STAGE ONE: EAL

INTERACTIVE STUDY UNIT

Thebarton Senior College

FINAL PLACEMENT
Lyndal Riley Thebarton Senior College Final Year Placement
ID: 2121870

Contents
STAGE ONE EAL UNIT OVERVIEW ............................................................................................................................2
SACE STANDARDS MET IN THIS UNIT: .....................................................................................................................5
Lesson Plans.............................................................................................................................................................6
Lesson 1 ...........................................................................................................................................................6
Lesson 2 ...........................................................................................................................................................7
Lesson 3 ...........................................................................................................................................................8
Lesson 4 ...........................................................................................................................................................9
Lesson 5 .........................................................................................................................................................10
Lesson 6 .........................................................................................................................................................11
Lesson 7 .........................................................................................................................................................12
Lesson 8 .........................................................................................................................................................13
Lesson 9 .........................................................................................................................................................14
Lesson 10 .......................................................................................................................................................15
Lesson 11 .......................................................................................................................................................16
Lesson 12 .......................................................................................................................................................17
Appendices ............................................................................................................................................................18
A: Performance Standards for Stage 1 English as an Additional Language .......................................................19
B: Assignment Task Sheet ..................................................................................................................................20
C: Marking Checklist ..........................................................................................................................................22
D: Planning for your interview! .........................................................................................................................24
E: Interview Justification ...................................................................................................................................26
F: What sort of questions might have been asked if these are the answers? ..................................................27
G: Making Contact .............................................................................................................................................28
H: Non verbal communication...........................................................................................................................29
I: Guess the Emotion .........................................................................................................................................31
J: Hints for writing your Report and Evaluation ................................................................................................40
K: Mark my Interactive Study! ...........................................................................................................................41
Interactive Study 1.........................................................................................................................................42
Interactive Study 2.........................................................................................................................................44
L: Class Editing ...................................................................................................................................................45
M: Interactive Study Analysis ............................................................................................................................46
 Lyndal Riley
ID: 2121870
Week Lesson 1 (TUE)
1 Advertising: choosing ads and identifying
language features
Think/Pair/Share: Class advertising analysis ppt
Active/ Passive
2 Conjunctions: refer to Moodle document,
conjunction worksheet, conjunction dice activity
(create your own sentence using conjunctions in
pairs).
Advertising: identifying language features in
chosen ads
3 Advertising: language study
4 Revision of mistakes in students drafts as whole
class
Advertising: language study
5 Settle: language study
INTERACTIVE STUDY: Interview: Think pair share.
Write down all the things you know in pairs about
interview. ANSWER GARDEN (purpose, use,
format, positives/negatives,
differences/similarities types of interviews and
TOPICS.
- decide on a person to interview and complete the
justification. Can be a teacher from school or
someone of same culture, but the interesting angle
must be about different area.
- Task sheet explanation
- provide planning sheet
Thebarton Senior College
STAGE ONE EAL UNIT OVERVIEW
Lesson 2 (THU)
Advertising: identifying language features in
chosen ads
Evaluative Words: positive and negative
Active/ Passive
Paragraphing: explicit example for advertising
analysis. Active/Passive, third person, evaluative
language activities.
Advertising: identifying language features in
chosen ads and writing language study
Advertising: language study
Tenses verso review
Advertising: language study
Settle: verso activity
Questions: types of questions (closed, open,
leading)
- All read an interview from a magazine/blog, class
discussion regarding the interview why were
those questions asked, pair up and make a list of
other questions the interviewer could have
askedwhat else would you like to know?
- Drafting the questions they will ask the
interviewee. 10 max.
Final Year Placement
Lesson 3 (FRI)
Advertising: identifying language features in
chosen ads
Active/Passive work sheet
Direct/Reported Speech
Advertising: language study
Analysis Drafts
Advertising: language study
Tenses verso review
Advertising Language Study
Settle: justification/ Questions/planning sheet
Sheet planning: what is interesting/angle.
Questions in class drafting and approval by
teacher.
Make contact with interviewee. How to make
contact. How will it be recorded. Will you give the
interviewee a copy of the questions being asked?
- May need to review manners and
conventions of email/making contact.
Interview can be conducted after Tuesday week 6
(next lesson). Can make contact now.
 Lyndal Riley
ID: 2121870
6 Settle: Verso comprehension reading activity
Introduction to: non-verbal communication
PowerPoint with videos and discussion.
Paired presentation: students are designated a
slide on the google slide and research the non-
verbal communication used in their interviews to
present to the class.
Body language walk students given am emotion
and must demonstrate this
Intonation role play (Appendix H). Students in
pairs are A and B. There is a small script and
students are given a situation or emotion and must
perform the different events together.
*Heavily encourage interview be conducted.
7 Settle: Planning sheet update/
questions/transcript
Discuss: types of things talked about in an
evaluation.
Report structure: Hints for writing your report
(appendix J)
Assignment link: we are only referring to 1
positive and 1 negative in our interview and we
must talk about both body language and
questioning.
Plan B: for students who have not yet conducted
their interview they are directed to a google slide
class presentation to research more information
about interview styles and types of questions. This
slide can be found here:
http://bit.do/interviewinfo
In class drafting: Interactive study
8 Settle: Continue working on interactive study.
Class activity: The worksheet aims to provide
students with revision on signal phrasing and
Thebarton Senior College
Settle: check questions
Check questions/emails
Click View video conducting interview techniques
followed by class discussion.
Interview planning sheet
Return assignments
other partner and they must guess what emotion it
*Heavily encourage interview be conducted.
Settle: Transcript/Report
Google Slide review
Paired activity: Mark an example of an interactive
study with a checklist. (Appendix K) followed by
class discussion.
In class drafting: Interactive study
Settle: Continue working on interactive study.
Class activity: Review analytical language
Final Year Placement
Settle: Transcripts/ Guess the emotion from the
body language
Video: Describing body language activity and class
discussion
Paired game (Appendix I) Guess the emotion.
Students sit back to back and 1 is given a picture
with a person showing a specific emotion. This
person must describe the body language to the
is.
Typing up interview answers
Plan B: verso response to video watched in class.
Kahoot body language
*Heavily encourage interview be conducted.
Settle: Transcript/Interactive study
Class editing: Distribute the sentence worksheet to
students (Appendix L) followed by class discussion.
In class assignment time. Teacher will provide
support for students and assess their progress.
In class drafting: Interactive study
Scaffold: provide students with topic sentence
ideas for the summary and evaluation paragraphs.
* Students current progress are used for levelling
Settle: Continue working on interactive study.
Class activity: Review Tenses
 Lyndal Riley Thebarton Senior College Final Year Placement
ID: 2121870

