代写留学生作业SCHOOL OF EDUCATION
COLLEGE OF ARTS
UNIT CODE: 101401 / 101402 / 101403
UNIT NAME: Secondary Method 2A / 2B / 2C (Languages)
Learning Guide Autumn Semester 2010
Table of Contents
1. Staff details 1
2. Schedule of Learning and Teaching Activities 2
3. Special Requirements 4
4. Links to key policies 5
5. Expectations of student conduct 5
6. Assessment information 5
7. Learning resources information 29
8. Student feedback and improvements to the unit. 31
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1. Staff details
Unit Coordinator: Mr Allan Morton
Building: J, Room No: J1-21, Campus: Penrith (Kingswood) Phone: (02) 4736 0257 Email:Lecturer: Ms Nada Gemayel-Saliba
Phone: 0413 185 822 Email:N.Gemayel-Saliba@uws.edu.au
Head of Program: Dr. Kevin Watson
Building: J, Room No: , Campus: Penrith (Kingswood) Phone: Email
First point of contact: Ms Nada Gemayel-Saliba
Phone: 0413 185 822 Email: Teaching Staff: Ms Nada Gemayel-Saliba
Phone: 0413 185 822 Email: Student Consultation Times:
Monday
Tuesday
Wednesday
Thursday
Friday
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Introduction
This is the second core unit in Secondary Languages curriculum and, as such, must be completed by all students seeking qualification in Languages teaching method.
The unit introduces you to fundamental principles and practices of language learning and teaching while also building your own teaching expertise. The unit takes a broad view of various receptive and productive skills to embrace oral and visual literacies as well as reading and writing. It also explores the impact of new technologies and globalisation on languages and highlights the importance of critical literacy as well as examining the interrelationships between language and culture.
This unit also seeks to develop in students the capacity to teach effectively all aspects of the curriculum for languages appropriate to the secondary Years 11 and 12 with particular emphasis on Stage 6 courses. While the general principles of teaching languages covered in the Secondary Method 1X – L anguages will be embraced, this unit seeks to address the particular teaching strategies relating to the new NSW syllabus documents for Preliminary and HSC language courses. Opportunities to develop suitable techniques of programming, assessment and evaluation will also be provided. Typically, the unit will address Syllabuses in languages from the following list: Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Spanish and Vietnamese.
The unit Secondary Method 2X Languages will be taught as a combination of lectures, tutorials and workshops. There are weekly readings that support the unit content. Throughout the semester you will be provided with opportunities to practise skills such as analysis and synthesis of ideas in readings, oral presentation, and referencing. You will also engage in reflections that will assist you to articulate your developing understandings of language teaching throughout the semester.
2. Schedule of Learning and Teaching Activities
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Week Topic Weekly Activities
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An overview of language and learning
Gardner‟s Theory of Multiple Intelligences
MI and catering for different learning styles in the language classroom
1. After reading „A brief history of language teaching‟ by Richards,J. & Rodgers, T.
- Summarise the key strategies as well as the negative and positive aspects of each method
- List the main facets for learning a language.
- Identify the language practices that need to be validated in a classroom setting and give reasons?
2. Design a lesson on a topic of your choice in which you adopt MI as the key focus.
2
Overview of New Language Beginners Syllabus. Teaching Themes, Topics and sub-topics.
Lateral Thinking: deBono‟s Six Thinking Hats in Practice
1. Use the Beginners Syllabus to complete the template provided.
2. Choose a factual text in your TL on a given topic and prepare some questions in relation to the Six Thinking Hats.
3. Explain the cons and pros of using lateral thinking in studying a language (in relation to the four skills: speaking, listening, reading and writing)
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Overview of Continuers Language Syllabus
Overview of Background Speakers and Extension Language Syllabus
Teaching Themes, Topics and sub-topics.
Introduction to Higher Order Thinking : Bloom‟s Taxonomy
1. Choose one sub-topic from the Continuers or Background speakers Syllabus.
2. Brainstorm various activities on the topic of your TL. Classify the activities along the spectrum of Bloom’s taxonomy.
3. Discuss with a partner the importance of the activities in improving the learning / teaching process.
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Interpreting Syllabus Outcomes
Outcomes-based programming
Higher Order Thinking : Bloom‟s Taxonomy as a way of enhancing the teaching/ learning process Assessment 1 due
1. In groups, use the different syllabuses to interpret the outcomes in relation to Bloom’s taxonomy.
2. Each group will use a HSC exam paper to analyse and interpret the questions and classify them using Bloom’s taxonomy.
3. Write two key issues emanated from your analysis and share with other students in class. Focus week 1. Write some of the positive aspects of your focus week (e.g. teaching / learning activities, etc.) 2. List some of the negatives noticed by you during the focus week. 3. What are some of the practices that you would like to implement in your classroom?
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Non teaching weeks
5
Revision: snapshots of The NSW model of pedagogy: intellectual quality, quality learning environment and significance in the language classroom
Backward Design
1. http://www.1daixie.com/liuxueshengzuoye/After familiarising yourself with the NSW model of Pedagogy, use a lesson from your TL and analyse the activities in relation with the three dimensions (intellectual quality, quality learning environment and significance in the language classroom). You need to label each task with appropriate elaboration.
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Multi-literacies in the language classroom – Media and IT
Intercultural language teaching and learning
1. Summarise the key points from the readings on Multi-literacies in the language classroom. List three main issues raised in the readings. How to deal with them in the language classroom?
