English in Vocational High School
discourse markers, guessing the meaning of words from context, and activating schemata for
the interpretation of texts.
Brown, 2000: 272 Speaking:
- Produce chunks of language of different lengths.
- Orally produce differences among the English
phonemes and allophonic variants. -
Use grammatical word classes noun, verbs, etc., systems e.g. tense, agreement, and pluralisation,
word order, patterns, rules, and elliptical forms. -
Produce speech in natural constituents – in appropriate phrases, pause groups, breath groups,
and sentences. -
Express particular meaning in different grammatical forms.
- Accomplish appropriate communicative functions
according to situation, participants, and goals. -
Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing,
providing a context for interpreting the meaning of words, and appealing for help.
Brown, 2000: 307 Writing:
- Produce graphemes and orthographic patterns of
English. -
Produce an acceptable core of words and use appropriate word order patterns.
- Use acceptable grammatical system e.g. tense,
agreement, and pluralisation, patterns, and rules. -
Express a particular meaning in different grammatical forms.
- Use cohesive devices in written discourse.
- Appropriately accomplish the communicative
functions of written texts according to form and purpose.
- Convey links and connections between events
and communicate such as relations as main idea, supporting
idea, new
information, given
information, generalization, and exemplification. -
Develop and use a battery of writing strategies, such as accurately assessing the audience’s
interpretation, using prewriting devices, writing with fluency in the first draft, using paraphrase
continued
continued
and synonyms, etc. Brown, 2000: 343