evaluative language. Additionally, it draws
attention to varying word choice when quoting.
The class produces an answer sheet and this is
made available on Moodle.
In class assignment time. Teacher will provide
support for students and assess their progress.
9 Settle: Continue working on interactive study.
Class activity: Review punctuation and grammar
In class assignment time. Teacher will provide
support for students and assess their progress.
In class assignment time. Teacher will provide In class assignment time. Teacher will provide
support for students and assess their progress. support for students and assess their progress.
Settle: Continue working on interactive study.
Class activity: Review punctuation and grammar Last Lesson
In class assignment time. Teacher will provide
support for students and assess their progress.
 SACE STANDARDS MET IN THIS UNIT:
- Communication
A Consistently clear and
coherent writing and speaking,
using a diverse and
sophisticated vocabulary.
Thorough and consistent
demonstration of grammatical
control and complexity.
B Mostly clear and coherent
writing and speaking, using a
varied vocabulary.
Effective and usually accurate
grammatical control and
complexity.
C Generally clear and coherent
writing and speaking, with an
appropriate vocabulary.
Appropriate grammatical
control; some errors, but these
do not impede meaning.
D Occasionally clear and
coherent writing and speaking,
with a restricted vocabulary.
Partial grammatical control;
some errors impede meaning.
E Limited clarity and coherence
in writing and speaking, with a
limited vocabulary.
Limited grammatical control;
errors impede meaning.
Comprehension
Insightful comprehension and
interpretation of complex
information, ideas, and
opinions in texts.
Thorough and effective
understanding of the purpose,
structure, and language
features of texts.
Detailed comprehension and
interpretation of some complex
information, ideas, and
opinions in texts.
Well-considered understanding
of the purpose, structure, and
language features of texts.
Appropriate comprehension
and interpretation of
information, ideas, and
opinions in texts.
Appropriate understanding of
the purpose, structure, and
language features of some
texts.
Comprehension of aspects of
information, ideas, and/or
opinions in texts.
Some recognition and
awareness of the purpose,
structure, and/or language
features of texts.
Limited comprehension of
information or ideas in a text.
Limited recognition and
awareness of the purpose,
structure, and language
features of a text.
Analysis
Thorough analysis of
personal, social, and
cultural perspectives in
texts.
Consistently clear analysis
of ways in which texts are
created for specific
purposes and audiences.
Effective analysis of
personal, social, and
cultural perspectives in
texts.
Well-considered analysis
of ways in which texts are
created for specific
purposes and audiences.
Some analysis of
personal, social, and
cultural perspectives in
texts.
Analysis with some
description of ways in
which texts are created for
purposes and audiences.
Recognition of personal,
social, and/or cultural
perspectives in texts.
Identification of ways in
which texts are created for
specific purposes and/or
audiences.
Limited recognition of
personal, social, and/or
cultural perspectives in
texts.
Identification of a purpose
or audience for a text.
Application
Consistent use of complex
language features and
conventions for different
purposes and audiences.
Discerning selection and
use of relevant evidence
and examples from a range
of sources to support a
point of view.
Effective use of language
features and conventions
for different audiences and
purposes.
Considered selection and
use of evidence and
examples from a range of
sources to support a point
of view.
Appropriate use of
language features and
conventions for different
audiences and purposes.
Selection of evidence and
examples from a range of
sources to support a point
of view.
Some use of language
features and conventions.
Selection of some evidence
and examples from a
narrow range of sources.
Attempted use of language
features and conventions.
Selection of some evidence
from a source.
 Lesson Plans
Lesson 1

Curriculum Area: Stage 1 EAL Date: 30th May 2017

Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
Cp 2
Key Concept: Interviews are conducted in various ways for different purposes.
As a result of actively engaging in this lesson students will:
Understand:
- That there are multiple reasons why interviews are conducted
Know:
- The purpose of interviews in reporting or researching
- Culture, generation, experience and expertise are the 3 main reasons to interview someone
Be able to:
- Explain what an interview is used for
- Begin to identify formal and informal styles of interviews
- Choose a person of interest to interview for their assignment
- Begin to justify the choice of interviewee.
Essential Questions:
Why are interviews a useful method of researching for information?
What are the language features used in interview reports?
LESSON SEQUENCE
Settle verso reading comprehension response or finalising the language study.
Assignment Task explanation (Appendix B)
Class brainstorm What sort of people would you like to interview and why? What makes them
special? Bringing this activity back to the assignment which of the 4 reasons to interview someone, are
these people addressing.
Worksheet - Interview justification (Appendix E) - decide on a person to interview and complete the
justification. It can be a teacher from school or someone of same culture, but the interesting angle
must be about different area as specified on the task sheet. Once you have discussed the person you
are going to interview with the teacher and completed the justification sheet work on language study.
Closure:
Make a final decision on who you will interview for interactive study.
Submit language study.
 Lesson 2

Curriculum Area: Stage 1 EAL Date: 1st June 2017

Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
C1 Cp 2
Key Concept: Open, closed and leading questions can be used when conducting an interview.
As a result of actively engaging in this lesson students will:
Understand:
- How the language used in a question directly impacts the answer provided.
- That to obtain more information a question should be phrased with an open ending.
Know:
- The three main styles of questions are open, closed and leading.
- All three styles of questions can be useful in different settings.
Be able to:
- Compose open, closed and leading questions.
- Reflect on the effectiveness of different types of questions.
- Produce 10 open questions in relation to their interviewee for assignment 4.
Essential Questions:
How do effective writers and interviewers use questions?
What makes a good question?
LESSON SEQUENCE
Settle: Verso activity combine these small sentences into bigger ones.
YouTube Video: how important are questions? http://bit.do/whyquestions
Evacuation drill (15 min).
Questions overview Google Slides http://bit.do/EALquestions
Worksheet (Appendix F): Can you form the correct style of question if you are given the answer?
Share with the class the answers as there may be many different styles of questions that can be
asked. (15 min).
Assignment link drafting 10 open ended questions to ask their interviewee.
Game: Guess whats in the box? I have placed something random in the box, today it is a packet of
sour straps, and using their open questions they have to guess whats in the box.
Closure:
Daymap: Remind students to check daymap if they are absent for the class notes and homework that
is expected of them.
Draft 10 open ended questions to ask your interviewee. Check with the teacher to confirm they are
appropriate before contacting your interviewee.
 Lesson 3
Curriculum Area: Stage 1 EAL Date: 2nd June 2017
Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
Cp 2 Ap 1
Key Concept: Language and structural conventions of professional emails.
As a result of actively engaging in this lesson students will:
Understand:
- the purpose, structure, and language features of professional emails.
Know:
- Language features and conventions vary for different purposes and audiences.
Be able to:
- Use e-literacy skills and understand context-appropriate email etiquette and expectations
Essential Questions:
How does language change in different situations?
Why dont you use the same words or expressions in every situation?
LESSON SEQUENCE
Making contact (Appendix G)
http://bit.do/howtoemail

