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Speech eng 6

Skapad 2020-11-16 09:01 i Sannarpsgymnasiet Halmstad
Gymnasieskola Engelska
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.

Innehåll

 

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 

Concrete and abstract subject areas related to students' education and societal and working life; current issues; thoughts, opinions, ideas, experiences and feelings; ethical and existential issues.

Themes, ideas, form and content in film and literature; authors and literary periods.

Living conditions, attitudes, values, traditions, social issues as well as cultural, historical, political and cultural conditions in different contexts and parts of the world where English is used.

Reception

Spoken language, also with different social and dialect features, and texts, including complex and formal texts, which relate, discuss, argue, report and provide descriptions, also via film and other media.

Coherent spoken language and conversations of different kinds, such as debates, lectures and interviews.

Strategies for source-critical approaches when listening to and reading communications from different sources and in different media.

Strategies to search for relevant information in larger amounts of text or longer sequences of spoken language and to understand perspectives and implied meaning.

How structure and context are built up and how attitudes, perspectives and style are expressed in spoken and written language in various genres.

How language, picture and sound are used to express influence in such areas as political debate and advertising.

Production and interaction

Oral and written production and interaction in different situations and for different purposes where students argue, report, apply, reason, summarise, comment on, assess and give reasons for their views. 

Strategies for contributing to and actively participating in argumentation, debates and discussions related to societal and working life.

Different ways of commenting on and taking notes when listening to and reading communications from different sources.

Processing of language and structure in their own and others' oral and written communications, and also in formal contexts. Adaptation to genre, situation and purpose.

 

KNOWLEDGE REQUIREMENTS (focus: speech)

KNOWLEDGE REQUIREMENTS

Grade E

Students can understand the main content and essential details, and with some certainty, also implied meaning, of English spoken at a relatively rapid pace, and in written English in various genres of an advanced nature. Students show their understanding by in basic terms giving an account of, discussing, commenting, and drawing conclusions 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 search for relevant information, structure it and assess the reliability of different sources.

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

In oral and written communications of various genres, students can express themselves in ways that are varied, clear and structured. Students can also express themselves with fluency and some adaptation to purpose, recipient and situation. Students work on and make well grounded improvements to their own communications.

In oral and written interaction in various, and more formal and complex contexts, students can express themselves clearly, relative freely and with fluency, and with 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.

 

Grade D

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Grade C

Students can understand the main content and essential details, and with some certainty, also implied meaning, of English spoken at a relatively rapid pace, and in written English in various genres of an advanced nature. Students show their understanding by in a well grounded way giving an account of, discussing, commenting and drawing conclusions on content and details, and also with satisfactory results act on the basis of the message and instructions in the content.

Students can choose and with some certainty use strategies to search for relevant information, structure it and assess the reliability of different sources.

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

In oral and written communications of various genres, students can express themselves in ways that are varied, balanced, clear and structured. Students can also express themselves with fluency and adaptation to purpose, recipient and situation. Students work on and make well grounded and balanced improvements to their own communications.

In oral and written interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with adaptation to purpose, recipient and situation. In addition, students can choose and use functional strategies to solve problems and improve their interaction.

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

 


Grade B

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Grade A

Students can understand both the whole and details, and also implied meaning of English spoken at a rapid pace, and written English in various genres of an advanced nature. Students show their understanding by in a well grounded and balanced way giving an account of, discussing, commenting and drawing conclusions on content and details, and with good results act on the basis of the message and instructions in the content.

Students can choose and with certainty use strategies to search for relevant information, structure it and assess the reliability of different sources.

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

In oral and written communications of various genres, students can express themselves with good precision, in ways that are varied, balanced, clear and well structured. Students can also express themselves with fluency and good adaptation to purpose, recipient and situation. Students work on and make well grounded and balanced improvements to their own communications.

In oral and written interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with flexible and effective adaptation to purpose, recipient and situation. In addition, students can choose and use well functioning strategies to solve problems and improve their interaction, and take it forward in a constructive way.

Students discuss in detail and in a balanced way some features in different contexts and parts of the world where English is used, and can also make well developed and balanced comparisons with their own experiences and knowledge.

 

Matriser

Eng
Oral presentation and interaction

Oral presentation

Top notch!
Good!
Adequate
Not yet
variation of content
...because I discuss several different points or aspects.
...because I discuss a few different points or aspects.
...to a limited extent because I discuss only one or no points or aspects.
variation of language
...because I use a large vocabulary with no repetitive language.
...because I use an adequate vocabulary with a few examples of repetitive language.
...to a limited extent because I use a limited vocabulary and/or several examples of repetitive language.
variation of sentence structure
...because I use a range of simple and complex sentence structures.
...because I use a few examples of repetitive sentence structures.
...to a limited extent because I use mainly repetitive sentence structures.
structure
...because it has clear linking and there is focus on one aspect at a time.
...because it has somewhat some linking and/or focus on one aspect at a time.
...because there is a trail of thought, although not quite structured.
...to an insufficient extent which makes it difficult to understand.

Oral interaction

Top notch!
Good!
Adequate
Not yet
clarity
...meaning my points were understood.
...to an insufficient extent, since my points were unclear.
fluency
…meaning without hesitation or being prompted, and is relatively free, meaning that it is only occasionally hindered by eg. insufficient vocabulary or grammatical insecurity.
...meaning without hesitation or being prompted.
...meaning mostly without hesitation and being prompted.
...to an insufficient extent with too much hesitation, errors or prompting.
adaptation
...to purpose, recipient and situation.
...to some extent, but not entirely adapted to the purpose, recipient or situation.
...to an insufficient extent, eg. inappropriate cursing or slang, clowning or not letting someone into the discussion.
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