CRITERION A

Comprehending spoken and visual text

CRITERION STRAND
PHASE 1

i. identifies basic facts, messages, main ideas and

supporting details

ii. recognizes basic conventions

iii. engages with the spoken and visual text by

identifying ideas, opinions and attitudes and by
making a personal response to the text.

PHASE 2
i. shows understanding of messages, main ideas
and supporting details

ii. recognizes basic conventions

iii. engages with the spoken and visual text by

identifying ideas, opinions and attitudes and by
making a personal response to the text

PHASE 3
i. shows understanding of information, main ideas
and supporting details, and draws conclusions

ii. understands conventions

iii. engages with the spoken and visual text by

identifying ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions

PHASE 4
i. constructs meaning and draws conclusions from
information, main ideas and supporting details

ii. interprets conventions

iii. engages with the spoken and visual text by

identifying ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions.

PHASE 5
i. analyses and draws conclusions from information,
main ideas and supporting details

ii. analyses conventions

iii. engages with the spoken and visual text by

analysing ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions from a global
perspective.

PHASE 6
i. evaluates and draws conclusions from
information, main ideas and supporting details

ii. interpret the author’s choice of style, format and

ideas to suit an intended audience and purpose

iii. engages with the spoken and visual text by

evaluating ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions from a global perspective
 CRITERION A
Comprehending spoken and visual text
QUESTION TYPES
PHASE 1

Pose questions beginning with what, who, where or when to ask for factual information in the texts.
Include questions using words such as: identify; list; name; select; describe; label; match; draw; define; locate; state
information.
Suitable question types for this phase may include the following.
True or false exercises
Multiple-choice questions
Short-answer questions (for example, “In one short sentence, describe ...”.)
Table-filling exercises
Gap-filling exercises
Word matching exercises (for example, pairing words from the text with synonyms or antonyms; matching words to
definitions)
Matching summary sentences to different parts of the text

Recognize—identify patterns or features

What kind of text is it (a website, a movie trailer, a motivational video, an advertisement)? Give examples from the
text that tell you this.
What is the purpose of the video clip (to inform, persuade, describe, tell)?
Who would view this website/advertisement/video?
Identify the type of text and its basic components.
Do you like the film, for example, the music and lighting? Why? Why not?
Why does the creator include the images of ... throughout the video?

The response must be deduced from the text, it cannot only be the student’s opinion or a guess.
Why do you think ...?
How would you feel if this happened to you?
Has anything similar to the events in this story ever happened to you?
Would you like to be [character in the text]? Why? Why not?
How is your family the same as or different from the one in this video clip?
Why is it funny when [character in the text] says “ … ”?
How does the speaker in the video feel about ... ? How do you know?
What did you learn from watching this video that you did not know before?
PHASE 2
Pose questions beginning with what, who, where or when to ask for factual information in the texts.
Questions might include the following.
What does [character in the text] think of school? (Ensure this information is stated in the extract.)
Give three examples to support the fact that [character in the text] doesn’t like science class.
In two sentences, describe what this text is about. (The answer could be something like: “It is a video about a
character called Bobby and his day at school.”)
Include questions using words such as: identify; list; name; select; describe; state; match; outline; put in order;
classify; explain; sequence; give examples.
Suitable question types for this phase may include the following.
True or false exercises
Multiple-choice questions
Short-answer questions (for example, “In one short sentence, describe ...”.)
Table-filling exercises
Gap-filling exercises
Word matching exercises (for example, pairing words from the text with synonyms or antonyms; matching words to
definitions)
Matching summary sentences to different parts of the text/matching a sentence to a key word in the text
Questions could include the following.
Describe the video using your own words.
What do you think the video is trying to tell you?
Describe what you see, hear and feel.

Why has this video been created? What are some of the features that make you think this? Does the text present an
idea or information about something?
Students are also expected to deduce the meaning of words and images from their context and identify the type of
audio-visual text and its purpose and audience.
Briefly describe the features of the audio-visual text.
In two sentences, identify the type of audio-visual text and its basic purpose. (The answer could be something like: “It
is a political campaign. The speaker wants us to vote for her.”)

