Unit of Work Lesson Plan Guide Languages Acu2014

Languages Education, Australian Catholic University Unit of Work and Lesson Plan Guide
2014
AusVELS Strand: Discipline-based learning
Domain: LOTE / Languages
Language: ITALIAN
Teacher: MR. GROSSO
Dimension(s): Communicating in a language other than English / Intercultural knowledge and language
awareness
Other Domain(s): GEOGRAPHY & ICT
Year level: 8
Unit of Work title:
Using the verb Essere (to be) to describe birthplace
AusVELS Level(s) / VCE Unit(s): Pathway 1 Level 8
As students work towards the achievement of standards in Languages at Pathway 1 Level 8, they investigate the
important elements that make up a language system and the particular functions of grammatical concepts, and learn that
words may not have a direct equivalent in another language... They begin to understand and use the language other than
English within the world of teenage experience, on topics related to general interest, topics drawn from other domains and
the world of learning. They start to exchange personal information, opinions, ideas, feelings and plans orally and through
correspondence. They continue to adapt the language they use to suit the communication context, and practise managing
shifts of topic and speaker (2013).
Time allocation (no. and length of lessons): 7 x 45 minute lessons
Description of learners (including learning experiences of LOTE learners):
This is a Year 8 class of 17 with a mix of both boys and girls. The class is quite diverse in terms of language ability and
different learner types, with one special-needs student who possesses learning difficulties in literacy.
Previous Language knowledge needed for this Unit:
For this unit, students need to have learned how to conjugate the verb Essere (to be) in the Present tense and
furthermore need to know in English the names of popular world countries and their capital cities (i.e. Paris is the capital of
France not the capital of Germany)
Overall objective (what will students be able to do by the end of this unit?):
At the completion of this unit, students will be able to use the grammatical knowledge and the acquired vocabulary learned
to (a) engage in a one-on-one conversation in Italian with the teacher describing themselves in terms of
nationality/birthplace, languages spoken, place of residence as well as two things or activities that they enjoy doing or
partaking in and (b) presenting in pairs a presentation to the class on a chosen family member/celebrity/character from a
film or a television series with the aid of ICT addressing the four aspects above.
Through these tasks, students will learn to:

- Understand and use the language within the world of teenage experience, on topics related to general interest and
the world of learning
- Exchange and express their opinions, feelings/or views both orally and in written form in the target language
- Adapt the language they use to suit the communication context, and practise managing shifts of topic and
speaker
- Communicate by referring to models and responding to prompting
Topic vocabulary (general):

Vocabulary based around the verb Essere in its Present
tense, countries/cities/languages/country people as well as
the ability to express likes and/or dislikes using the first
person singular of the verb Piacere in the Present tense
also.
Language structures for the unit (Grammar):

1
2
3
Examples
Mi chiamo e ho anni
Io sono nato/a a in e sono
Abito a in
A casa si parla
Mi piace/piacciono e
4
5
6
Matching correct personal pronouns with the

conjugation of the verb Essere in the present tense
Knowing the names of popular world countries and
their capital cities in Italian
Knowing the difference between the prepositions
a/in (at/in) when describing birthplace/residence (a=
for cities/towns, in= for countries or states/regions)
Correctly using the verb Piacere (to like) in its
singular/plural form (only for the first person
singular)
Being able to use the numbers in Italian to express
age
Knowing to use the verb Avere (to have) to
express age and why this verb is used in Italian to do
this as opposed to using the verb Essere (to be)
Text-types used in the Unit:

