Back to Speaking and Listening
Task summary
The student was asked to research and present a persuasive argument responding to the question 'Are we too dependent on technology?'.
Duration: 2 minutes 32 seconds
Level 7 Sample 1 transcript (docx - 49.53kb)
Level 7 English, Speaking and Listening achievement standard (extract only)
This speaking sample provides evidence of student achievement for
… They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view … They make presentations … using language features to engage the audience.
For more information, please see:
Victorian Curriculum F–10: English – Level 7 – Speaking and Listening
This sample provides evidence of student achievement for parts of the Writing achievement standard, too:
… understand how the selection of a variety of language features can influence an audience … understand how to draw on personal knowledge … and other sources to express of challenge a point of view … create structured and coherent texts for a range of purposes and audiences.
For more information, please see:
Victorian Curriculum F–10: English – Level 7 – Writing
Video with annotations against achievement standard extracts for Speaking and Listening only
The student:
Selects voice appropriate to purpose
Uses second person to achieve personal connection ('You've probably heard someone tell you …'; 'Sports will make you fit and you can meet some new friends there')
Controls a range of language features to affect the audience, including hyperbole ('I am one of the people that have never ever needed a GPS in my life')
Uses a range of rhetorical devices to engage the audience ('Go outside for some time and rethink your possibilities'; 'How ironic'; 'Would you want to be stranded in the middle of nowhere?')
References and quotes authorities or statistics to add authority ('In 2018, it was said there were 1.78 billion digital buyers worldwide').
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 7
- Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, using interaction skills when sharing interpretations or presenting ideas and information (VCELY395)
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning (VCELY396)
Level 8
- Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives (VCELY426)
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects (VCELY427)
Remember to attend to the Writing learning needs of the student. For example, focus on the following skills and knowledge:
- Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns ( VCELA383)
- Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas to a specific audience ( VCELY387)
- Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact ( VCELY388)
Use a range of software, including word processing programs, to create, edit and publish written and multimodal texts ( VCELY390)