After viewing the website/video/advertisement, do you think ...? Justify your response with information from the text.
Using information provided in the video, if you wanted to help protect the koalas, what could you do?
Based upon what you have seen and heard in the video, why do you think the pandas are so popular in Madrid's zoo?
Are you surprised to hear about ...? Why? Why not?
PHASE 3
Pose questions beginning with what, who, where, when to ask for factual information in the text, and using why and
how to draw some simple conclusions.
Pose questions relating to information/opinions where some language is unfamiliar or where the ideas are more
complex. Students must draw conclusions from the text and explain their opinion in greater detail.
These questions may look like the following.
Based only on the information given in the video, do you think ...? Explain, making direct reference to the text.
What two main ideas are being communicated here?
What is the slogan of this advertisement?
What do the images tell us about ...?
Include questions using words such as: retell; paraphrase; explain; give examples; describe; summarize; draw
conclusions; sequence; illustrate; interpret; compare.
It could still be appropriate to include some of the following types of questions.
Multiple-choice questions
Short-answer questions (for example, “In one short sentence, describe ...”.)
Gap-filling exercises
Word matching—pairing words from the text with synonyms or antonyms and definitions/summary sentences with
different parts of the text

Understand—comprehend the meaning or significance of something; explain something in a different way

What is the setting of the video?
What is the mood?
What type of story is the text? Give two reasons why you think this.
Questions about the type, purpose, audience of the text.
Who is the intended audience of this video? Why do you think so?
Questions about the features of the text and the effect they create.
What effect does the background music together with nature sounds create? Support your ideas with examples from
the video.

What is the creator’s/author’s/speaker’s attitude towards the topic?

Express a personal response to events, ideas, characters and/or messages in the text and explain why you think or feel
that way.
What is the focus of the text? How does it make you feel about …?
What do we learn/find out about the culture of ... from the video/advertisement/film?
PHASE 4
Questions should ask students to identify and infer facts, an idea or an event, implied opinions and attitudes within
the text. It is necessary to remind students that their detailed explanation, or reference to the text, is very important.
Include questions using words such as: explain; give examples; illustrate; summarize; draw conclusions; infer; discuss;
restate; predict; interpret; report; conclude.
Suitable question types for this phase may include the following.
Choosing which of a number of sentences are true according to the text
Gap-filling exercises based on comprehension of the text
Identifying clear inference from concepts (for example, the graph shows that 60% of people think x. What does this
mean with regard to the remaining 40%?)
Identifying precise references of key phrases or structures (for example, on the website, to whom does the word
“they” refer?)
Identifying related ideas that are in different parts of the text, specific content items/true sentences according to the
text, whether an explanation or definition is true or false, and finding the evidence for this in the text
Matching summary sentences with different parts of the text and/or words or phrases from the text with definitions
Possible questions could be as follows.
Give three reasons to support the creator’s/author’s/speaker’s opinion in the video that public transportation is
beneficial to us.
In two sentences describe what the purpose and theme of the video are. How do you know?
Based on ... what do you think about …? Explain.
“Most women consider themselves beautiful.” Support or oppose this statement, using examples from the text.

Interpret—recognize trends and draw conclusions

The creator/author/speaker purposefully uses scenes from nature, dancing and symbols in the video. Why do you
think he or she does this? What is the setting of the story?
Who is the intended audience of this video? Why do you think so?
What effect do you think the creator/author/speaker was aiming for by using …? Support your answer with examples.
What does the creator/author/speaker want us to feel/think about ...? How does the author make us think/agree/feel
sad/feel shocked/understand?
Compare and contrast the sounds at the beginning of the video with the sounds at the end. What do they represent?
What effect do you think the creator/ author/speaker was aiming for by using the sounds he or she used? Support
your answer with examples

What conclusions are drawn? Give examples in the text that help you think this.
What evidence examples does the creator/author/speaker give to support his or her opinion, argument, ideas,
viewpoint?
Would you recommend this video to someone else? Why? Why not?
Can you relate to the footage presented? Are the events/characters/opinions familiar to you? If you were to create a
video with the same message for young people, what footage would you use?
PHASE 5
Analyse—identify parts and relationships, interpret information to reach conclusions
Include questions using words such as: compare and contrast; classify; infer; categorize; prioritize; select; examine;
interpret; comment on; break down; deduce; illustrate; reorganize; distinguish; conclude.
A series of texts or a more complex visual with oral text may provide more opportunity for analysis; for example, TV
advertisements, news reports and documentaries.
Based on the purpose of this campaign, what do you think the role of the background music is? Give at least two
examples to support your conclusion.
Based on the statement made at the end of the advertisement what is the most important message for the audience?
Explain, making direct reference to the actions of [a specific character] at the beginning of the piece.