Collaborative class brainstorm and an on-board recitation of the verb Essere (to be)
Grammar worksheet used to practice applying the verb Essere and the prepositions a/in to the context of
birthplace
Interactive online learning game to revise popular countries/capital cities and to learn the names of these in Italian
Using Quizlet online as a revision tool to revise the verb Essere in its Present tense
UNIT OF WORK Planner: Overview of main teaching and learning activities in the Unit
Student Activity
Time
Skills
(use
A
Reviewing the previously
learned verbs Essere (to be)
and Avere (to have) through a
collaborative recitation
10 mins
Intercultural
Writing
Reading
Speaking
Listening
ticks)
Gramm
ar
Student Products
(use
numbers
from p1)
Other
Resources
Interactive
whiteboard
Purpose= Students are

learning how to conjugate
verbs and recognise their
differences in meaning and
use, so that they can be
correctly used in written and
oral contexts
Context= interactive
Process= students have
learned through constant
repetition, with the aid of
visuals and memory how to
conjugate the verbs in all six
persons for the present
tense (the only way to learn
Student Activity
Time
Skills
(use
Intercultural
Writing
Reading
Speaking
Listening
ticks)
Gramm
ar
Resources
Student Products
(use
numbers
from p1)
irregular verbs)
Product= students have
learned techniques for
revising and for learning
material for any subject
B
Students complete a grammarbased worksheet with fill in the
gaps exercises in order to
apply the knowledge acquired
through the recitation to a
realistic context.
C
Learning the names of popular
world countries and cities
through online interactive
games through languages
online
10 mins
Worksheet
handout
Laptops
Other
10 mins
Other
Typing on the PC
P= Students learn to use

the correct verb in the
correct context
C= thematic
P= thinking and problem
solving
P= students are using a mix
and match/ process of
elimination as well as their
own critical thinking to learn
how to form sentences using
verb conjugation/subjecttense agreement
P= Students learn in fun
and different ways the
names of countries/cities in
Italian
C= thematic/interactive
P= thinking/problem solving
P= students will be able to
Student Activity
Time
Skills
(use
Intercultural
Writing
Reading
Speaking
Listening
ticks)
Gramm
ar
Resources
Student Products
(use
numbers
from p1)
recall some of these (the

activities use constant
repetition)
D
a)The teacher will write some
notes up on the board and
explain to students through
various examples how activities
A, B and C are put together in
order to achieve the goal of
being able to express birthplace
in Italian (ESSERE+ nato notes)
b) Students will write down the
notes in their exercise books
c)Teacher will give
contemporary examples of how
to form sentences using the
conjugations of essere+ the
past participle (nato) of the
verb nascere (to be born)
using the names of some of the
countries/cities learned from
the online activity
30 mins
1, 2, 3
Other
Whiteboard and
markers
Exercise books
P= Students are shown how

all the previous activities are
relevant and come together
to fulfil the ultimate goal of
this unit of work
C= situational
P= problem solving
P= students have been
guided through their
learning which will aid in the
consolidation of the
information being conveyed
through the activities
Student Activity
Time
Skills
(use
E
Students with aid of the notes
from the board and through
using the examples provided,
will construct basic sentences in
Italian using ESSERE to describe
birthplace
F
Homework task:
As a revision task, students log
on to Quizlet online and
complete the quiz on Essere to
continue to solidify their
knowledge
Intercultural
Writing
Reading
10 mins
Other
10 mins
Other
Intercultural
Writing
Reading
Skills (use ticks)

Speaking
Time
Listening
Student Activity
Speaking
Listening
ticks)
Gramm
ar
Resources
Student Products
Resources
Student Products
(use
numbers
from p1)
Grammar
(use
numbers
from p1)
1, 2, 3
Whiteboard and
markers
Exercise books
1, 2, 3
PC and Internet
Typing on the PC
P= Students are utilising

their own thinking skills and
creativity to put into a reallife context the information
that has been absorbed.
C= thematic
P= thinking and creating
P= Students are writing
their own sentences in
Italian using correct subjectverb-tense agreement
P= Students are constantly
reviewing material studied in
class, thus training their
minds to learn
C= thematic
P= problem solving and
thinking
P= Students are solidifying
and renewing their learning
Intercultural
Writing
Reading
Skills (use ticks)

