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NAME:______TEACHER:BATES ROSSITER WILLIAMS FRANKLIN
ASSESSMENT TASK: GENRE: (SPOKEN)
PURPOSE: To inform
AUDIENCE: As an Australian teenager to peers
CONDITIONS: 3 MINUTES
4WEEKS PREPARATION, OPEN ACCESS TO RESOURCES TEACHER TO CONFERENCE ONE DRAFT ONLY
DATE SET: Wk1 T3 DRAFT DATE: Wk 4 DATE DUE: Wk 5
CONTEXT: As a senior student you will be exploring the possibility of obtaining your driver’s licence and purchasing your first vehicle. There are a number of essential facts and procedures you will need to take into account if this is to be a successful venture! This will entail research on your part and you will need to make sure your source of information is reliable.
TASK:
Write and deliver an informative speech aimed at informing young Australians about investing in their first vehicle. You will need to include vital information and details regarding at least4 of the followingset points:
● budget and finance● warranty
● suitability● road assist (RACQ)
● insurance●licence requirements
● safety check ● advantages/disadvantages of buying new /used
● ownership● other
Your speech should utilise Power Point visuals and sub-headings so it is easy to access and appeals to young Australians. Make your information practical and reliable so your class mates can actually use this information to guide them.
COMMENTS:
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PLEASE COMPLETE WORKSHEETS: ______
TEACHER SIGNATURE OVERALL GRADE
YEAR 11 ENGLISH COMMUNICATION SEMESTER 2 2015INFORMATION SPEECH-DREAM CAR
CRITERIA / A / B / C / D / EKNOWLEDGE OF CONTEXTUAL FEATURES / The student has consistently demonstrated knowledge of how texts are interpreted and constructed by:
- Consistently demonstrates effective use of speech patterns and conventions to inform an audience.
- Consistently chooses relevant, accurate subject matter that is thoroughly synthesised
- Consistently Reliable and authentic sources
- Consistent use of role-relationship as teen to young Australians
- Generally using appropriate speech patterns and conventions to inform an audience.
- Generally including sufficient subject matter that is mainly accurate and synthesised
- Generally demonstrating appropriate use of role-relationship as teen to young Australians
- In the main using speech patterns and conventions used to inform an audience
- Generally includes relevant, subject matter
- In the main uses appropriate role-relationship as teen to young Australians in the main
- Unevenly demonstrated use of some speech patterns and conventions to inform an audience.
- Unevenly includes some relevant subject matter
- Unevenly demonstrates a use of role-relationship as teen to young Australians
- Occasionally uses some speech patterns and conventions to inform an audience.
- Occasionally includes some relevant subject matter
- Occasionally demonstrates a use of role-relationship as teen to young Australians at times
KNOWLEDGE OF TEXTUAL FEATURES / The student has consistently demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- Consistently demonstrated logical sequencing and selection of subject matter including all set points
- Consistently uses a range of appropriate vocabulary
- Consistently demonstrated control over a variety of sentence and phrase structures
- Consistently demonstrated control of visual aspects such as sub-headings, font, pictures and white space in order to enhance speech presentation
- Consistently controlling spoken and non-verbal features that contribute to meaning including:
- pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis / The student has generally demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- Generally demonstrated sequencing and selection of subject matter including most set points
- Generally used a range of appropriate vocabulary
- Generally demonstrated control over a variety of sentence and phrase structures
- Generally demonstrated accurate spelling, punctuation, grammar and paragraphing
- Generally demonstrated control of visual aspects such as sub-headings, font, pictures and white space in order to enhance speech presentation
- Generally controlling spoken and non-verbal features that contribute to meaning including :
- pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis / The student has in the main demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- In the main demonstrated sequencing and selection of main subject matter
- In the main Appropriate vocabulary
- In the main demonstrated control over main sentence and phrase structures with some lapses
- In the main demonstrated accurate basic spelling, punctuation, grammar and paragraphing with some lapses
- In the main demonstrated control of main visual aspects that contribute to the effectiveness of the speech presentation
- In the main controlling spoken and non-verbal features that contribute to meaning including:
- pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis / The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- Unevenly sequencing and selection of main subject matter
- Unevenly using basic vocabulary
- Unevenly controlled sentence and phrase structures
- Unevenly uses some basic spelling, punctuation, grammar and paragraphing but with some lapses
- Unevenly controls some visual aspects that contribute to the effectiveness of the speech presentation
- Unevenly controlling spoken and non- verbal features that contribute to meaning including :
-pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis, / The student has occasionallydemonstrated knowledge of the appropriateness of textual features for purposes and audiences by:
- Occasionally sequencing and selection of some subject matter
- Occasionally uses a range of narrow vocabulary
- Occasionally demonstrates an uneven control over narrow range of sentence and phrase structures
- Occasionally demonstrates infrequent use of conventional spelling, punctuation, grammar and paragraphing hampers meaning
- Occasionally demonstrates a narrow range of visual aspects of the speech lead to ineffective communication
- Occasionally controlling spoken and non- verbal features that contribute to meaning including :
- pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis,
KNOWLEDGE AND UNDERSTANDING OF TEXTS / The student has consistently demonstrated knowledge of how texts are interpreted and constructed by:
- Consistently explained or purposefully shaped representations of people, places, events and concepts in an informative speech
- Consistently explained or effectively used cultural assumptions, attitudes, values and beliefs to inform
- Consistently made language choices to invite readers to take up positions in relation to making responsiblewell informed decisions
- Generally described or shaped representations of people, places, events and concepts in an informative speech
- Generally described or used cultural assumptions, attitudes, values and beliefs to inform
- Generally made language choices that generally invite readers to make well informed decisions
- In the main identified or sometimes shaped representations of people, places, events and concepts in an informative speech
- In the main identified or sometimes using cultural assumptions, attitudes, values and beliefs to inform
- In the main made language choices that sometimes invite readers to make informed decisions
- Unevenly only sometimes identifying or shaping representations of people, places, events and concepts in an informative speech
- Unevenly sometimes identifying or using attitudes and beliefs to inform
- Unevenly recognising that texts influence readers
- Occasionally recognising or shaping representations of people, places, events and concepts in informative speech
- Occasionally identifying some attitudes and beliefs