Closure:
Contact interviewee
Update the planning for your interview worksheet
 Lesson 4

Curriculum Area: Stage 1 EAL Date: 6th June

Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
Cp 2
Key Concept: Body language is a non-verbal means of communication.
As a result of actively engaging in this lesson students will:
Know:
- Communication is not limited to verbal words, but extends to non-verbal movements and tone of
voice.
- A variety of non-verbal cues combine to create effective communication.
Understand:
- That non-verbal communication is an essential part of communication
- Why non-verbal communication including body language and help build confidence and research
abilities when interviewing
Be able to:
- develop an understanding of non-verbal cues, cultural references, metaphors, and connotations
- Explain the difference between the different types of non-verbal communication and their use in
everyday interactions
- develop effective speech, using skills and strategies such as clear pronunciation, intonation, stress, and
rhythm
Essential Questions:
How do we communicate with each other?
LESSON SEQUENCE
Settle: Verso comprehension reading activity
Order yourselves without talking in birthday order.
Introduction to: non-verbal communication PowerPoint.
Paired presentation: students are designated a slide on the google slide http://bit.do/nonverbal
From here, the pairs research the non-verbal communication used in their interviews to present to the
class.
Body language walk students given am emotion and must demonstrate this
Body language walk with deck of cards status. Students are given a card from a deck and the highest
is a king and the lowest is a 1, and after 5 minutes with no talking students must rank themselves in
order.
Intonation role play (Appendix H). Students in pairs are A and B. There is a small script and students
are given a situation or emotion and must perform the different events together.

Closure:
Encourage students to contact and conduct interviews
Interviews should be conducted within a week
Questions need to be checked and emails can be drafted
Students are encouraged to write a transcript of the interview upon completion.
 Lesson 5
Curriculum Area: Stage 1 EAL Date: 8th June 2017
Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
Cp 2
Key Concept: Interviews are used to find out information and involve a number of technical elements.
As a result of actively engaging in this lesson students will:
Know:
- Interviewing is useful to find out information on a specific topic
- The types of non-verbal language
Understand:
- That preparation is needed before conducting an interview to ensure it is successful
- That non-verbal language provides valuable information in an interview
Be able to:
- learn active listening strategies
- Explain the key concepts of interviewing
- Justify the questions they will ask in their interview
- Describe the process of their interview
Essential Questions:
How can interviewing be a useful method of learning?
LESSON SEQUENCE
Check interview questions
Click view video - https://online.clickview.com.au/share?sharecode=c2051bd8 interview overview.
Class discussion
Students complete the interview planning sheet (appendix D) which is available in hard copy or on
Moodle as a working document.
Check where students are on their interview status.
Return assignments with time to discuss results.

Closure:
Contact and arrange a time to interview.
Record interview
Type up interview answers
 Lesson 6

Curriculum Area: Stage 1 EAL Date: 9th June 2017

Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
Cp 2 Ap 1
Key Concept: Body language can be described in writing.
As a result of actively engaging in this lesson students will:
Know:
- Language used to describe non-verbal communication.
- Understand:
- That non-verbal communication can be interpreted to make meaning when speaking face-to-face.
Be able to:
- Identify and describe non-verbal language both orally and in writing.
- Compare and contrast the non-verbal language of two different people throughout a conversation.
Essential Questions:
How can language be used to create visual images?
LESSON SEQUENCE
Settle: Teacher describes an emotion (shocked) written on the whiteboard. Students must try to guess
the emotion as the descriptive sentences are revealed one by one.
Settle: Update interview planning sheet and checklist
Video: Describing body language activity. As a class, students watch a video of an interview and
describe the body language of the interviewee with the help of the teacher. Video is of an interview
between David Letterman and Jay Z found here: http://bit.do/youtubejayz
Paired game (Appendix I) Guess the emotion. Demonstrate the activity to the class with the teacher
as the guesser. The class must describe the emotion to me using only their words.
Students sit back to back and 1 is given a picture with a person showing a specific emotion. This person
must describe the body language to the other partner and they must guess what emotion it is. Rotate
the partners around to mix the students up.
Put the list of descriptive words on the board for students to refer to, to help describe the visual
emotion.
Typing up interview answers
Plan B: students not drafting questions and awaiting interview are able to continue with the Verso
questions. The students must write a paragraph on verso about the non-verbal language of both the
interviewer and the interviewee in the video of Jay Z and David Letterman.
Kahoot body language http://bit.do/kahootbody
Closure:
Contact and arrange a time to interview.
Record interview
Type up interview answers
 Lesson 7

Curriculum Area: Stage 1 EAL Date: 13th June 2017

Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
C1 Cp 1 Ap 2
Key Concept: Language features specific to report writing.
As a result of actively engaging in this lesson students will:
Know:
- Report structure and reflective language.
Understand:
- Writers use a variety of literary elements to inform, persuade, describe, and entertain readers.
- Writers can improve their work through internal reflection
Be able to:
- use a range of cohesive and structural devices to organise ideas logically
- consider purpose, audience, and context when making language choices
Essential Questions:
How does the purpose influence the format of your writing?
How does the audience influence the format of your writing?
LESSON SEQUENCE
Discuss: types of things talked about in an evaluation.
Report structure: Hints for writing your report (appendix J)
Assignment link: we are only referring to 1 positive and 1 negative in our interview and we must talk
about both body language and questioning.
Plan B: for students who have not yet conducted their interview they are directed to a google slide
class presentation to research more information about interview styles and types of questions. This
slide can be found here: http://bit.do/interviewinfo
In class time for assignment writing.

