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102087.88.

89
Secondary Curriculum 1 Languages
1714.1 Master of Teaching (Secondary)

Assignment 1:
Professional Task Stage 4 (3 lesson plans)

By

Jie Zhou
18774636

Submit to Turnitin by 11pm, Thursday 10th August 2017

Student Name Student Number


Table of Contents

1. Lesson One 3

2. Lesson Two 7

3. Lesson Three 11

4. Justification 11

5. References 15

The task
a) Construct three sequenced and coherent lesson plans (each plan is for 60 minutes duration) suitable for a stage 4 mandatory 100 hours (Year
7 or 8) class based on the K-10 syllabus from your Language.
b) Prepare and include the full resources and scaffolds to be used in all three lessons.
c) Demonstrate across the three lessons appropriate and varied strategies to cater to diverse learners and show how learning will be formatively
assessed in these lessons.
d) Include a range of tasks and relevant resources to develop, literacy (all four macro skills), numeracy and ICT skills in your student learners.
e) Explain in 1000 words your choice of teaching and learning strategies. Explain how your lessons support student attainment of relevant
outcomes from all three objectives from the syllabus. Discuss how your lessons provide for different and diverse learners’ needs. Specifically
include relevant citations to the models of Languages pedagogy and key learning theories that have informed your choices. Reference using
APA 6th Edition.
f) You must include translation of any Languages used (besides English, German, French, Japanese).

Student Name Student Number


1. Lesson One

Stage 4 (year 7 ) Language: Chinese Topic: Family

Syllabus Outcomes
Outcome 4.UL.1: A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately
Students learn about the importance of prior knowledge to interpreting meaning in text and students learn to deduce meaning from context and prior knowledge of subject matter when listening for main ideas.
Outcome 4.UL.3: A student establishes and maintains communication in familiar situation.
Students learn about the purpose and context of communication and their influence on the choices of structure, format and vocabulary and students learn to initiate an interaction.
Outcome 4. MLC.1: A student demonstrates understanding of the importance of appropriate use of language in diverse context.
Student learn about metalanguage to describe the structures and features of language and learn to explore grammatical systems to appreciate how languages work, eg identify grammatical terms, word order, tenses.
Outcome 4. MLC.2 A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese.
Students learn about ways of conceptualizing and representing patterns and systems in language and learn to develop strategies for internalizing new language and building on prior knowledge, e.g mnemonic devices.
Outcome 4. MLC.2 A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese.
Students learn ways to deconstruct Hanzi and students learn to recognize that compound Hanzi are composed of two sides which may be related in sound or meaning to the compound Hanzi.
Learning Intentions
-To be able to present 家 (home),家人 (family),爸爸 (dad),妈妈(mum) in written and spoken Chinese
- To be able to ask question 你家有几个人( How many people are there in your family?)
- To be able to answer to the question 我家有三个人,我爸爸,我妈妈和我。(There are three people in my family, my dad, my mum and myself.)

Prior learning
Students are able to count 1 to 10 and write them in Chinese characters
Students understand the meaning and knows how to pronounce 我 (me),你( you),几个 (how many), 有 (have/has)
Students understand how to read Pinyin and understand the 4 different tones of Pinyin
Intercultural understanding
Understand the development of Hanzi and traditional Chinese nuclear family structure.

Student Name Student Number


Script
你家有几个人? (how many people are there in your family?”
- 我家有三个人,我爸爸,我妈妈和我。
(there are three people in my family, my dad, my mum and myself)

Vocabulary and structures


,家人 (family), 爸爸 (dad) 妈妈 (mum)
家(home)

Differentiation strategies

Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
- visual learners - video clip
- auditory learners - speaking
- kinesthetic learners - moving fingers and body
- struggled students - more scaffold
- gifted student - more self learning/practing

Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

2 mins Prepare Teacher welcomes students, asks students to sit on their allocated seats Name roll
Teacher marks roll, students answers “到”(Yes) to acknowledge their attendance when their name
is called.
2 mins Prepare Teacher shows PPT slide to introduce today’s topic – Family (Dad & Mum) PPT
Explains to students that they are expected to be able to introduce their family (dad and mum) both Computer
in written Chinese and spoken Chinese. Projector
5 mins Prepare L, S Recap: teacher shows a number of 3 on PPT slide. Students speak the number in Chinese loudly PPT Asks students to pronounce Assistance for pronunciation
and use their fingers to trace the Chinese character of this number. If any difficulty is identified, White board 3 in Chinese and trace its and writing will be provided
teacher provides scaffold – mouthing the word and write the character on white board. Markers Chinese character promptly through mouthing the
word and writing the word on
white board
3 mins Present & L, S, W Teacher shows PPT with a house and a Chinese character 家 jiā (home) on it. Teacher say the PPT slide Teacher looks at students’ Promptly correct students
Practice word 家 (home) loudly and students repeat after. Teacher helps students to pronounce the word mouthing and listen to their pronunciation by mouthing it

Student Name Student Number


Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

by mouthing it. pronunciation

3 mins Present & L, S, W Teacher shows PPT with a family portrait and a Chinese character 家人 jiā rén (family) on it. Computer Teacher looks at students’ Teacher correct students’
Practice Teacher say the word 家人(family) loudly and students repeat after. Teacher correct students’ Projector mouthing and listen to their pronunciation
pronunciation by mouthing the word. PPT pronunciation
5mins Present & L, S Asks students how many people they have in their family? Computer Teacher looks at students’ Teacher correct students’
Practice Teacher briefly introduces a traditional Chinese nuclear family and the one-child policy in China. Projector mouthing and listen to their pronunciation
Teacher shows an image of dad and mum on PPT PPT pronunciation
Teacher repeats 爸爸( dad) and 妈妈 (mum), ask students what they have observed from the way
teacher pronounces and the way they are written. Asks students’ observation Teacher explains the similarity
Teacher repeat the words and student repeat after. of Chinese character to of 爸爸(dad) and 妈妈 (mum)
understand how capable
students are of making
connection in this language.
2mins Practice L, S, W Students repeat 家(home),家人(family),爸爸(dad)
,妈妈(mum) together after teacher Computer Teacher looks at students’ Teacher correct students’
Projector mouthing and listen to their pronunciation
PPT pronunciation
4mins Present L, S Teacher reads out the following conversation, and students repeat after Computer Teacher looks at students’ Teacher correct students’
- 你家有几个人? (how many people are there in your family?” Projector mouthing and listen to their pronunciation
- 我家有三个人,我爸爸,我妈妈和我。
(there are three people in my family, my dad, my mum PPT pronunciation
and myself)
Teacher explains the word order in both question and answer.
5mins Practice L, S Teacher turns the PPT slide to the one which has these two sentences and Pinyin on it for assistance Computer Teacher looks at students’ Teacher correct students’
Teacher asks students in the first and third row to ask the question and students in second and fourth Projector mouthing and listen to their pronunciation
row respond. After that, students swap the roles. PPT pronunciation
5 mins Present & W, S Teacher explains to the class that the next part is to focus on writing. PPT,
Practice Teacher shows video clip to show the development of this character “家” computer
Teacher asks students to use finger to trace the character in the air and say the word together. Projector
Teacher uses mnemonic to help students internalizing the character “人” (person) Video clip Teacher observes the Any incorrect movement will be

Student Name Student Number


Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

Teacher builds on students’ prior learning of 家(home) to internalize students’ memory of 家人 from movement on students’ correct and more assistance will
(family) a person who lives in your home is a family. Youtube: fingers to see if every be given.
Students stand up, to separate their legs to form the character “人” https://w student is tracing the
ww.youtu character correctly.
be.com/w
atch?v=ac
1cxK-
cXMY