Speaking
Time
Listening
Student Activity
Grammar
(use
numbers
from p1)
E
from the board and through
10 mins
Other
1, 2, 3
Student Activity
Time
Skills (use ticks)
Grammar
(use
numbers
from p1)
15 mins
Other
15 mins
Other
G
Homework task:
Students will complete a
worksheet where they will be
required to complete a series of
exercises related to using
Essere+ nato to describe
birthplace
H
Individual oral recitation of
ESSERE. Each student will come
up and be tested by the teacher
on the conjugation of this very
Intercultural
Writing
Reading
Speaking
Listening
Resources
Whiteboard and
markers
Resources
1, 2, 3
Worksheet
handout
1, 2, 3
Student Products

creativity to put into a real-
Student Products
P= Students are applying

the concepts studied in class
to real-life scenarios
C= thematic
thinking
P= Students are learning
the context in which these
verbs are used and the
method in which they are
used
reviewing material studied in
class, thus training their
minds to learn
C= thematic
I
worksheet activity on the
prepositions a/in (at/to) and
learn how to use the two when
describing birthplace/residence
Intercultural
Writing
Grammar
(use
numbers
from p1)
Skills (use ticks)
Grammar
(use
numbers
from p1)
Intercultural
Time
Writing
1, 2, 3
Reading
Other
10 mins
Whiteboard and
markers
Resources
1, 2, 3
Other
Resources
10 mins
Listening
Student Activity
Speaking
E
from the board
through
important
verb,and
which
needs to
be known in order to converse
and write in the target
language.
Reading
Skills (use ticks)

Speaking
Time
Listening
Student Activity
Worksheet
handout
Student Products

creativity
to put
intoand
a realP=
problem
solving
thinking
P= Students are solidifying
and renewing their learning
Student Products

the difference between how
these prepositions are used
in Italian from English
C= thematic
thinking
I
J
Notes on the board in regards
to the verb Piacere (to like)
a) Teacher will explain and
students will copy down into
their exercise books
b) Teacher will put up
incomplete sentences on the
board which students will
complete with the correct
conjugation of Piacere
(piace/piacciono)
K
Students will be given time to
revise the numbers (1-100 +
1000 & 1,000,000) before doing
a revision quiz
Intercultural
Writing
Reading
Skills (use ticks)

Speaking
Time
Listening
Student Activity
1, 2, 3
Worksheet
handout
Whiteboard and
markers
Exercise books
15 mins
Other
15 mins
Other
Resources
10 mins
Grammar
(use
numbers
from p1)
Exercise books
Worksheet
Student Products

the Students
differenceare
between
how
P=
learning
these
prepositions
are
used
the
context
in which
these
in Italian from
English
prepositions
are
used as well
as the correct grammatical
rules for their use
how to use a very different
kind of verb in
spoken/written Italian to
describe likes/dislikes
C= interactive
P= thematic, problem
solving and thinking
the correct context in which
these verbs are used and
the method in which they
are used

revisiting previously learned
material
C= thematic
thinking
P= Students are renewing
their learning of a topic from
Year 7
M
Using the workbook version of
their prescribed textbook Ecco
Uno, students will sit in test
conditions and complete a
listening task where they will
listen to an audio from the
textbooks CD and then answer
questions
N
Assessment (a)
Students will individually
present their oral components
to the teacher (one-on-one
conversation with the teacher
which they have prepared for at
Other
45 mins
Intercultural
Writing
Grammar
(use
numbers
from p1)
Resources
1, 2, 3
5
Worksheet
handout book
Exercise
Worksheet
1, 2, 3
Ecco Uno
workbooks
Exercise books
CD Player
Intercultural
Other
10 mins
Reading
Other
Speaking
10 mins
15 mins
Writing
Listening
I
L
worksheet
activity
on the needs
Modified
task
for specialprepositions a/in (at/to) and
student
learn
how to use
The students
testthe
willtwo
be when
describing
birthplace/residence
modified so that the answers
are on the test sheet with the
option of selecting the correct
one (to cater for her writing
difficulty)
Reading
Skills (use ticks)

