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

Teaching and learning sequence

Oral language: Understand spoken information in a range of contexts, using ESOL

Author: Jenni Bedford, Breda Matthews

Last updated: February 2018

What do my students need to learn?

What are my students’ current strengths and learning needs?

Use previous listening 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 3 ESOL listening unit standards, students need to be working at ELLP stage 3 (see listening matrix) and familiar with language structures described in ELIP stage 3.

Curriculum links

Learning area: English (ESOL) 

Focus: Oral language (Listening)

Links could also be made to the science, environmental education, and social studies learning areas

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

ELIP: The text complexity corresponds to stage 3.

Students not yet working at this level could be assessed using less complex tasks on the same topic for ESOL unit standard 15007: Understand spoken information and instructions in a range of familiar contexts, level 2, version 4.

 Key competencies: All five with particular emphasis on:

  • Relating to others: to interact effectively by listening actively
  • Managing self: to establish personal goals and have strategies for meeting challenges

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?

To demonstrate ability to read texts at this level, students should complete the Formative activity 15009 (Word 70KB) for ESOL unit standard 15009: Understand spoken information in a range of contexts, level 3, version 4.

After this formative assessment students should use the self-evaluation to evaluate their learning and identify areas they need more help with. Teachers can use the students’ responses in the formative assessment and the students’ own evaluation to identify where further teaching and learning is required and to provide specific feedback.

To provide an opportunity for students to transfer their learning to written and oral language, students could read information reports on a marine animal or write an information report on similar topics.

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.