SC 1a Assessment One

Assessment 1 Professional task stage 4 (3 lesson plans)
102087.88.89
Secondary Curriculum 1 languages
1714.1 Master of Teaching (Secondary)
Assessment 1:
Professional Task Stage 4 (3 lesson plans)
By
Nana Iwasaki
18798005
Submit to Turnitin by 11pm, Thursday 10th August 2017
18798005 Nana Iwasaki

Content
1. Lesson One…………………………………………………………………….3
2. Lesson Two…………………………………………………………………..24
3. Lesson Three…………………………………………………………………36
4. Justification………………………………………………………..…………45
5. References……………………………………………………………………49
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)

1. Lesson one
Stage 4 (year 7) Language: Chinese Topic: Family

Syllabus Outcomes
4.UL.3: A student establishes and maintains communication in familiar situations.
Student learn about verbal and nonverbal links with a conversational partner.
Student learn to maintain social interactions and communicate appropriately in familiar contects, eg
turn-taking, agreeing, acknowledging, replying, and asking for repetion or clarification.
4.MLC.2: A student explores the diverse ways in which meaning is conveyed by comparing and
describing structures and features of Chinese.
Student learn about ways to deconstrcut Hanzi and to predict the sound of Hanzi.
Student learn to recongnise that compound Hanzi are composed of two sides which may be related in
sound or meaning to the compound Hanzi and many Hanzi are phonetic compounds with a component
to denote or approximate the sound of Hanzi.
4.MBC.2:A student demonstrates knowledge of key features of the culture of Chinese-speaking
communities.
Students learn about the importance of tradition to a sense of cultural identity and diversity within the
culture.
Student learn to identify and explain features of traditional and contemporary lifestyle, eg generational
and regional differences, gender roles, origins and places of festivals, routines of family and school life.
Learning intentions
The key learning intention that is relevant for the three lessons
Student will learn a wide range of new familial vocabulary in order to introduce their family members
and ask about someone’s family in Chinese. This is to ensure that students will be confident and able to
communicate with others in Chinese to tell things about their family.
Within this lesson

- Students wille be able to recognize different characters of family members in Chinese
- Students will be able to say these words in Chinese
- Students will be able to understand about Chinese family and meaning behind Hanzi
Prior learning
- Prior to this lesson, student have learnt to recite numbers in Chinese and to express how many
family members they have in their family (你家有几口人?)
- Students have a understanding of how to read and write in pinyin (romanised spelling for
Chinese) and pronounce five different tones
- Students have understanding for grammars and vocabularies that are covered in the previous
lessons such as introduction, school life and nationality.
Intercultural understanding
In this lesson, there is a clear focus made fro students to discuss the cultural differences between
Chinese family and Australian counterparts. Studnents will have a better cultural understanding of what
consitute as a typical Chinese family, different names used for maternal and paternal side family
members. By using Chinese and knowledge about Chinese family to inteact with others, knowing
vocabularies for family members in Chinese and being able to recognise the charatcters would benefit
studnets when communicating with people from China.
Script
Vocabulary
一 one (Yī') 二 two (èr) 三 (sān) 四 (sì) 五(wǔ) 六 (liù) 七 (qī) 八(bā) 九 (jiǔ) 十 (shí)
几口人 how many people (Jǐ kǒu rén) ～个人 ~ people (Gèrén) 是 yes (Shì)

早上好 good morning (Zǎoshang hǎo) 午安 good afternoon (Wǔ ān)

phrases
你家有几口人 how many people are there in your family (Nǐ jiā yǒu jǐ kǒu rén)
我家有 my family has (Wǒjiā yǒu)
Vocabulary and structures
家人 family (Jiārén) 妈妈 mother (Māmā) 爸爸 father (Bàba) 哥哥 elder brother (Gēgē)
姐姐 elder sister (Jiějiě) 弟弟 younger brother (Dìdì) 妹妹 younger sister (Mèimei)
祖父/外祖父 grandmothers (Zǔfù/wàizǔfù) 祖母/外祖母 grandfathers (Zǔmǔ/wàizǔmǔ)
Differintiation strategies
Which learning/physical needs are you How are you making learning accesible for
differintiating for? students with these needs?
I am differentiating for students who are Chinese I have provided a different task for background
background studnets and advanced learners in students and advanced learners to write a short
this lesson. As this class being a beginner level, introduction passage about their family while other
background students and advanced learners could students are practicing the scripts. This is to assist
be disengaged and lose interest in learning maximizing their capabilities and extending their
languages. existing knowledge as to achieve the same outcome
for all students.
Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage Skills
Intro Prepara Student enter classroom, teacher ask Students:

1 tion students to locate their belongings in the books and
allocated areas that are not in the way stationary
for other students or teacher. Students
prepares their books, stationary that are
required for the lesson on their desks.
2 Prepara L&S Teacher greets students by saying 早上 Teacher
tion orally
好 (good morning)/午安 (good gives
afternoon). feedback
to the
Students repeat after teacher. If some whole
students find it difficult to pronounce class
the word, teacher may repeat the whether or
process for few times. not
students
are saying
the words
correctly.
2 Prepara L&S Teacher marks the roll by calling out
tion students’ name. Students are to respond
to the teacher by saying 是 (yes) when
their name is called.