Speaking
Time
Listening
Student Activity
Typing on the PC
1, 2, 3, 4,
5, 6
Student Products

the Students
differenceare
between
how
P=
constantly
these prepositions
are
used
revisiting
previously
learned
in Italian from English
material
C= thematic
thinking
P= Students are renewing
their learning of a topic from
Year 7
P= Students are receiving
different verbal exposure of
the Italian language and in
the process are improving
their listening and
comprehension skills
C= thematic
P= thinking
P= Students are continuing
to apply their learning of the
material being studied,
through use of a different
micro-skill
P= Students are being
tested on their ability to
converse in the target
language using what they
have learned
C= thematic
P= creating, problem
I
Students
complete
home
withwill
use
of notesaand
worksheet activity
on the
knowledge
from class
time)
learn how to use the two when
describing
birthplace/residence
O
Students are given class time
with their allocated partners on
laptops to research and prepare
their presentations
P
Assessment (b)
Pairs will present their
electronic presentations and
talks to the class and to the
teacher
Intercultural
Writing
Reading
Skills (use ticks)

Speaking
Time
Listening
Student Activity
Other
45 mins

Other
Resources
10 mins
25 mins
Grammar
(use
numbers
from p1)
1, 2, 3
Worksheet
handout
1, 2, 3, 4,
5, 6
Laptops
1, 2, 3, 4,
5, 6
Laptop
Overhead Projector
Student Products

the difference
between how
solving
and thinking
these
prepositions
are used
P=
Students
are gaining
in Italian from English in
experience/confidence
C=
thematic
general
conversation
P= Students
problem solving
and
are working
thinking
collaboratively
to research
P= Students
learning
and
prepare aare
PowerPoint
the
context
in
which
which they will orallythese
and
prepositions
are to
used
well
visually present
theas
class
as
the
correct
grammatical
using the concepts taught to
rules fortheir
theirinformation
use
convey
C= thematic
P= creative
P= Students are writing and
speaking in Italian
P= Students have worked in

a team environment and will
now present to the class a
talk on a researched
personality
C= thematic
P= performing
P= Students have gained
experience in presenting to
an audience in the target
I
Q
Modified task for special needs
student
The student has mentioned that
she does not feel comfortable
presenting her Part B
R
Feedback session on Parts A
and B. The teacher will write on
the board listing and discussing
with the students the strong
points and the areas for
improvement from the
assessments. Students will note
down in their exercise books the
common errors and tips to
overcome these in the future.
Intercultural
Speaking
Writing
Skills (use ticks)

Reading
Time
Listening
Student Activity
5 mins
10 mins
Other
Resources
10 mins
Other
Grammar
(use
numbers
from p1)
1, 2, 3
Worksheet
handout
1, 2, 3, 4,
5, 6
Laptop
1, 2, 3, 4,
5, 6
Whiteboard and
markers
Exercise books
Student Products

the difference
between how
language,
implementing
these prepositions
are used
relevant
and correct
grammatical items to do so
P= Student will present a

talk to a smaller audience on
an area of research in the
target language
C= thematic
P= performing
P= Student has gained
experience of
speaking/presenting in front
of an audience in the target
language
P= To generally evaluate
student assessments with
the sole purpose of praising
good work and to help
students to always continue
to improve
C= situational
P= thinking
P= Students are now aware
of what they did right/wrong
so that they can perfect
I
10 mins
Intercultural
Writing
Reading
Skills (use ticks)

Speaking
Time
Listening
Student Activity
Grammar
(use
numbers
from p1)
Resources
1, 2, 3
Worksheet
handout
Student Products

the difference between how
themselves.
these prepositions are used
LESSON Planner: to be completed for each lesson in the Unit

