Author: Jenni Bedford, Breda Matthews
Last updated: February 2020
What are my students’ current strengths and learning needs?
Use previous listening assessments (e.g. previous formative and summative assessments) alongside The English Language Learning Progressions (ELLP) listening matrix to establish the level at which students are working and their current strengths and needs. In order to be successful at Level 2 ESOL listening unit standards, students need to be working at ELLP stage 2 (oral language) and be familiar with language structures described in the English Language Intensive Programme (ELIP) stage 2 (oral language).
Learning area: English (ESOL)
Focus: Oral language - listening.
ELLP: Students will have completed stage 1 and be working at stage 2.
ELIP: The language features focused on relate most closely to stage 2.
Students not yet working at this level could be assessed using ESOL unit standard 27990: Participate in basic spoken instructional interactions (expired). Links could also be made to the science, environmental education and social studies learning areas.
Key competencies: all five, with particular emphasis on:
This is a formative unit that prepares students for ESOL unit standard 28022: Demonstrate understanding of simple spoken information on familiar topics (expired).
Skills in this unit will also be of benefit to students participating in conversations for ESOL unit standard 27991: Participate in simple spoken exchanges on personal and familiar topics (expired). In addition the learning in the unit will support students working towards the following ESOL unit standard 27999: Write simple texts on familiar topics, and 27983: Read and understand simple texts on familiar topics (expired).
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 your students’ needs.
To demonstrate ability to understand oral texts at this level, students should complete the US15007 Formative assessment (Word 371KB) task after the learning tasks.
Students’ responses in the formative assessment can be used to identify where further teaching and learning is required and to provide specific feedback. After the formative assessment it is important to encourage students to respond to feedback identifying areas they need more help with.
To provide an opportunity for students to transfer their learning to written and oral language, students could read and write an information report on glaciers and other, similar topics.
Having identified evidence of students’ learning progress, reflect on how effective the 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.
