Year 2 English · AC9E2LA01

Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

People change their language depending on who they are speaking with, what is happening and the role each person has. Respectful language can still sound friendly…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

People change their language depending on who they are speaking with, what is happening and the role each person has. Respectful language can still sound friendly, formal, helpful or firm.

Learning target: investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

Big idea: Choose words and tone to suit the context and the roles people take

Learning routine: Notice context → Identify roles → Choose words → Check tone

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Compare the same request in different contexts

Friend: Can I have a turn?Teacher: Could you please explain that again?Team leader: Please line up behind the cone.Visitor: Welcome to our classroom.

The purpose may be similar, but the wording and tone change with the audience and role.

Choose language that fits the role

askinginvitinggiving instructionsdisagreeing politely

Think about the relationship, the purpose and how the listener may feel.

Sort and notice

Sort short speech cards into language for a friend, teacher, visitor or team member.

Guided practice

  1. Sort and notice — Sort short speech cards into language for a friend, teacher, visitor or team member.
  2. Build or improve — Rewrite one blunt sentence so it suits two different audiences.
  3. Explain your choice — Use the words context, role, tone to explain what you changed and why.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LA01 - Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
Example 1

Friend: Can I have a turn? Teacher: Could you please explain that again? Team leader: Please line up behind the cone. Visitor: Welcome to our classroom.

Example 2

asking inviting giving instructions disagreeing politely

Example 3

Compare the same request in different contexts Friend: Can I have a turn? Teacher: Could you please explain that again? Team leader: Please line up behind the cone. Visitor: Welcome to our classroom. The purpose may be similar, but the wording and tone change with the audience and role.

Example 4

Choose language that fits the role asking inviting giving instructions disagreeing politely Think about the relationship, the purpose and how the listener may feel.

Curriculum examplesCurriculum examples

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: exploring culturally specific greetings and expressions of politeness
  • E2: exploring First Nations Australian cultural protocols in Welcome to Country and Acknowledgement of Country, and the greeting words used by local First Nations Australians (teaching context)
  • E3: exploring how familiarity with a group or individual influences language choices
Questions and answersWith answers

Revision Notes

  • Remember: Choose words and tone to suit the context and the roles people take
  • Use the routine: Notice context → Identify roles → Choose words → Check tone
  • 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.
Practice and reviewReady for practice

3. Common Student Misconceptions

  • Using the same wording everywhere: Change the wording when the audience, purpose or role changes.
  • Polite means overly formal: Respectful language can be natural and age-appropriate.
  • Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

  • How might you ask a friend for help?
  • How might you ask a visitor the same thing?
  • What is a role in an interaction?
  • Why does tone matter?

Mastery evidence

  • Identify context
  • Identify speaker roles
  • Choose suitable wording
  • Use respectful tone
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

People change their language depending on who they are speaking with, what is happening and the role each person has. Respectful language can still sound friendly, formal, helpful or firm.

Learning target: investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

Big idea: Choose words and tone to suit the context and the roles people take

Learning routine: Notice context → Identify roles → Choose words → Check tone

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