Speech eng 5

Are you the next president of the United States of America? During the last weeks you have learnt, among other things, about rhetorics, rhetorical devices and vocabulary connected to U.S. politics. It´s time for you to make a speech of why YOU should be the next president.

 

Focus: Speech

Teaching in the subject of English should give students the opportunities to develop the following:

1) Understanding of spoken and written English, and also the ability to interpret content.

2) The ability to express oneself and communicate in English in speech and writing.

3) The ability to use different language strategies in different contexts.

4) The ability to adapt language to different purposes, recipients and situations.

5) The ability to discuss and reflect on living conditions, social issues and cultural features in different contexts and parts of the world where English is used.

Core content:

• Content of communication

•  Subject areas related to students' education, and societal and working life; current issues; events and processes; thoughts, opinions, ideas, experiences and feelings; relationships and ethical issues.  

•  Living conditions, attitudes, values and traditions, as well as social, political and cultural conditions in different contexts and parts of the world where English is used. The spread of English and its position in the world.

• Reception

•  Spoken language, also with different social and dialect features, and texts that instruct, relate, summarise, explain, discuss, report and argue, also via film and other media.

•  Coherent spoken language and conversations of different kinds, such as interviews.

•  Different ways of searching for, selecting and evaluating texts and spoken language.

•  How words and phrases in oral and written communications create structure and context by clarifying introduction, causal connection, time aspects, and conclusions.

• Production and interaction

•  Oral and written production and interaction of various kinds, also in more formal settings, where students instruct, narrate, summarise, explain, comment, assess, give reasons for their opinions, discuss and argue.

•  Strategies for contributing to and actively participating in discussions related to societal and working life.

•  Processing of their own and others' oral and written communications in order to vary, clarify and specify, as well as to create structure and adapt these to their purpose and situation. This covers the use of words and phrases that clarify causal connections and time aspects.

 

KNOWLEDGE REQUIREMENTS for grade E (focus: speech)

Grade E
Pupils can understand the main content and basic details of English spoken at a varying speed and in clearly expressed written English in various genres.

Students show their understanding by in basic terms giving an account of, discussing and commenting on content and details, and with acceptable results act on the basis of the message and instructions in the content.

Students can choose and with some certainty use strategies to assimilate and evaluate the content of spoken and written English.

Students choose texts and spoken language from different media and in a relevant way use the material selected in their own production and interaction.

In oral and written communications of various genres, students can express themselves in relatively varied ways, relatively clearly and relatively coherently.

Students can express themselves with some fluency and to some extent adapted to purpose, recipient and situation.

Students work on and make improvements to their own communications. In oral and written interaction in various, and more formal contexts, students can express themselves clearly and with some fluency and some adaptation to purpose, recipient and situation. In addition, students can choose and use essentially functional strategies which to some extent solve problems and improve their interaction.

Students discuss in basic terms some features in different contexts and parts of the world where English is used, and can also make simple comparisons with their own experiences and knowledge.