2. Look at some cultural similarities and discrepancies between the Australian and the TL context. List them in two columns to share with the class.
3. Provide some visual cues (e.g. photos, power point slideshow, DVD, etc) that highlight some cultural aspects of the TL. Intercession Break
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Assessment for the Preliminary and HSC courses. Designing an Assessment Program.
Weighting for internal and external assessments
Planning an assessment schedule. Assessment Tasks Notifications.
Marking criteria
1. Use the syllabus to plan an assessment schedule following the example provided as a guide.
2. Design an assessment task notification, an assessment and marking criteria for it.
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HSC Examination Specifications Assessment 2 due
1. You need to bring to the tutorial a copy of past HSC papers from your TL.
2. Oral presentation
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Professional Standards in Languages
Evaluation of course
1. From the Professional Standards in Languages Booklet choose one dimension and answer the questions related to it? You will be sharing your answers in groups during the tutorial.
For full details about the timetable for this unit, go to Timetable.doc
3. Special Requirements
Access to internet and resources listed under Reading resources.
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4. Links to key policies and Student information
A special web page has been set up at:
to help students locate key policies and information
5. Expectations of student conduct
Lectures and tutorials provide an opportunity for students to explore and engage in structured activities that will assist in their fulfilment of unit outcomes. As such, students are encouraged to attend all lectures and tutorials. In our experience, students who do not attend lectures and tutorials are poorly equipped to successfully complete assessment tasks. 80% attendance to lectures and tutorials is required to pass this unit.
Non Face to Face Sessions – Learning tasks started in face to face sessions should be completed and displayed in hard copy ready for the next face to face session. In addition, students should read widely and engage in appropriate Library and Internet based research.
6. Assessment information
There are two assignments in this unit. This learning guide provides you with additional information that will assist you with the completion of these assignments.
Assessment details (40%)
Three key aspects of the delivery of quality teaching are the development of units of work, the preparation of scope and sequence and the interpretation of those documents into individual lessons. In class you will be introduced to all three aspects and the relationship between the three will be explored.
For this assignment you are asked to focus upon individual lessons for Stage 6 Languages based on a specific teaching approach. The lessons will be in sufficient depth to occupy approximately sixty minutes each and it will cover the preliminary course of stage 6.
a) Choose the conceptualisation of teaching on which you will base your lesson plan
b) Select a sub-topic from prescribed themes in the syllabus
c) Design three detailed, thoughtful and workable lessons on your topic of choice (you need to choose the same topic for your three lesson)
These will need to include:
- syllabus outcomes stated in full
- a brief rationale for your choice of texts, or other mediums (e.g. ICT, visuals, etc.)
- purpose of each lesson
- resources listed for each lesson need to be attached
- assessment strategies for each lesson
- planned teaching / learning activities
The most important point is this:
ASSESSMENT ITEM 1
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Within your lesson plan, identify points at which the theoretical aspects and your lesson plan intersect.
- Perhaps you could use a different colour or font type so that your intersection points/ notes are clear in your lesson plan.
d) Theoretical Justification: Explain the direct links between syllabus requirements, your planning and your beliefs about language learning (this part should be about 500 words)
Criteria and Standards
Below are the criteria that your assignment will be assessed on and how many marks are allocated to each of these criteria.
Implementation of learning outcomes: Display extensive understanding of the context, aims, outcomes and content underpinning Stage 6 Languages syllabus when planning given lesssons. (4 marks)
Planning Lessons using the Quality Teaching elements: Plan and present well constructed and coherent student-centred lessons while adopting a variety of practical and applied teaching strategies to enhance the teaching / learning process. ( 6 marks per lesson- Total of 18 marks)
Analysis: Clear analysis of activities by relating each of them to the principles / theories adopted ( 2 marks per lesson = 6 marks)
Theoretical Justification: Explain the direct links between syllabus requirements, your planning and your beliefs about language learning (12 marks)
Marking Guide
The document on the next page outlines the standards expected for each of these criteria in order to pass this assignment and to gain higher grades of credit, distinction and high distinction. The marker uses these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.
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Languages Secondary Method 2B
Semester 2 - Assessment 1
Lesson Plan Task Marking Criteria
50 %
HD
D
Cr
P
F Implementation of learning outcomes (4marks)
Display extensive understanding of the context, aims, outcomes and content underpinning Stage 6 Languages syllabus when planning given lesssons.
Display thorough understanding of the context, aims, outcomes and content underpinning Stage 6 Languages syllabus when planning given lesssons.
Display sound understanding of the context, aims, outcomes and content underpinning Stage 6 Languages syllabus when planning given lesssons.
Display some understanding of the context, aims, outcomes and content underpinning Stage 6 Languages syllabus when planning given lesssons.
Display poor understanding of the context, aims, outcomes and content underpinning Stage 6 Languages syllabus when planning given lesssons. Planning Lessons using the Quality Teaching elements ( 6marks per lesson- Total of 18 marks) Lesson Content Lesson Sequencing Teaching / learning activities Questioning Teacher/Student Resources listed and attached QT elements Intercultural learning
Plan and present well constructed and coherent student-centred lessons while adopting an extensive range of practical and applied teaching strategies to enhance the teaching / learning process.
Plan and present well constructed and coherent student-centred lessons while adopting a variety of practical and applied teaching strategies to enhance the teaching / learning process.
