Faculty of Education

Assessment Task Cover Sheet

OFFICE USE ONLY
Assessment received:

Unit Co-ord./Lecturer

Greg Ashman

Tutor:(if applicable)

Greg Ashman

Student ID

198157

Student Name

Yang LIU

Unit Code

EMT617

Unit Name

Planning and assessing language learning: Languages/TESOL

Assessment Task
Title/Number

Assessment task 2: Lesson Sequence

Word Count

1454+1046=2500

I declare that all material in this assessment task is my own work except where there is clear acknowledgement or reference
to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on
the University website at www.utas.edu.au/plagiarism *

Signed: Yang LIU

Date: 24/05/2015
*By submitting this assessment task and cover sheet electronically, in whatever form, you are deemed to have made
the declaration set out above.

Assessors feedback:

Assessment Task:
Assessors Signature (optional):

Dated:

EMT617 Planning and assessing language learning: LOTE and/or TESOL

Yang LIU

Assessment 2

Part A:
Language:
Year Level: 7 (beginners)
Lesson Period:
Chinese
40 minutes (9:00-9:40)
Contextual information:
This is a class of 20 students following the second language learner pathway at Year 7 entry level.
Characters are always taught with pinyin and tone syllables and learning is focused on speaking,
listening and reading. Students have learned greetings and introducing names of themselves and
others. They know simple Chinese sentence structure, verb be, adverbs yes, no, not and
personal pronouns.
Links to the Australian Curriculum (AC):
Communication: socialising
sharing personal information about oneself and family with peers (ACLCHC001)
participating in posting on a shared blog and exchanging personal information with
students from sister schools (ACLCHC082)
Locate and share with known audiences factual information about people, places and
events from a range of oral texts (ACLCHC083)
Reflect on personal experiences and observations of using and learning Chinese language
in familiar contexts, and use these reflections to improve communication (ACLCHC089)
Understanding: systems of language
Recognise the tone-syllable nature of the spoken language, discriminate use of tones,
rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken
language. (ACLCHU090)
Identify and use the characteristics of Chinese word order and explain the use of Chinesespecific grammatical features (ACLCHU092)
Discuss how language choices reflect cultural practices, including clarifying roles and
relationships between participants in interactions (ACLCHU096)
Strategies: use of flashcards, questions and answers, brainstorming, Presentation-PracticeProduction (PPP) model, group work
Minutes
Content
Purpose
Lesson 1
Learning Outcomes:
understand and use Chinese numbers in social contexts;
consolidate sentences structures, personal pronouns, the adverb not and verb
be.
Link to AC: ACLCHC001, ACLCHU090, ACLCHU092
10
Introduction
Provide language
Greet each student at the door, give each a flashcard with
input in social
a Chinese number character and Arabic number from one
contexts
to five, and say You are No. ____ in Chinese
accordingly.
10
Explicit Teaching/Direct Instruction
Cater for different
Write characters with corresponding Arabic numbers from learning needs and
one to five on the whiteboard.
learning styles
Practise pronunciation with hand gestures. (Chinese

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

Yang LIU

15

Assessment 2

people use gestures to represent number characters from

one to ten with one hand.
http://www.chinahighlights.com/travelguide/learningchinese/chinese-number.htm)
Write Chinese sentences on the whiteboard:
Consolidate new
I am No. ____, Are you No. ____?
knowledge and
No, Im not No. ____. or Yes, I am No. ____.
review sentence
Practise pronunciation.
structures.
Guess the meaning of (No.) from the above context
and confirm.
Student Action
Practise newlyFind students with the same number and form a group,
learned language in
checking by using the above Chinese sentences.
social contexts
Explicit Teaching/Direct Instruction
Teach characters six to ten in the same manner.
Introduce the character of zero.
Practise pronunciation.
Whole-class Work: Hachi Pachi
Cater for needs of
Students sit in a circle with one chair less.
visual, tactile and
The student without a seat leaves the room for a few
kinaesthetic learners
minutes.
Enhance speaking
Teacher touches three students on their shoulder and they
and listening
are Hachi-Pachi.
The student without a seat comes back and asks random
person questions:
Use Chinese sentences and numbers from one to ten.
Are you No. ____?
Yes, I am No. ____.
No, Im not No. ____. I am No____.
Everyone answers the question except those who are
Hachi-Pachi. When someone says Hachi-Pachi, everyone
moves and find a new chair that is not next to them. The
person who cannot find a chair will be the next person to
ask questions.
Assessment Task:
Assess listening and
Oral quiz of number characters with assistance of hand
speaking
gestures
Lesson 2
Learning Outcomes:
understand and use number in social contexts;
consolidate sentences structures, personal pronouns, adverbs and be in new
contexts;
gain intercultural understanding about number preferences.
Links to AC: ACLCHC001, ACLCHU090, ACLCHU092
Introduction
Gauge students
Repeat the greeting and number allocation process with
grasp of knowledge

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

Yang LIU

numbers from six to ten.