6mins Present & W, S Teacher uses mnemonic to help students internalizing the character “妈妈” (mum) and“爸爸” Computer Teacher observes the Any incorrect movement will be
Practice (dad) Projector movement on students’ correct and more assistance will
Students use finger to trace the character in the air and say the word together after teacher. PPT fingers to see if every be given.
student is tracing the
character correctly.
6mins Practice W Teacher handouts vocabulary box, reminds students to stick it on their vocabulary book. Vocabulary Teacher walks around the Scaffold students if necessary
students trace the characters on paper in their vocabulary book. box classroom, check on
Swap writing sheet with peers to check. Vocabulary students work.
book
8mins Practice W Teacher wraps up today’s lesson. Diary book Self-assessment
Ask students to show a fist to five how well they have learnt in today’s class. Ask students to write - a fist to five to identify how
they do they find difficult and easy in their diary book. well individual students
Teacher dismisses the class when the bell goes learnt
Teacher say “同学们,再见”( goodbye, everyone) - diary writing
Students respond “老师,再见” (goodbye,Miss).

Lesson resources attached:


You must list all the resources that you have created or found in this space.
Board of Studies NSW. (2003). Chinese K-10 syllabus. Sydney: Board of Studies NSW. Retrieved from,
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/languages/chinese-k-10-syllabus

Student Name Student Number


Lesson Two

Stage 4 (year 7 ) Language:Chinese Topic: Family

Syllabus Outcomes
Outcome 4.UL.1: A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately
Students learn about the importance of prior knowledge to interpreting meaning in text and students learn to deduce meaning from context and prior knowledge of subject matter when listening for main ideas.
Outcome 4.UL.3: A student establishes and maintains communication in familiar situation.
Students learn about the purpose and context of communication and their influence on the choices of structure, format and vocabulary and students learn to initiate an interaction.
Outcome 4. MLC.1: A student demonstrates understanding of the importance of appropriate use of language in diverse context.
Student learn about metalanguage to describe the structures and features of language and learn to explore grammatical systems to appreciate how languages work, eg identify grammatical terms, word order, tenses.
Outcome 4. MLC.2 A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese.
Students learn about ways of conceptualizing and representing patterns and systems in language and learn to develop strategies for internalizing new language and building on prior knowledge, e.g mnemonic devices.
Outcome 4. MLC.2 A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese.
Students learn ways to deconstruct Hanzi and students learn to recognize that compound Hanzi are composed of two sides which may be related in sound or meaning to the compound Hanzi.
Outcome 4. MBC.2 A student demonstrates knowledge of key features of the culture of Chinese- speaking communities.
Students learn about the significance of cultural awareness in language use and the influence of cultural values on how meaning is conveyed and students learn to recognize that there are culturally appropriate
expressions for particular contexts.
Learning Intentions
- To be able to present brothers and sisters in written and spoken Chinese
- To be able to ask question how many older brothers/sisters, younger brothers/sisters do you have?
- To be able to answer to the question I have X older brothers/sisters, younger brothers/sisters.

Prior learning
Students are able to count 1 to 10 and write them in Chinese characters
Students understand the meaning and knows how to pronounce 我 (me),你( you),几个 (how many), 有 (have/has)
Students understand how to ask the question for how many do you have. 你有几个? (how many do you have)
Students understand the meaning of 岁(years old) and how to use it in a sentence.
Students understand how to read Pinyin and understand the 4 different tones of Pinyin

Student Name Student Number


Intercultural understanding
Understand the different Chinese character to address brother and sisters
Understand the culture, when a Chinese addresses someone as 哥哥 (older brother),弟弟 (younger brother),姐姐 (older sister),妹妹 (younger sister), it doesn’t necessarily mean they are brothers or sisters,
more importantly, it shows respect to others and it brings a sense of closeness and warmth.
Script – only for Languages that do not use Latin script
你有几个姐姐?你有几个妹妹?你有几个哥哥?你有几个弟弟?
我有 1 个姐姐。我有 1 个妹妹。我有 2 个哥哥。我有 2 个姐姐

