Year 3 English · AC9E3LY02

Use interaction skills to contribute to conversations and discussions to share information and ideas

Students learn to use interaction skills to contribute to conversations and discussions to share information and ideas. They identify the relevant language or text…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to use interaction skills to contribute to conversations and discussions to share information and ideas. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include language, speaking, listening.

Learning target: use interaction skills to contribute to conversations and discussions to share information and ideas

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Same request, different relationship

Compare “Pass me the pencil, please” to a classmate with “Could I please borrow a pencil?” to a less familiar adult. Identify the words and tone that change with the relationship.

Role changes language

A student speaking as a game captain may give clear directions to teammates, but the same student asking a teacher for help uses a different level of directness and formality.

Evidence before judgement

Instead of saying one version is “better”, name the audience and context, quote the language choice and explain why it fits that relationship.

Transfer

Give students a simple message and a new audience. They rewrite only the language that must change, then explain one choice.

Clean visual examplesOne-page board

Clean one-page examples

AC9E3LY02 - Use interaction skills to contribute to conversations and discussions to share information and ideas
Example 1

Same request, different relationship Compare “Pass me the pencil, please” to a classmate with “Could I please borrow a pencil?” to a less familiar adult. Identify the words and tone that change with the relationship.

Example 2

Role changes language A student speaking as a game captain may give clear directions to teammates, but the same student asking a teacher for help uses a different level of directness and formality.

Example 3

Evidence before judgement Instead of saying one version is “better”, name the audience and context, quote the language choice and explain why it fits that relationship.

Example 4

Transfer Give students a simple message and a new audience. They rewrite only the language that must change, then explain one choice.

Curriculum examplesCopied content

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: building on and connecting ideas and opinions expressed by others
  • E2: listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
  • E3: learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter
  • E4: using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends
Questions and answersWith answers

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Practice and reviewReady for practice

3. Common Student Misconceptions

  • Feature spotting: Explain how the exact feature shapes meaning, communication or response.
  • Retelling: Select precise evidence and analyse it rather than repeating content.
  • Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
  • Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Students learn to use interaction skills to contribute to conversations and discussions to share information and ideas. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include language, speaking, listening.

Learning target: use interaction skills to contribute to conversations and discussions to share information and ideas

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