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Unit Co-ord./Lecturer
Greg Ashman
Tutor:(if applicable)
Greg Ashman
Student ID
198157
Student Name
Yang LIU
Unit Code
EMT617
Unit Name
Assessment Task
Title/Number
Word Count
1454+1046=2500
I declare that all material in this assessment task is my own work except where there is clear acknowledgement or reference
to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on
the University website at www.utas.edu.au/plagiarism *
Assessors feedback:
Assessment Task:
Assessors Signature (optional):
Dated:
Assessment 2
Part A:
Language:
Year Level: 7 (beginners)
Lesson Period:
Chinese
40 minutes (9:00-9:40)
Contextual information:
This is a class of 20 students following the second language learner pathway at Year 7 entry level.
Characters are always taught with pinyin and tone syllables and learning is focused on speaking,
listening and reading. Students have learned greetings and introducing names of themselves and
others. They know simple Chinese sentence structure, verb be, adverbs yes, no, not and
personal pronouns.
Links to the Australian Curriculum (AC):
Communication: socialising
sharing personal information about oneself and family with peers (ACLCHC001)
participating in posting on a shared blog and exchanging personal information with
students from sister schools (ACLCHC082)
Locate and share with known audiences factual information about people, places and
events from a range of oral texts (ACLCHC083)
Reflect on personal experiences and observations of using and learning Chinese language
in familiar contexts, and use these reflections to improve communication (ACLCHC089)
Understanding: systems of language
Recognise the tone-syllable nature of the spoken language, discriminate use of tones,
rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken
language. (ACLCHU090)
Identify and use the characteristics of Chinese word order and explain the use of Chinesespecific grammatical features (ACLCHU092)
Discuss how language choices reflect cultural practices, including clarifying roles and
relationships between participants in interactions (ACLCHU096)
Strategies: use of flashcards, questions and answers, brainstorming, Presentation-PracticeProduction (PPP) model, group work
Minutes
Content
Purpose
Lesson 1
Learning Outcomes:
understand and use Chinese numbers in social contexts;
consolidate sentences structures, personal pronouns, the adverb not and verb
be.
Link to AC: ACLCHC001, ACLCHU090, ACLCHU092
10
Introduction
Provide language
Greet each student at the door, give each a flashcard with
input in social
a Chinese number character and Arabic number from one
contexts
to five, and say You are No. ____ in Chinese
accordingly.
10
Explicit Teaching
Cater for different
Write characters with corresponding Arabic numbers from learning needs and
one to five on the whiteboard.
learning styles
Practise pronunciation with hand gestures. (Chinese
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15
15
15
Assessment 2
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5
10
15
10
Assessment 2
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5
10
20
5
15
Assessment 2
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Assessment 2
Heuristic Teaching
Build on old
Review Chinese sentence structure and personal pronouns knowledge and
Students figure out how to say When is your/his/her
construct new
birthday? and My/His/Her birthday is ____. (e.g.10
knowledge
October, 2002) in groups.
(Chinese years are numbers pronounced separately, e.g.
2002 is 2-0-0-2. There are no new characters involved
such as hundred and thousand.)
Confirm and practise pronunciation.
Group Work: class birthday table
An activity similar to the class age table
Assessment Task: brainstorming
Foster reflection and
Brainstorm on an A3 paper in groups about what they metacognition
have learned.
Lesson 6
Learning Outcomes:
review numbers and age-related expressions
consolidate sentences structures, personal pronouns and the use of simple verbs;
use ICT to introduce themselves online.
Links to AC: ACLCHC001, ACLCHC082, ACLCHC083, ACLCHC089,
ACLCHU090, ACLCHU092, ACLCHU096
Introduction
Repeat the greeting and number allocation process with
five numbers chosen from 1 to 20.
Whole-class Work: Detective Game
Assess listening and
Every member interviews the other four groups in Chinese speaking
to learn about their ages, birthdays and zodiac signs.
One member per group lies only once to one member per
group.
Compare notes in their home group (English is ok) and
find out the liar.
Assessment Task: a class video blog
Integrate knowledge
Post a self-introduction video with information about their and assess ICT skills
name, age, birthday, Chinese zodiac sign, pictures, etc. on
the online class blog for sister school friends.
Discuss with group members if they have any questions.
Post comments on their peers video according to the Peer assessment
rubric.
