Question 51 Delivering a grouped information talk · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Facts: wombats are Australian marsupials; strong claws for digging; live in burrows; often active in cooler conditions; eat plant material including grasses and roots.
Use the fact notes to deliver a 45–60 second information talk about wombats. Include an introduction, two grouped points and a closing. Use clear pauses between topics.
What to aim for The talk accurately uses the supplied facts. An introduction, two grouped points and closing are audible. Adult checks pauses make the topic changes easy to follow. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 52 Explaining an investigation plan · extension
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Explain aloud how your class could test which of two paper towel samples absorbs more water. Organise the talk into a question, a fair procedure and how results would be compared. You do not need to perform the test.
What to aim for The question, procedure and comparison are all stated. The explanation includes at least two conditions kept the same. Adult hears a pace slow enough for the sequence to be understood. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 53 Delivering a practical persuasive speech · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Give a 45–60 second persuasive talk proposing a class equipment repair station. Include an opinion, two reasons, one practical condition and a final request. Emphasise your main point.
What to aim for The proposal and two benefits are clear. A sensible condition makes the plan realistic. Adult hears purposeful emphasis without shouting or rushing. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 54 Delivering a formal welcome · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Fictional guest: Sam Chen; visiting storyteller; session focuses on developing characters and using voice.
Deliver a 30–45 second formal welcome for a visiting storyteller. Introduce the occasion, explain what the class hopes to learn and invite the visitor to begin. Use only the supplied visitor details.
What to aim for The occasion and visitor details are accurate. The language suits a school guest. Adult hears an unhurried introduction and a clear invitation to begin. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 55 Reporting observations over time · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Week 1: seedlings each have two small leaves. Week 2: several have extra leaves and taller stems. Week 3: one has a flower bud. Class watered regularly; plants received daylight.
Present a one-minute explanation of how the class garden changed over three observations. Use the notes in order and distinguish observations from possible explanations.
What to aim for The three observations are correctly ordered. The learner distinguishes evidence from a possible explanation. Adult hears clear phrasing around the comparison and conclusion. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 56 Delivering a useful progress update · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Display notes: six objects selected; draft labels written; dates need checking; arrangement not done; adult must confirm two labels; ready by Friday.
Give a 30–45 second spoken progress update for a group making a display. Tell the listener what is complete, what remains and what help is needed. Use the notes.
What to aim for All three kinds of information are present. The requested help is specific. Adult hears emphasis or pauses that make the current priorities clear. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 57 Delivering a comparative recommendation · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Card: easy to cut/write on; may crease/tear. Fabric: flexible/reusable; lettering may take longer. Event: one day, indoors; card already available.
Use the notes to deliver a 45-second comparison of card and fabric for a class banner. State one benefit and one limitation of each, then recommend an option for a one-day indoor event.
What to aim for Both materials receive a benefit and limitation. The recommendation fits the stated event. Adult hears a clear transition from comparison to judgement. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 58 Presenting a response to a poem · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
A silver thread slips past the stones,
Through tangled roots and quiet homes.
The waiting pebbles shine below;
The stream takes secrets where it goes.
Read the short poem, then give a 30–45 second oral response. Introduce its mood, explain two word choices or images and finish with your own response to it.
What to aim for The mood is supported by two actual features of the poem. The learner separates textual observations from personal response. Adult hears an organised beginning, explanation and closing. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 59 Using voice to perform a poem · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
The kite lifts slowly from the grass,
Then rushes where the swift clouds pass.
It dips, it turns, it tugs the string—
Then settles like a folded wing.
Practise and read the original poem aloud twice. Choose a pace, pauses and emphasis that convey its movement. Afterwards, explain one voice choice to your listener.
What to aim for Adult hears accurate, understandable phrasing of the actual poem. Pace or emphasis changes deliberately to match its meaning. The learner explains a voice choice with reference to a particular line. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 60 Performing narrative dialogue · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Tariq stared at the torn corner of the map. 'How will we find the last clue now?' he asked. 'Let's lay the pieces together first,' said Ella. They smoothed the paper on the table and found that the path still joined.
Perform the short story aloud. Use different phrasing for the worried question and calm reply, while keeping every voice clear and respectful. Explain how your voice helps the listener follow the exchange.
What to aim for Adult can distinguish narration from the two spoken turns. Expression suits worry and reassurance. The learner explains a meaningful choice in pace, tone or pausing. Complete this task aloud with an adult or partner.
Response or adult observation notes