Closure:
Record interview
Type up interview answers
Writing report
Resources available on class Moodle.
 Lesson 8

Curriculum Area: Stage 1 EAL Date: 15th June 2017

Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
C1 Cp 2 Ap 1
Key Concept: Evaluation and reflection can provide effective feedback to highlight strengths and weaknesses.
As a result of actively engaging in this lesson students will:
Know:
- Critical feedback is useful when writing texts.
- Report structure and reflective language.
Understand:
- Reflection is an internal means of feedback to assess performance and determine areas of
improvement
- Writers use a variety of literary elements to inform, persuade, describe, and entertain readers.
Be able to:
- Critically examine a text to provide feedback
- Identify elements of correct report structure
- Justify feedback given in a marking setting with reference to persuasive, descriptive, and emotive
language as appropriate
Essential Questions:
How do we formally evaluate performance?
How can we use evaluation and reflection to improve our communication?
LESSON SEQUENCE
Settle: Continue working on interview transcript or report.
Google Slide review: last lesson a student was working on the class presentation and we will run
through her work to expand the class knowledge of interview styles, reasons and types of additional
useful questions. http://bit.do/interviewinfo
Paired activity: Mark an example of an interactive study with a checklist. (Appendix K) using Interactive
Study 1, have students pair up and mark this text. Teacher will informally provide guiding questions to
stimulate student critical thinking. After a grade is given work through the checklist as a class and
discuss important points of the assignment and language/structure features that will be assessed.
Interactive Study 2 may be used to challenge higher achieving students or differentiate the class task.
In class assignment time. Teacher will provide support for students and assess their progress.
Closure:
Record interview
Type up interview answers
Writing report Due Friday 23rd (the actual deadline will be extended until Tuesday 27th to reward
hard work).
As many drafts can be sent to teacher as students like
All resources from todays lesson are made available on the Moodle and a text is sent to all reminding
them of homework and key deadlines.
 Lesson 9
Curriculum Area: Stage 1 EAL Date: 16th June 2017
Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
C1 Cp 1 Ap 1
C2 Cp 2
Key Concept: exchange information, opinions and experiences through writing and speaking in a first person
research report.
As a result of actively engaging in this lesson students will:
Know:
- Forms of descriptive and emotive language
Understand:
- Language choice is dependent on audience of the text.
Be able to:
- Consider purpose, audience, and context when making language choices
- Develop effective writing skills and strategies such as punctuation, vocabulary, and grammatical and
lexical competence.
Essential Questions:
How is our understanding of culture and society constructed through and by language?
LESSON SEQUENCE
Settle: Continue working on interview transcript or report.
Class editing: Distribute the sentence worksheet to students (Appendix L). Give students time to read
the sentences and write on the white board. Call on students to come forward and fix the sentences
and the rest of the students write in the correct answer.
In class assignment time. Teacher will provide support for students and assess their progress.
Scaffold: Provide students with some examples of topic sentences for the summary and evaluation
paragraphs.
Students progress is used for levelling.

Closure:
Type up interview answers
Writing report Due Friday 23rd (the actual deadline will be extended until Tuesday 27th to reward
hard work).
As many drafts can be sent to teacher as students like
All resources from todays lesson are made available on the Moodle and a text is sent to all reminding
them of homework and key deadlines.
 Lesson 10
Curriculum Area: Stage 1 EAL Date: 20th June 2017
Learning Objective
SACE Performance Standards (See Appendix A)
Communication Communication Communication Communication
C1 Cp 1 Ap 1
Cp 2
Key Concept: exchange information, opinions and experiences through writing and speaking in a first person
research report.
As a result of actively engaging in this lesson students will:
Know:
- Forms of descriptive and emotive language
Understand:
- Language choice is dependent on audience of the text.
Be able to:
- Consider purpose, audience, and context when making language choices
- Develop effective writing skills and strategies such as punctuation, vocabulary, and grammatical and
lexical competence.
Essential Questions:
How is our understanding of culture and society constructed through and by language?
LESSON SEQUENCE
Settle: Continue working on interactive study.
Class activity: Distribute Appendix M and Interactive Study 1 (from Appendix K) and allow students to
work through this activity. The worksheet aims to provide students with revision on signal phrasing
and evaluative language. Additionally, it draws attention to varying word choice when quoting.
The teacher may wish to put examples of paraphrasing, reported and direct speech on the board for
students to reference. The class will produce an answers sheet and this will be made available on the
Moodle for students to access outside of class.
In class assignment time. Teacher will provide support for students and assess their progress.

Closure:
Writing report Due Friday 23rd (the actual deadline will be extended until Tuesday 27th to reward
hard work).
Draft is due Thursday 22nd (for levelling).
As many drafts can be sent to teacher as students like
All resources from todays lesson are made available on the Moodle and a text is sent to all reminding
them of homework and key deadlines.
 Lesson 11
Curriculum Area: Stage 1 EAL Date: 22nd June 2017
Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
C1 Cp 1 Ap 1
Cp 2 Ap 2
Key Concept: exchange information, opinions and experiences through writing and speaking in a first person
research report.
As a result of actively engaging in this lesson students will:
Know:
- Forms of descriptive and emotive language
Understand:
- Language choice is dependent on audience of the text.
Be able to:
- Consider purpose, audience, and context when making language choices
- Develop effective writing skills and strategies such as punctuation, vocabulary, and grammatical and
lexical competence.
Essential Questions:
How is our understanding of culture and society constructed through and by language?
LESSON SEQUENCE
Settle: Continue working on interactive study.
Class activity: Review analytical language
In class assignment time. Teacher will provide support for students and assess their progress.

Closure:
Writing report Tell students the final assessment deadline has been extended until Tuesday 27th
As many drafts can be sent to teacher as students like
All resources from todays lesson are made available on the Moodle and a text is sent to all reminding
them of homework and key deadlines.
 Lesson 12
Curriculum Area: Stage 1 EAL Date: 23rd June 2017
Learning Objective
SACE Performance Standards (See Appendix A)
Communication Comprehension Analysis Application
C1 Cp 1 Ap 1
Cp 2 Ap 2
Key Concept: exchange information, opinions and experiences through writing and speaking in a first person
research report.
As a result of actively engaging in this lesson students will:
Know:
- Forms of descriptive and emotive language
Understand:
- Language choice is dependent on audience of the text.
Be able to:
- Consider purpose, audience, and context when making language choices
- Develop effective writing skills and strategies such as punctuation, vocabulary, and grammatical and
lexical competence.
Essential Questions:
How is our understanding of culture and society constructed through and by language?
LESSON SEQUENCE
Settle: Continue working on interactive study.
Activity: Review tenses
In class assignment time. Teacher will provide support for students and assess their progress.

