Te Kete Ipurangi: Communities; Schools; Search TKI

Search all of TKI

Oral language: Participate in a conversation (US17142)

Learning task 1: Activating prior knowledge

Dimension of practice	Learning task	What to notice
Knowledge of the learner encompasses knowing about the pathway of progress for each learner and about the patterns of progress for language learners in general at different points in their development. For English language learners this also refers to knowledge about their cultural and linguistic background, and about their knowledge and skills in their first language(s). The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of language learning as well as by the teacher’s expectations.	Finding out about learners’ prior knowledge Use the following learning tasks to find out what your students know about appropriate language patterns for conversations in a range of contexts.
	Teaching and learning purposes To activate prior knowledge on how to vary language according to context, relationship and subject (2.4) To build on known language patterns and encourage spontaneity in conversations (1.7 & 2.6) Ensuring learners know the content and language learning outcomes Share the learning outcomes with your students, for example I can: change the language I use in different situations take part in conversations even if I’m not sure what the person will be talking about	How can I build on the common strengths and learning needs of students?
Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of language learning.	Engaging learners with text Finding out learner’s prior knowledge 1. Teaching strategies - Clines The purpose of this LT1Cline (Word 46KB) activity is to focus learning on shades of meaning in language. The discussion that comes with this task is as important as the task itself. Teacher input: Discussion on why we use different kinds of language according to whom we are speaking. Ask for examples of this in other languages. In pairs students place the phrases on the cline is ascending order from casual to formal contexts. Pairs share what they have done with another pair followed by class feedback.	Who are the more confident students that I can pair with those who need extra help?
	Recycling the use of the same language in different ways. Variations for further practice: LT1Word cluster (Word 49KB) (B) Students are in small groups. Ensure that students who are less confident orally are with students who will help them. Students sort the phrases into groups according to formal or casual context and decide on a label for each group.	Can I extend more able students with another task?
	Ensure a balance between receptive and productive language 2: Strategies for New Arrivals - ‘Say It’ (C) The LT1Say it (Word 30KB) activity gives students opportunities for unrehearsed language as well as consolidating the use of appropriate language. Practise in small groups first so that students can rehearse and gain confidence. Then do the activity as a class. Choose one student to begin the ‘Say It!’ in each group. Allocate grid coordinates to that student. The first student answers the question or responds to the statement and then chooses someone from the group to go next and allocates a new set of coordinates to that student.	Are there students I need to pair up in the ‘class part’ of this activity so that they can support each other?
	Help students achieve the same explicit learning outcomes using differentiated levels of support Variations for further support Provide answers for students who need more support to match to the grid. Providing opportunities for reflection and evaluation Reflection: ‘Learning log’ End the lesson by referring back to the learning outcomes. Put the following starters on the board. Each student chooses two sentence starters to respond to. Starters: A new phrase I have learnt today is…. One thing I want to improve in my speaking is…. I think I have improved in….. Tonight I can practise…	Which areas do students need more practice in? How can I encourage students to move on from learnt language patterns?

TKI - Te Kete Ipurangi

New Zealand Government

© Crown copyright.