VERY IMPORTANT:
Lesson plans should be submitted in this format, as discussed and developed in class. A consistent formatting of this documentation encourages quality control
and more fair assessment.
By planning the Unit of Work in the format recommended above, each lesson plan can refer back to this document. If the Unit of Work is not planned in the
format as recommended, each lesson plan must contain details under all of the headings in the Unit of Work document.
Where VELS assessment is appropriate, assessment should be documented through the development and use of assessment rubrics in the format described
here: http://www.eduweb.vic.gov.au/languagesonline/games/rubric/index.htm
Lesson Detailed Planning

1
Organisation of Activities
Grammar
Resources
(i.e. what you, as the teacher, and the students will do)
(specific details, if necessary)
Introduction to Lesson
Bring students into the classroom,
greet them and get them seated.
Overhead
projector
Interactive
whiteboard
Whiteboard &
markers
Worksheet
handout
1. Introduce myself to the students

through an Introduction to me
PowerPoint Pres, in order to begin
getting to know them personally.
2. Roll call. As each student is called
out, they will answer Presente and
in Italian state their age and two
things about them (Getting to know
you activity)
3. Clearly state the learning intentions
for the lesson
Running Sheet for Lesson
(list Student Activities from
Unit Planner using letters A,
B, C etc)
A
B
1. Begin by facilitating a brief class

quiz, orally revising the verbs
ESSERE & AVERE (which were learnt
in the previous lesson and which the
students were asked to study over
the weekend). Firstly the teacher will
see what they already know by
posing some questions and drawing
some diagrams/mindmaps on the
board which will then lead into the
actual conjugation quiz. The teacher
aims to get input from every student.
2. Students complete a grammar-based
worksheet with fill in the gaps
exercises. As the teacher, I hand out
the sheets and go through a few
modelled examples with the students
before setting them to complete the
Grammar
Resources
remaining.
Conclusion to Lesson
(5 mins)
Back-up Plan(s)
Reflection (incorporating
Associate Teacher feedback)
Students will be informally quizzed as a

1
Exercise books
collective (sometimes orally, sometimes
and pens
they will be required to write this down) as
a way of quickly reviewing key concepts
covered in class today. Any homework or
assessment tasks will be set in this time,
with time for answering or clarifying any
pressing questions.
An in-class interactive learning game. A
1
Laptops
competition with the aim of students using
their competitive nature as a vehicle
through which this material (the
conjugations) is learned.
Teacher feedback
You were well prepared for the lesson- name on board, PPT set up
Opening introduction was really good. Spoken in Italian- model to students
Language- great that you speak in terms that they understand. Keep it more formal
though.
Marking the roll encouraged student engagement and provided opportunities to
participate in conversation
Clear loud voice- great questions in English and Italian
Good interactions with the class
Good that you stopped talking when the class was chatty. Make sure always quiet when
others are talking- Good work with stopping others talking
Excellent explanation of verbs and conjugation
Great rapport-building with students
Asking students to repeat the task- excellent
Good use of colours on the board
Watch time- so you can explain homework when seated and listening
My reflection
Grammar
Resources
I absolutely loved my first lesson! The Getting to know you exercise ran really well, I felt
super-comfortable with the students. The students seemed to be very interested and to have
liked my teaching style. We got through most of the goals for this lesson. However, the lesson
just flew. I feel that I need to keep an eye on the time a bit more.
2

B, C etc)
C
D
F

Quick review of what was covered
last lesson (teacher asks the
students and they contribute to a
short class forum)
Clearly state the learning intentions
for the lesson and quickly mark the
roll.
1. Students are allocated laptops and
logon to languages online to play
some interactive language-learning
games. The teacher will constantly
roam the classroom to keep students
on task.
2.
a)The teacher will write some notes up on
the board and explain to students through
various examples how activities A, B and C
are put together in order to achieve the
goal of being able to express birthplace in
Italian (ESSERE+ nato notes)
b) Students will write down the notes in
their exercise books
c)Teacher will give contemporary examples
of how to form sentences using the
conjugations of essere+ the past participle
(nato) of the verb nascere (to be born)
Laptop
1, 2, 3
Laptops
Whiteboard and
markers
Exercise books
PC and Internet
Grammar
Resources
using the names of some of the

countries/cities learned from the online
activity
3. Homework task:
As a revision task, students log on to
Quizlet online and complete the quiz on
Essere to continue to solidify their
knowledge
Back-up Plan(s)