Closure:
Writing report Tell students the final assessment deadline has been extended until Tuesday 27th
As many drafts can be sent to teacher as students like
All resources from todays lesson are made available on the Moodle and a text is sent to all reminding
them of homework and key deadlines.
Appendices
Appendices
A: Performance Standards for Stage 1 English as an Additional Language
- Communication
A Consistently clear and coherent writing
and speaking, using a diverse and
sophisticated vocabulary.
Thorough and consistent demonstration
of grammatical control and complexity.
B Mostly clear and coherent writing and
speaking, using a varied vocabulary.
Effective and usually accurate
grammatical control and complexity.
C Generally clear and coherent writing and
speaking, with an appropriate
vocabulary.
Appropriate grammatical control; some
errors, but these do not impede meaning.
D Occasionally clear and coherent writing
and speaking, with a restricted
vocabulary.
Partial grammatical control; some errors
impede meaning.
E Limited clarity and coherence in writing
and speaking, with a limited vocabulary.
Limited grammatical control; errors
impede meaning.
Comprehension
Insightful comprehension and
interpretation of complex information,
ideas, and opinions in texts.
Thorough and effective understanding of
the purpose, structure, and language
features of texts.
Detailed comprehension and
interpretation of some complex
information, ideas, and opinions in texts.
Well-considered understanding of the
purpose, structure, and language
features of texts.
Appropriate comprehension and
interpretation of information, ideas, and
opinions in texts.
Appropriate understanding of the
purpose, structure, and language
features of some texts.
Comprehension of aspects of
information, ideas, and/or opinions in
texts.
Some recognition and awareness of the
purpose, structure, and/or language
features of texts.
Limited comprehension of information or
ideas in a text.
Limited recognition and awareness of the
purpose, structure, and language
features of a text.
Analysis
Thorough analysis of personal, social,
and cultural perspectives in texts.
Consistently clear analysis of ways in
which texts are created for specific
purposes and audiences.
Effective analysis of personal, social, and
cultural perspectives in texts.
Well-considered analysis of ways in
which texts are created for specific
purposes and audiences.
Some analysis of personal, social, and
cultural perspectives in texts.
Analysis with some description of ways in
which texts are created for purposes and
audiences.
Recognition of personal, social, and/or
cultural perspectives in texts.
Identification of ways in which texts are
created for specific purposes and/or
audiences.
Limited recognition of personal, social,
and/or cultural perspectives in texts.
Identification of a purpose or audience for
a text.
Application
Consistent use of complex language
features and conventions for different
purposes and audiences.
Discerning selection and use of relevant
evidence and examples from a range of
sources to support a point of view.
Effective use of language features and
conventions for different audiences and
purposes.
Considered selection and use of
evidence and examples from a range of
sources to support a point of view.
Appropriate use of language features and
conventions for different audiences and
purposes.
Selection of evidence and examples from
a range of sources to support a point of
view.
Some use of language features and
conventions.
Selection of some evidence and
examples from a narrow range of
sources.
Attempted use of language features and
conventions.
Selection of some evidence from a
source.
 Appendices
B: Assignment Task Sheet
Name:
Subject: EAL A Stage: 1
Assessment Type: Interactive Study Weighting: 25%
Name of Interview
Assessment:
Task Description:
Students will plan and conduct an interview.
The interviewee will be either:
Someone from a different culture to their own
Someone from a different generation to their own
Someone with expert knowledge of an issue
Someone with knowledge or experience of an aspect of cultural life
Students will conduct their interview in English. Then they will write an individual written report
(600 words) to present the key findings and evaluate their performance, reflecting on the communication
skills and strategies used in planning and conducting the interview.

How to go about it:

1. The class will explore and discuss a wide variety of possible purposes and styles of interviews,
different interviewees and topics.
2. You will choose one or more options to investigate.
3. You will watch an example of an interview.
4. You will explore the role of questions and the different structures and types you can use.
5. You will develop questions for the interviews (draft, analyse and check to come up with final list of
questions in appropriate order).
6. You will contact your interviewee and arrange a time and location for the interview.
7. You will analyse, explain and demonstrate the importance of body language when conducting an
interview.
8. You will conduct your interview in English and record it.
9. As a class, you will read two interview articles. Then you will discuss and analyse: What is an
interview? What is the purpose? What are the language features?
10. You will learn how to write a report (reflecting and evaluating).
11. You will then draft and write a final individual report about the interview. A template (outline) will
be provided. This will include:
key findings of the interview
reflection on the communication skills and strategies used in planning and conducting the
interview, such as oral communication skills (e.g. pronunciation, initiating, sustaining, and
concluding interactions, non-verbal cues, understanding of politeness conventions, active
listening strategies, and question design).

Language Features

- Formal first person

- Direct and reported speech
- Paragraph structure
- Conjunctions
- Tense
- Evaluative words
 Appendices
SACE ASSESSMENT TASK
Performance Standards- Stage 1 EAL: Interactive Study; Interview
- Communication
A Consistently clear and
coherent writing and speaking,
using a diverse and
sophisticated vocabulary.
Thorough and consistent
demonstration of grammatical
control and complexity.
B Mostly clear and coherent
writing and speaking, using a
varied vocabulary.
Effective and usually accurate
grammatical control and
complexity.
C Generally clear and coherent
writing and speaking, with an
appropriate vocabulary.
Appropriate grammatical
control; some errors, but these
do not impede meaning.
D Occasionally clear and
coherent writing and speaking,
with a restricted vocabulary.
Partial grammatical control;
some errors impede meaning.
E Limited clarity and coherence
in writing and speaking, with a
limited vocabulary.
Limited grammatical control;
errors impede meaning.
Comprehension
Insightful comprehension and
interpretation of complex
information, ideas, and
opinions in texts.
Thorough and effective
understanding of the purpose,
structure, and language
features of texts.
Detailed comprehension and
interpretation of some complex
information, ideas, and
opinions in texts.
Well-considered understanding
of the purpose, structure, and
language features of texts.
Appropriate comprehension
and interpretation of
information, ideas, and
opinions in texts.
Appropriate understanding of
the purpose, structure, and
language features of some
texts.
Comprehension of aspects of
information, ideas, and/or
opinions in texts.
Some recognition and
awareness of the purpose,
structure, and/or language
features of texts.
Limited comprehension of
information or ideas in a text.
Limited recognition and
awareness of the purpose,
structure, and language
features of a text.
Analysis
Thorough analysis of
personal, social, and
cultural perspectives in
texts.
Consistently clear analysis
of ways in which texts are
created for specific
purposes and audiences.
Effective analysis of
personal, social, and
cultural perspectives in
texts.
Well-considered analysis
of ways in which texts are
created for specific
purposes and audiences.
Some analysis of
personal, social, and
cultural perspectives in
texts.
Analysis with some
description of ways in
which texts are created for
purposes and audiences.
Recognition of personal,
social, and/or cultural
perspectives in texts.
Identification of ways in
which texts are created for
specific purposes and/or
audiences.
Limited recognition of
personal, social, and/or
cultural perspectives in
texts.
Identification of a purpose
or audience for a text.
Application
Consistent use of complex
language features and
conventions for different
purposes and audiences.
Discerning selection and
use of relevant evidence
and examples from a range
of sources to support a
point of view.
Effective use of language
features and conventions
for different audiences and
purposes.
Considered selection and
use of evidence and
examples from a range of
sources to support a point
of view.
Appropriate use of
language features and
conventions for different
audiences and purposes.
Selection of evidence and
examples from a range of
sources to support a point
of view.
Some use of language
features and conventions.
Selection of some evidence
and examples from a
narrow range of sources.
Attempted use of language
features and conventions.
Selection of some evidence
from a source.
 Appendix

C: Marking Checklist
ASSESSMENT CHECKLIST: Stage 1 EAL A : Name.
Assignment 1: Interactive Study: Interview Report and Evaluation
Performance standards explained: This is a guide only, and they do not have equal weighting.
The extent to which you achieved this: A B C D E
C1 Clarity and coherence of written and spoken expression, using appropriate vocabulary
Assesses how clearly you express your ideas, and your choice of appropriate words in your
report about your interview.
Have you selected and explained the key points
of the interview clearly?
Have you used appropriate, clear ways to
express your judgements and ideas about the
conducting of the interview?
Is your grammar accurate?
Have you used appropriate (technical and
subject specific) language in your report?
eg. question types, specific words to suit your
topic
Have you written your report in a logical and
clearly structured way?