Give examples of techniques/effects the creator/author/speaker has used to communicate his or her
message/ideas/point of view.
Ask students to analyse the text type and features used to connect to an idea or emotion. Generate questions about
the structures, features, layout and design elements of the video. Questions can address the use of colour, texture,
line, shape and form, symbolism, sound effects and music, body language, special effects, costume, camera angles and
movement.
The creator/author/speaker has purposefully .... Why do you think he or she did this?
What effect do you think the creator/author/speaker was aiming for by using ...? Support your answer with examples.
What does the creator/author/speaker want us to feel/think about ...? How does the creator/ author/speaker make
us think/agree/feel sad/feel shocked/understand?
How does the creator/presenter of the video get us to connect with it (what are the angle or position of the images;
the expressions of the people, the tones of voice; are the images real or abstract)?
Are colour, lighting or special effects used? Does the colour used create a certain effect? Is sound used, and if so, what
effect does it create?
What opinion do you form from the images and the oral text (good person, bad person, happy, sad, cultural
stereotype)?
What conclusions do you draw from the image and the oral text, and how does this text make you feel?
What is your response to this text? Do you think your response is affected or influenced by the images?

What is the main point the creator/speaker is trying to make?

What is the creator’s/speaker’s viewpoint on this issue?
How does the creator/speaker feel about this issue/matter? Give examples from the text to support your answer (for
example, the voice/use of the first, second or third person/emotional tone/objective or subjective tone of the
text/images and the imagery used).
Compare yourself to the person in the ....Imagine you are ....
How do we know the [character in the text] is ....? Why does he or she feel this way? What would you have done if
you were in his or her shoes?
What is your perspective on this issue? Refer to points made and examples given in the video, as well as personal
experiences, to illustrate your opinion
PHASE 6
Evaluate—assess implications and limitations, make judgments about the ideas or the piece of work
Questions should ask students to analyse language, content, structure, meaning and significance of both familiar and
previously unseen texts, and to detail the effects of a creator’s/speaker’s choices on an audience, express an informed
and independent response to texts, identify conventions and features and use language correctly in their response.
Include questions using words such as: define; give examples; compare and contrast; argue; give reasons for; judge;
justify; criticize; consider; conclude; critique; summarize; appraise; suggest; decide; evaluate.
A series of visuals with oral texts or a more complex visual with oral text may provide more opportunity for analysis
and evaluation. (For example, TV advertisements, news reports, documentaries, webcasts, short films, PowerPoint
presentations, TED talks.)

What are the ideas, messages and attitudes presented by the creator/speaker? What is the creator/speaker trying to
tell us? How has he or she expressed this meaning/opinion/concept?
What is the tone of the text (formal, sarcastic, ironic, aggressive, familiar, charming, rude, enthusiastic)?
What does the tone of the text tell us about the meaning and the creator’s/speaker’s attitude towards ...?
[List of words, images or an extract from the text]. Why has the creator/author/speaker used these words/images?
Who is the audience? What has the creator/author done to get the interest of the viewer?
Why has the creator/author chosen these words/images/this layout and presentation?
How does the creator/author of this presentation create mood through the visuals that contradict the spoken
message?

Synthesize—combine different ideas in order to create new understanding

How has this webcast/website/advertisement/presentation/cartoon/story/documentary/short film/music video
influenced your ideas or feelings about ...?
What did you think of the ...?
Have you ever felt like ...?
What was your reaction to ...?
What/how did you feel when …?
Do you believe …?
Do you agree with the creator/author?
“The speaker shows bias when he refers to one of the nationalities.” Explain, providing specific examples.
“This is an effective advertisement.” Support or oppose this statement, referring to the efficacy or lack of efficacy of
propaganda techniques used.
How does the second speaker express disagreement without doing so directly?
What effect do you think the creator/author was aiming for by using a mix of formal language and slang in the final
dialogue? Support your answer with examples.
Write a short written response of 100–150 words to the statements related to the documentary/news item you have
just viewed/listened to.
Prepare a short speech/points for a debate/a letter to the editor in support of or opposing the issue in this text.
 CRITERION B
Comprehending written and visual text
CRITERION STRAND

PHASE 1

i. identifies basic facts, messages, main ideas and

supporting details

ii. recognizes basic aspects of format and style, and

author’s purpose for writing

iii. engages with the written and visual text by

identifying ideas, opinions and attitudes and by
making a personal response to the text.