15

15

5
10

15

Assessment 2

and
consolidate

Heuristic Teaching & Constructive Learning

Teacher writes characters with corresponding Arabic
numbers (eleven to twenty) on the whiteboard.
Students figure out the pronunciation. (Chinese characters
from eleven to twenty contain no new characters, e.g.
is pronounced as ten-one.) in groups.
Teacher provides scaffolding if necessary.
Whole-class Work: Hachi Pachi
Use Chinese sentences and numbers from ten to twenty.
Whole-class Work
Foster intercultural
Watch Most Lucky and Unlucky Numbers for Chinese
understanding
People
(https://www.youtube.com/watch?v=QwvlAbisiRc)
Students talk about favourite numbers and why.
Discuss why Australians and Chinese have different
preferences for different numbers.
Assessment Task: Q & A
Oral quiz of number characters with assistance of hand
gestures
Lesson 3
Learning Outcomes:
review numbers and ask about others ages
consolidate sentences structures and personal pronouns;
Links to AC: ACLCHC001, ACLCHC083, ACLCHU090, ACLCHU092,
ACLCHU096
Introduction
Repeat the greeting and number allocation process with
numbers from 11 to 15.
Direct Instruction
Learn language in
Introduce , (how old) and (years old).
relevant contexts
Practise pronunciation.
Heuristic Teaching
Review Chinese sentence structures.
Students figure out how to say How old are you? and
Im ____ years old. in groups.
Confirm and practice pronunciation.
Group Work
Ask each other about their age in groups.
Heuristic Teaching
Review personal pronouns.
Students figure out how to say How old is he/she? ,
How old are you?(normal and polite forms of you)
and He/she is ____ years old. in groups.
Confirm and practice pronunciation.

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

Yang LIU

10

5
10
20

Assessment 2

Discuss the choice of /(you) when asking about the

age of an older person and give reasons.
Assess listening and
speaking
Group Work: class age table
Each member interviews a group and asks about their ages
in Chinese.
Compare notes in the home group and finish the age table
of the class including the teacher.
Assessment Task: Character Jigsaw Puzzle Game
Assess reading and
English words in the squares on paper as reference.
understanding of
Chinese characters in squares as jigsaw pieces
sentence structures
Put jigsaw pieces in the right square on paper
Practise numbers, characters and sentences:
How old are you?, Im ____ years old. How old is
he/she? and He/she is ____ years old.
Lesson 4
Learning Outcomes:
review numbers and ask about others zodiac signs;
consolidate sentences structures and personal pronouns;
understand lunar calendar and zodiac signs.
Links to AC: ACLCHC001, ACLCHC083, ACLCHU090, ACLCHU092,
ACLCHU096
Introduction
Repeat the greeting and number allocation process with
numbers from 15 to 20.
Whole-class Work
Foster cultural
Watch Chinese Zodiac-Introduction
awareness
https://www.youtube.com/watch?v=XgHF69iratY
Explicit Teaching
Introduce and explain (zodiac sign) and zodiac
sign characters that are related to students age.
Practise pronunciation.
Review Chinese sentence structure and personal pronouns.
Lead students to figure out how to say Whats
your/his/her zodiac sign? and Im/Hes/Shes a ____.
(e.g. Im a Horse).
Confirm and practise pronunciation.
Group Work
Learn language in
Go to http://www.yourchineseastrology.com/calendar
relevant contexts and
Use Western-Chinese calendar converter to find out their cultivate ICT skills
own sign and ask about group members signs.
Assessment Task: Character Jigsaw Puzzle Game
Practise numbers, characters and sentences:
How old are you?/How old is he/she, Im/Hes/Shes
____ years old., Whats your/his/her sign?, and
Im/Hes/She a Horse.
Lesson 5

