informal registers

Structure and grammar – 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 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

Vocabulary – 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

– Recognises changes in stress and intonation

Non-verbal communication – Interprets facial expressions and gestures to refine or confirm meaning

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How the ACSF Works

Level 2

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DOMAINS OF COMMUNICATION ORAL COMMUNICATION LEVEL 2 - SAMPLE ACTIVITIES