Assignment 1: Professional Task Stage 6

102090.91.92
Secondary Curriculum 2 Languages
1714.1 Master of Teaching (Secondary)

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

By
Student Name
Jingyi Lu
Student Number
18322330

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 Assignment 1: Professional Task Stage 6

Part A: Unit of work

Pretend High School

Unit Theme and topic: Education and aspiration

Language Year Chinese year 11 Weeks: 6

Key Concepts:
 Students will learn about “Education and aspiration”, including school life, school rules, subjects, exams, further
education and future plan.

Students will learn about language knowledge, including grammar, sentence structures and vocabularies relate to education
and aspiration.

 Students will learn about the intercultural language knowledge between Chinese and Australian education systems.

Importance of this learning:

Students can enhance communicative abilities and learn intercultural knowledge. In addition, students can reflect on own school

systems in the target language.

Targeted Syllabus Outcomes:

1.1: Uses a range of strategies to maintain communication.
1.2 conveys information appropriate to context, purpose and audience.

1.3 exchanges and justifies opinions and ideas.

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2.1: applies knowledge of language structures to create original text

2.2: composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or
audience. 2.3: structures and sequences ideas and information.
3.1: conveys the gist of texts and identifies specific information. 3.2: summarises the main ideas.
4.2: identifies values, attitudes and beliefs of cultural significance.
4.3: reflects upon significant aspects of language and culture.

Assessment:

Students will do a reading, speaking and writing task. Students need to read the text to write the response and have a

presentation.

Literacy Numeracy ICT Cross-Curriculum Content

See assessment The timetable activity Online website; Voki See Timetable activity

(online recording)
Term
Resources Evidence of learning
Week
Integrated teaching, learning and assessment activities (and code AfL, AaL, AoL) Feedback

T4 Revise the language knowledge.

W1-2  Ask students to use Jeopardy game to revise the vocabularies, grammar
and sentence structures of daily routine, family and friends 日常，家人和 Jeopardy Teacher orally
朋友(Pair work). game  Students can revise provides
the prior knowledge feedback.
through playing the

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game. Teacher
 Students record their own description of school life by using online voice Voki provides
recording app “Voki” in Chinese. Students work in pairs to write a individual
summary of each other’s description in Chinese （你眼中的中国）. feedback in
 Students can written ways
improve speaking and asks
and listening skills, students to do
and practice how to peer feedback.
write a summary.

Teacher orally
 Creative writing activity: Students will work in groups and create a story
Eight images provide
about Chinese students’ life in school （中国的学校生活） based on eight
feedback to
images in Chinese. Present in the classroom.
the groups.

 Students can enhance

writing skills and
communicate with
peers to stimulate
creative thinking.
Students can find
differences/similarities
Teacher
between Chinese and
provides
 Interview a person has school experience in China （中国学校的经历）. Australian school life.
feedback of
The interview is about school life in China. Then, have a presentation to
the presenting
indicate that story (Individual).
ways orally
 Students can use and gives
Chinese to individual
communicate with feedback of

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 Assignment 1: Professional Task Stage 6

the content in
other Chinese a written way.
people to develop
speaking skills and
4 YouTube acquire the
clips intercultural Teacher orally
knowledge provides
 Jigsaw activity: Each group will be asked to watch different video clips on between school life feedback and
students’ school life in China. Each group needs to find similarities/ in China and asks students
differences between the video and their own experience, then play jigsaw Australia. to provided
activity in the whole class. opinions for
each other.

 Students can share

ideas in groups and
Reading text whole class. Teacher orally
Students will be provides
assessed their feedback for
 Role- play & Reading comprehension: ask student to read a text about a
intercultural peer work and
Chinese special school day and the text type is speech. Students work in
understanding of provides
pairs to do a role-play to make a short conversation to discuss about
the content of the individual
Chinese and Australian special day.
videos. feedback of
中国的生活是： the content in
written ways.
澳洲的生活是：
 Students can develop
reading skills and use
role-play to reflect
their understanding of
the context. Students
can use Chinese to

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interact with each

other to enhance
communicative and
speaking abilities.

T4
W2-3 School rules（校规） Teacher goes
Paper around the
 Students work in groups to brainstorm the school rules in Chinese high  Students can room and
school and write at least 10 rules in Chinese. exchange writes
information and students’
practice writing ideas on the
Chinese board.
characters. Ability
to stimulate their
thinking.