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

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5
15

10
10

5
15

15

Assessment 2

Learning Outcomes:
review numbers and ask about others date of birth
consolidate sentences structures, personal pronouns, and use of be.
Links to AC: ACLCHC001, ACLCHC083, ACLCHC089, ACLCHU090,
ACLCHU092
Introduction
Repeat the greeting and number allocation process with
five numbers chosen from 1 to 20.
Direct Instruction
Introduce and explain (birthday) and
(when); (year), (month), (day).
Practise pronunciation.
Heuristic Teaching
Build on old
Review Chinese sentence structure and personal pronouns knowledge and
Students figure out how to say When is your/his/her
construct new
birthday? and My/His/Her birthday is ____. (e.g.10
knowledge
October, 2002) in groups.
(Chinese years are numbers pronounced separately, e.g.
2002 is 2-0-0-2. There are no new characters involved
such as hundred and thousand.)
Confirm and practise pronunciation.
Group Work: class birthday table
An activity similar to the class age table
Assessment Task: brainstorming
Foster reflection and
Brainstorm on an A3 paper in groups about what they metacognition
have learned.
Lesson 6
Learning Outcomes:
review numbers and age-related expressions
consolidate sentences structures, personal pronouns and the use of simple verbs;
use ICT to introduce themselves online.
Links to AC: ACLCHC001, ACLCHC082, ACLCHC083, ACLCHC089,
ACLCHU090, ACLCHU092, ACLCHU096
Introduction
Repeat the greeting and number allocation process with
five numbers chosen from 1 to 20.
Whole-class Work: Detective Game
Assess listening and
Every member interviews the other four groups in Chinese speaking
to learn about their ages, birthdays and zodiac signs.
One member per group lies only once to one member per
group.
Compare notes in their home group (English is ok) and
find out the liar.
Assessment Task: a class video blog
Integrate knowledge
Post a self-introduction video with information about their and assess ICT skills
name, age, birthday, Chinese zodiac sign, pictures, etc. on

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

Yang LIU

Assessment 2

the online class blog for sister school friends.

Discuss with group members if they have any questions.
Post comments on their peers video according to the Peer assessment
rubric.
Group Work: brainstorming
Review
Brainstorm about what they have learned and ways to
improve learning

Part B:
The choice of learning outcomes is based on Year 7 and Year 8 achievement standards for
second language learners. The basic aim of this lesson sequence is for students to interact in
familiar contexts to exchange personal information and seek clarification about age with new
words and phrases while reviewing and consolidating prior knowledge about personal pronouns,
positive and negative adverbs (yes and no), and the verb of identification and existence (be) at the
same time. Moreover, they will consolidate their knowledge about the word order of Chinese
sentences by making new sentences with reference to previously-learned sentence structures and
their differences from English sentences. They will become more familiar with Pinyin, tone
syllables and character features without the pressure of putting them in writing. Furthermore, they
will deepen their intercultural understanding by learning about number preferences, calendars and
zodiac signs and becoming aware of cultural differences and their influence on people and
communication. In general, students will be able to progress in language learning through a
pattern of words, phrases, sentences to intercultural understanding, and consolidate their new
knowledge by constantly building connections with prior knowledge and construct meanings for
themselves in relevant contexts.
Student diversity is considered in terms of design, pedagogy and assessment. The
principle of Universal Design for Learning (UDL) with assistive technologies is adopted to allow
multiple ways of representation (flashcards, hand signs and video watching), engagement (Hachi

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

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Assessment 2

Pachi, jigsaw puzzles and detective games) and expression (oral quiz, group reflection and video
blog) to cater for students different learning needs and styles (Alnahdi, 2014; Ashman, 2015;
Hall, Strangman & Meyer, 2003; Reid, 1987). Besides, teaching is informed by language
acquisition theory and sociocultural theory (Krashen, 1982; Mitchell, Myles, & Marsden, 2013).
Pedagogy like direct instruction, explicit teaching, heuristic teaching, PPP model and group work
is used to provide adequate input and opportunities for students to support each other in learning
(Harmer, 2009; Killen, 2013). Total Physical Response and communicative approaches are
commonly used (Al Harrasi, 2014; Jabeen, 2014). Moreover, diverse assessment activities
are employed to cater for different learning styles, evaluate students performance and create
opportunities for students to demonstrate their learning in different forms. Since it is the
beginning of Chinese language learning for second language learners, their Chinese entry levels
are similar, but with the progress of learning, diverse strategies will be used to assess their
language levels.
Language learning in this sequence is closely related to the general capabilities in the
Australian Curriculum: Chinese (ACARA, 2015). First, resources, classroom routines and
activities are conducive to enhance students literacy including multiple literacy, classroom oracy
and critical literacy, which will in turn benefit students English literacy and critical thinking
abilities (Campbell & Green, 2006). Besides, number games are simple, but are conducive to
inspiring students interest and increasing their numeracy by reinforcing concepts such as number
and time (ACARA, 2015). Moreover, the task of creating and posting videos on the online class
blog encourages creativity and hones students skills in Information and Communication
Technology (ICT). In addition, activities that inform students about different cultural practices
such as number preferences, lunar calendar and zodiac signs will increase students awareness of
Chinese culture and promote intercultural understanding, which are beneficial to the cohesion of