1, 2, 3
Exercise books
and pens
pressing questions.
- Organise to bring into class some
authentic Italian atlases, so that
students can form groups and find
certain countries and their capital
cities on a map and in the process,
learn their names in Italian
- Create a word search with the names
of some countries and cities in Italian
for the students to search for and
then learn
Teacher feedback
Students need to be in class on the second bell
You should indicate your learning intentions on the board
Good idea to get students to revise verbs as a class while their laptops were getting
ready. Very well done!
Moving around the room allowed close monitoring of laptop use and behaviour
Grammar
Resources
Students are a bit unsettled- make sure you stop completely until there is silence
Need to make sure lessons finish a few mins before the bell. Dont keep them in
unnecessarily- give homework out beforehand
Have students record homework in diaries
My reflection
My second lesson was a bit different to the first. The students were a bit unsettled perhaps
because the lesson was after recess. The activities on the laptops worked well at time and not
so well at others. The students seemed to enjoy it, however it was much harder to manage a
classroom full of students on laptops. During the second half of the lessons (after the laptop
activity) it was difficult to hold their attention because students were still in computer mode
and wanted to continue to be on them- I noticed that it was hard to keep them at a low noise
level whilst I was explaining and am not sure that they took as much in as I would have liked.
Need to keep working on my time management.
3

B, C etc)
E
H
G

short class forum)
roll.
1. Students will use the notes from the
board and the teacher examples
provided to construct their own basic
sentences in Italian using ESSERE to
describe birthplace
2. Whilst the remaining students are
completing the grammar task, the
teacher will call one student up at a
time to be tested by on verb
conjugations
3. Homework task:
Laptop
1, 2, 3
Whiteboard and
markers
Exercise books
Worksheet
handout
Grammar
Resources
Students will complete a worksheet where

they will be required to complete a series of
exercises related to using Essere+ nato to
describe birthplace
Back-up Plan(s)

pressing questions.
N/A
1, 2, 3
Exercise books
and pens
Teacher feedback
Beginning a little noisy, get into the habit of sitting students down, marking the roll and
setting the tone of the lesson (within 5 minutes)
Great talk you gave them- they clearly have not been revising- Good that you let
students know that they need to revise
Great reminder of homework due. Writing on the board, excellent habit
Great crowd control when students were not obeying/following rules
Students worked well throughout the activity
My reflection
This lesson was a little better than my last! Even though students were a bit rowdy initially,
once the testing started, students became quieter. Students had not prepared to be
spontaneously tested (even though they all insisted they knew their verbs). I had to give them
a wake up speech, emphasising my class expectations. After that talk, the students behaved
well for the rest of the lesson.

Laptop

B, C etc)
I
J
Homework- students revise
numbers
Back-up Plan(s)
Grammar
Resources

short class forum)
roll.
1. Students will complete a worksheet
activity on the prepositions a/in
(at/to) and learn the difference
between when to use each when
describing birthplace/residence
2. The teacher whilst this is being done,
will write notes on the board in
regards to the verb Piacere (to
like)
a) Teacher will give students a set time
to finish that activity before moving
onto explaining the verb Piacere
with the notes written on the board.
As the teacher explains students will
copy down these notes into their
exercise books
(b) Teacher will then put up some
incomplete sentences on the board
which students will be asked to
complete with the correct conjugation of
Piacere (their options can only be
piace/piacciono)
With the time remaining in the lesson, the
teacher will inform students of upcoming
assessment tasks, explaining what will be
involved and how to prepare for them.
N/A
Teacher feedback
1, 2, 3, 4
Whiteboard and
markers
Exercise books
Worksheet
handoout