Plan and present coherent student-centred lessons while adopting a variety of practical and applied teaching strategies to enhance the teaching / learning process.
Plan and present coherent student-centred lessons while adopting some practical and applied teaching strategies to improve the teaching / learning process.
Plan and present lessons while adopting a limited range of practical and applied teaching strategies. Analysis ( 2marks per lesson = 6 marks)
Strong and critical analysis of activities by relating each of them to the principles / theories adopted.
Clear and effective analysis of activities by relating each of them to the principles / theories adopted.
Clear analysis of activities by relating each of them to the principles / theories adopted.
Some analysis of activities by relating each of them to the principles / theories adopted.
Some attempts at analysis of activities by relating each of them to the principles / theories adopted. Theoretical Justification (12 marks) the direct links between syllabus requirements, lesson planning and your beliefs about language learning
Strong analysis of and critical reflection on key aspects / dimensions as well as issues well supported by reference to readings
Strong understanding of the direct links between syllabus requirements, lesson planning and your beliefs about language learning
Strong reflections on own/students‟ experiences in relation to the topic demonstrating different perspectives on theories adopted.
Lists references using APA style
Strong understanding of the key aspects / dimensions related to the selected topic
Highly effective analysis of own work supported by extensive range of relevant readings
Some critical reflections on readings and/or own or students‟ experiences that highlight different perspectives on theories adopted
Lists references using APA style
Clear and sound analysis of key aspects / dimensions related to the selected topic
Clear analysis of own work supported by a range of relevant readings
sound reflections on readings and/or own or students‟ experiences that highlight different perspectives on theories adopted
Good analysis of relevant aspects / dimensions related to the selected topic
Evidence of analysis of own work supported by relevant readings
Clear reflections on readings and/or own or students‟ experiences that highlight different perspectives on theories adopted
Appropriate referencing and reference list
Tends to describe topic / activities and not identify and analyse key aspects / dimensions with to own experiences, but few links to readings or readings not relevant
Limited reflections on readings and/or own or students‟ experiences that highlight different perspectives on theories adopted
Poor or no referencing to relevant research/or over reliance on quotes
Use of reference list but not following APA or incomplete
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Appropriate referencing and reference list
Annotated example
LESSON PLAN Prepared by L. Davies
Subject: Stage 6 French Continuers Preliminary Course Topic: Arts and entertainment Sub-topic: Music Lesson #: 2
Lesson Title: Exploring French-speaking communities through their music #2 Date: 03/03/2010 Time allocated: 60 minutes
Syllabus Outcomes:
3.1 The student conveys the gist of texts and identifies specific information
3.6 The student infers points of view, attitudes or emotions from language and context
Purpose of lesson: To consolidate students’ understanding of the meaning of song “Souvenir” and explore the points of view, attitudes and emotions expressed in the song. Lesson Outcomes Students will learn: 1. learn new French vocabulary 2. to enhance their understanding of the gist/overall meaning of the song “Souvenir” by MC Solaar and demonstrate their understanding by acting out the narrative of the song 3. to identify different elements of music that express the musician’s points of view, attitudes and emotions 4. to identify and explain the points of view, attitudes and emotions expressed in the song “Souvenir” 5. to reflect on new learning
Text (song): “Souvenir” by MC Solaar
Rationale for choice of text: This song is by a contemporary French rap artist whose music communicates important social, political and cultural issues not only in France but also world-wide. Studying the song “Souvenir” will provide students with an opportunity to explore the artist’s community. Moreover, it is hoped that this contemporary style of music will appeal to, and therefore engage, students.
Resources required:
-butcher’s paper
-textas and crayons
-computer with internet access and speakers to connect to -whiteboard and whiteboard markers
-students to use “Missing lyrics” worksheet provided last lesson – bring spare copies for those students who forget to bring their copies.
-written instructions for Assignment #1 (see appendix)
Sequence of content Teaching activities Learning activities
Assessment strategies
Resources required
Time
Students settle
Introduction
Briefly review with students that we’re going to continue looking at how studying French music can help us understand
N/A
N/A
5 mins
Comment [A1]:
Evidence of Element 3.1.1.: Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation.
Comment [A2]:
Evidence of Element 3.1.2. Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes.
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French-speaking communities.
Tell students that today we’re going to continue studying the song we listened to last lesson to continue working on understanding the gist/meaning of the song and then move on to start looking at identifying and understanding the point of view, attitudes and emotions expressed in the song.
Homework review and group activity to develop understanding of the gist/meaning of the song.
Teacher uses corresponding learning activity to help students develop their understanding of the gist/meaning of the song “Souvenir” by MC Solaar
Teacher to start a new word bank on the whiteboard this lesson and add any of the new words discussed during the group activity to the word bank (scaffolding; visual learners). Teacher to encourage students to add these words to their own word banks that they started last lesson, again encouraging students to use words, pictures or diagrams to help them learn the words – whatever they prefer (scaffolding [teacher modelling]; visual & kinaesthetic learners; vocabulary development).
Ask students to form groups of 3 people with those people sitting near them and:
1. go through the answers they got in their homework for words they didn’t know – students to compare answers, use context and dictionaries together to ascertain the meaning of unknown words (Application” level of Bloom’s taxonomy; student-centred learning; co-operative learning; problem-solving skills; speaking, listening & reading skills; vocabulary development; visual & auditory learners).