Cp2 Understanding of the purpose, structure, and language features of texts.

Assesses your ability to understand the purpose, structure and language features of interview
and report.
Are the language features and structure of the
interview correctly identified and explained
well?
Is the purpose of the interview clearly
understood and explained?
Is the purpose of the report clearly
understood?
Did you understand the structure of the report
and follow it accurately?

Ap1 Use of language features and conventions for different purposes and audiences.

This assesses how well you understand the way the interviews and reports are created (using
the correct language features and conventions -the usual ways things are done, following the
commonly accepted rules), to suit the purpose and audience for the interview and report.
Have you produced a logical and clearly
structured report? ( headings are allowed)
Does each paragraph contain one main idea
supporting the topic sentence?
Have you written the report in a formal style?
( impersonal)
Have you used effective evaluative language
(in a range of ways) to describe and judge the
interview?
Have you used passive voice appropriately?
Appendix

Have you used a range of conjunctions

correctly to show relationships between your
ideas in your sentences?

Ap2 Selection of evidence and examples to support a point of view.

Assesses your ability to choose relevant and effective evidence to support your judgements
about your interview.
Have you chosen accurate evidence
(examples) that support your views about
your interview?
Have you used a wide range of suitable
examples as evidence?
 Appendix

D: Planning for your interview!

1. Establish aims and objectives:
Who are you going to interview?
What are you trying to achieve/ find out?
What is the interesting aspect /angle you are taking about your interviewee.
2. Plan your questions:
Do some research to learn about your interviewee/subject.
Start with general questions ( usually more open in style and need more extended answers eg Can
you tell me why.how.?) , then move to specific
( often closed style when you are looking for a particular response, they can be leading questions eg
When did you do this?)
Put questions in a logical order.
Allow time for unplanned responses and follow up/ clarifying questions.
Write down your questions.
Final question: Is there anything else youd like to say before we finish?
How much time do you have? Think about the number of questions needed.
3. Make contact
Phone or visit to set up the interview. A referral is helpful.
Plan where and when, remembering to be flexible.
Introduce yourself, explain the purpose of the interview, and offer a choice of times.
Summarize the content, and ask if it is ok to tape it.
Confirm details in writing if possible.
4. Practical Preparation
Test the recording equipment (battery life, how to use the equipment & sound levels etc).
Be early.
Position recorder and seating correctly.
Speak clearly and practice your questions. Check the pronunciation of any new or challenging words.
Use eye contact and positive body language to encourage them.
Give them brief feedback eg nods, smile, yes, mm (this is not the time for you to share your
experiences and stories.)
Treat them politely, kindly and relax.
Listen carefully and write brief comments if you want to clarify any points raised or ask some
unplanned questions based on what you heard. Don't write a lot or you may miss what they are
saying!
Thank them for their time and help.
Ask if they would like a copy of your written report.
5. Write up the important points from the interview, using your recording.
Make notes about how effective the interview was, in regards to getting the information you wanted,
the success of the planning, the timing, the environment, the question styles, your body language and
their responses, comfort level etc.
What went well? What could have been better?
Don't wait too long to do this or you will have forgotten a lot of the things that happened, You will
need all of this information for your oral presentation and written evaluation.
6. Follow up
Thank them again for their help ( phone or email is fine) and send the report if they requested it.
 Appendix
Complete a planning sheet ( using something like the outline suggested below) to show you have
considered all of the planning points. Show your questions to another student before you give them to
the teacher for checking.

Stage Your Details / Actions

1. Establish aims What, who, why?
and objectives

2. Make contact.

3. Plan questions: Write general comments about the type of questions, and also draft the actual
questions you will ask.

4. Practical
Preparation

5. Write up

6. Follow up
Appendix

E: Interview Justification

The aim of this task is to help you think about who you are going to interview for your final
summative assessment.

You must explain who you intend to interview and why. Please answer the following points using
sentences. This task should be between 200-500 words.

Who is the person you are going to interview and how did you find out about them?

What area of expertise/experience do they have that is of particular interest to you?

What difficulties are you expecting to have during the interview, if any and why?

Do you have any pre-conceived ideas about what kind of information they will provide during the
interview?

When and where do you plan to interview them? Why did you choose this time and place?
 Appendix

F: What sort of questions might have been asked if these are the answers?

1. Yes.
___________________________________________________________________

2. No.
___________________________________________________________________

3. Apples.
___________________________________________________________________

4. You know its really hard to say where I spend most of my time.
___________________________________________________________________

5. Studying hard for school is just too much trouble and I dont think it will do any good.
___________________________________________________________________

6. I live with my parents.

___________________________________________________________________

7. I hate broccoli and tomato.

___________________________________________________________________

8. My mum told me about the car crash.

___________________________________________________________________
Appendix

G: Making Contact
Once you have decided who you will interview and the topic of the interview, you need to make
contact to arrange a time to meet.

It is important to create a professional relationship with your interviewee, especially if you

do not know them personally. Most people communicate via email to organise meetings if
they do not see their interviewee regularly.

Every text type we write has its own conventions and this is true for email.

EXAMPLE:
Politely address the person you are emailing.
Dear __________,

Using formal language tell them why you are emailing.

Ask a time to meet if they are able to help.
As part of my English as an Additional Language course at Thebarton Senior College I am required
to conduct a small interview with a person of expertise in specific area. I would like to interview
you about _________________ because ___________________.
Please let me know if you are able to help me with this, and if so, when we can arrange a
meeting.
Politely sign off the email
Sincerely,
Lyndal Riley

Make sure you show a draft of the email to your teacher BEFORE YOU SEND.
Appendix
H: Non verbal communication
Intonation and Word-stress exercise

A: Hi, how are you?

B: Fine, thank you. And you?
A: Just great. What have you been doing lately?
B: Oh, not much. But I've been keeping busy.
A: Well...it's been good to see you.
B: Yes, it has...well, bye!
A: Goodbye.