PHASE 2
i. identifies basic facts, main ideas, and supporting
details, and draws conclusions

ii. recognizes basic conventions including aspects of

format and style, and author’s purpose for writing

iii. engages with the written and visual text by

identifying ideas, opinions and attitudes and by
making a personal response to the text.

PHASE 3
i. shows understanding of information, main ideas
and supporting details, and draws conclusions

ii. understands basic conventions including aspects

of format and style, and author’s purpose for writing

iii. engages with the written and visual text by

identifying ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions.

PHASE 4
i. constructs meaning by identifying stated and
implied information, main ideas and supporting
details, and draws conclusions

ii. interprets basic conventions including aspects of

format and style, and author’s purpose for writing

iii. engages with the written and visual text by

identifying ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions

PHASE 5
i. analyses and draws conclusions from information,
main ideas and supporting details

ii. analyses basic conventions including aspects of

format and style, and author’s purpose for writing

iii. engages with the written and visual text by

analysing ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions from a global perspective

PHASE 6

i. evaluates and draws some conclusions from

information, main ideas and supporting details
ii. interprets the author’s choice of style, format and
ideas to suit an intended audience and purpose

iii. engages with the written and visual text by

evaluating ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions from a global perspective.
 CRITERION B
Comprehending written and visual text

QUESTION TYPES
PHASE 1

Pose questions beginning with what, who, where, when to ask for factual information from straightforward and factual
parts of the text.
Include questions using words such as: identify; list; name; select; describe; label; match; draw; define; locate; state
information.
Suitable question types for this phase may include the following.
True or false exercises
Multiple-choice questions
Short-answer questions (for example, “In one short sentence, describe ...”.)
Table-filling exercises
Gap-filling exercises
Word matching exercises (for example, pairing words from the text with synonyms or antonyms; matching words to
definitions)
Matching summary sentences to different parts of the text
Matching ideas or sequences to images/a person with a statement

Recognize—identify patterns or features

Identify features of the text from its choice of words, register, style, layout, font and images (people, objects, flow charts,
maps, symbols).
What kind of text is it (a poster, a letter, an email, a sign, a story, a graphic novel, a poem, a recipe, instructions, an article
in a newspaper or magazine, a website, or an advertisement)? Give examples from the text that tell you this.
What is the purpose of the text (to inform, persuade, describe, tell)?
Who would view this website read this pamphlet/need this sign?
Identify the type of text and its basic components.
In two sentences, describe this text in terms of structure and content/message.
Why did the creator/author choose to include this image? What message does the image communicate?

The response must be deduced from the text, it cannot only be the student’s opinion or a guess.
Why do you think …?
How would you feel if this happened to you?
What is the advertisement persuading you to do?
Has anything similar to the events in this story ever happened to you?
Would you like to be [character in the text]? Why? Why not?
How is your family the same as or different from the one in this story/picture?
Do you like the same things as the person in the text?
Do you know any people like the ones in this story/scene?
Do you have pets? What do you think is the best way to protect animals?
PHASE 2
Pose questions beginning with what, who, where, when to ask for factual information from straightforward and factual
parts of the text, and using why and how to draw some simple conclusions.
Pose questions relating to stated information/opinions, and details that support the main idea of the text.
These questions may look like the following.
What is the slogan of this advertisement? What does it mean?
Give three examples to support the fact that [character in the text] doesn’t like science class.
In two sentences, describe what this text is about. (The answer could be something like, “It’s a cartoon picture about a
character called Bobby and his day at school.”)
Include questions using words such as: identify; list; name; select; describe; state; match; outline; put in order; classify;
explain; sequence; give examples.
Suitable question types for this phase may include the following.
True or false exercises
Multiple-choice questions
Short-answer questions (for example, “In one short sentence, describe ...”.)
Table-filling exercises
Gap-filling exercises
Word matching exercises (for example, pairing words from the text with synonyms or antonyms; matching words to
definitions)
Matching summary sentences to different parts of the text
Matching ideas or sequences to images/a person with a statement
Questions could include the following.
Describe the picture using your own words.
What do you think the poster is trying to tell you?
Describe what you see/feel?