Each person in the group to tell the class one new word they learnt from the homework task (student-centred learning; auditory learners).
Informal assessment of Lesson Outcomes 1 & 2 based on teacher’s observation of - students’ contributions in class discussion about the new vocabulary they’ve learnt - students’ contributions in group jigsaw reading activity - students’ abilities to demonstrate an understanding of
Whiteboard
Whiteboard marker
“Missing lyrics” worksheets
20 mins
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2. divide the song into 3 equal parts and get each person in the group to select one of the three parts (all students in the group to select a different part in the song so that the whole song is covered), read the lyrics in that part and give the other people in the group a verbal summary of the gist/meaning of that part of the song (jigsaw reading; “Comprehension” level of Bloom’s taxonomy; deconstruction of text – teaching-learning model; student-centred learning; co-operative learning; speaking & listening skills; visual & auditory learners).
3. act out the narrative of the song in their group in front of the class (2-3 minutes for each group’s role-play) (auditory & kinaesthetic learners; joint construction – teaching-learning model; “Application” level of Bloom’s taxonomy; student-centred learning; speaking & listening practice). the narrative of “Souvenir” based on their role-plays Teacher to keep a checklist as evidence of students’ learning.
Introduce students to identifying points of view, attitudes and emotions in
Teacher to use corresponding learning activity to get students to think about what the different elements in music are that express meaning, points of view, attitudes and emotions.
Teacher asks students to identify the different elements in music that can express meaning, points of view, attitudes and emotions.
Teacher writes up the students’ ideas on Informal assessment of Lesson Outcome 3 based on students’ contributions during class
Whiteboard
Whiteboard marker
5 mins
Comment [A3]:
Evidence of Element 3.1.5.: Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes.
Comment [A5]:
Evidence of Element 3.1.6.: Demonstrate knowledge of the link between outcomes and assessment strategies.
Comment [A4]:
Evidence of Element 3.1.8.: Demonstrate knowledge and a rationale for keeping accurate and reliable records to monitor students’ progress.
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music
Explain to students that I want them to think about this because I’m going to get them to think about different elements of French music that might reflect aspects of French-speaking communities.
the whiteboard using a mind map (building the field – teaching-learning model; visual, auditory & spatial learners). If students have difficulty, give them examples such as lyrics, style of music, tone of the music, instruments, musicians (gender, clothing, behaviour). Use one of the Australian musicians/groups/singers they thought of at the beginning of last lesson as a concrete example (scaffolding). activity. Mind map used as evidence of students’ learning.
Identification of points of view, attitude and emotions expressed in “Souvenir” by MC Solaar
Tell students that we’re now going to listen to “Souvenir” by MC Solaar again. Students to try to identify the points of view, attitudes and emotions expressed in the song. Students may look at the song lyrics while listening if they want.
Ask students to clarify what the terms point of view, attitude and emotion mean (building the field – teaching-learning model). Teacher to help clarify these terms and provide French translations of these terms (scaffolding; auditory learners.
Teacher to add relevant words to word bank on whiteboard and ask students to add these words to their own word banks (scaffolding; visual learners and potential for kinaesthetic learners).
Students listen to “Souvenir” by MC Solaar (auditory learners; listening skills).
Students are divided into 3 groups depending on the first letter of their surnames (i.e. A-H in one group, I-P in Informal assessment - teacher using checklist to assess Lesson Outcome 4 based on the collages created by each group. Checklist to be used as evidence of students’ learning.
Computer with internet access (to connect to www.youtube.com)
Speakers
Butcher’s paper
Textas
Crayons
25 mins
Comment [A6]:
Evidence of Element 3.1.6.: Demonstrate knowledge of the link between outcomes and assessment strategies.
Comment [A7]:
Evidence of Element 3.1.5.: Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes.
Evidence of Element 3.1.6.: Demonstrate knowledge of the link between outcomes and assessment strategies.
Comment [A8]:
Evidence of Element 3.1.8.: Demonstrate knowledge and a rationale for keeping accurate and reliable records to monitor students’ progress.
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another group and Q-Z in another group). Each group to move to different parts of the room. Instruct groups to create a collage of words (in French) and pictures on butcher’s paper to explain/illustrate the points of view, attitudes and emotions expressed in “Souvenir” by MC Solaar (student-centred learning; co-operative learning; visual, auditory & kinaesthetic learners; speaking, listening & writing skills; deconstruction of text - teaching-learning model; “Analysis” level of Bloom’s taxonomy)
Each group to present the ideas represented on their collages to the class (auditory & kinaesthetic learners; speaking & listening skills; student-centred learning)
Conclusion
Teacher to go around the class and ask students to say one thing they learnt from this lesson (auditory learners)
Set homework
Tell students what to bring to next lesson
Informal assessment of Lesson Outcome 5 based on student’s summaries of what they’ve learnt today
Assignment #1 instructions
5 mins
Follow-up: Homework set: Students to complete Step 1 of Assignment #1 (student-centred learning; research & reading skills). This assignment creates learning opportunities for visual, auditory & kinaesthetic learns; it also requires students to complete tasks at the “Analysis”, “Evaluation’ and “Synthesis” levels of Bloom’s taxonomy i.e. higher-order thinking)
Comment [A9]:
Evidence of Element 3.1.6.: Demonstrate knowledge of the link between outcomes and assessment strategies.
