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Assignment 1: Professional Task Stage 6

Secondary Curriculum 2 Languages
1714.1 Master of Teaching (Secondary)

Assignment 1
Professional Task Stage 6
(Unit plan and 3 resources)

Xiaoyan Ji

Due date: Submit to Turnitin by 11pm 29th March 2018

Student Name Student Number

Assignment 1: Professional Task Stage 6

Table of Contents
Part A: Unit of work 3
Part B: Three original professional resources 13
Resource 1 – text types 13
Resource 2 – new structure 15
Resource 3 – comprehension task 16
Part C: Discussion (1000 words) 17
References 21

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Assignment 1: Professional Task Stage 6

Part A: Unit of work

Create an engaging unit of work for Year 11 Continuers in your Language.
The unit of work and resources in Part B should last 4-6 weeks (comparable to 1000 words). Each fortnight consists of eight 50 minute lessons.
Your unit of work needs to meet the needs of a Continuers class:
 15 – 20 students
 including students of differing levels of ability
 one student wears a hearing aid and lip reads.
You must also ensure you:
 include outcomes from all 4 syllabus objectives in your unit of work
 include all required information in the template below
 incorporate introduction of relevant grammar structures from the syllabus
 apply assessment for learning principles.

Pretend High School: Cloud 9 Unit Theme and topic: leisure; sports

Language Year: Japanese year 11 Weeks: 4

Key Concepts: vocabulary, grammar, structure, cultural understanding, contexts, similarity and difference, prior knowledge, real life

application, presentation, innovation

Importance of this learning: Students would be able to associate the aim language with their prior experience with possibility of

entering into the domain of high order thinking. It is also a comprehensive combination of interests, experience, language skills and

cultural comparison, which demonstrates the mastery of overall integration of individual elements.

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Assignment 1: Professional Task Stage 6

Targeted Syllabus Outcomes: students would be able to convey appropriate information with application of a wide range of

approaches that reflect their language proficiency. Moreover, through incorporating previous acquired information, reassessing

contexts and upgrading insights towards certain situation, their observation and perception will be lifted up to a level where it is

possible to forge persuasive, informative or reflective works. Needs to respond to Japanese texts also drive them to employ language

decoding, tone identification and emotion evaluation which further lead to the high order exercises such as unwrapping cultural

adherence and interpreting evolutionary traces.

Assessment: Resources that embrace both formal and informal activities are employed to activate students’ prior knowledge and

understanding for further improvement. Students will also be given opportunities for self-assessment where they take responsibility

of their own growth and development. Grammatical structure and vocabulary are focused on through provided resources which join

past and future learnings. Furthermore, summative assessment will occur to help reflect the degree of achievement, positioning

students according to their ranks and grades, and thus demonstrating clearly how much has been accomplished and how much more

is aimed.

Literacy Numeracy ICT Cross-Curriculum Content

Reading, listening, writing and Different sets of rules, number As major information resource Information of history and

speaking Japanese will be of players and times will apply and communication media, ICT development of Aboriginal and

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Assignment 1: Professional Task Stage 6

involved. for numeracy. will permeate every level of Torres Strait Islander and

activities Australia-Asia relationship

regarding sports will be served.

Different focuses on sports

resulting from geographical

variety reveals environmental

Term Evidence of
Week learning (and
Integrated teaching, learning and assessment activities Feedback
code AfL, AaL,
Forge connections of texts and understanding Pictures of There is a major General

 identify various sports according to photos, players, popularity, rules different sports involvement of feedback will

and tactics etc. 趣味、写真、有名な運動選手、流行、規則、戦術… or gears. assessment as be given to

T4 W1
Render small-group informal discussion of popular and favourite sports learning which each student

using Japanese where possible. aims to ask according to

 Foster capability of conducting both verbal and nonverbal questions, both their

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Assignment 1: Professional Task Stage 6

communication according to purpose and audience. Identify the sport to peers and to performance

that most groups like for preparation of activities later on. themselves. It of group

 Charade game where one group of students act, and other students allows them to activity,

guess the sport. take including

 私もあのスポーツは大好きだし、現場で見たことがないです;スポー responsibility for vocabulary

ツのおかげで、友達との時間を持てるんだ;これからもっと仲良くにし language and selection,

ましょう/友情を深める culture grammar

 Unfamiliar vocabulary and grammar will be noted for future reference acquisition. command as