1 Prepara L Teacher introduces the topic of the day Teacher:

tion and then writes learning aims on the Whiteboar
white board which are: d, Makrer
- Students wille be able to
recognize different characters of
family members in Chinese
- Students will be able to say
these words in Chinese
- Students will be able to
understand about Chinese family
and meaning behind Hanzi
Recap Prepara L&S Teacher recaps on the prior lesson Powerpoin Answering Teacher
5 tion t slides and asking observes
Teacher asks the class whether students (PPT) ‘how many the whole
remember how to address ‘how many family class and
people in this family?’ (你家有几口人). members in orally
your comments
Students orally respond to this. Teacher
family?’ on how
puts up a power point slide which
well or not
shows a phrase with pinyin.
well
studnets
Put students into a group of 4 and are
practice asking and answering in their answering
own familial situation. the
- 你家有几口人？(how many questions.
people in your family?)
- 我家有__口人。(I have __
people in my family)
Body Prepara S Teacher asks stduents how confident or Teacher
5 tion not confident they feel to say family will have an
members in Chinese by giving a fist to idea of how
five. confident
students can
Teacher introduces a open-discussion say family
for students to think if there is any members in
familial structure differences between Chinese by
Chinese family and Australian family, giving a fist
and to brainstorm a list of different to five.
people and ways to describe family.
Students are to volunteer orally in a
response to the question.
Student respond in English at this stage

and their answers include such as
motehr, father, older brother, sister,
relatives, son and grandmother, etc.
5 Prepara L&S Teacher should ask students whether Teacher: A group Teacher
tion they know anything about what is a PPT, an discussion explores
typical Chinese familial structure. image of question currecnt

Teacher poses the class for a mini Chinese students’

discussion. Students are grouped into 3 nuclear knowledge
or 4 people to discuss if there is any family and on
differences they already know about western Chinese
Chinese family structure. family family by
asking a
Teacher should briefly introduces a question
image that presents typical Chinese and
familial struture and explain that explains to
Chinese family usually takes a nuclear them the
family structure with one child only due current
to one-child-policy in the past, while in situation.
Australia, there is no such policy.
Teacher should also explain that this

one-child-policy is recently revised to
two-child-policy. This is aimed at
understanding the cultural differnces
between China and Australia.
10 Present L&S Teacher introduces a list of new Teacher: If students
ation vocabulary that are needed to be learnt Flashcards have
in a relation to describing family. The difficulties
new vocabularies are all nouns in this with
lesson. At this stage, the aim is to get certain
studnets familiarize with the pinyin first words,
before moving onto hanzi characters. teacher
However, hanzi characters are written can say
with the pinyin on flashcards. correct
words
To practice remembering these orally by
vacabulary, teacher uses the flashcards. repeating
Teacher must change voice when the word
pronoucing the word by saying it that
slowly, fast, loudly or funny. Teacher matches
shows one flashcard at a time and says the
the ord. This process is repeated at least flashcard.
5 times each word depending on how
qucikly students learn to memorize the
word.
New vocabularies:
家人(family: Jiārén), 妈妈 (mother:
Māmā), 爸爸 (father: Bàba), 哥哥
(elder brother: Gēgē), 姐姐 (elder sister:
Jiějiě), 弟弟 (younger brother: Dìdì), 妹
妹 (younger sister: Mèimei), 祖父/外祖
父 (father side grandfather: Zǔfù/mother

side grandfather: wài Zǔfù), 祖母/外祖

母 (father side grandmother:
Zǔmǔ/mother side grandmother: wài
Zǔmǔ)
2 Prepara Teacher should questions studnets if PPT
tion they notice that words 祖父/外祖父 and
祖母/外祖母 are used in different ways
depending on the words are used for
mother side or father side of the family.
Teacher should explain to students that
there are few more words that change
words depend on paternal or maternal
sides of the family, usually indicated by
‘外 (Wài)’ which means outsider’.
7 Practice L & S Repeat if I am right! Teacher: Techer
Teacher holds up a card with new Flashcards says the
vocabulary and says a word. Students correct
repeat the word if the word pronounced word or
is correct or remain silent if the word pronounci
pronounced is wrong. This game is to ation if
help students’ process of memorizing any
the new vocabulary learnt today. This difficulties
game should at least played 5 times for occur.
each word, and may be played more
depending on students’ ability.
15 Practice R & W Practicing the script Teacher: Teacher
Before doing any activities, teacher tells PPT, sees
stories about a new hanzi vocabulary. pictures, stundets
Teacher explains to students that some separate practice in
of the Chinese characters can be worksheet the air and
understood easier through pictographs for reinforces
or breaking the characters into parts backgroun some
which may be related in sound or ds and characters
meaning to the Hanzi. Teacher may use advanced that most
their own understanding, true stories or learners people
pictures to aid students’ learning. need more
practice
Teacher instruct students to practice on.
characters three times in the air with the
provided stroke orders as the
explanation goes.
Differntiating to backgrounds and

advanced learners
Teacher explains to students that
background and advanced students have
a separate task at this stage.