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This assignment addresses the following syllabus outcomes: 3.1 The student conveys the gist of texts and identifies specific information 3.2 The student summarises, interprets and evaluates information 3.6 The student infers points of view, attitudes or emotions from language and context
For next lesson: Students to bring:
a. the results of their research on a French singer/group and one or more of their songs (as per Step 1 of Assignment #1)
b. any materials they need to work on their CD cover/poster (as per Step 2 of Assignment #1) – cardboard will be provided.
Evaluation: (to be completed once lesson has been attempted)
Comment [A10]:
Evidence of Element 3.1.6.: Demonstrate knowledge of the link between outcomes and assessment strategies
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Assessment details
DEVELOPING A TEACHER LEARNING PORTFOLIO 60 %
As part of the NSW Institute of Teachers Accreditation Process New Scheme Teachers are required to provide evidence for accreditation. The NSW Institute of Teachers Standards Framework are aligned to classroom and professional practice.
This assignment will focus on collecting and annotating evidence and upon presenting a reflective response on your learning. The process that you will be involved in this assignment will help you develop skills when you are collecting evidence to support your progress towards accreditation. For this assignment you are required to develop a Teacher Learning Portfolio based on evidence that shows your achievements towards the accomplishment of The NSW Institute of Teachers Standards for New Scheme Teachers.
What you need to hand in for Assignment 2:
You are required to submit: Part A
Modifications to the lesson plans presented in assignment 1 based on catering for students needs (e.g. students with learning difficulties and Gifted and talented)
Part B
Construct a unit of work for Year 11 or 12) while highlighting and explaining in detail the different dimensions of QT and teaching approaches adopted. The unit of work should be 3 to 4 weeks in length and includes a formal assessment as well as all teaching resources.
Include at least two other documents completed as part of this unit e.g. designing a website for your students, use of various ICT mode, rubric for an assessment, etc.
Part C
Based on evidence generated in face to face and non face to face sessions, write a 1000 word essay that reflectively focuses upon your growth as a curriculum developer and implementer.
When writing the reflective essay students should at a minimum include discussion on:
a) What they have learnt throughout the course by drawing on readings to further explore and analyse their ideas and issues raised. This analysis must examine each of the issues in more detail and make reference to readings. You must use readings used in class and relevant additional readings that you have located independently.
b) You may choose to reflect on:
- A stage 6 syllabus
- A theoretical approach
- Assessment / programming/ quality teaching
c) Your new understanding of being a Language Teacher (at the intellectual, communicative and reflective levels). In this section you are expected to draw on general readings about language teaching and make reference to contemporary views of language learning in relation to your personal experience and QT.
Make sure the essay is clearly written and within the word limit, uses appropriate referencing and includes a reference list.
Reference to research cited in classes (and research read as part of personal use of time) and its relationship to the points outlined above is considered mandatory for a pass grade in this task.
Part D
Each student will create a 7 -10 minute presentation using multi mode that demonstrates their growth as a language teacher. The information should be presented in a way that integrates at least two modalities – e.g. print and images;
ASSESSMENT ITEM 2
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sound and images. The showcase is scheduled for week 8. Please note that a soft copy of your presentation needs to be provided to the lecturer.
The presentation could include one of the following forms: poster, brochure, video/DVD, Power Point slide show, etc
A mark penalty of 10 marks will be applied to students who do not prepare a presentation or whose presentation is clearly inadequate.
Criteria and Standards
Below are the criteria that your assignment will be assessed on and how many marks are allocated to each of these criteria.
Implementation of QT dimensions: Display extensive understanding of the context, aims, outcomes and content when delivering given lesssons to a target group. Demonstrating the ability to modify tasks while taking into account intellectual and affective dimensions of learners (5 marks)
Planning a unit of work using the Quality Teaching elements: Plan and present well constructed and coherent student-centred activities while adopting a variety of practical and applied teaching strategies to enhance the teaching / learning process. In addition, clear analysis of activities by relating each of them to the principles / theories adopted ( 25 marks)
Being a reflective Language teacher: Your new understanding of being a Language Teacher (at the intellectual, communicative and reflective levels). Demonstrating ability to draw on general readings about language teaching and make reference to contemporary views of Language learning in relation to your personal experience/ beliefs and QT. (20 marks)
Oral Presentation: Explain the direct links between teacher requirements, your planning and your beliefs about language learning (10 marks)
Marking Guide
The document on the next page outlines the standards expected for each of these criteria in order to pass this assignment and to gain higher grades of credit, distinction and high distinction. The marker uses these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.
Languages Secondary Method
Semester 2 - Assessment 2 - Marking Criteria
28 – 30 / 30 (HD)
23 – 26 / 30 (D)
20 – 22 / 30 (cr)
15 – 18 / 30 (Pass)
0 – 14 / 30
Provides a considered and critical analysis of learning undertaken detailing the following:
Modifications to lesson plans presented in Assignment 1
Construction of unit of work
Additional artefacts student choice
Provides a thoughtful analysis of learning undertaken detailing the following:
Modifications to lesson plans presented in Assignment 1
Construction of unit of work
Additional artefacts of student choice
Provides a sound description of learning undertaken detailing the following:
Sound modifications to lesson plans presented in Assignment 1
Construction of unit of work
Clear reference to additional artefacts of students choice
Provides a description of learning undertaken detailing the following:
Modifications to lesson plans presented in Assignment 1
Construction of unit of work
Refer to additional artefacts of students choice
Provides limited description of learning undertaken and may detail the following:
Limited modifications to lesson plans presented in Assignment 1
Construction of unit of work
limited reference to additional artefacts of students choice
Overall, a vague, simplistic or confused response.