A: Hi, how are you?

B: Fine, thank you. And you?
A: Just great. What have you been doing lately?
B: Oh, not much. But I've been keeping busy.
A: Well...it's been good to see you.
B: Yes, it has...well, bye!
A: Goodbye.

A: Hi, how are you?

B: Fine, thank you. And you?
A: Just great. What have you been doing lately?
B: Oh, not much. But I've been keeping busy.
A: Well...it's been good to see you.
B: Yes, it has...well, bye!
A: Goodbye.

A: Hi, how are you?

B: Fine, thank you. And you?
A: Just great. What have you been doing lately?
B: Oh, not much. But I've been keeping busy.
A: Well...it's been good to see you.
B: Yes, it has...well, bye!
A: Goodbye.
Appendix

1) two boxers who will compete in a match tomorrow

2)a sick person in hospital and friend who visits

3) two old people who are all but deaf

4) a robot and his designer

5) a divorced couple

6) a couple who's love is doomed by marriage promised to others

7) a teacher and a student suffering from infatuation

8) two people who are angry at each other

9) a landlady and her overdue tenant

10) a teacher who has given a student a bad grade, they meet years later

11)two people who have met before, but can't remember where

12) two spies who are meeting late at night

13) two old friends who run into each other on a railway platform

14) a detective and a criminal

Appendix
I: Guess the Emotion
Emotion Body language
Grumpy Press lips together, sneer, scrunch face, raise an eye brow, wrinkles around
face, hard eye contact, rub face, pinch the bridge of nose,

Proud Chin up, chest out, shoulders back, hard handshake, lean back with hangs out
behind or up above head, unblinking, focused eye contact, hands on hips, fist
pump

Nervous Worry lines, biting finger nails, avoid eye contact, direct eye contact hunched
shoulders, arms around ourselves, tapping pen, looking around the room
quickly, fast breathing, fiddle with earring or buttons, play on mobile phone.

Bored Yawn, avoid eye contact, tap feet, fidget, slouch, look away, tap fingers on
desk, big sigh, very relaxed,

Scared Hunched shoulders, shrink back or away, mouth open, wide eyes, shake,
tremble, freeze, rock from side to side, wrap arms around ourselves, hands
out to protect,

Shocked Wide-eyes, hand cover mouth, mouth wide, raised eye brows, open chest,
relaxed shoulders

Embarrassed Blush, cover face with hands, head is low, no eye contact, look down, look
away, worry lines on face, wide eyes,

Angry Shake fist, point finger, slam fist on a table, clenched fists, eyebrows are low,
squint eyes, bare teeth, throbbing veins in the neck, tight neck muscles,
hands on hips
Appendix

Grumpy
Appendix

Proud
Appendix

Nervous
Appendix

Bored
Appendix

Scared
Appendix

Shocked
Appendix

Embarrassed
Appendix

Angry
 Appendix
J: Hints for writing your Report and Evaluation
Introduction 100 words
The introduction sets the scene for the main body of the report. The aims and objectives of the report should
be explained in detail.
Who?
Why? (what was the purpose of this interview?)
Topic? What did you want to interview about?
Why did you choose to interview this person about the particular topic?

Summary of Information gained 200 words

This section should include a summary of the results of the interview written in paragraph form.
Pick TWO main areas from the interview to discuss.

Ways to express what someone else has said

Reported speech: When we use someone elses idea by putting it into our own words.
EXAMPLE: It was very, very terrible.
He stated that his trip to Australia was terrible.
Direct speech: When we use someone elses words exactly as they said it.
EXAMPLE: It was very, very terrible.
He said his trip was terrible.
Summaries/paraphrasing: When we use our own words to tell an idea.
EXAMPLE: It was very, very terrible.
It was interesting to hear his trip to Australia was traumatic.
Evaluation 250 words
Lets analyse our interview and find the positive and negative parts. Describe briefly what you did during this
assignment, why you did it, and how effectively you planned and carried out the interview. Be honest.
Using your evaluative word list on Moodle, describe two positives and two negative aspects.

Positive: I got lots of information.

EXAMPLE: The person I interviewed responded to my questions with plenty of information because I
used open ended questions.
Negative: I spent too much time thinking of people to interview and write questions so I did not have
enough time to write my report and evaluation.
EXAMPLE: I did not organise my time effectively and as a result I had to rush to write my report and
evaluation. Next time I will.

If something went wrong, explain why this happened and how you can improve it for next time.

YOU MUST: discuss one positive and one negative about questions and body language.
- Questioning: formal/informal, technical words, politeness, pronunciation, feedback, silence,
Information gained: amount, quality, relevance)
- Body language or relationship with interviewee

Conclusion 50 words
Summarise overall how well you achieved your aim of this task.
EXAMPLE: Throughout the interview process I
 Appendix
K: Mark my Interactive Study!
Read through my interactive study with a partner to help you and mark my work.
Place a tick () in the box that matches. Tip: This is not worth an A!

CHECK LIST A B C D E
Are there headings? Are they accurate and helpful?
Have I clearly told you who the report is about?
Have I clearly told you what is the purpose of the interview?
Have I clearly told you why did they choose this person to interview?
Did I clearly tell you about the two main points from the interview?
What were they?

Did I use some quotations (like this)?

Please write an example of the quotation they used.

Are the quotations correct?

Did I have a strong evaluation of the interview process?
Did I use a topic sentence in the evaluation to tell you what I will talk
about? (remember we are discussing an example of positive and negative
body language and positive and negatives about questions)
Did I give an example of positives about bogy language?
Did I give an example of negatives about body language?
Did I give an example of positives about questions?
Did I give an example of negatives about questions?
Did I say how I will improve my interview process next time?
Is there a conclusion? Is it effective?

Add up the most ticks for each box and give me a final grade. Remember dont be nice, be critical!

OVERALL GRADE:
 Appendix
Interactive Study 1

Introduction
The person I interviewed was Mrs Jane Williams, who is in her sixties, and is a successful Aboriginal woman
from the stolen generation. She was an English teacher. The purpose of the interview was to investigate
about the changes she has seen during her life in the areas of treatment of Aboriginal people by society and
their integration with Australian culture. Ann was knowledgeable and the topic was interesting for both of
us as we are both women from different cultural backgrounds and it was interesting to hear about the
treatment of Aboriginal people within Aboriginal society and their integration in Australian culture.

Summary of Information
(Topic sentence).
Firstly, she said that the treatment of Aboriginal people actually had not changed since she was a child in the
1950s. They still do not have very good health and also they are not treated very well. She shared that,
Many Indigenous people have diabetes, heart problems and very high birth and infant mortality rates. She
shared that Aboriginal people do get help, but do not live as long as other Australians.

