Year 7 English · AC9E7LY02

Use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts

Students learn to use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts. They identify precise…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts. They identify precise evidence and explain or evaluate how a language, structural, literary or multimodal choice shapes meaning, representation, audience response or purpose. Key concepts include audience, purpose, context, language, vocabulary, sentence.

Learning target: use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts

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

AC9E7LY02 - Use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts
Example 1

Step 1: Explicit Teaching & Modelling Define the outcome-specific metalanguage (audience, purpose, context) and model how to identify the feature, select evidence and explain or use it.

Example 2

Step 2: Guided Analysis Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?

Example 3

Step 3: Collaborative / Independent Practice Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.

Example 4

Step 4: Formative Assessment Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting 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: participating in pair, group, class, school and/or community speaking and listening situations, including informal conversations, discussions, debates and presentations
  • E2: using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and for an appropriate length, clarifying and rephrasing comments of others
  • E3: identifying key evidence supporting an argument in a discussion between 2 speakers
  • E4: choosing vocabulary and sentence structures for purposes and audiences, adapting language choices to meet the perceived audience needs
  • E5: ensuring that ways of communicating for particular audiences are acknowledged
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 when discussing and presenting ideas and information including evaluations of the features of spoken texts. They identify precise evidence and explain or evaluate how a language, structural, literary or multimodal choice shapes meaning, representation, audience response or purpose. Key concepts include audience, purpose, context, language, vocabulary, sentence.

Learning target: use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts

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