それに__だって__いたいと思う well as

 Take notes of the words needed for particular expressions. Ask the cultural

whole class for advice and try to find suitable substitutes for those observation.

contexts. Then pick out

Give the student with hearing aid specific attention and observe his/her some good

comfort level as well as role in the group. ones for


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Assignment 1: Professional Task Stage 6

comment as




Brainstorm for promotion of a particular sport as a group. Sport news, Stepping up Give

 Place the student that requires hearing aid in a different group and see Magazines, from the field feedback on

how other students cope with communication barrier differently. dictionary, built in Week 1, how to be

 Divide the task into two parts videoscribe, students enter more

 students at average level work on ideas of what key words might the phase of inclusive in

W2 be useful. modelling the group

 Students of higher level construct texts that are clear in structure genre, discussion.

and precise in vocabulary (provision of synonyms: 歓迎、嬉しい、 committing joint Introduce

意義、価値。。。) construction constructive

 Production of original resources with combination of thoughts, with certain strategies to

practice, revision and presentation. (put ideas in forms of text) amount of assist

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Assignment 1: Professional Task Stage 6

 Exploration of a certain sport (gathering information with help of output, which processing

internet) comprise information

 List key arguments and supporting evidences. majorly Aal and and

 Take notes of new vocabulary and grammar items. a little Aol. outputting

Present a complete scheme and display outcomes creative

 Oral presentation ideas.

 Slides Always

 Video record

 Drawings and storytelling with Japanese threading grammatical

errors and


twists and

share them

with the

whole class.

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Assignment 1: Professional Task Stage 6

 Recap the previous acquired knowledge PPT trivia game Immediate

Still mainly
 Trivia game on sports with potential Japanese culture and language with pictures, feedback on
composed of Aal
 Work as a team to recount the information in the game names, texts and close
and Aol with
 Translate the key information and discuss what culture value they cultural symbols, observation
slight lean
have smartboard for of game, poll
towards Aol.
 Activity that each group takes one new phrase as a “group name” listing students’ and group
More specific
so that they will collaborate to remember it. Eg: タッチ、ホームラ work activity for
application of
W3 ン。。。 consolidation
 Run a poll for favourite sport promotion and elicit reasons why; ; take note of
knowledge from
everyone need to participate and gives at least one reason in cultural and
Week 1 and 2
Japanese (allow time to prepare and discuss; for students below historical
regarding genre
average, try key words, then write down the intended meaning and factors and
and field is
translate into Japanese) give feedback
 Find out similarities and difference of Australian and Japanese sport afterwards
preference which shows

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Assignment 1: Professional Task Stage 6

 Geographical influence different

 Demographic reasons ways of

 Physical factors thinking

 Historical contribution


 Give the student with hearing aid extra instruction and ask other

students to apply some visual materials where possible; gestures and


 Progress list Sport work lists In the last week, Immediate

 Raise hand and tell the class what has been learned through the of names, rules, there is a feedback on

weeks about sport, language and culture (closely observe silent strategies and transition from classroom

W4 ones and the student with hearing aid; offer open questions to cultural Aal to Aol where activities so

elicit their contribution) reflection; name activities, students will

 Remix the groups and do an activity where each student picks two badge of quizzes and know the

Japanese words that they think are hard to remember Japanese terms; homework are standard

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Assignment 1: Professional Task Stage 6

 Collaborate to come up with strategies to associate the Japanese question sheets; focusing on quickly;

with English, especially phonetic connections (eg: 運動---うんどう Kahoot gauging collaborative

---when+door---when you seek the door, you want to go out to do students’ effort on quiz

sport…) academic feedback so

 Quiz achievement students will

 10-16 newly learned vocabulary of the unit on the screen; 5 against syllabus be viewing

minutes to look and remember standard from a

 Divide the words into 4 groups different

 Take turns, one representative each group, coming up to the board perspective;

for dictation (group members read, other groups observe, teacher annotated

times) feedback for

 Reward the groups for active participation (homemade name homework

badge in Japanese) with clear

 Homework/作業 explanation

 Write a reflection of the unit and optimal

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Assignment 1: Professional Task Stage 6

 List one thing interesting and one thing hard analysis

 Read the reflections anonymously to the class and guess the

authors (give the student with hearing need individual translation)

 Role play; further divide the groups into pairs; one talks, the other


 Kahoot game on vocabulary, cultural points

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Assignment 1: Professional Task Stage 6

Part B: Three original professional resources

You need to create and include 3 original resources you would use in the program. You might include other resources in
your unit of work that aren’t original. Simply provide a link to them in your resource column.