However, she also stated that most aboriginal people are very kind, talented people, especially in playing
musical instruments, art and dancing. In addition she told me, Aboriginals needed to be recognised more
and supported more. Many people assume that Aboriginals get a lot, whereas Jane believes that they really
do not have very much. She told that although former Prime Minister, Kevin Rudd started Sorry Day, again
this was just a small acknowledgement of some of the tragic history that Indigenous people have suffered,
including the loss of their traditional lands and culture.

Secondly, Ann expressed issues about the integration of Aboriginal people within Australian culture and
society. She explained that all the cultures in Australia have a lot to share to with each other. All cultures
have their own music, clothes, art dancing, and many other valuable things to offer. They also have lots of
celebrations like Eid festival after Ramadan (a month that Muslims are fasting). Its the same with the
Christian religion such as Christmas and Easter which are the big celebrations for them. She said that if you
got invited to any of these celebrations it doesnt mean that you are going to be Christian or Muslim. If
people dont think about discrimination, always think positive and live in peace; as a result, you will see
Australia prosper, reported Ann.
I learned a lot of very interesting points about the problems and value of Indigenous people from this
interview with Jane.
 Appendix
Evaluation of the interview process
The preparation of the interview went well. Before the interview, I prepared well by practising the questions
and checking the recording equipment (the mobile phone), which was beneficial to be properly organized. I
planned and used my questions effectively to gain valuable information. The relevant open and closed
questions were designed effectively in order to achieve specific responses from the interviewee. In some
cases, when the interviewee misunderstood the question referring to the current status of Aboriginals, and
explained something different, then I had to ask a follow up question to clarify her response. Next time, it
would be better to make these sorts of questions more specific. During the interview, I was approachable,
with positive body language and good eye contact was used to encourage her as well as to show my interest
and attention. Smiling assisted us to develop a positive rapport. We sat a comfortable distance apart and I
nodded and offered positive, open gestures, which encouraged her to respond well and in detail.

Overall, the interview was conducted successfully because the valuable answers to questions were collected;
however it included some areas in need of improvements. The interview was very beneficial and I have learnt
a lot about Aboriginal culture and people.
 Appendix
Interactive Study 2
_______________

In this assessment I learned about the Iranian culture. I interviewed Jane Doe who is a bilingual student
support officer. She is from Iran and has been in Australia for ten years. She came to Australia when she was
20 years old and she knows English very well because she studied in her country. The purpose of this
interview is to find the similarities and differences between Australian and Iranian cultures. Furthermore, the
Iranian believes that Australia has its own culture of traditions, celebrations and religion. They are very
diverse as the population is very multicultural. She says that people in Australia have a very positive attitude
words migrants and refugees.

_______________________________

I learned that she believes that Australian people are not racist and they welcome migrants. She sees
similarity between cultures as they value families, respect nationalities, education and religions. Jane Doe
said that education is an important role in any culture because the educated people have a wider vision on
life and can create wealth. She said I hope that in the future my children will be educated in Australia and
also my children will share the most important cultural things like respect for adults and religion. There other
important thing I learned from the interview was that she keeps her own culture alive by celebrating
important traditions of her own culture like Ramadan and Nowruz.

_______________________________

When organising the interview I was well prepared. I planned the questions and a polite and respectful
greeting, introducing myself. I felt uncomfortable at first but I calmed down because she was nice. She spoke
informally. This made me comfortable. Also my personal and social skills building my confidence because
before I was nervous.

My body language was open. I had some eye contact and nodded my head.

My questions were open which was helpful. This worked well.

My goal and purpose of the interview was to find out about Iranian and Australian cultures. I achieve this
well.
 Appendix
L: Class Editing
As a class we will edit these sentences. You will use similar sentences to these in your own reports!

1. A positive is my eye contact and head nodding. (expand this sentence - because.)

_______________________________________________________________

2. I was nervous when I first got into the interview but then she was nice and then I calmed down (double

conjunction, and, tell me was this to do with body language? How do I know you were nervous?)

3. My questions are open and this is a positive. (expand this sentence).

_____________________________________________________________________________

4. The interviewee speaks English as the only language so they said some hard words for me. (who is the

interviewee? Is English their main language? Was this a positive or negative?)

______________________________________________________________________________

5. I learnt that she believes Australian people are not racist and they welcome immigrants. She explained

people are nice. People are very nice to immigrants here. (can we make this one big sentence?

Should we fix the signal phrasing?)

____________________________________________________________________________________

________________________________________________________________________

6. The purpose of this interview is to find teacher challenges. Also it is to find out what life is like as a

teacher. I did this because I want to be one. (Compound join these sentences)

____________________________________________________________________________________

________________________________________________________________________

7. There other thing I learned from this interview was an interesting thing that the job can be not safe

and also that he said that I think its dangerous. (Can we make this sentence shorter? Can we fix the

direct speech? like this.)

__________________________________________________________________________________
Appendix

M: Interactive Study Analysis

Can you find all of the evaluative (good/bad or positive/negative) language used in this report?
Please list them below:

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________

Does each paragraph begin with a topic sentence? (Remember a topic sentence is a small
introduction to what will be discussed in the rest of the paragraph!) Which one does not? Please
write a possible topic sentence for the paragraph.

_________________________________________________________________________________

Can you fix this quotation? Please use correct signal phrasing.

She said It wasnt my first choice but now I like it.

_________________________________________________________________________________

Can you fix this quotation? Please use correct signal phrasing.

I found it interesting he believes friendship can be hard with people who share different beliefs than
I do.

_________________________________________________________________________________

_________________________________________________________________________________

What are some different ways to say said:

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
Appendix
ANSWERS

Can you find all of the evaluative (good/bad or positive/negative) language used in this report?
Please list them below:

successful interesting good

positive effectively better

knowledgeable well comfortable

Good properly valuable

small relevant

Does each paragraph begin with a topic sentence? (Remember a topic sentence is a small
introduction to what will be discussed in the rest of the paragraph!) Which one does not? Please
write a possible topic sentence for the paragraph.

I learnt many interesting things from Jane such as the continuing treatment and integration
of Aboriginal people.

Can you fix this quotation? Please use correct signal phrasing.

She said It wasnt my first choice but now I like it.

She said, It wasnt my first choice but now I like it.

Can you fix this quotation? Please use correct signal phrasing.

I found it interesting he believes friendship can be hard with people who share different beliefs than
I do.

I found it interesting he believes friendship, can be hard with people who share different
beliefs.

What are some different ways to say said:

Cried Indicated Shared

Confessed Mentioned stated

Explained Pointed out Told

Expressed Reported Uttered