Group Work: brainstorming
Review
Brainstorm about what they have learned and ways to
improve learning
10
10
5
15
15
Part B:
The choice of learning outcomes is based on Year 7 and Year 8 achievement standards for
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Assessment 2
second language learners. The basic aim of this lesson sequence is for students to interact in
familiar contexts to exchange personal information and seek clarification about age with new
words and phrases while reviewing and consolidating prior knowledge about personal pronouns,
positive and negative adverbs (yes and no), and the verb of identification and existence (be) at the
same time. Moreover, they will consolidate their knowledge about the word order of Chinese
sentences by making new sentences with reference to previously-learned sentence structures and
their differences from English sentences. They will become more familiar with Pinyin, tone
syllables and character features without the pressure of putting them in writing. Furthermore, they
will deepen their intercultural understanding by learning about number preferences, calendars and
zodiac signs and becoming aware of cultural differences and their influence on people and
communication. In general, students will be able to progress in language learning through a
pattern of words, phrases, sentences to intercultural understanding, and consolidate their new
knowledge by constantly building connections with prior knowledge and construct meanings for
themselves in relevant contexts.
Student diversity is considered in terms of design, pedagogy and assessment. The
principle of Universal Design for Learning (UDL) with assistive technologies is adopted to allow
multiple ways of representation (flashcards, hand signs and video watching), engagement (Hachi
Pachi, jigsaw puzzles and detective games) and expression (oral quiz, group reflection and video
blog) to cater for students different learning needs and styles (Alnahdi, 2014; Ashman, 2015;
Hall, Strangman & Meyer, 2003; Reid, 1987). Besides, teaching is informed by language
acquisition theory and sociocultural theory (Krashen, 1982; Mitchell, Myles, & Marsden, 2013).
Pedagogy like direct instruction, explicit teaching, heuristic teaching, PPP model and group work
is used to provide adequate input and opportunities for students to support each other in learning
(Harmer, 2009; Killen, 2013). Total Physical Response and communicative approaches are
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Assessment 2
commonly used (Al Harrasi, 2014; Jabeen, 2014). Moreover, diverse assessment activities
are employed to cater for different learning styles, evaluate students performance and create
opportunities for students to demonstrate their learning in different forms. Since it is the
beginning of Chinese language learning for second language learners, their Chinese entry levels
are similar, but with the progress of learning, diverse strategies will be used to assess their
language levels.
Language learning in this sequence is closely related to the general capabilities in the
Australian Curriculum: Chinese (ACARA, 2015). First, resources, classroom routines and
activities are conducive to enhance students literacy including multiple literacy, classroom oracy
and critical literacy, which will in turn benefit students English literacy and critical thinking
abilities (Campbell & Green, 2006). Besides, number games are simple, but are conducive to
inspiring students interest and increasing their numeracy by reinforcing concepts such as number
and time (ACARA, 2015). Moreover, the task of creating and posting videos on the online class
blog encourages creativity and hones students skills in Information and Communication
Technology (ICT). In addition, activities that inform students about different cultural practices
such as number preferences, lunar calendar and zodiac signs will increase students awareness of
Chinese culture and promote intercultural understanding, which are beneficial to the cohesion of
Australian society, understanding of cross-curriculum priority (Australia and Asia), and
promotion of world peace (Dooly & Unamuno, 2009; ahin, 2011).
The selection and uses of resources are determined by learning outcomes, student
diversity, designing principles, teaching pedagogy and purposes of linking to the broader
curriculum. Flashcards, hand gestures, jigsaw puzzles, YouTube videos and online resources are
adopted to provide scaffolding for learning and cater for the needs of visual, auditory, tactile and
kinesthetic learners (Gibbons, 2002; Reid, 1987). They can also enhance literacy (such as
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Assessment 2
multiple literacy and critical literacy), numeracy, and ICT skills, and promote intercultural
understanding. Besides, the use of various resources is also determined by the features of the
Chinese language and the need to hold students interest. The Chinese language greatly differs
from Indo-European languages with its tone and character systems and there are many dropouts
of Chinese language programs due to its difficulty (Orton, 2010; Orton, Tee, Gong,
McCulloch, Zhao & McRae, 2012). Therefore, it is crucial to use diverse resources and
select resources that are interesting and relevant to students life to add more fun to learning,
engage them and keep them motivated and interested.
The assessment strategy is based on student diversity and the UDL principle to provide
informative feedback to the teacher and students and promote students abilities to carry out selfassessment and self-reflection to benefit future learning. Formative assessments such as
pronunciation practices, various games, and brainstorming activities are informal, ongoing and
continuous evaluation of students speaking, listening and understanding of Chinese characters.
They are part of instruction as well as diagnostic tools to provide timely feedback and guidance
to teaching and learning (Swearingen, 2002). The summative assessment is a video on the online
class blog that features standard-referenced and product-oriented evaluation (Brady & Kennedy,
2012). It is used to gauge the overall result of students learning and provide standards for selfassessment and foster metacognition (Rosenholtz, 1991; Swearingen, 2002). In general,
assessment is done in diverse and interesting activities that are designed to add fun and reduce
difficulty to Chinese language learning.