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

Yang LIU

Assessment 2

Australian society, understanding of cross-curriculum priority (Australia and Asia), and

promotion of world peace (Dooly & Unamuno, 2009; ahin, 2011).
The selection and uses of resources are determined by learning outcomes, student
diversity, designing principles, teaching pedagogy and purposes of linking to the broader
curriculum. Flashcards, hand gestures, jigsaw puzzles, YouTube videos and online resources are
adopted to provide scaffolding for learning and cater for the needs of visual, auditory, tactile and
kinesthetic learners (Gibbons, 2002; Reid, 1987). They can also enhance literacy (such as
multiple literacy and critical literacy), numeracy, and ICT skills, and promote intercultural
understanding. Besides, the use of various resources is also determined by the features of the
Chinese language and the need to hold students interest. The Chinese language greatly differs
from Indo-European languages with its tone and character systems and there are many dropouts
of Chinese language programs due to its difficulty (Orton, 2010; Orton, Tee, Gong,
McCulloch, Zhao & McRae, 2012). Therefore, it is crucial to use diverse resources and
select resources that are interesting and relevant to students life to add more fun to learning,
engage them and keep them motivated and interested.
The assessment strategy is based on student diversity and the UDL principle to provide
informative feedback to the teacher and students and promote students abilities to carry out selfassessment and self-reflection to benefit future learning. Formative assessments such as
pronunciation practices, various games, and brainstorming activities are informal, ongoing and
continuous evaluation of students speaking, listening and understanding of Chinese characters.
They are part of instruction as well as diagnostic tools to provide timely feedback and guidance
to teaching and learning (Swearingen, 2002). The summative assessment is a video on the online
class blog that features standard-referenced and product-oriented evaluation (Brady & Kennedy,
2012). It is used to gauge the overall result of students learning and provide standards for self-

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

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Assessment 2

assessment and foster metacognition (Rosenholtz, 1991; Swearingen, 2002). In general,

assessment is done in diverse and interesting activities that are designed to add fun and reduce
difficulty to Chinese language learning.
Sharing and reporting the learning are based on the principle of being informative,
constructive and reflective. Reporting features student reporting and teacher reporting and is
mostly done in group activities (Brady & Kennedy, 2012). First, students are required to share
and report their learning in various meaningful contexts driven by the needs of communication.
They approximate languages with and support one another in various communicative activities
(Flege, 1980). They also brainstorm in groups at the end of lessons to summarise and reflect on
learning as reference and guidance. Besides, students provide a formal reporting of individual
learning and their peers learning with the assistance of ICT in the summative activity. The rubric
clarifies criteria and understanding for all parties, and individual learners, peers and the teacher
all give feedback according to the rubric. Through this activity, they gain a better understanding
of the achievement standards and the performances of themselves and their peers against these
standards, which is conducive to promoting their abilities of assessment and reflection.

References:

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Assessment 2

Al Harrasi, K. T. S. (2014). Using Total Physical Response with young

learners in Oman. Childhood Education, 90(1), 36-42.
Alnahdi, G. (2014). Assistive technology in special education and the Universal Design for
Learning. Turkish Online Journal of Educational Technology, 13(2), 18-23.
Australian Curriculum, Assessment and Reporting Authority (2015). Chinese (Version 7.4).
Australia: ACARA.
Ashman, A. (2015). Education for inclusion and diversity (5th ed.). Frenchs Forest, NSW: Pearson
Education Australia.
Brady, L., & Kennedy, K. (2012). Assessment and reporting (4th ed.). Frenchs Forest, N.S.W.:
Pearson Australia.
Campbell, R., & Green, D. (Eds.). (2006). Literacies and Learners: Current Perspectives (3rd
ed.). Frenchs Forest, NSW: Pearson.
Dooly, M., & Unamuno, V. (2009). Multiple languages in one society: categorisations of
language and social cohesion in policy and practice. Journal of Education Policy, 24(3),
217-236.
Flege, J. E. (1980). Phonetic approximation in second language acquisition. Language Learning,
30(1), 117-113.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language
learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Jabeen, S. S. (2014). Implementation of communicative approach. English
Language Teaching, 7(8), 68-74.
Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6th ed.).
Melbourne: Cengage.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon: Oxford.

