Learning intention
- create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
Foundation English · AC9EFLY07
Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
sharing a personal experience, interest or discovery with peers in a semi-formal situation
Ready to project and teach
Learning goalsSay it simply
Clean visual examplesOne-page board
Clean one-page examples
AC9EFLY07 - AC9EFLY07: Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
Example 1
sharing a personal experience, interest or discovery with peers in a semi-formal situation
Example 2
sharing personal responses to ideas and events experienced through texts
Example 3
using visual prompts to practise staying on topic or to sequence ideas
Example 4
Short spoken report: Topic: My seed grew Detail 1: It has leaves Voice: clear classroom volume
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: sharing a personal experience, interest or discovery with peers in a semi-formal situation
- E2: sharing personal responses to ideas and events experienced through texts
- E3: using visual prompts to practise staying on topic or to sequence ideas
Elaboration expansion and examples 2
- Short spoken report: Topic: My seed grew Detail 1: It has leaves Voice: clear classroom volume
- Use the skill in reading, speaking or writing: Say an idea or event clearly to others. Topic: My seed grew Detail 1: It has leaves Voice: clear classroom volume
- Teacher model: Read or say the first card. Ask: what does this show?
Teach, ask and checkTopic-aligned
AC9EFLY07 · short spoken texts
Learning focus: I can give a short spoken report about an idea or event using a voice my listeners can hear.
Model it: Worked example: use visual prompts to stay on topic Worked-model method: plan one topic, order details and speak clearly. 1. Place three picture cards in order: empty garden bed, planted seed, small shoot. 2. Point to each card while saying one connected sentence about what happened. 3. Finish with, ‘That is how we planted our seed and saw it begin to grow.’ Model answer: The picture sequence helps the speaker remember the order without adding unrelated details.
Ask the learner: What is the main idea of short spoken texts?
Look for: The learner can I can give a short spoken report about an idea or event using a voice my listeners can hear in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Review hints and exit ticketReady for practice
Assessment-style questions and review hints 1
Questions
- What is the main idea of short spoken texts?
- Which example shows the skill?
Review hints
- Remember: Report ideas and events aloud
- Use the routine: Plan idea → Speak clearly → Use suitable volume → Listen
Assessment-style questions and review hints 2
Questions
- What is one common mix-up?
- How can you check your answer?
Review hints
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
Exit ticket
- Name the skill
- Use a model example
- Try independently
- Explain evidence
Curriculum alignmentStart here
Curriculum
- create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
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