Vocabulary and structures
哥哥 (older brother),姐姐 (older sister),弟弟 (younger brother) 妹妹 (younger sister)
你有几个… (how many … do you have )我有 (I have …. )

Differentiation strategies

Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
- visual learners - video clip
- auditory learners - speaking
- kinesthetic learners - moving fingers and body
- struggled students - more scaffold
- gifted student - more self learning/practing

Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

2 mins Prepare Teacher welcomes students asks students to sit on their allocated seats
Teacher marks roll, students answers “到”(Yes) to acknowledge their attendance when their
name is called.
2 mins Prepare Teacher introduces today’s topic – Family
Explains to students that they are expected to be able to introduce their siblings in both written
and spoken ways.
3 mins Prepare L, W Review: Teacher nominated a student to say the words learnt from previous lesson, the rest Teacher looks at students’ Teacher correct
of the class repeat after. mouthing and listen to students’
their pronunciation pronunciation

Student Name Student Number


Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

1 mins Present Teacher asks 1-2 students how many siblings they have and who they are. Computer
Teacher explains to the class that in Chinese, older brothers/sisters and younger Projector
brothers/sisters are written differently and pronounce differently. PPT
1 mins Present L, S Shows PPT slide which has 5 people on it. Computer Asks students’ observation Teacher explains the
Teacher pronounce 姐姐(older sister ) and 妹妹 (younger sister) and asks student what is Projector of Chinese character to similarity of 姐 姐
in common among 姐姐(older sister ), 妹妹 (younger sister) and 妈妈 (mum). (hint: PPT understand how capable ( older sister) 妹 妹
think about the writing and the pronunciation). students are of making (younger sister) and
connection in this 妈妈(mum)
language.
5 mins Present & L, S, W Teacher say 姐姐(older sister ) and 妹妹 (younger sister). Computer Teacher looks at students’ Teacher correct
Practice Students repeat after. Projector mouthing and listen to students’
Teacher shows images of 姐姐(older sister ) and 妹妹 (younger sister) and help students to PPT their pronunciation pronunciation
remember the stroke of the characters.
1 mins Present L, S Shows PPT slide which has 哥哥 (older brother ) and 弟弟 (younger brother) on it. Computer Asks students’ observation Teacher explains the
Teacher pronounce 哥哥 (older brother ) and 弟弟 (younger brother) and asks students Projector of Chinese character to similarity of 哥 哥
what they have observed from theses Chinese characters and Chinese character 爸爸 (dad). PPT understand how capable ( older brother) 弟弟
- what are in common? (hint: think about the writing and the pronunciation). students are of making (younger brother) and
connection in this 爸爸 (dad)
language.
5 mins Present & L, S, W Teacher say 哥哥 (older brother ) and 弟弟 (younger brother) Computer
Practice Students repeat after. Projector
Teacher shows PPT slide which has the images of 哥哥 (older brother ) and 弟弟 (younger PPT
brother) to help students remember the character
5mins Practice L, S Teacher show a pic with 5 children on it. Teacher points at any of them and the class respond Computer
哥哥(older brother),弟弟(younger brother),姐姐(older sister ) or 妹妹 ( younger sister) Projector
PPT
5mins Practice L, S Teacher sticks vocabulary cards on the white board. Teacher points at one card, students read Vocabulary cards
the character in Chinese. White board