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Assessment 2

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL
implementation. Retrieved 10 April, 2015 from
http://ok.gov/sde/sites/ok.gov.sde/files/DI_UDL.pdf
Harmer, J. (2009). How to Teach English (5th ed.). Harlow: Longman.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories (3rd ed.).
London: Routledge.
Orton, J. (2010). The current state of Chinese language education in Australian schools. Carlton:
Education Services Australia.
Orton, J., Tee, J., Gong, J., McCulloch, J., Zhao, Y., and McRae, D. (2012).
Profiles of Chinese language programs in Victorian schools. Melbourne:
The University of Melbourne. Retrieved 6 April, 2015 from
http://education.unimelb.edu.au/__data/assets/pdf_file/0008/631691/CT
TC_profiles_report.pdf
Phillips, J., Ray, K., & Barnes, H. (2007). Social cohesion in diverse communities. York: Joseph
Rowntree Foundation.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL quarterly, 21(1), 87111.
Rosenholtz, S. J. (1991). Teachers' workplace: The social organization of schools. New York:
Teachers College Press.
ahin, Y. (2011). The importance of the foreign language learning contributing to world peace.
Online Submission, 8(5), 580-588.
Swearingen, R. (2002). A Primer: Diagnostic, Formative, & Summative Assessment.
Washington: Heritage University. Retrieved October 18, 2014 from
http://www.ewcupdate.com/userfiles/assessmentnetwork_net/file/A%20Primer_
%20Diagnostic,%20Formative,%20&%20Summative%20Assessment.pdf

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EMT617 Planning and assessing language learning: LOTE and/or TESOL

Yang LIU

Assessment 2

EMT617 Planning and assessing language learning: LOTE and/or TESOL.

Connects language
learning to the
broader curriculum
Draws on professional
knowledge to
differentiate planning
(for a range of
learners; uses a range
of assessment
strategies; selects
resources to enhance
student learning)
Justifies planning
decisions through
reference to scholarly
literature
Employs academic
writing conventions
spelling, grammar,
essay construction and APA referencing

Assignment 2

Name: Yang LIU

NN

PP

CR

DN

HD

Some connections but

very tentative. Reflects
little understanding of
Languages learning and/or
other curriculum areas
Very little indication of
professional knowledge
evident. Classroom based
work is shallow with poor
assessment tasks,
unrelated activities and
weak resourcing. Student
learning would be
minimal from these
activities.

Broad connections made

to other curriculum areas
in a manner that would
have some benefit to
learner
Evidence of professional
knowledge and good
pedagogy throughout unit
plan and rationale.
Planning meets needs of
most learners, adequately
resourced and assessment
tasks would allow for
some worthwhile
evidence of learning to be
collected

Clear, concise links to

other curriculum areas
reflecting a capacity to
integrate learning Strong
learning opportunities.
Depth of assessment tasks
and links to teaching and
learning indicate a sound
understanding of teaching
Languages. Resourcing
excellent and carefully
incorporated. A very
sound professional
knowledge and an obvious
capacity to work in this
area.

A strongly articulated,
sequenced and developed
link to other curriculum
areas resulting in an
integrated approach
Evaluations have
seamlessly integrated into
comprehensive links to
teaching and learning
tasks that have been well
resourced, sequenced and
delivered. An extremely
sound professional
understanding of
requirements for teaching
Languages.

Literature base poor with

heavy reliance on
questionable literature.
Poorly integrated
references
Work needs some careful
editing to reach acceptable
standard - spelling
grammar, punctuation.
Presentation of APA
referencing, in text/ end
text, needs a more
accurate representation

Uses sound and

authoritative literature
support in justification.
Integrates references well
into writing
Sentence structure meets
acceptable standard, but
some errors are evident spelling, grammar,
punctuation. APA
referencing is as it should
be but with still some in
text/ end text issues.

Careful and purposeful

links to other curriculum
areas. Learners would be
able to make some very
valid connections.
Deep professional
knowledge evident
throughout plan and
rationale. Learning
sequence is thorough
reflecting a sound
understanding of all
learners needs, relevant
pedagogies with
appropriate resources and
assessment tasks that will
provide rich information
Adequate authoritative
literature used throughout
to support justification.
References integrated
effectively into work.
Comprehensive
knowledge of academic
conventions- spelling,
punctuation grammar,
sentence structure. A few
errors in APA referencing,
in text/end text that needs
attention

Ample authoritative
literature used throughout
to support discussion.
References integrated
thoroughly into work.
Knowledge and
implementation of
academic conventionsspelling, punctuation
grammar, sentence
structure at a high level
Very few, if any, errors in
spelling, grammar & APA
referencing.

High quality authoritative

literature used throughout
to support discussion.
References integrated
effortlessly into work.
Carefully crafted and
edited writing with no
errors. Transitions
smoothly between
paragraphs and maintains
high academic standards
throughout. All APA
referencing very
accurate

Grade:

Lecturer:

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