Task 1
You want to invite a classmate you know well and a new student to a lunchtime drawing club. Write one invitation for each. Keep the same activity and time, and explain what information the new student may need.
AC9E4LA01 • Year 4 English • Homework
Language for Formal and Informal Relationships
Complete eight original speaking and writing tasks. An adult checks the actual work; suitable alternative answers are welcome.
Open practiceEight language tasks
Use the space below or separate paper. Spoken tasks can use writing or your usual communication support. No recording, outside contact or cultural role-play is required.
Task 2
Your group’s planning note says, “We want three signs. One goes at the gate and two go near the hall.” Turn it into a short report for families who did not hear the discussion. Explain one change you made.
Task 3
A younger student knows how to fold an origami box. A visiting adult is new to paper folding. Write two questions you could ask the student to learn the method. Explain why their experience matters.
Task 4
A class garden notice says, “Only strong students can help.” Rewrite it to offer at least three useful jobs for people with different strengths or support needs. Explain how classmates can choose.
Task 5
Write a four-line conversation about choosing a class story. One speaker prefers an adventure and the other prefers a funny story. Show both views, a respectful disagreement and a possible shared next step.
Task 6
An invited visitor has asked to be called Professor Ali. With an adult or partner, rehearse a greeting, a clear question about their work and a thanks. Write the three parts afterwards, or use your usual communication support throughout.
Task 7
Prepare a class checklist for a First Nations Elder’s visit. Include preferred address/greeting, who the teacher should consult, and separate permission checks for recording and sharing. Add one sentence explaining why a greeting account from another community is not a universal rule.
Task 8
Compare these messages to an unfamiliar club organiser: A: “Hey, can you send the thing?” B: “Could you please send the chess club timetable?” Explain two useful changes. Then write a friendly version for a close friend who already knows the club.
Examples and adult review guidance
Task 1
Example or expected evidence: A familiar classmate might hear, “Want to come to drawing club at lunch?” A new student might hear, “Would you like to join our drawing club at lunch in Room 4? I can show you where it is.” The room is an invented example for your own invitation.
Adult check: Check two welcoming messages, the same drawing-club activity and lunchtime, and useful extra context for the new student. Accept a different invented meeting place if clearly part of the student’s own invitation.
Task 2
Example or expected evidence: “Our group plans to place three signs around the school. One will be at the gate and two near the hall.” Naming the group and locations helps new listeners follow the plan.
Adult check: Require three signs in total, the one-plus-two distribution and unchanged locations. Check an audience-based explanation; do not reward extra words that change the information.
Task 3
Example or expected evidence: “Could you show me the first fold?” and “How do I keep the corners together?” The student has relevant paper-folding experience even though they are younger.
Adult check: Require two respectful, different method questions and an explanation based on expertise rather than age alone. No actual box or sharp tools are required.
Task 4
Example or expected evidence: “Everyone can help by planning plant labels, checking the watering list or moving light materials with an adult. Tell us which job you would like and what support would help.”
Adult check: Require three meaningful contributions and a choice/support invitation. Do not assign jobs solely from gender, disability or assumed ability. Real gardening should follow adult safety guidance.
Task 5
Example or expected evidence: A: “I would like an adventure story because I enjoy exciting journeys.” B: “I prefer a funny story because I like to laugh.” A: “I see it differently, but could we read a short sample of each?” B: “Yes, then we can compare them or look for a funny adventure.”
Adult check: Check four dialogue lines, both different preferences, a respectful disagreement and a shared next step that gives both people a voice. Accept many suitable dialogues; agreeing with the louder speaker is not required.
Task 6
Example or expected evidence: “Hello, Professor Ali.” “Could you tell us what you enjoy finding out in your work?” “Thank you for explaining that.”
Adult check: Observe or read the three actual parts. Check the invited form of address, a relevant understandable question and thanks. Do not grade accent, constant eye contact or confidence as measures of respect.
Task 7
Example or expected evidence: The teacher consults the visitor and appropriate local guidance, checks preferred address and greetings, asks whether recording is allowed and separately asks what may be shared. A named community’s account describes its own context; conventions can differ.
Adult check: Require all four checklist areas and the limit on generalising. Do not invent a greeting, claim a consultation happened or assume Aunty/Uncle titles. No child needs to contact an external person for this task.
Task 8
Example or expected evidence: B names the timetable instead of “the thing” and uses a courteous request suited to an unfamiliar organiser. A friendly version could be, “Could you send me the chess timetable, please?”
Adult check: Require the precision and relationship changes plus a suitable friendly request that retains the timetable meaning. Accept contractions or no contractions; word count alone does not decide suitability.