Why has this text been created? What are some of the features that make you think this (layout, structure, punctuation,
choice of words, repetition; diagrams and pictures, graphs, choice of verbs or adjectives)? Students are also expected to
deduce the meaning of words from their written and visual context, understand grammatical structures and functions in
context, be aware of the cohesive devices that give coherence to a text and identify the type of text, its purpose and
audience.
Briefly describe the layout.
In two sentences, identify the type of text and its basic purpose. (The answer could be something like, “It’s a political
campaign. The speaker wants us to vote for her”.)
Describe the features of the text and their effect on the viewer.

After viewing the article/website/poster/brochure/advertisement do you think …? Justify your response with information
from the text.
Do you agree or disagree with what [character in the text] did/felt? Why?
Is [character in the text] a good friend? Why do you think that? How do we know?
Using information provided in the text, if you wanted to help protect the koalas, what could you do?
What is the message of this text? Do you think it is an important one? Why?
PHASE 3
Pose questions relating to information/opinions where the language is unfamiliar or where the ideas are complex. The
teacher will need to decide what language is unfamiliar to the students, what ideas are complex, and design questions
appropriately. This may involve gleaning the meaning of the unfamiliar word(s) from the context, or understanding the
bigger picture when the idea is complex or described with unfamiliar language. Students must draw conclusions from the
text and explain their opinion in greater detail.
These questions may look like the following.
Based on [character in the text]’s comments, do you think he or she is ready to take the next step? Give at least two
examples to support your conclusion.
Based only on the information given in the text, do you think this new medical procedure is ready to be tested on people?
Explain, making direct reference to the text.
What two main ideas is the creator/author communicating/expressing?
What does the diagram/graph tell us about ...?
Include questions using words such as: retell; paraphrase; explain; give examples; describe; summarize; draw conclusions;
sequence; illustrate; interpret; compare.
It could still be appropriate to include some of the following types of questions.
Multiple-choice questions
Short-answer questions (for example, “In one short sentence, describe ...”.)
Gap-filling exercises
Word matching exercises (for example, pairing words from the text with synonyms or antonyms; matching words to
definitions)
Matching summary sentences to different parts of the text

Understand—comprehend the meaning or significance of something, explain something in a different way

What is the setting?
What is the mood?
What type of character is ...? Explain.
What type of story is the text? Give two reasons why you think this.
Questions about the type, purpose and audience of the text
Questions about the features of the text and the effect they create

Was [character from the text] a good friend? How do we know [character from the text] is a good friend? Explain why you
think so with reasons from the text.
What is the creator/author’s attitude towards the topic?
Express a personal response to events, ideas or characters in the text and explain why you think or feel that way.
What would you have done if you were [character in the text]?
What is the focus of the text? How does it make you feel about ...?
What do we learn/find out about the culture of ... from the images/brochure/article/cartoon?
PHASE 4
Questions should ask students to identify and infer facts/an idea or an event/implied opinions and attitudes within the
text. It is necessary to remind students that their detailed explanation, or reference to the text, is very important.
These questions may look like the following.
Based on his or her comments, what do you think is [character in the text]’s opinion of [another character in the text]?
Explain.
“This product is healthy and popular with school children.” Support or oppose this statement, using examples from the
text.
The creator/author lets us know the answer to the mystery at the beginning of the text. Why do you think he or she does
this?
Give three reasons to support the creator’s/author’s opinion of the brochure that this university is well suited to
international students.
In two sentences describe what the purpose and theme of the poster is. How do you know?
Based on ... what do you think ...? Explain.
Include questions using words such as: rephrase; paraphrase; explain; give examples; illustrate; summarize; draw
conclusions; infer; discuss; restate; predict; interpret; illustrate; report; conclude.
Suitable question types for this phase may include the following.
Choosing which of a number of sentences are true according to the text
Gap-filling exercises based on comprehension of the text
Identifying clear inference from concepts (for example, the text says that 60% of people think x. What does this mean
with regard to the remaining 40%?)
Identifying precise references of key phrases or structures (for example, in line x, to whom does the word “they” refer?)
Identifying related ideas in different parts of the text/picking out specific content items/identifying true sentences
according to the text/showing whether an explanation or definition is true or false and finding the evidence for this in the
text/identifying who says what in a text or a series of short texts
Matching summary sentences to different paragraphs of the text or matching words or phrases from the text to
definitions

