Question 71 Coordinating a spoken explanation and diagram · 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.
Draw a simple diagram of a useful classroom invention, then give a 45-second explanation while pointing to its parts. Explain the problem it solves, how two parts work and one limitation.
What to aim for The diagram has at least two parts that the talk explains. Pointing or other accessible signalling matches the spoken words. Adult hears a clear problem, operation and limitation. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 72 Delivering a debate opening · 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.
Prepare a 45-second opening statement for a class debate: 'Every class should have a student suggestion box.' Choose a side, explain two reasons and close with your strongest point.
What to aim for The learner chooses a clear side and supplies two reasons. The closing returns to the strongest argument. Adult hears controlled volume and deliberate emphasis suited to a discussion. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 73 Adapting an announcement for two audiences · 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.
Event: model display; hall opens 3 pm; student presenters arrive at 2:50 pm; students explain their work to visitors.
Make two 20-second announcements about the same event: one to classmates and one to visiting families. Keep the facts unchanged but adapt the formality and amount of explanation.
What to aim for Shared event facts remain consistent. The wording and extra details suit each audience. Adult hears a recognisable difference in delivery without exaggerated performance. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 74 Explaining the effect of a question · 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.
Prepare a one-minute talk titled 'One Useful Question'. Describe a real or invented situation where a question prevented confusion. Include the question, the answer and its effect.
What to aim for The question is stated clearly within a specific situation. The answer causes a meaningful change. Adult hears a connected structure and a closing lesson supported by the example. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 75 Delivering and reviewing a complete mini presentation · 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.
Prepare a one-minute mini presentation introducing a class project of your choice. Use an opening, three linked points and a conclusion. Include one visual aid or object if available, and ask your listener for feedback about clarity.
What to aim for Opening, three linked points and conclusion are clearly heard. Adult checks pace, phrasing and volume across the whole presentation. The learner asks for and acknowledges a specific clarity comment. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 76 Understanding and using spoken emphasis · extension
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Adult: Read these two versions, stressing the capitalised word naturally, without saying the capital letters aloud. First: 'MIA returned the library book on Tuesday.' Second: 'Mia returned the library book on TUESDAY.' Pause between versions. Then invite the learner to choose another word to emphasise in the same sentence.
Listen as the adult reads the same sentence with different emphasis. Explain what each version draws attention to. Then speak the sentence yourself to correct a different possible misunderstanding, and explain your choice.
Adult: open the review criteria after listening
Adult review criteria The learner explains the different focus of both heard versions. Adult hears a deliberate new emphasis in the learner's performance. The learner explains a plausible reason for that emphasis. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 77 Evaluating and improving spoken clarity · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Adult: First read the notice quickly in one continuous rush; then read it at a natural pace with pauses after the event name, time and practical instructions. Do not make either reading uncomfortable or excessively loud. Text: 'The paper-plane challenge begins at lunchtime on Thursday. Meet at the covered area beside the hall. Bring one sheet of scrap paper. Wait for the teacher before launching your plane.'
Listen to the adult read a notice in two ways. Explain which version is easier to follow and identify two voice choices that helped. Then deliver a clearer version yourself.
Adult: open the review criteria after listening
Adult review criteria The learner identifies two audible differences, not just a preferred version. The spoken re-delivery includes all key details. Adult checks the learner applies a useful pacing or pausing change. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 78 Separating an announcement from a response · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Announcement: 'The library will open at lunchtime on Wednesdays for a four-week trial. Students may read quietly or borrow books. The trial will be reviewed after four weeks.' Student response: 'I think this is an excellent idea because some readers prefer a quiet space. I hope it will continue every day after the trial.'
Listen to the announcement and the student's response. Distinguish the settled facts from the opinion. Give your own response and acknowledge one reasonable point made by the student.
Adult: open the review criteria after listening
Adult review criteria The trial details are separated from the hoped-for daily opening. The learner acknowledges a reason from the student response. Adult hears an independent response linked to the announcement. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 79 Updating understanding after a correction · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Original message: 'Place completed maps in the red tray before lunch. Write your name on the back.' Correction: 'The red tray is now being used for another class. Put your maps in the green folder on the teacher's desk instead. The deadline and name instruction are unchanged.'
Listen to the original instructions and the later correction. State the final plan clearly, including what changed. Ask the adult one question that checks you have understood the update.
Adult: open the review criteria after listening
Adult review criteria The final collection place, deadline and name location are all correct. The learner identifies only the place as changed. Adult hears a relevant check-back question. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 80 Comparing incomplete spoken accounts · extension
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Mason says, 'I saw the class ball beside the drinking taps just after lunch. I did not see who put it there.' Lina says, 'I saw a ball near the library door later in the afternoon, but I could not see its label.' Both agree that the class ball was missing when equipment was packed away.
Listen to the two accounts. Explain where they agree and where they differ. Suggest a fair way to check the uncertain detail without accusing either speaker of lying.
Adult: open the review criteria after listening
Adult review criteria The agreement and differences are accurately described. The learner recognises the uncertainty about the unlabelled ball. Adult hears a neutral, practical information-checking suggestion. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