The task is for them to write an

introduction about their family in 200
words. The clear instruction will be
explained on the worksheet.
 家人: teacher explains to

students that firstly they need to
split the word into 家 and 人. 家
is a pictographic character and
consist of two parts. First part
‘宀’ can be seen as a roof for
houses. If you turn this character
家 90 degree to the left, then
students will be able to see that
the ‘roof’ guarding on an animal
which is ‘豕’ a symbol for pigs.
Therefore, teacher says to
students that the original
meaning of 家 is house, living
places and accomodation. As for
人, it can be seen as two person
supporting each other to stand.
Thus, 家 +人 can be meaning
people for houses = family.
 妈妈/姐姐/妹妹: These
characters all have a common
aspect when breaking it into two
parts. Radical 女 can be seen as
a pictograph of women crossing
her legs. Left parts of these
characters are the sound
elements.
 爸爸: This character also can be
separated into two parts, 父 and .
父 can be seen as a man with an
ax. Bottom part gives the sound
to the word.
 哥哥弟弟: teacher tells students
that they can think of 哥哥 as a
brother who is strong and tall –
big guy (Gēgē) – and brother as

a person you could braid his hair

(focus on its head of the
character)
 祖父/外祖父/祖母/外祖母: The
meaning of 父 is already
explained to students. Introduces
母 as a characte of mother
breastfeeding to baby. For
granndparents, 祖 is used to
indictae ancestors. Therefore, 祖
+ any famial member combined
would indciate someone elder.
As mention before, there is a
different use in saying
grandfather anf grandmother on
mother side with the character of
外.
5 Ending the class Homewor

Teacher explains the homework. k
Students are to practice characters for
new vocabulary they learnt today in the
worksheet provided.
If students with background have not

completed their tasks duringthe class,
teacher also asks them to compelet it as
well as the worksheet. This is to help
students’ memory restore what they
learnt today.
Teacher asks students how confident

they are to say familial members in
Chinese. Students answer by giving a
fist to five.
Lesson resources attached:
PPT Slides








Flashcards:






Differintiating task for backgrounds and advanced learners
Q. Write a short introduction about your family in 200 words. This short essay
should be written in Chinese. You should include following key points in your
writing:
- how many people there are in your family
- who are there in your family
- describe your family with various ways such as their ages, personality,
appearance and jobes
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Homework (practcing characters)

2. Lesson two
Stage 4 (year 7) Language: Chinese Topic: Family

Syllabus Outcomes
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 understanding the intention of the speaker/s and the context in
interpreting meaning.
Students learn to identify roles and relationships between participants in text.
4.UL.2: A student demonstrates understanding of the main iess nd supporting detail in written texts and
responds appropriately.
Students learn about ways to analyse tet structure and locate relevant infromation in text.
Students learn to identify the purpose in texts and distinguish between the main ideas and supporting
detail.
4.UL.3: A student estabilshes and maintains communication in familiar situations.
Students learn about the purpose and context of communication and their influence on the choice f
structures, format and vocabular.
Student initiate an interaction, eg by greeting, asking a question, interjecting.
4.UL.4: A student applies a range of linguistic structures to express own ideas in writing.
Student learn about accessnig resources and the organization of relevant structures and vocabulary
when planning and constructing text.
Student learn to use available resources to access structures and vocabulary to build a message.
Learning intentions
Within this lesson
- Students will learn to be able to ask someone ‘who is in your family’ and recognize ‘who’ by
listening
- Students will be able to answer this question by saying each family member with a correct
grammatical useage
Prior learning
- Students have learnt any prior learning mentioned in the first lesson
- Students have learnt vocabularies for different family members in Chinese and ability to
recognize/say the word
- Students have an understanding of ways to deconstruct and predic the sound of Hanzi that they
have learnt
In this lesson, intercultural knowledge is based on what studnets learn from the previous lesson. The
kahoot quiz will reinforce the knowledge of Chinese familly by testing their understandings of the
content. Stundets will learn new structures of 家里都有什么人? Jiālǐ dōu yǒu shé me rén (who is in the
family?) and 家里有 Jiā li yǒu (I have ~) so that studnets will be able to understand the context of
someone else’s family and tell them about one’s own family.
Script
Vocabulary

