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Level 10 Sample 1 Speaking and listening

Back to Speaking and Listening

Task summary

The student was asked to prepare and deliver a presentation about an issue of their choice. The student chose to speak about the gender pay gap.

Duration: 4 minutes 24 seconds

Level 10 Sample 1 transcript (docx - 52.94kb)

Level 10 English, Speaking and Listening achievement standard (extract only)

This speaking sample provides evidence of student achievement for:

… explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features … create a wide range of texts to articulate complex ideas … make presentations … justifying opinions and developing and expanding arguments.

For more information, please see: Victorian Curriculum F–10: English – Level 10 – Speaking and Listening

Video with annotations against achievement standard extracts for Speaking and Listening only

Persuasive argument

Duration: 4 minutes 24 seconds

Level 10 Sample 1 transcript (docx - 52.94kb)

The student:

Justifies a personal stance, after analysis of arguments on a particular issue, using evidence and elaboration

Uses language strategically to subtly align others to own point of view ('Let's close the gap and let's do it now', 'What is happening to your mothers, to your sisters …?').

Uses a range of language features to persuade the listener, including varying modality ('must', 'should'), and using rhetorical questions ('What kind of values are we handing down to the younger generation and future leaders …?), hyperbole ('This kind of gender inequality takes us all the way back to the 1950s') and metaphor ('blue eyes', 'overweight')

Outlines complex abstractions ('The gender pay gap is influenced by a number of factors …')

Shifts line of argument (the student outlines the issue and then calls for action)

References and quotes statistics to add authority ('Women earn on average $239.80 per week less than men')

Uses affirmative language to encourage change ('we can end the gap for good', 'A change must be made and that change starts with you').

Planning the next stage of student learning

When planning the next stage of the teaching and learning program to progress this student's learning, focus on the following skills and knowledge:

Level 10

  • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people(VCELA483)
  • Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point of view on a subject (VCELY485)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences (VCELY486)

 

VCE English, Unit 1

  • the conventions of oral presentations including intonation, stress, rhythm, pitch, timing, volume, gesture and eye contact (Area of Study 1; Area of Study 2)
  • apply the conventions of oral presentation in the delivery of spoken texts (Area of Study 1; Area of Study 2)
  • the features of written, spoken and multimodal texts used by authors to position audiences, such as appeals, repetition, and vocabulary choice (Area of Study 2)