17 – 20 (HD)
15 – 16 (D)
13 – 14 (Cr)
10 -12 /20 (P)
0-9/10
Strong analysis of and critical reflection on key aspects / dimensions as well as issues well supported by reference to readings
Strong understanding of the complexities of the topic – e.g. different perspectives
Strong reflections on own/students‟ experiences in relation to the topic demonstrating different perspectives on issues dealt with.
Lists references using APA style
Strong understanding of the key aspects / dimensions related to the selected topic
Highly effective analysis of own work supported by extensive range of relevant readings
Some critical reflections on readings and/or own or students‟ experiences that highlight different perspectives on specific issues
Lists references using APA style
Clear and sound analysis of key aspects / dimensions related to topic and well supported by reference to 6 – 8 relevant readings
Clear comparisons and effective synthesis of readings to support analysis
Appropriate referencing and reference list
Good analysis of relevant aspects / dimensions supported by reference to 4 – 6 relevant readings
Synthesis of readings is evident
Appropriate referencing and reference list
Research and analysis
Tends to describe topic and not identify and analyse key aspects / dimensions with linking to lecture content, or linking to own experiences, but few links to readings or readings not relevant
Poor or no referencing to research cited in lectures or other relevant research/or over reliance on quotes
Use of reference list but not following APA or incomplete
8.5 – 10/10 (HD)
7.5 – 8 /10 (D)
6.5 – 7/10 (Cr)
5 - 6/10 (P)
0-4/10
Innovative presentation that entails personal growth as a teacher with reference to LANGUAGES learning portfolio artefacts.*
The presentation is clearly structured and cohesive
Clear concise points with clear introduction and conclusion Effective integration of resource into presentation (reference to LANGUAGES learning portfolio artefacts)
Effective strategies to engage audience
Presentation is generally clearly organised with introduction and conclusion
Some links to resource in presentation
Appropriate consideration of audience – e.g. eye contact, effective use of visual aids such as PowerPoint, etc.
Presentation is generally clear with some evidence of introduction and conclusion
Some links to resource in presentation
Consideration of audience for presentation – e.g. maintain eye contact, use of visual aids such as PowerPoint slides or overhead but may include too much text or be unclear
Some structure but sections not clearly linked and presentation does not flow smoothly
Little consideration of audience – e.g. visual aids are not used or are not used appropriately; presenters read rather than addressing audience
Poor time management
20
Annotated example: A French Lesson using QT dimensions
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LANGUAGE: FRENCH
TARGET GROUP: STAGE 4
LESSON LENGTH: 80 MINUTES
CONTEXT: STUDENTS LEARNT THE VOCABULARY FOR FRUIT AND VEGETABLES AT THE BEGINNING OF THIS TOPIC “AU MARCHÉ” (“ALLONS-Y 1”: CHAPITRE 6) AND HAVE PRACTISED ASKING FOR THEM USING THE EXPRESSIONS, (JE VOUDRAIS …, DONNEZ-MOI …) WHICH WERE LEARNT IN THE PREVIOUS TOPIC “AU CAFÉ” (“ALLONS-Y 1”: CHAPITRE 5), USING ONLY A NUMBER OR THE PARTITIVE ARTICLE TO EXPRESS QUANTITY.
LESSON 1
THE KEY CONCEPTS FOR THIS LESSON ARE THAT:
MARKETS HAVE A GREATER CULTURAL SIGNIFICANCE IN FRANCE THAN IN AUSTRALIA
The currency of France and Europe is the euro (€)
The language of buying and selling such as “Ça fait combien?” is also used to ask a price in French
“Ça fait …” is also used to give a price in French
The structure “number/measure de …” is used when expressing quantity e.g. Deux kilos de bananes / une barquette de fraises
LESSON
SEGMENT
DESCRIPTION OF LESSON STRATEGY
QUALITY TEACHING EVIDENCE
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Throughout Focus is on asking for quantities of fruit and vegetables at the markets and asking the price Deep knowledge – lessons focus on the concepts of quantities and prices relating to buying fruit and vegetables and associated language structures High expectations – teacher and students maximise use of target language Higher-order thinking – maximising use of the target language requires students to infer meaning and process the language.
1
(5 mins)
(20 mins)
(10 mins)
Group work – using photos of stalls of produce being sold in a typical market in southern France
Students are given a group worksheet (appendix E) and an explanation of the process for their group work, the goal to be achieved and what a good response/performance would be like.
Ask students to compare and discuss in groups
type of goods for sale
display of goods
importance of markets
use of markets
Further class discussion based on feedback from each group Explicit quality criteria – students are given clear criteria for what is required to complete the photo worksheet (appendix E) Substantive communication – students are involved in a focused discussion based on photos and group issues Narrative – students‟ personal experiences at markets in their neighbourhood and teacher‟s accounts of shopping at markets in France are related Higher-order thinking – students make comparisons of markets between France and Australia (analysing) and make judgements (evaluating) about the importance of markets Problematic knowledge – the class discusses the reasons why the French approach buying fruit and vegetables in a different way to many Australians
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2
(5 mins)
Review prior knowledge
Ask students to recall
how to ask for fruit and vegetables
how to ask the price
Students practise asking for fruit and vegetables and asking the price
Teacher uses flashcards of fruit or plastic fruit and asks:
T: Vous désirez? (holds up card or fruit)
S: Je voudrais des bananes.