Student Name Student Number


Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

5mins Present & L, S Teacher shows a slide with the following sentences Computer Teacher looks at students’ Teacher correct
Practice 你有几个姐姐? Projector mouthing and listen to students’
你有几个妹妹? PPT their pronunciation pronunciation
你有几个哥哥?
你有几个弟弟?
Students identify the word order in this question. Student repeat after teacher.
Teacher shows a slide with the answers
我有 1 个姐姐。
我有 1 个妹妹。
我有 2 个哥哥。
我有 2 个姐姐
Student identify the word order in this answer. Student repeat after teacher.
10mins production L, S Teacher handouts information cards Information card Teacher walks around the Scaffold struggled
Student take turns to ask and answer questions in pairs first, classroom to see if any students, by help the
Gifted students: when they finish, they can walk around the classroom and interview another student has difficulty in student with their
student. speaking or understanding pronunciation or
Struggled students, teacher scaffold them to complete pair work first. what to do. understanding of the
Conversations are shown on PPT as assistance activity.
10mins Practice W Teacher handouts vocabulary box, reminds students to stick it on their vocabulary book. Vocabulary box
students trace the characters on paper in their vocabulary book. Vocabulary book
Swap writing sheet with peers to check.
5mins Teacher wraps up today’s lesson.
Ask students to show a fist to five how confident they are if they are going to introduce their
family members to a Chinese-speaking student?
Ask students to write one of strength and one weakness from today’s lesson in their dairy
book.
Teacher dismisses the class when the bell goes
Teacher say “同学们,再见”( goodbye, everyone)
Students respond “老师,再见” (goodbye,Miss).

Student Name Student Number


3. Lesson Three

Stage 4 (year 7 ) Language: Chinese Topic: Family

Syllabus Outcomes
Outcome 4.UL.1: A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately
Students learn about the importance of prior knowledge to interpreting meaning in text and students learn to deduce meaning from context and prior knowledge of subject matter when listening for main ideas.
Outcome 4.UL.3: A student establishes and maintains communication in familiar situation.
Students learn about the purpose and context of communication and their influence on the choices of structure, format and vocabulary and students learn to initiate an interaction.
Outcome 4. MLC.1: A student demonstrates understanding of the importance of appropriate use of language in diverse context.
Student learn about metalanguage to describe the structures and features of language and learn to explore grammatical systems to appreciate how languages work, eg identify grammatical terms, word order, tenses.
Outcome 4. MLC.2 A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese.
Students learn about ways of conceptualizing and representing patterns and systems in language and learn to develop strategies for internalizing new language and building on prior knowledge, e.g mnemonic devices.
Outcome 4. MLC.2 A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese.
Students learn ways to deconstruct Hanzi and students learn to recognize that compound Hanzi are composed of two sides which may be related in sound or meaning to the compound Hanzi.
Outcome 4. MBC.2 A student demonstrates knowledge of key features of the culture of Chinese- speaking communities.
Students learn about the significance of cultural awareness in language use and the influence of cultural values on how meaning is conveyed and students learn to recognize that there are culturally appropriate
expressions for particular contexts.
Learning Intentions
At the end of this lesson, students are expected to be able to
- speak and write grandparents in Chinese
- draw a family tree, and introduce family members

Prior learning
Student understands the meaning of …的 (possess, e.g. 我的 means my) and be able to use it correctly
Student understands the meaning of 叫什么(how is it called) and be able to use it correctly
Students understand the meaning of 岁(years old) and how to use it in a sentence.
Students understand how to read Pinyin and understand the 4 different tones of Pinyin

Student Name Student Number


Intercultural understanding
Understand the different Chinese character to address grandparents
Understand the culture, when a Chinese addresses someone as 爷爷(father’ father),奶奶 (father’s mother),外公 (mother’s father),外婆 (mother’s mother), it doesn’t necessarily mean they are the grandparents
and grandchildren. It is a way that kids show their respect to elderly people.
Script – only for Languages that do not use Latin script
1. 爸爸的爸爸叫什么?(How to address father’s father?) 爸爸的爸爸叫爷爷。(Father’s father is grandfather)
2. 爸爸的妈妈叫什么?(How to address father’s mother?) 爸爸的妈妈叫奶奶。(Father’s mother is grandmother)
3. 妈妈们的爸爸叫什么?(How to address mother’s father?) 妈妈的爸爸叫外公。(Father’s father is grandfather)
4. 妈妈的妈妈叫什么?(How to address mother’s mother?) 妈妈的妈妈叫外婆。(Father’s mother is grandmother)
Vocabulary and structures
爷爷( father’s father),奶奶(father’s mother),外公(mother’s father),外婆( mother’s mother)