Interpret—recognize trends and draw conclusions

The creator/author has purposefully talked about the flood before talking about the storm. Why do you think he or she
has done this?
The creator/author has purposefully used black and white in the image. Why do you think he or she has done this? What
is the setting of the image?
What effect do you think the creator/author was aiming for by using ...? Support your answer with examples.
What does the creator/author want us to feel/think about ...? How does the creator/author make us think/agree/feel
sad/feel shocked/understand?
How is the information in the text organized (does it use symbols, images in the foreground, columns, categories,
headings, text boxes, diagrams to help you access the information)?

What conclusions are drawn? Give examples in the text that help you think this.
What evidence/examples does the creator/author give to support his or her opinion, argument, ideas, viewpoint?
Would you recommend this graphic novel/website/article to someone else? Why? Why not?
Can you relate to the images presented? Are they familiar to you? What can we learn/discover about life as a young
person in ...?
PHASE 5
Analyse—identify parts and relationships, interpret information to reach conclusions
Include questions using words such as: compare and contrast; classify; infer; categorize; prioritise; select; examine;
interpret; comment on; break down; deduce; illustrate; reorganize; distinguish; conclude.

Give examples of vocabulary, grammar, literary devices, techniques and effects the creator/author has used to
communicate his or her message/ideas/point of view.
Ask students to analyse the text type and register used to connect to an idea or emotion.
The creator/author has purposefully ... . Why do you think he or she has done this?
What effect do you think the author was aiming for by using ...? Support your answer with examples.
What does the creator/author want us to feel/think about ...? How does the author make us think/agree/feel sad/feel
shocked/understand?
How does the creator/author of the text get us to connect with it (consider the angle or position of the image and text;
the expressions of the people in the visual text; are the images real or abstract [are they representing or not representing
the external reality?])?
What opinion do you form from the images in the text (good person, bad person, happy, sad, cultural stereotype)?
What conclusions do you draw from the image and the text? How does this text make you feel?
What is your response to this text? Do you think your response is affected or influenced by the image?

What is the main point the creator/author is trying to make?

What is the creator’s/author’s viewpoint on this issue?
How does the creator/author feel about this issue/matter? Give examples from the text to support your answer (for
example, the voice/use of the first, second or third person/emotional tone/objective or subjective tone/story presented
through a character or a narrator).
Compare yourself to the character/image of .... Imagine you are ....
How do we know [character in the text] is ...? Why does he or she feel this way? What would you have done in his or her
shoes?
What is your perspective on this issue? Refer to points made and examples given in the article as well as personal
experiences to illustrate your opinion.
PHASE 6

Evaluate—assess implications and limitations, make judgments about the ideas or piece of work
Questions should ask students to analyse language, content, structure, meaning and significance of both familiar and
previously unseen texts; detail the effects of a creator’s/author’s choices on an audience, express an informed and
independent response to literary and non-literary texts, identify literary and non-literary features and use the correct
terminology in their response.
Include questions using words such as: define; give examples; compare and contrast; argue; give reasons for; judge;
justify; criticize; consider; conclude; critique; summarize; appraise; suggest; decide; evaluate.
What is the author writing about? What is the author trying to tell us? How has he or she expressed this
meaning/opinion/concept?
What is the tone of the text (formal, sarcastic, ironic, aggressive, familiar, charming, rude, enthusiastic)?
What does the tone of the text tell us about the meaning and the author’s attitude towards ...?
[List of words or extract from the text]. Why has the creator/author/used these words?
Who is the audience? What has the creator/author done to get the interest of the reader?
Why has the creator/author/ chosen these words/images/this layout and presentation?
How does the creator/author of this presentation create mood through the visuals that contradict the written message?

