English resources

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students study a short transcript of part of a debate and answer six short questions on debating techniques and procedures.

The assessment context is a prepared 'thank you' speech. The time limit is one minute and a content checklist is provided. Oral Language Assessment Guide C is suitable for this task.

For this NEMP task students read a poem about 'Me' and then write a poem about their own 'special self'.

Students prepare an oral book review. The assessment focus is on the ability to summarise, read fluently, and promote the book. Oral Language Assessment Guide C is suitable for this task.

A student speaks to another student or a small group about a news article. Two scoring guides are provided.

Students use a video clip as the stimulus for completing a poem. Scaffolds are provided for this process.

The context for this oral assessment is an informative speech about a famous person. ARB scoring guides A, B, and C are suitable for this task.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

Using a picture as stimulus, students use nouns and verbs to create well-formed sentences.

Students choose a proverb from a list, then prepare and make a short speech explaining the proverb's message. The assessment focus is on explaining an idea, using an example and personal opinion. ARB scoring guides B and C are suitable for this task.

For this NEMP task students look at a picture of a bicycle and write an advertisement to sell the bike in a newspaper column.

Students explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students prepare a talk on a personal experience, interest, or activity.

Students provide short written answers to questions on the advantages and disadvantages of interviews as source material. They then practise writing effective interview questions.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.

This task assess the ability to give a short speech that teaches the audience something new. Scoring guides are provided.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

Students are asked to read a short story and to insert the speech marks required to punctuate the direct speech in the story.