Differentiation strategies

Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
- visual learners - video clip
- auditory learners - speaking
- kinesthetic learners - moving fingers and body
- struggled students - more scaffold
- gifted student - more self learning/practing

Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

2 mins Prepare Teacher welcomes students asks students to sit on their allocated seats Name roll Students respond “到” (yes) to
Teacher marks roll, students answers “到”(Yes) to acknowledge their attendance when their Pen acknowledge their presence
name is called.
2 mins Prepare Teacher introduces today’s topic – Family and explains the learning intention for the lesson PPT
are
- to be able to speak and write grandparents in Chinese
- to be able to draw a family tree and introduce your own family

Student Name Student Number


Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

5mins Prepare Teacher uses Kahoot as an assessment tool to evaluate on students’ learning from previous Computer Students are given the
lesson. Projector correct answer after each
Kahoot Link question has been
https://play answered.
.kahoot.it/#
/k/bdfb563
5-47fc-
46f2-bb6f-
d9f37def4
ad2
2 mins Present Teacher shows a picture of a Chinese family and briefly introduce the evolution of the Computer
structure of a Chinese family. Comparing the Chinese family with the Australian family. Projector
PPT
2 mins Present Shows a picture with grandfather and grandmother both in Chinese and English. Computer
Compares the ways to address grandfather and grandmother in both language. Projector
PPT
2 mins Present & L, S Teacher points at 外婆 (mother’s mother), say it loudly and student repeat after. Computer Teacher looks at students’ Teacher correct students’
Practice Teacher points at 外公( mother’s father ), say it loudly and student repeat after. Projector mouthing and listen to their pronunciation
PPT pronunciation
3 mins Present & L, S Teacher points at 爷爷 (father’s father), say it loudly and student repeat after. Computer Teacher looks at students’ Teacher correct students’
Practice Teacher points at 奶奶 ( father’s mother), say it loudly and student repeat after. Projector mouthing and listen to their pronunciation
PPT pronunciation
3 mins Practice L, S Teacher holds vocabulary cards above head, the class respond 爷爷 (father’ father),奶奶 Flash cards Teacher looks at students’ Teacher correct students’
(father’s mother),外公( mother’s father),外婆( mother’ mother) according to the description mouthing and listen to their pronunciation
on the cards. pronunciation
2 min Practice L, S Teacher leads students to sing a song. Lyrics is shown on PPT Computer Teacher looks at students’ Teacher correct students’
5. 爸爸的爸爸叫什么?(How to address father’s father?) Projector mouthing and listen to their pronunciation
爸爸的爸爸叫爷爷。(Father’s father is grandfather) PPT pronunciation
6. 爸爸的妈妈叫什么?(How to address father’s mother?)

Student Name Student Number


Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

爸爸的妈妈叫奶奶。(Father’s mother is grandmother)


7. 妈妈们的爸爸叫什么?(How to address mother’s father?)
妈妈的爸爸叫外公。(Father’s father is grandfather)
8. 妈妈的妈妈叫什么?(How to address mother’s mother?)
妈妈的妈妈叫外婆。(Father’s mother is grandmother)
5 mins Practice L, S Students make two circles in the middle the classroom. Computer Teacher looks at students’ Teacher leads the students
Gifted group: Teacher nominates a student to start, the nominated student asks one question Projector mouthing and listen to their to pronounce the words
and then call another student’s name, the student whose name is called, answer the question PPT pronunciation which are commonly
first, then ask another question and call another student’s name. students play on their own pronounced incorrectly
Struggled students: teacher stay in the group with them and instead of singing the song, after the game
teacher help them to pronunciation each word by mouthing it.
3 mins Present & S, W Teacher shows PPT slides which show the strokes of the characters 爷爷 (father’s father), Computer Teacher observes the Any incorrect movement
Practice 奶奶 ( father’s mother) Projector movement on students’ fingers will be correct and more
The whole class use their fingers to trace the characters in the air after teacher then pronounce PPT to see if every student is assistance will be given.
it loudly. tracing the character correctly.
The whole class use their fingers to trace the characters in the air after teacher then pronounce
it loudly
Practice several times.
3 mins Practice S, W Teacher shows PPT slides which show the strokes of the characters 外公 (mother’s father), PPT Teacher observes the Any incorrect movement
外婆 ( mother’s mother) Projector movement on students’ fingers will be correct and more
The whole class use their fingers to trace the characters in the air after teacher then pronounce Computer to see if every student is assistance will be given.
it loudly. tracing the character correctly.
The whole class use their fingers to trace the characters in the air after teacher then pronounce
it loudly
Practice several times.
15 mins Production L, S Students draw their own family trees and present it. A4 paper Teacher walks around the Scaffold, such as writing
If times allows, ask 1-2 volunteer students to share their family tree with the class Colored pens classroom, check on students and mouthing will be
Colored paper work, identify if any student is provided where is
Differentiation: struggled. Also teacher necessary.

