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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Teaching and learning sequence

Oral language: Participate in a conversation

Author: Jenni Bedford, Breda Matthews

Last updated: February 2020

What do my students need to learn?

What are my students’ current strengths and learning needs?

Use previous speaking assessments (e.g. interviews, informal observations, previous ESOL unit standard assessments) alongside The English Language Learning Progressions (ELLP) oral language matrix (output) to establish the level at which students are working.

In order to achieve level 3 ESOL speaking unit standards, students need to be working at ELLP Stage 3 (oral language) and to be familiar with the language structures described in ELIP stage 3 (oral interaction).

Curriculum links

Learning area: English (ESOL)

Focus: Oral language.

ELLP: Students will have completed stage 2 and be working at stage 3.

ELIP: The language features focused on relate most closely to stage 3 (oral interaction) Can listen and respond to a discussion.

Students not yet working at this level could be assessed using ESOL unit standard 27991: Participate in simple spoken exchanges on personal and familiar topics (expired).

Key competencies: All five, with particular emphasis on:

  • Relating to others: to interact effectively by listening actively, recognising different points of view, negotiating and sharing ideas.
  • Managing self: to work independently to meet agreed goals

Assessment links

What do I need to know and do?

Select from, adapt, and supplement the teaching and learning tasks below to meet your students’ identified learning needs. You could use the learning needs questions to help you adapt the sequence to these needs.

What is the impact of the teaching and learning?

After the learning tasks students should complete the US17142 formative assessment (Word 185KB) .

After this formative assessment, students can use the checklist to self-assess and identify areas they need more help in.

Teachers can use students’ responses in the formative assessment task to identify where further teaching and learning is required.

Having identified evidence of students’ learning progress, reflect on how effective chosen teaching approaches and strategies have been. Plan to build on what worked well and to address any less effective areas.

When students are ready, they may be summatively assessed for achievement against the standard.