Grammar
Resources
Late start to class. Took a little while to settle students. Need to put in place a
system/warning when students are late. A little too noisy. Need to focus on a smoother
start to class (idea: line student up outside- due file, entrate in silenzio). By calming
them outside, you will find they will walk in quietly and calmly.
The worksheet activity was good but perhaps should have happened after you gave the
explanations of Piacere
The explanations of Piacere were very clear but you struggled to hold their attention
Great that you stopped and made them come back at lunch. Dont punish all studentssome were doing the right thing.
The late start and the struggle to keep them quiet limited the amount of work that you
got through today
My reflection
This lesson was not my best! Students were very unsettled and even though we got through
the worksheet activity, a lot of class time was wasted. I was unable to fully get through the
explanations of Piacere because of the noise level. I eventually had to stop the lesson and give
them a big talk about how disappointed I was with them, reiterating my expectations and that
they will be coming back at lunchtime (I think that perhaps because I didnt follow up on the
last talk I gave them, they felt that they could try and get away with some things). I also
learned that, things arent always going to go according to plan. Sometimes as a teacher you
wont get through all the material that you planned for a given class, which means that content
will get pushed back and that it might take longer to get through units of work- but thats a
reality of the teaching experience.
*Settle the students at the door.

short class forum)
roll.
Laptop

B, C etc)
K
L
M
Grammar
Resources
Students will be told that they will

have a written revision quiz on the
numbers in Italian today. They will be
given time to revise the numbers (1100 + 1000 & 1,000,000) before
doing a revision quiz
2. Modified task for special- needs
student
The students test will be modified so
that the answers are on the test
sheet with the option of selecting the
correct one (to cater for her writing
difficulty)
3. Once the numbers test is complete,
students will do another test, this
time a listening test based on a
general conversation between two
people in Italian. Using the workbook
version of their prescribed textbook
Ecco Uno, students will remain in
test conditions and complete the
listening task where they will listen
to an audio from the textbooks CD
and then answer questions.
1.

covered in class today. Any homework will
be set in this time and reminders given,
pressing questions.
1, 2, 3, 4, 5
Exercise books
Worksheet
Ecco Uno
workbooks
CD Player
1, 2, 3, 4, 5
Exercise books
and pens

Back-up Plan(s)

B, C etc)
N
Grammar
Resources
Use languages online to learn these

numbers through a series of
engaging interactive games
Teacher feedback
Smoother start to this lesson. Settling them outside is working!
Great that you asked what was happening this lesson
When the test begins, ask students do you all have a sheet? Double check they are all
here
Make sure you roam the room during the test
Class behaved well
Finish up to the lesson is better. Slightly too early though
My reflection
I am so glad that I was finally able to settle them and start a class in relative silence! The
students were a bit shocked with the lunchtime detention they received and I think now theyre
starting to realise that I mean business! They were a bit taken aback by the random quiz but I
feel it was a good idea because it got them a bit worried and they all set out to revise which
was great. They behaved much better today!
-
Settle the students at the door. Bring

students into the classroom, greet
them and get them seated.
short class forum)
roll.
1. Assessment (a)
Students will individually present their oral
components to the teacher (one-on-one
conversation with the teacher which they
have prepared for at home with use of
notes and knowledge from class time)
laptop
1, 2, 3, 4, 5, 6
Laptops

O
Back-up Plan(s)
Grammar
Resources
1, 2, 3, 4, 5, 6
Exercise books and

pens
2. Students are given class time with

their allocated partners on laptops to
research and prepare their
presentations
covered in class today. Any homework will
be set in this time and reminders given,
pressing questions.
N/A
Teacher feedback
Instructions were written on the board for students- well done
Good start to the lesson, great that you spoke/warned students who were absent about
the speaking task
Students were working straight away- fantastic
Partners were a little disorganised. Some students should not be together. Need to make
a clear decision on how they should be allocated- assign before the lesson.
Students seemed to enjoy the work
Get students to power up laptops earlier as they take a while
Plan was followed and the timing was managed well
My reflection
This lesson, I feel went quite well. I am learning to maximise class time more and slowly
getting used to these 45 min lesson times. The orals worked really well- its amazing to see
how different some students are when theyre by themselves and away from their peers. This
class as a collective are quite strong and very capable in this subject, theyre just a bit lazy!
Again, their behaviour was very good!
Settle the students at the door. Bring
students into the classroom, greet them
laptop

B, C etc)
P
Q
R
Back-up Plan(s)
Grammar
Resources
and get them seated.