Student Name Student Number


Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage skill/s

Struggled students: teacher scaffold them, help them to draw the family tree randomly pick up a student
Gifted students: present it to other students who finish early too. and ask questions.
5 mins Teacher wraps up today’s lesson. Vocabulary Self-assessment
Handouts the Vocabulary Box sheet box sheet
Gives each student a stick and ask students to use one WORD to express how they find about
this topic – introducing of family members Sticks
Teacher dismisses the class when the bell goes
Teacher say “同学们,再见”( goodbye, everyone)
Students respond “老师,再见” (goodbye,Miss).

4. Explanation
Present a 1,000 word explanation, using recent research, of your pedagogical choices for these lessons and how they develop language learning.

JUSTIFICATION

Overview

These three lesson plans focus on the topic “Family”, the learners are Stage 4, Year 7 students in NSW. The class is made up of 20, mixed ability non-Chinese background students.

The lesson plan is designed to achieve K-10 Chinese Syllabus outcomes. A range of activities are designed to promote students learning ability as well as their communication skills. Apart from teaching language

skills, the lessons also build a connection between Australian and Chinese cultures. It gives the students a great chance to experience Chinese culture as well as their own. Moreover, taken into consideration of

individual students’ learning style and needs, differentiated teaching approaches are developed to facilitate effective learning. Furthermore, scaffold and feedback are given to assist students’ learning during the lesson.

Cultural and Language

Language is a means of communication, it plays an imperative role in developing, explaining and delivering culture. Xu (2012) believes that teaching language is to promote effective cultural communication

Student Name Student Number


across nations, rather than the language itself. In addition to, Gao (2014) highlights that Australian students are more attracted by Chinese food and culture than the language itself. When motivate students to learn

Chinese, it is important to relate the learning material, such as vocabulary to a student’s personal life experiences. Undoubtedly, it is overwhelming for a Chinese beginner to learn Chinese characters. Research shows

that human have an excellent ability to memorize pictures, therefore, encoding characters into images can helps students to remember terms and grasp their meanings accurately (Cheryl, Anthony, Rajah and Fergus,

1998) In the lesson plan, Chinese characters are deconstructed into two sides, each side is encoded into either an image or an item that students are familiar with. Once students are able to link the character to

something that they have prior knowledge of, it becomes much easier for them to memorize.

Differentiation

A supportive, safe, and engaging classroom environment is essential to learn any language. In this case, teacher’s warm welcome and interaction with students at the beginning of the class plays an important

role in whether students are going to enjoy the class or not.

Students’ responsiveness and teacher’s teaching enthusiasm are interrelated (Chen, 2015). Therefore, a variety of learning activities such as singing a song, playing kahoot, drawing family tree, questioning and

answering are designed in the lesson plan to stimulate students’ interest in learning so that they will participate actively and learn effectively.

Moreover, when preparing a lesson, it is important to keep in mind that students’ learning ability is different. It means differentiated teaching strategy must be developed to cater each student’s learning needs.

