SubStrand: Presentation of Knowledge and Ideas
3.S.PK103
Differentiate between contexts that call for formal or informal English and use
appropriate forms
Overview:
This outcome is about adjusting language to suit an audience.
Students will have achieved this they begin to:
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Determine the oral language required in different situations
Identify that there are two kinds of language – formal and informal
Compare and contrast formal and informal uses of English.
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts,
including appropriate use of formal and informal terms of address in different contexts
Self-correct most errors of syntax
These are examples of classroom activities which help students learn:
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Brainstorm when and what formal and informal language is and used. Record on anchor charts
Ensure that students encounter a range of purposes, audiences and situations that challenge them to
use language in different ways eg a debate, a book club discussion, persuading teachers at a staff
meeting to allow fund raising or reporting on global warming effects in PNG to class mates.
Decide on someone to interview (e.g. a visitor or VIP) children devise, share and evaluate the best
interview questions. Get the children to explain the best types of questions e.g. open questions get a
greater response than closed questions. Alternatively give a scenario to set the frame for the questions
e.g. Why do you think Goldilocks went into the three bears house?
Teacher Notes:
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Formal language is used in situations that are serious/important or that involve people we don’t know
well. Formal language doesn't mean that you have to use boring or complicated words you can still
speak imaginatively to keep the audience interested. We don’t use slang or and sentences are usually
more complex. Contractions are not used, first person pronouns are avoided eg I planned outcomes…….
would become Outcomes were planned….; and words are less casual eg show would become
demonstrate, free would become release.
Informal language is used in situations that are more relaxed and involve people we know well.
Informal language is the type of language you would use to communicate with family or class mate.
The tone used in formal language is a lot more less relaxed and friendly and not personal.
It is important teachers provide models of correct English whether modelled personally, in their writing
or in other texts.
Assessment:
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Speaking and Listening underpins the whole curriculum so it is necessary to monitor children’s progress
on an on-going basis as they talk and listen in spontaneous one-to-one and group interactions as well as
more formal pre-planned situations. Assess how children apply their skills in a range of contexts across
the curriculum and outside of the school day.
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Students’ presentations must achieve their goal eg to impart information or persuade. Therefore how
effective the student has been achieving this goal must be assessed not just whether the presenter
spoke formal English or not.
Construct success criteria with students so they are clear what achievement of the goals looks like.
Assess how children apply these skills in a range of situations across curriculum areas.
When observing children, anecdotal notes, rubrics and checklists are appropriate.
Taping and videoing equipment are handy tools to use for self, peer or teacher assessment.
Give ongoing feedback to ensure students make necessary improvement towards achievement of
outcomes. Feedback can take the form of anecdotal notes from observations, rubrics, checklists, or
conferences.
As a result of the assessments made, plan the next steps in the child’s learning
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