Quick review of what was covered last
lesson (teacher asks the students and
they contribute to a short class forum)
Clearly state the learning intentions for
the lesson and quickly mark the roll.
1. Assessment (b)
The teacher will prepare the laptop/projector
for the presentations whilst pairs finalise what
they will be presenting.
2. The teacher will then sit himself at the
back of the classroom and call up in roll
order each pair to present.
3. Modified task for special needs student
The student that mentioned she did not feel
comfortable presenting her Part B to the class
is staying back with the teacher to present
straight after class (during lunchtime)
Feedback session on Parts A and B
The teacher will write on the board listing and
discussing with the students the strong points
and the areas for improvement from the
assessments. Students will note down in their
exercise books the common errors and tips to
overcome these in the future.
N/A
1, 2, 3, 4, 5, 6
Laptop
Overhead
Projector
1, 2, 3, 4, 5, 6
Whiteboard and
markers
Exercise books
and pens
Teacher feedback
Presentations went very well. Students followed your instructions and were respectful of
peers.
They seemed to enjoy seeing each other present
You managed to keep an eye on students while you were still assessing
Make sure you keep a list of those who have and have not completed their presentation.
This will give you more class status
Grammar
Resources
Great feedback- very important

Timing of the lesson was sufficient
Overall, strong lesson
My reflection
I feel that this lesson went really well. The students are really starting to get used to me as
their teacher, my ways of doing things and what I expect of them. I think this is due to me
being stricter and ensuring that I followed up with work not done and behaviour issues. I feel
that they all put a lot of effort into their presentations, which was great and the feedback that I
gave to them will be of great use to them in the future!

Unit of Work Lesson Plan Guide Languages Acu2014

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Unit of Work Lesson Plan Guide Languages Acu2014

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Languages Education, Australian Catholic University Unit of Work and Lesson Plan Guide

Through these tasks, students will learn to:

Topic vocabulary (general):

Language structures for the unit (Grammar):

Matching correct personal pronouns with the

Text-types used in the Unit:

Purpose= Students are

P= Students learn to use

recall some of these (the

P= Students are shown how

Skills (use ticks)

P= Students are utilising

Skills (use ticks)

Skills (use ticks)

P= Students are utilising

P= Students are applying

Skills (use ticks)

Skills (use ticks)

P= Students are utilising

P= Students are learning

Skills (use ticks)

P= Students are learning

P= Students are constantly

Skills (use ticks)

P= Students are learning

Skills (use ticks)

P= Students are learning

P= Students have worked in

Skills (use ticks)

P= Students are learning

P= Student will present a

Skills (use ticks)

P= Students are learning

LESSON Planner: to be completed for each lesson in the Unit

Lesson Detailed Planning

(specific details, if necessary)

(specific details, if necessary)

1. Introduce myself to the students

1. Begin by facilitating a brief class

Lesson Detailed Planning

(specific details, if necessary)

(specific details, if necessary)

Students will be informally quizzed as a

Lesson Detailed Planning

(specific details, if necessary)

(specific details, if necessary)

Running Sheet for Lesson

Bring students into the classroom,

Lesson Detailed Planning

(specific details, if necessary)

(specific details, if necessary)

using the names of some of the

Students will be informally quizzed as a

Lesson Detailed Planning

(specific details, if necessary)

(specific details, if necessary)

Running Sheet for Lesson

Bring students into the classroom,

Lesson Detailed Planning

(specific details, if necessary)

(specific details, if necessary)

Students will complete a worksheet where