T: Vous désirez?
S: Les bananes, c’est combien? Background knowledge – students‟ prior learning of the vocabulary for fruit and vegetables is recognised and drawn on Deep understanding – students demonstrate their understanding of buying fruit and asking the price
3
(2 mins)
Introduce in prices in euro
Explain how prices are written and said in euro eg. €2,50
Ask students to recall numbers used in sample prices on flashcards
Teacher uses flashcards of prices and asks:
T: C’est combien?
S: C’est 2 euros 50. Deep knowledge – students focus on prices in euro and respond to questions about prices Background knowledge – students‟ prior learning of numbers is recognised and drawn upon
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4
(2 mins)
Students respond to a question using euro
Introduce “Ça fait combien?” and “Ça fait …?” as another way of asking and giving the price in French
Teacher uses flashcards of prices and asks:
T: Ça fait combien?
S: Ça fait 2 euros 50. Deep understanding – students demonstrate their understanding of prices and associated language structures Higher-order thinking – students respond by manipulating new and learnt information to transform meaning when giving a price based on a visual cue Problematic knowledge – acknowledging that there are different ways of expressing the same idea
5
(20 mins)
Introduce quantities when buying fruit and vegetables
Explain expressions of quantity
List and practise expressions
Teacher uses flashcards of quantities of fruit and vegetables and says: Je voudrais un kilo de bananes svp
Students repeat a) as a group
b) individually
Students practise asking for quantities of fruit and vegetables
Teacher uses same flashcards and asks:
T: Vous désirez?
S: Je voudrais un kilo de bananes svp
Recall other uses of de Metalanguage – explanation of de (of) after expressions of quantity in contrast to the partitive article and de (from) Deep understanding – students demonstrate their understanding of the expressions of quantity and associated language structures Higher-order thinking – students infer meaning of new language using visual clues and prior knowledge to ask for a quantity of fruit or vegetables
25
6
(10 mins)
Students use language without prior modelling
Students ask each other questions about the price of fruit or vegetables and/or give an appropriate answer, including quantities
Teacher uses same flashcards but students ask:
S1: Bonjour M./ Mlle. Vous désirez?
S2: Je voudrais un kilo de bananes svp. C’est combien?
S1: C’est 2€,50 le kilo
S2: Donnez-moi 2 kilos svp Deep understanding – students demonstrate their understanding of quantities and prices and associated language structures Higher-order thinking – students apply and transform knowledge by constructing a mini-dialogue based on visual cues to ask for fruit or vegetables, to ask the price and/or to state a quantity Substantive communication – students are required to produce an elaborate and coherent dialogue using complex ideas * Inclusivity– all students ask and answer questions, either group to group or student to student
7
(5 mins)
Exercises to reinforce prices and quantities
Written homework
Students must determine the appropriate expressions of quantity to use and calculate prices based on the quantities of certain fruit and vegetables
Allons-y 1 workbook activities
Ex 6.14, 6.26, 6.27 (appendix A, B, C) Deep understanding – students demonstrate their understanding of quantities and prices and associated language structures in written work Knowledge integration – students make a connection with numeracy for ex. 6.14 Metalanguage – Students are required to make reference to language use
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Language: French
Class: Stage 4, Year 8
Mark/weighting: 20 marks
Date due: Week 10
Task
Quality teaching evidence
You have invited your friend to your place for lunch but you have just learnt that your friend is a vegetarian.
Research some French vegetarian dishes
Select one recipe to serve for lunch
Write out the recipe
Write a shopping list of what you will need
Write the dialogue that takes place at the markets when you are buying your fruit and vegetables
MARKING CRITERIA
You will be assessed on your ability to:
use a range of vocabulary relevant to the au marché topic
create original texts in the dialogue using a range of structures related to shopping at the markets
use accurate vocabulary and grammar
use realistic prices in Euro when buying fruit and vegetables
present a logical development of ideas
incorporate appropriate social interaction used by French-speaking communities
research and present information from other sources
Explicit quality criteria – dialogue model is discussed in detail; students are given a clear explanation of the criteria used in assessing their work
Cultural knowledge – students search for an appropriate French vegetarian dish that could be served for lunch
Knowledge integration – researching recipes is a link to Food Technology and ICT
Background knowledge – students’ prior learning of appropriate food and drink for lunch is recognised and drawn upon; students’ prior learning of fruit and vegetables, greetings, meals etc is recognised and used; there is a link to previous role-plays in the au café topic
Deep knowledge – students focus on the concepts of quantities and appropriate ingredients when writing their shopping list; students show awareness of the appropriate social interaction within this situation
Deep understanding – students demonstrate their knowledge of buying fruit and vegetables by writing the conversation that would take place; students provide information which demonstrates their knowledge of the new vocabulary appropriate to the topic as well as a range of structures related to shopping at the markets
Higher-order thinking – students sequence knowledge and select appropriate information to create a suitable dialogue
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Assignment Cover Sheet
College of xxx
School of xxxxxx
Student name:
Student number:
Unit name and number:
Tutorial group:
Tutorial day and time:
Lecturer/Tutor:
Title of assignment:
Length:
Date due:
Date submitted:
Campus enrolment:
Declaration:
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other student‟s work or from any other source except where due acknowledgement is made in the assignment.
