READING AND VIEWING
1.1a Roleplays being a competent reader and consistently interprets some familiar written symbols1.1b Constructs meanings from visual texts with familiar content, particularly texts designed to be viewed in segments
2.1 Justifies own interpretations of ideas, information and events in texts containing some unfamiliar concepts and topics which introduce relatively complex linguistic structures and features
3.1 Constructs meanings from a range of texts, including those characterised by complexity of construction and subject matter, and justifies
1.2 Makes connections between own knowledge and experience and the ideas, events and information in texts viewed and heard read aloud
2.2 Explains possible reasons for peoples varying interpretations of texts
3.2 Considers a variety of interrelationships between texts, contexts, readers or viewers and makers of texts
Linguistic structures and features
1.3 Demonstrates emerging awareness and use of symbols and conventions when making meaning from texts
2.3 With teacher guidance, identifies and discusses how linguistic structures and features work to shape readers' and viewers' understanding of texts
3.3 Identifies and comments on the impact of techniques intended to shape readers' and viewers' interpretation and reactions to texts
1.4 Recognizes and uses cues to predict meaning in visual and printed texts.
2.4 Recognizes and uses cues to predict meaning in visual and printed texts
3.4 Uses reading and viewing strategies that enable detailed critical evaluation of texts
SPEAKING AND LISTENING
1.1 Interacts informally with teachers, peers and known adults in structured classroom activities dealing briefly with familiar topics
2.1 Interacts confidently with others in a variety of situations to develop and present
3.1 Works effectively with others in situations characterized by complexity of purpose, procedure and subject matter and a need for formality in speech and attitude
1.2 Shows emerging awareness of school purposes and expectations for using spoken language
2.2 Considers aspects of context, purpose and audience when speaking and listening in familiar situations
3.2 Considers the inter-relationships between texts, contexts, speakers and listeners in a range of situations
Linguistic structures and features
1.3 Draws on implicit knowledge of the linguistic structures and features of own variety of English when expressing ideas and information and interpreting spoken texts
2.3 Controls most linguistic structures and features of spoken language for interpreting meaning and developing and presenting ideas and information in familiar situations
3.3 Uses awareness of differences between spoken and written language to construct own spoken texts in structured, formal situations
1.4 Monitors communication of self and others
2.4 Assists and monitors the communication patterns of self and others
3.4 Uses a range of strategies to present spoken texts in formal situations
1.9 Some applications and computing software worth trying
It is worth noting that when schools start using computer software, it is often the instructional drill and practice type software that teachers see as the focus. Early literacy software that had students practicing visual discrimination skills might be an example of this. As computer use is extended and teachers' experience grows, there may be a move to more content-based software such as reference works and simulations. These allow for more student input and greater flexibility of use. Further on, teachers usually start to see content-free, generic software such as word-processing packages, graphics packages and concept-mapping software as most valuable. This kind of software is the most flexible and adaptable to students' and teachers' needs. Because it can be used right across the curriculum in creative and powerful ways, it is also the most cost-effective.
One valuable resource that suggests ways of using this kind of software, mainly with secondary students, is Computer-based technologies in the English KLA, produced by the New South Wales Education Department. Step by step work sequences are outlined, with focuses such as:
using tables for summary writing - through word-processing and databases
computer poetry - through word-processing and graphics software
getting into Shakespeare - through Internet, word-processing and e-mail
preparing an oral presentation - through presentation software, such as Power Point, and Internet.
2.Advantages of using computers in teaching English.
Doug Englebart, one of the founders of the way we use computers now, believed passionately that computers would augment the power of the human brain. This was quite difficult to demonstrate when computers filled rooms and were less powerful than my digital watch, so he invented a practical analogy. He took an ordinary pencil, tied a brick to it, and persuaded someone to try and write with it. Computers, he said, would untie the brick from the pencil.
And so they have. The evidence is immediately in front of him, in the word processor that he is using to write: the difference between that and a typewriter feels exactly like the difference between the pencil with and without its brick. The computer has transformed two thirds of the way he works as an academic, the research and administration, beyond belief and beyond recognition. And the teaching, the other third?
Until, that is, last year. In the last academic year he used a relatively simple and easily available set of new (and not so new) technology components that have transformed the way he taught: it is not too much to say that they have untied the brick from the pencil.
The room he works in is fairly standard for what used to be called the Faculty of Arts. One end of it, opposite the door, is a window, with a table in front of it. He sits with his back to the table and window, facing a loose circle of 13 chairs. On his immediate right is a small table; against the far wall, on his right, is a filing cabinet. The only teaching aids are a whiteboard, on the wall opposite to him (which makes it almost impossible to use) and books, which line the wall on my left. And a decrepit chest, in the middle of the floor, useful for supporting coffee cups and discussions of ontology.