 Your 3 original resources you create should be identified in the resource column as resource 1, resource 2,
resource 3.

 You must include your original resources below. If you have created a digital resource, take a screen shot of it to
include below, as well as a shortened URL (use bitly or similar). (When tutors are marking, links do not work and
we have to exit and download original files or type in the whole link. By providing a shortened URL you make the
process incredibly faster )
 Please pay close attention to the resources you are required to create for Languages. This is specified below and is
different to other curriculum subjects.

Resource 1 – text types

A resource that teaches students how to write one of the required text types from the syllabus.

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Assignment 1: Professional Task Stage 6

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Assignment 1: Professional Task Stage 6

The PowerPoint gives students scaffolding of recounting which grammatical points and vocabulary objectives are conveyed.
Thus students will pick up certain contextual applications of language such as 理解しています。Moreover, key words of
the sentences are coupled with pictures which gives students visual assistance for remembering. Before asking them to
start making their own original works, a reciting activity will be given to them where they try to say sentences by looking at
pictures in groups. A short follow-up game will be carried out for students to match pictures with sentences.

Resource 2 – new structure

A resource that teaches students how to use a new structure (grammar point) to communicate in one of their learning

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Assignment 1: Professional Task Stage 6

With the Kahoot game, it is basically the idea of disordering sentence components and let students try to reorder them
into appropriate places. In accordance to Baker (2012)’s idea that students have an innate system that help them decode
meaning and grammatical structure, it is beneficial if teachers give students sufficient space to try. After each question, the
result will show how many students get correct answers, how many make mistakes and what types of mistakes they are.
Immediately, teacher will give them feedback and reasons why some sentences are structured in certain ways.

Resource 3 – comprehension task

A resource that checks student understanding of a comprehension (listening or reading text) and provides feedback.
(Assessment for learning task.)
This task will be used twice in different ways.
Promotion of sport presentation/cloze (cut out ten words from a reading text and list them underneath. Students need to
choose the right words according to context and meaning and fill in the blanks with proper form of the words)


The text will be read to students for two times with a short pause in between. Then it will be read again with ten small
pieces taken out. This will attract students’ attention to the missing information. In the end, the whole paragraph will be
read one last time for them to grasp the key information. Then show the text to them so they can make corrections by
themselves. Ensure that the corrections are made with different colours, so immediate and clear feedback can apply.

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Assignment 1: Professional Task Stage 6

Part C: Discussion (1000 words)

Analyse the Stage 6 Syllabus for your teaching area and discuss, how:
 the unit of work aligns with your own professional beliefs about the curriculum
 you enacted the curriculum intent of the syllabus
 you have applied the backward mapping process
 you applied Language learning theory, models and approaches
 you addressed the learning needs of diverse adolescent senior students
 you addressed motivation and engagement issues for senior students

Based on the pursuit of building up students’ knowledge and understanding of Japanese and

the culture it encapsulates, the design of this unit of work has a clear aim which reflects the

process of laying pillars with a range of activities to bridge learning objectives and outcomes

of stage 6 syllabus seamlessly. As stated by Baker (2012), conceptualization of culture, also

named cultural awareness, is an indispensable part of decoding communicative behavior

through language and it should be examined comprehensively from dimensions. Setting off

from activities that allow students to use the acquired knowledge, week 1 majorly focuses on

activating the known to explore the unknown, and sport is the topic that embraces interesting

cultural elements that can be examined on various levels. Thus, students of different abilities

can be catered for with differentiated roles in group tasks while each gets to contribute

individually. Recounting of sport experience enables students to demonstrate capability of

organizing thoughts and with teacher’s scaffolding of genre and field establishment, they

practice with combination of joint construction and independent creation. With the student

that needs hearing aid, intended observation should apply for knowledge of possible extra

request, as Avantoye and Luckner (2016) showed that vocabulary and social skills are two

crucial factors that significantly influence the success of students who are hard of hearing.