According to Carpen and Hammond (2014), gifted and talented students value teachers’ behavior that will help them to achieve their academic outcomes. A mismatch between students’ learning style and teaching

approaches leads to ineffective learning as well as loss of confidence and interest in students (Csapo and Hayen, 2006). Hence, for those students, complicated and challenging tasks should be given to them to boost

their learning skills. On the other hand, for students who are struggled, more scaffold must be offered. Throughout the lesson plan, it is clearly to see that advanced students are given more time working on creative

tasks while students with struggle are assisted step by step. Apart from learning ability, the way students learn also vary. It means, one teaching strategy does not fit all. Throughout the lesson plan, it is clearly to see

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that different teaching approaches are developed to meet visual learners’, auditory learners’ and kinesthetic learning needs. For example, for visual learners, video playing , using pictures are the best way to suit their

learning needs. For auditory students, singing songs, listening to teacher’s pronunciation are best fit them. For linguistic students, activities like pair work, interview are designed to cater their learning needs and last

for kinesthetic, using fingers to trace the numbers, standing up to imitate a Chinese character for person assists their learning ability.

Last but not the least, giving feedback to students is vitally important as it communicates the gap between a student’s ability and their outcomes. Assessments take place in different forms. Assess knowledge

that students learnt from last lesson is a formative way of feedback. It is important to evaluate how well students leant so that revision can be provided if necessary. Moreover, it gives teacher an idea about what

difficulties might occur in today’s lesson, so when teacher can spend more time on that area. Wilson (2012) highlights that feedback is an essential element in learning process, it provides information of how outcomes

are achieved. A couple of feedback methods are designed for the class. Since it is impossible to give feedback to every single student within 60 mins, for those gifted students, self-assessment and peer-assessment

are implemented. For those students who have difficulties with learning, nonverbal assessment can be given by teachers, such as a feedback sheet with different faces on it to represent how students learnt.

At the end of each class, students are asked to evaluate themselves. By identifying what they did well and what area needs improvement helps them to better understand the gap between their learning and

learning outcomes. More importantly, from a long term perspective, keeping a record of how they learn helps them to trace their progress.

In conclusion, the lesson plans are designed to facilitate students in achieving the syllabus outcomes, using different teaching strategies and best suits different learners.

5. References

Reference

Cheryl, G., Anthony, M., Natasha Rajah, M., & Fergus., C. (1998). Neural correlates of the episodic encoding of pictures and words. Proceedings of the National Academy of Sciences of the United States of America,

95(5), 2703-2708. Retrieved from http://www.pnas.org/content/95/5/2703.full

Capern, T., & Hammond, L. (2014). Establishing positive relationships with secondary gifted students and students with emotional/behavioral disorders: giving these diverse learners what they need. Australian

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Journal of Teacher Education, 39(4), 46-67

Csapo, N., & Hayen, R. (2006). The role of learning styles in the teaching/learning process. Issues in information system, 32(1), 129- 133. Retrieved from http://iacis.org/iis/2006/Csapo_Hayen.pdf

Hui, X. (2012). Challenges native Chinese teachers face in teaching Chinese as a foreign language to non-native Chinese students in U.S classroom. Theses, Student Research, and Creative Activity: Department of

Teaching, Learning and Teacher Education. 20. Retrieved from

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1024&context=teachlearnstudent

Wilson, A. (2012). Student engagement and role of feedback in learning. Journal of Pedagogic development, 2(1)

Retrieved from

https://www.beds.ac.uk/jpd/volume-2-issue-1/student-engagement-and-the-role-of-feedback-in-learning

Xiaoping, G., (2014). Motivations, learning activities and challenges: learning Mandarin Chinese in Australia. In C. Travis, J. Hajek, C. Nettelbeck, E. Beckmann and A. Lyoyd-Smith (Eds), Practice and Policies.

Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2901&context=lhapapers

Zhu,C., (2015). Self-efficacy in Teaching Chinese as a Foreign Language in Australian Schools. Australian Journal of Teacher Education, 40(8), 24-42. Retrieved from

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2717&context=ajte

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