Sharing and reporting the learning are based on the principle of being informative,
constructive and reflective. Reporting features student reporting and teacher reporting and is
mostly done in group activities (Brady & Kennedy, 2012). First, students are required to share
and report their learning in various meaningful contexts driven by the needs of communication.
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Assessment 2
They approximate languages with and support one another in various communicative activities
(Flege, 1980). They also brainstorm in groups at the end of lessons to summarise and reflect on
learning as reference and guidance. Besides, students provide a formal reporting of individual
learning and their peers learning with the assistance of ICT in the summative activity. The rubric
clarifies criteria and understanding for all parties, and individual learners, peers and the teacher
all give feedback according to the rubric. Through this activity, they gain a better understanding
of the achievement standards and the performances of themselves and their peers against these
standards, which is conducive to promoting their abilities of assessment and reflection.
References:
Al Harrasi, K. T. S. (2014). Using Total Physical Response with young
learners in Oman. Childhood Education, 90(1), 36-42.
Alnahdi, G. (2014). Assistive technology in special education and the Universal Design for
Learning. Turkish Online Journal of Educational Technology, 13(2), 18-23.
Australian Curriculum, Assessment and Reporting Authority (2015). Chinese (Version 7.4).
Australia: ACARA.
Ashman, A. (2015). Education for inclusion and diversity (5th ed.). Frenchs Forest, NSW: Pearson
Education Australia.
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Assessment 2
Brady, L., & Kennedy, K. (2012). Assessment and reporting (4th ed.). Frenchs Forest, N.S.W.:
Pearson Australia.
Campbell, R., & Green, D. (Eds.). (2006). Literacies and Learners: Current Perspectives (3rd
ed.). Frenchs Forest, NSW: Pearson.
Dooly, M., & Unamuno, V. (2009). Multiple languages in one society: categorisations of
language and social cohesion in policy and practice. Journal of Education Policy, 24(3),
217-236.
Flege, J. E. (1980). Phonetic approximation in second language acquisition. Language Learning,
30(1), 117-113.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language
learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Jabeen, S. S. (2014). Implementation of communicative approach. English
Language Teaching, 7(8), 68-74.
Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6th ed.).
Melbourne: Cengage.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon: Oxford.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL
implementation. Retrieved 10 April, 2015 from
http://ok.gov/sde/sites/ok.gov.sde/files/DI_UDL.pdf
Harmer, J. (2009). How to Teach English (5th ed.). Harlow: Longman.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories (3rd ed.).
London: Routledge.
Orton, J. (2010). The current state of Chinese language education in Australian schools. Carlton:
Education Services Australia.
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Assessment 2
Orton, J., Tee, J., Gong, J., McCulloch, J., Zhao, Y., and McRae, D. (2012).
Profiles of Chinese language programs in Victorian schools. Melbourne:
The University of Melbourne. Retrieved 6 April, 2015 from
http://education.unimelb.edu.au/__data/assets/pdf_file/0008/631691/CT
TC_profiles_report.pdf
Phillips, J., Ray, K., & Barnes, H. (2007). Social cohesion in diverse communities. York: Joseph
Rowntree Foundation.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL quarterly, 21(1), 87111.
Rosenholtz, S. J. (1991). Teachers' workplace: The social organization of schools. New York:
Teachers College Press.
ahin, Y. (2011). The importance of the foreign language learning contributing to world peace.
Online Submission, 8(5), 580-588.
Swearingen, R. (2002). A Primer: Diagnostic, Formative, & Summative Assessment.
Washington: Heritage University. Retrieved October 18, 2014 from
http://www.ewcupdate.com/userfiles/assessmentnetwork_net/file/A%20Primer_
%20Diagnostic,%20Formative,%20&%20Summative%20Assessment.pdf
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Assessment 2
Assignment 2
NN
PP
CR
DN
HD
A strongly articulated,
sequenced and developed
link to other curriculum
areas resulting in an
integrated approach
Evaluations have
seamlessly integrated into
comprehensive links to
teaching and learning
tasks that have been well
resourced, sequenced and
delivered. An extremely
sound professional
understanding of
requirements for teaching
Languages.
Ample authoritative
literature used throughout
to support discussion.
References integrated
thoroughly into work.
Knowledge and
implementation of
academic conventionsspelling, punctuation
grammar, sentence
structure at a high level
Very few, if any, errors in
spelling, grammar & APA
referencing.
Grade:
Lecturer:
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