 Guessing activity: Students will be provided ten school rules in Chinese Ten rules Teacher
and work in pairs to discuss which rules are real, which rules are false. from PPT provides
Then, explain reasons in the whole class. feedback for
 Students can
their opinions
enhance the
and thought.
predicative ability and
intercultural
understanding and
express own opinions
Teacher
on the school rules.
provides
 Reading and writing: students will read a text and write an email feedback to
to talk about own school life and indicate any differences or Textbook students in a
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 Students can reflect

written way
on their
to correct the
understanding of the
similarities between the student in the text and own school life in language
text and practice
Chinese. mistakes and
writing an email.
further
Students can know
development.
cultural differences
between China and
Australia.

T4 Teacher
W4-5  Students write down five subjects in Chinese in a piece of paper  Students can use observes
and work in pairs. One uses 3 words to describe the subject and both prior and new students’
another guesses the name of subject in Chinese. （语文，数学， knowledge to participations
物理，化学，生物，地理，英语，历史，体育，科学，政治，音乐，美 practice describing and gives
术） subjects. Students feedback on
can consolidate the
the vocabularies. correctness of
the choice of
the words.

Teacher orally
 Students can
gives the
develop speaking
feedback.
 Students design a school timeline in Chinese and present in the class. skills and revise
the vocabulary.
Ability to learn the

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school subjects in
China and have
intercultural
understanding.
Audio-tap Teacher
provides
feedback in a
 Students can written way
 Listening and writing activity: Students listen to a short talk enhance listening and
about the student’s selection of the subject and summarize the and writing skills. individually
main ideas in Chinese. Students can discusses
reflect their weakness
understanding of with each
the content by student.
writing the
summary.
Teacher asks
students to
 Make a survey in Chinese and the questions of the survey do peer
should relate to school subjects and exams. Choose one of the feedback
classmates to complete the survey, and then present the results based on the
 Students can
in the whole class in Chinese. questions in
practice reading,
the survey
writing and
and provides
speaking skills.
own
Students can
suggestions in
increase creative
a written way.
thinking.

Information

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gap-activity
worksheet.

Teacher goes
through the
answers in
 Students can use
whole class
Chinese to talk
 Ask students to do information gap activity to fill in the blanks in and asks
with each other
Chinese high school timetable. Chinese students to
and find the
school check own
differences
中国的上课时间表： website answers.
between Chinese
and Australian high
school timetable.
Teacher goes
around the
classroom
 Students can use and helps
ICT-based learning students to
 Students need to explore a Chinese school website to do a do the work.
and authentic
treasure hunting activity. Students will be provided a list of
website to have
questions relate to school and find the appropriate information
intercultural
through website.
knowledge towards
Chinese and
Australian school
systems.

T4 Teacher gives
W5-6  Have a speech on own future plan in Chinese and design a  Students can express feedback on
visual organizer, such as PPT, mind map to show main ideas in own ideas and both spoken

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and written
Chinese. enhance speaking parts.
skills.

Teacher orally
gives
Eight images  Students can feedback to
 Students will work in groups and be given eight images to improve speaking the creative
create a story in Chinese. Students need to sequence the eight skills and creative and
images based on own understanding and prepare to talk about thinking. Students originality of
their story in Chinese in the class. are able to the story and
exchange the use of
information to language
make an original structures.
text.
Worksheet
Teacher
 Students need to use Chinese to play an activity, which is called finding observes
 Students can
someone who. Students need to ask each other question and find students to
communicate with
someone who wants to go to university, TAFE or other institutions. ensure that
each other and
everyone
practice using the
participates.
grammar and
Teacher
sentence
provides
structures to revise
feedback to
vocabulary.
whole-class
performance.

Four Images
Teacher

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provides
feedback on
students’
writing
format, the
use of
language and
 Students can practice
creative
writing the recount
writing skills
and improve creative
in a written
 Creative writing: Students need to write a recount about one’s writing skills.
way and talks
future plan based on four images. Students are able to
with
write an original text
individual
based on own
students to
understanding to
ensure
consolidate grammar
everyone
knowledge.
knows how to
improve
weakness.

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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

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Resource 2 – new structure

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

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Resource 3 – comprehension task

The YouTube link of listening and reading assessment: https://youtu.be/H81ADAGLLhQ

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Feedback for student:

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Part C: Discussion (1000 words)

This unit of work is targeted at year 11 stage 6 Chinese continuers students and designed for six
weeks teaching in term 4. There are three themes, which are “The changing world”, “The
individual” and “The Chinese speaking communities” (BOSTES, 2010). My topic of this unit of
work is “Education and aspiration” under the theme of “The individual”. In the process of learning,
students are able to develop the understanding and enrich the knowledge of Chinese background.
There are four subtopics of “Education and aspiration”, which are “school-life”, “school-rules”,
“exam and subject” and “future education/plan”. The main purpose of the unit of work is that
students are able to demonstrate their own school-life, school-rules, exam, subject and future
education plan in Chinese. In addition, students need to know how to use Chinese to
communicate with others to enhance communicative skills.