No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the subject lecturer/tutor concerned
I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)
Signature:______________________________________
Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.
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7. Learning resources information
Essential textbooks:
Richards, J.C. (2001) Approaches and methods in language teaching. Cambridge: Cambridge University Press.
BOS Syllabus of your TL
Reading Resources
Barton, A. (2006) Getting the buggers into languages. London, UK: Continuum.
*Browett, J. (2006) Teaching languages in the primary school. Carlton South, Vic:
Curriculum Corporation.
Cameron, L. (2001) Teaching languages to young learners. Cambridge:
Cambridge University Press.
Carr, J. (2006) Boys and foreign language learning: real boys don’t do
languages. Basingstoke, England: Palgrave Macmillan.
Crozet, C. & Liddicoat, A.J. (2000) Teaching culture as an integrated part of
language: Implications for the aims, approaches and pedagogies of language
teaching. In A.J. Liddicoat & C. Crozet (Eds.) Teaching languages, teaching
cultures (pp. 1–18). Melbourne: Language Australia.
Field, K. (2000) Issues in modern foreign languages teaching. London:
Routledge.
Flowerdew, J. (2005) Second language listening: theory and practice. New York:
Cambridge University Press.
Gage, J. (2006) How to use an Interactive Whiteboard Really Effectively in your Secondary Classroom. London: David Fulton Publishers.
Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning Portsmouth,
NH : Heinemann.
*Groundwater-Smith, Ewing,R. & Le Cornu R. (2001). Teacher as learner.
Teaching Challenges and Dilemmas. Sydney: Nelson
Hall, J. (2002) Methods for teaching foreign languages. Upper Saddle River,
N.J.: Merrill.
*Harmer, J (c2007) The practice of English language teaching. Harlow, England:
Pearson Education.
(Note: Although this book relates to teaching English as a second language it
contains much useful material applicable to teaching Languages other than
English.)
Killen, R. (2005) Programming and assessment for quality in teaching and
learning. Southbank, Vic.: Thomson.
Killen, R. (2007) Effective teaching strategies: lessons from research and
practice. South Melbourne, Vic.: Thompson.
Kramsch, C. (1993) Context and culture in language teaching (chapter 2). Oxford: Oxford University Press.
Kramsch, C. (1998) Language and culture (Oxford Introductions to Language
Study Series). Oxford: Oxford University Press.
Lantolf, J.P., & Thorne, S. (2006) Sociocultural theory and the genesis of second language development (especially pp. 4–13). New York: Oxford University Press.
Lecouls, A. (c2002) LOTE links to the primary classroom. Using text types to
teach languages: a practical teacher resource. Sydney, NSW: Association of
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Independent Schools of NSW.
Lightbown, P. (2006) How Languages are Learned. Oxford : Oxford University
Press.
Lo Bianco, J et al (1999) Striving for the third place : intercultural competence
through language education. Melbourne: Language Australia.
Morgan, J. (2004) Vocabulary. Oxford: Oxford University Press.
Nunan, D., & Lamb (1996) The Self Directed Teacher. New York : Cambridge.
Nunan, D (1989) Designing Tasks for the Communicative Classroom. New York: Cambridge.
Nunan, D. (1999) Second language teaching and learning. London : Heinle &
Heinle.
*Nunan, D (2004) [Designing Tasks for the Communicative Classroom] Task-
based language teaching. Cambridge, UK: Cambridge University Press.
Pechler, N. (2007) A practical guide to teaching modern foreign languages in the
secondary school. London: Routledge.
Porter, L. (2007) Student behaviour: theory and practice for teachers. Crows Nest, NSW: Allen & Unwin.
*Richards, J.C. (2001) Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Ruiz-Funes, M. (2002) On teaching foreign languages: linking theory to practice.
Westport, Conn.: Bergin & Garvey.
Sercu, L. (2006, March) The foreign language and intercultural competence
teacher: The acquisition of a new professional identity. Intercultural Education,
17(1), 55–72
Sercu, L. (2004, March) Assessing intercultural competence: A framework for
systematic test development in foreign language education and beyond.
Intercultural Education, 15(1), 73–89.
Swarbrick, A (Ed.). (2002) Teaching modern foreign languages in
secondary schools: a reader. London: Routledge.
Tom, A. (c1991) The card book: interactive games and activities for language
learners. Englewood Cliffs, N.J.: Prentice Hall.
Ur, P & Wright (1992) Five Minute Activities. Cambridge; New York : Cambridge University Press.
Ur,P. (1999) A course in language teaching. Cambridge; New York : Cambridge University Press.
Vale, D et al. (1991) The Pocket ALL. Carlton, Vic : Curriculum Corporation.
Reading list:
Some Articles will be provided by lecturer.
Referencing requirements and assistance:
代写留学生作业You will find that Get it Write, accessible via the UWS e-learning site, will assist you with academic writing and referencing. You are expected to use American Psychological Association (APA) referencing in your assignments for this unit.
Weblinks:
HSC Syllabuses and support documents from the NSW Board of Studies
HSC web sites
DET web sites
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HSC onlineIntercultural Language Teaching and Learning Curriculum support website BOS 8. Student feedback and improvements to the unit.
Student will be asked to provide their written feedback at the end of the unit by completing an evaluation form in order to improve various facets of the unit taught.