Synthesize—combine different ideas in order to create new understanding

How has this webcast/website/advertisement/image/presentation/cartoon/story/article influenced your ideas or feelings
about …?
What did you think of the ...?
Have you ever felt like ...?
What was your reaction to ...?
What did you feel when …?
Do you believe …?
Do you agree with the writer?
“The creator/author shows bias when he refers to one of the nationalities.” Explain, providing specific examples.
“This is an effective advertisement.” Support or oppose this statement, referring to the efficacy or lack of efficacy of
propaganda techniques used.
What effect do you think the creator/author was aiming for by using a mix of formal language and slang in the final
dialogue? Support your answer with examples.
Write a short written response of 100–150 words to the statements related to the article you have just read.
Prepare a short speech/points for a debate/a letter to the editor in support of or opposing the issue in this article.
 CRITERION C-D
Communicating in response to spoken and/or written and/or visual text - Using language in
Designing a writing task
PHASE 1 -2

How does the weather affect our activities? You are just starting your spring break: you have one week of free time.
to your best friend who has moved to another city. Explain how you plan to spend your time, giving specific example
is as follows.
Saturday–Sunday: sunny; 16–20 degrees Celsius/60.8–68 degrees Fahrenheit
Monday–Tuesday: sunny; 25–30 degrees Celsius/77–86 degrees Fahrenheit
Wednesday–Thursday: rainy; 18–22 degrees Celsius/64.4–71.6 degrees Fahrenheit
Friday–Sunday: overcast; 22–25 degrees Celsius/71.6–77 degrees Fahrenheit

PHASE 3 -4

To what extent is animal testing ethical? You have just read in a national newspaper that a new drug for curing diabe
effects of this drug include ulcers and migraines. Write an editorial to the newspaper outlining and justifying your vie
specific examples of animal testing studied in class.

PHASE 5-6

How does a communicator’s style and choice impact the audience he or she is targeting? Imagine that you are the l
has undergone a natural disaster that has destroyed most food sources, but no human life. Apply your understandin
that you will give to your nation. Demonstrate an analysis of the situation that will provide reassurance and give your
days.

Designing an oral interactive task

PHASE 1 -2

Tell me about/comment on ...

Describe/outline ...
Identify ...
In a unit on locations and directions
Referring to this map, describe the route you would take to get from the library to the supermarket.

PHASE 3-4

In what ways ...

Explain/discuss ...
Use a statement of fact, followed by a request for an expression of opinion/reflection
In a unit on legends and proverbs
Choose one of these two proverbs and discuss in what ways you believe the statement to be true or false. Refer to o
express your personal opinion.
A good offence is the best defence.
Beauty is but skin deep.

PHASE 5-6
Argue/examine...
To what extent...
Compare and contrast….
Statements of opinion, followed by a request for an evaluation/analysis/justification/synthesis
In a unit on advertising and propaganda
It is believed that advertising applies many different propaganda techniques in order to influence consumers. Referri
propaganda techniques used and evaluate their effectiveness.
 CRITERION C-D
onse to spoken and/or written and/or visual text - Using language in spoken and/or written form
Designing a writing task
PHASE 1 -2

u are just starting your spring break: you have one week of free time. On the first day of the holiday, you write a letter
ity. Explain how you plan to spend your time, giving specific examples of at least four activities. The weather forecast

us/60.8–68 degrees Fahrenheit

us/77–86 degrees Fahrenheit
elsius/64.4–71.6 degrees Fahrenheit
us/71.6–77 degrees Fahrenheit

PHASE 3 -4

ave just read in a national newspaper that a new drug for curing diabetes will be tested on primates. The predicted side
s. Write an editorial to the newspaper outlining and justifying your views on the testing. Support your response with
lass.

PHASE 5-6

mpact the audience he or she is targeting? Imagine that you are the leader of a country (of your choice). Your country
royed most food sources, but no human life. Apply your understanding of communication styles by writing a speech
n analysis of the situation that will provide reassurance and give your citizens direction over the course of the next few

Designing an oral interactive task

PHASE 1 -2

ould take to get from the library to the supermarket.

PHASE 3-4

or an expression of opinion/reflection

in what ways you believe the statement to be true or false. Refer to one of the stories we read in class and then

PHASE 5-6
r an evaluation/analysis/justification/synthesis

rent propaganda techniques in order to influence consumers. Referring to this advertisement, identify and analyse the
r effectiveness.