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Talking about texts
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There must be early exposure of pupils to a wide range of stories,
poems, dramatic texts including schools and other broadcasts.
Talking begins with simple responses in discussion. Readers will
include teacher, other adults, older pupils. Pupils will be given
enjoyment, familiarity with structures and styles of language,
chances to comment on characters, events, to repeat favourite
parts, predict, recall sequence. The teacher may at first offer
structures for responses: (eg 'The most exciting part was...')
and will also provide good models of reading and comment on texts.
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The range of forms and structures will extend through books, poetry
and other print, dramatic and mass media texts. Sensitive prompting
by the teacher will help pupils develop their responses, by comparing
their reactions to those of classmates. Pupil tastes and choice
will be developed by discussion and being encouraged to justify
preferences, and choices of texts to be heard or read.
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The teacher will encourage pupils to bring to their experience
of stories, poems and dramatic texts their awareness of self,
their own emotions and attitudes; and to make comparisons and
contrasts between their own experiences and those depicted in
the texts. Differentiated longer texts can be discussed by groups,
a class text between teacher and class.
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The teacher will broaden pupils' experience to involve texts of
greater maturity of ideas and linguistic demand. Discussions will
take account of the views and attitudes of those involved in the
texts, how relationships and conflicts are represented, and how
these are resolved within the text. Pupils will be encouraged
to set their understandings of texts against their own knowledge,
experiences, opinions. They may use drama to explore particular
situations.
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Development will continue in terms of maturity and variety of
texts, including plays in performance, films, etc. Appropriate-
ness
of theme is a main criterion for choice of text. Teachers will
make use of a variety of methods for making texts available to
the widest range of pupils (eg group reading; taped version; teacher
reading aloud; film, TV, radio adaptations). Pupils will be reminded
of the appropriate terminology to aid their responses.
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Audience awareness
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Classroom activities across the whole curriculum provide opportunities
for pupils to talk to peers, and to adults they know. The teacher
will encourage pupils to be aware of their listeners and to
speak clearly and audibly. This requires a relaxed and supportive
environment, in which pupils can acquire confidence. The models
of speech provided by the teacher in talking to pupils are crucial
in giving them awareness of what is valuable. Use of recordings
of the pupils' own talking can be made to help them evaluate
and improve their performance. It is essential that pupils are
not put under stress in their talking, and that situations are
designed by the teacher to motivate the pupils to contribute
willingly.
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Pupils' development will be continued by making clearer their
awareness of listeners' needs, and by encouraging their response
to these. Their audiences will now include pupils outwith their
own peer group (eg story-telling to younger pupils; giving reports
or presentations to other classes) or visitors to the school,
who may be interviewed. This will involve the teacher in helping
pupils to select questions appropriate to the purpose of the interview,
and to the visit.
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The teacher will continue to make explicit,
in talking with pupils and by demonstration, how aspects of delivery
can affect the success of talk (eg speaking too quickly, too hesitantly,
can reduce listeners' interest and understanding). Pupils should
learn that in preparing a talk they must bear in mind the purpose
and the nature of the audience. They should be made aware of non-verbal
aspects, such as eye contact and gesture, and also of the ways
in which accent and dialect can cause listeners to react differently.
This can be considered in the supportive situation of small groups.
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Across the wide range of talk situations, pupils should actively
consider audience needs and their own purposes as talkers. They
should learn to take some account of register, content, presentation,
pace, tone, language. Non-verbal enhancement of talk should also
be more evident. The teacher will encourage self- and peer-group
evaluation and ensure that a variety of activities help pupils
to extend their repertoire of presentational styles.
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Knowledge
about
language
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The terms included in this strand will enable pupils to discuss
and understand aspects of the activities in the strands above.
The terms should be taught within the contexts of such activities
and reinforced through regular use. They may first be used earlier
than the level at which they are assessed and will continue to
be applied, and extended, at later levels. Many of the terms may
also be applicable in other outcomes of language.
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Soft, slow, loud, quick, clear and voice are simple
but important terms, for use in discussion of pupils' own talking
and of spoken texts that they have heard.
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Discussion, instructions and directions aid categorization
of spoken texts.
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Introductions and conclusions will be used in relation
to planning and delivery of more formal talk, and will help pupils
to consider audience needs. Gesture and eye contact
describe features of non-verbal communication which will accompany
talking. Slang will be a term used in the discussion of
diversity within spoken English.
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Argument, statement, conversation and debate will
help pupils in the categorization of forms of talk they encounter
or in which they are themselves involved.
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