Before I design the unit of work, I have read the outcomes in the syllabus to know what students
should achieve and what students need to learn. I have designed various activities to meet
students’ outcomes in the syllabus and considered the ways to satisfy individual needs. For
instance, I have use images and video clips to facilitate student, who wears a hearing aid and lip
reads, to learn more effectively. In terms of gift students, I have provided challenge tasks to
stimulate their desire to explore and increase their interests to keep learning. Furthermore, I
have provided opportunities for gift students to help other students. Moreover, I have used
authentic materials in the unit of work, which is an online website, to allow students learn in a
real context.

Grammar is important for learning, however, learning without real-life situation will limit the learning
outcomes and make the learning be fictive. Teaching cultural knowledge in the language
classroom allows students to connect with real-life, which makes the learning be more authentic
(Stainer, 1971). The research reflects that learning culture cannot only increase students’ interest
and learning outcomes, but also can motivate students to engage in the learning process.
(Genc ， Bada ， 2005). The activities like role-play, doing the research of target country and
people, can make students to increase the curiosity and interest toward target language.
Language classes that focus on teaching culture will be more attractive for students than only
teaching language knowledge. Hence, I have asked students to do the research on the
comparison of school life between Chinese and Australian high school in the unit of work. In this
process, students can achieve the outcome of intercultural language learning and enhance cultural
competences. Students have opportunities to enrich their cultural knowledge to better understand
others’ school life and connect to the real-world context. Thanasoulas (2001) points, teachers must
teach about cultural knowledge in the language classrooms. Accordingly, I have used various
activities to teach about cultural knowledge.

Furthermore, the unit of work applies the game-based learning and formative assessment to
encourage collaborative learning to enhance student’s four skills and communicative abilities. As
senior students may have pressure on high-stake exams, motivation becomes especially
important for senior students. Motivation has positive impacts on senior students, which can
increase their interest and engagement toward learning. On one hand, the use of game is an
effective approach to motivate students because Papastergiou (2009) reflects the games, that

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contain the curriculum knowledge and appropriate learning purposes for students can be seen as
the beneficial teaching tool to allow students to learn in a student-centered, motivated and
interactive learning environment. As I have considered to meet individual needs, I have used
differentiation in the games to effectively motivate each student to engage in the learning process
to prevent students from losing interest or confidence. On the other hand, I have incorporated
formative assessment to decrease students’ stress to facilitate students to better enhance their
learning abilities. As formative assessment will be beneficial for students’ motivation, increasing
senior students’ instinct motivation is an effective approach to help them learn more effectively. In
this process, senior students can engage in the learning process without any pressure.
Furthermore, peer feedback and teacher’s feedback are both significant for senior students,
teachers need to respond to students’ questions or learning to help students increase the
motivation and engagement. (Nolen, 2011, p. 322) The feedback from teachers and peers can
help students to know how to improve to achieve success. (Nolen, 2011, p. 319) Accordingly, I
have used formative assessment in various ways, such as worksheets, peer work and classroom
activities to help senior students to make the progress gradually.
In short, I have implemented various activities, such as group work and pair work, for students to
use Chinese to communicate with each other to enhance communicative skills. In addition, I have
asked students to use online app, such as Voki, to learn with new technology to share own stories
with others to improve speaking skill. In these approaches, students can meet the objective, which
is to use Chinese to interact with others. The Unit of work mainly focuses on game-based learning
to ensure that students can learn both language and cultural aspects. The use of authentic
materials, such as website and images, can motivate senior students to connect with real world to
make the learning be more authentic. Students are able to know how to apply the knowledge in
the target country and know the usefulness of the language.

References:
Nolen, S. B. (2011). The role of educational systems in the link between formative assessment and

motivation. Theory Into Practice, 50(4), 319-326.

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on

educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.

Thanasoulas, D. (2001). The Importance of Teaching Culture in Foreign Language

Classroom. Online documents at URL http:// radicalpedagogy.icaap.org/content/issue3_3/7-

thanasoulas.html. [23.06.2003]

Stainer, F. (1971). Culture: A motivating factor in the French classroom. In C. Jay & P. Castle

(Eds.), French language education: The teaching of culture in the classroom.

Springfield, IL: State Department of Public Instruction.

Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1).

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Worksheets:

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