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English Listening and Speaking

These four purposes provide a framework for describing the oral com- munication needs of adult ESOL learners. First, adult ESOL learners need access to information and resources. For example, the needs of newly arrived immigrants and refugees include obtaining housing, medical care, and sustenance. They must also develop the speaking skills to fi nd work and subsequently to carry out the responsibilities of their employment. All of these access-oriented needs require spoken English. Numerous social needs for spoken English are related to the EFF cat- egories of voice and action. These include adult ESOL learners being able to communicate with their employers. | Northern Territory Government English Listening and Speaking NT Curriculum Framework English Listening and Speaking Outcome Key Growth Point 1 Learners use intentional communication strategies to interact with people objects and activities. Learners demonstrating solid evidence of L S KGP 1 actively seek and anticipate interactions with familiar people activities objects and environments use repetition of gestures actions and vocalisations to meet needs and wants use a limited repertoire of gestures actions and vocalisation strategies to protest request and seek attention follow one word gesture or actions from a communication partner KGP 2 Learners use listening and speaking behaviours associated with common social situations relying on personal experience. They use simple and often repetitive language patterns to achieve their needs and wants. Indicators Key Growth Point 1 has three distinct developmental stages organised into six levels. The Key Growth Points Continuum on page five describes the earlier stages of this development whilst the indicators below provide the curriculum scope for planning and assessing learning within Key Growth Point 1. Level 5 Anticipate seek attention using gesture or vocalisation eg hold the object point to it or give it on request use own or imitate vocalisations or actions of familiar peers and adults respond to their name familiar voices and language patterns in familiar environments eg pause actions or vocalisations when they hear their name or a one word instruction respond to greetings and greet people using consistent strategies eg hand movement turning head or body sustained eye gaze respond to simple closed questions with a consistent yes no response use a range of sensory cues to respond to a variety of auditory stimuli sounds songs or rhythms through vocalisations actions and gestures eg locate and track an object as it makes a sound smile or clap during a favourite song or rhyme request events objects activities or .