Putting the student in different groups is a way of letting every student consider inclusivity
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Assignment 1: Professional Task Stage 6

and allowing the teacher to try different strategies. Key words that students use for

description should be collected and compared with syllabus requirement so that students

know daily use of expression against written forms for tests of Japanese continuers. Once it

is clear to them what learning objectives are and what potential cultural challenges they

might encounter, it is highly recommended that students be given freedom to adventure in

the targeted realm of language. If guided appropriately, students’ comprehension of the

language will be largely facilitated. When acquiring a second language, the primary focus is

on input that further entails the fact that meaning comes before form (Nassaji & Fotos, 2011).

Furthermore, the default strategy that learners possess for another language grant them

creativity for association which will be touched upon in the following weeks. Another

important approach that benefits students is to familiarize them with how computer

technology is relevant to pedagogical practice. Barr (2016) mentioned that even though there

is a rising acceptance of internet worldwide, students are not aware of what resources are

useful for them and therefore need teachers’ guidance. By giving them research tasks for

family and national sport preference as well as reasons behind, I wish to raise the awareness

and share resources to make a database for further reference. Literacy is always a critical

component throughout the process of language learning and numeracy exercise is

embodied in tasks such as dates and history of sports, numbers of players and rules and

regulations etc. Immediate feedback is also very important for students especially when it

comes to activities that reflect teamwork, such as group presentation where prompt

comment and constructive advice can benefit large audience. With the pavement of the first

couple of lessons, useful field and genre are generally established and then students will be

provided with a new set of tasks which incorporate information sharing and refining, research

data integration and evaluation and innovative production of original resources. At this stage,
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Assignment 1: Professional Task Stage 6

emphasis is laid on conscious application of key words in real life contexts and judgement of

particular situations. It is worth noting that no matter how simple it seems, mistakes they

make reflect the linguistic and cultural clashes that are taking place in their understanding.

The valuable information will be closely examined and scrutinized so that subsequently the

whole class will compare and contrast them for deeper understanding in regard of

grammatical and contextual complexities. Given the fact that there is a gap between

classroom knowledge and real-life application and students tend to translate information

from one language to another, it is necessary to give them an environment where each

person’s voice is heard and added to the big picture of the unit. Baker (2012) expressed that

the process of converting input to intake is not a short-term game and Buck and Wightwick

(2013) illustrated how intake is shaped and transformed into output. In week 2 and week 3,

trivia game, story, drawing and poll are designed to help students touch boundaries. In trivia

game, there is connections of descriptive evidence and target conception, which is

preparation for drawing tasks. Furthermore, poll is a smooth transition from storytelling

where students are firstly asked to conduct creative construction and then deliver justification.

Thus, listening, reading, writing and speaking are structurally integrated to challenge

students in a comprehensive way. When looking for similarities and difference of Australian

and Japanese sport preference, students are again collaborating to explore cultural

embodiment through history, geography and population etc. Grammatical learning objectives

are implanted in instructions of activities; for example when telling students how to layup in

basketball, “て みます” will be used. Another highlight is the activity that gives students

opportunity to work on phonetic associations of the two languages, which seems strange yet

very interesting. For example, interpretation of “うんどう” to “when +door” and then “sport”

might not make sense to everyone, but it reflects strategies students use, which is of great
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Assignment 1: Professional Task Stage 6

value and should be shared with others. Their imagination is thus extended to a new level. In

the last week, home-made cloze worksheet is applied to conclude what has been learned

and as assessment for learning it will be carefully recorded for future reference. There is

immediate oral feedback to consolidate understanding and subsequent written feedback for

individualization. Kahoot game is also used both for recreation and assessment as Barr

(2016) stated that ICT incorporation is efficient when threaded through the whole course of

education. For the last lesson of week 4, there is a 20-minute seminar for students to discuss

their struggles and achievements through the unit, which is a meaningful feedback for me to

improve my work in the future.

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Assignment 1: Professional Task Stage 6

Ayantoye, C. A., & Luckner, J. L. (2016). Successful students who are deaf or hard of hearing and

culturally and/or linguistically diverse in inclusive settings. American annals of the

deaf, 160(5), 453-466.

Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT

journal, 66(1), 62-70.

Barr, D. (2016). Students and ICT: An analysis of student reaction to the use of computer

technology in language learning. IALLT Journal of Language Learning Technologies, 36(2).

Buck, J., & Wightwick, C. (2013). Teaching and Learning Languages: A practical guide to learning

by doing. Routledge.

Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms. Integrating

Form-Focused Instruction in Communicative context Routledge.

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