也 also (Yě)
Structures
家里都有什么人? who is in the family? (Jiālǐ dōu yǒu shé me rén) 家里有 I have ~ (Jiā li yǒu)
In this lesson, I am also differentiating my These stduents are given difficult sentences to write
teaching strategies for Chinese background down while other students are asked to write one
studnets and advanced learners who are more simple vocabulary for family members.
capable than the others.
Timing Lesson Macro Teaching and learning actions Resources Assessment Feedback
(mins) stage Skills
Intro Prepar Beginning of the class Students need Submit the
2 ation Students enter the classroom and homework homework
put their bags in the designated
areas and prepares sationary and
notebooks needed for the class.
Students hand in their

homework from the previous
lesson.
2 Prepar L&S Teacher greets students by
ation saying 早上好 (good morning)/
午安 (good afternoon).
Teacher marks the roll by calling

out students’ names and they
will respond 是 when their
names are called.
3 Prepar R Recap on the prior lesson Teacher: quiz The kahoot
ation Teacher sets up the Kahoot quiz Kahoot quiz quiz will tell
to know students’ understanding link instantly if
of the content they learnt in the the answer is
previous lesson. This quiz Acceess to correct or
includes new vocabularies, Chinese wrong.
pictograph way to remember the family
characters and general After the
knowledge about Chinese quiz, teacher
family. If any reinforcement can verbally
needs to be made to recap on the give a
prior lesson, teacher must be comment on
flexible to ask further questions the question
to students and practice on what most students
they have not understood well got wrong.

yet.
1 Prepar Teacher outlines to students the Teacher:
ation lesson aims. Whiteboard,
- Students will learn to be marker
able to ask someone
‘who is in your family’
and recognize ‘who’ by
listening
answer this question by
saying each family
member with a correct
grammatical useage
15 Practic L&S Write it on the wall Teacher: Writing Teacher gives
e &R Teacher gives each student a A1 size paper down feedback by
piece of A1 size paper and x number of correct checking
instructs students to stick it to students, vocabulary their answers
the wall. Teacher says one whiteboard, on the paper
chinese word at a time and marker, stuck to the
students repeat the word and different wall and
write them down three times. sentences for writes the
The words are about family students with correct
members they learnt in previous background answer on
lesson. and advanced whiteboard if
learners needed.
Students may vary in their
ability to listen and write correct
word, if any difficulty occurs,
teacher says the word in English
to give a hint (says family for 家
人) or writes the correct
character on whiteboard and
students copy them down.
Differentiating for students

with background or advanced
learners
Teacher will provide slightly
different task for these students.
The idea of this task is the same,
however, teacher gives a longer
and more difficult sentence to
expand these students’ learning
and grasp how well they actually
know Chinese.
Sample sentences
*家里有都什么人 (Jiā li yǒu

dōu shénme rén): who is in this

family?
*家里有爸爸妈妈弟弟和妹妹
(Jiā li yǒu bàba māmā dìdì hé
mèimei): this family has father,
mother, younger brother and
younger sister
*他的家里没有姐姐 (Tā de jiālǐ
méiyǒu jiějiě): his family does
not have elder sister
*我的妹妹是学生 (Wǒ de
mèimei shì xuéshēng): My
younger sister is a student
6 Presen L&S Introduce a new structure Teacher: Teacher
tation 家里都有什么人? (who is in PPT listens to the
stduents say
your family?)
and makes
comments.
Teacher clarifies the meaning of
the phrase by breaking it down
to parts. 家里 means
house/family, 有 means to have,
什么 means what kind of and 人
means people.
Teacher says the phrase and

students repeate. This process
must be repeated at least 5 times
and the phrase must be shown
on the powerpoint slides with
pinyin.
5 Presen L&S Teacher brings up his/her own Teacher:
tation &R family photo on the powerpoint PPT, a photo
slide. of own family
Students say to teacher’家里都

有什么人?’. Teacher answers
vary such as ‘家里有妈妈，爸
爸和我’ or ‘家里有妈妈，爸
爸，弟弟和我’
Teacher explains to students that

when you answer the question
of’家里都有什么人?’, students

need to use the structure of ‘家

里有 (this family has…) +
whoever family members they
have’.
6 Practic L&S Teacher shows different pictures Teacher: Teacher
e of families on the powerpoint PPT with makes
slides and asks students ‘家里有 pictures of comment
chinese verbally and
几口人？家里都有什么人？ families and corrects
(how many people in their grammatical students’
family and who is in their structures pronounicatio
family?)’ n or tones.
Students will orally respond to

the questions and teacher
repeates this process until
stduents become comfortable
and start joinng in.
 家里有～口人，家里有
+ whoever family
members there is in the
pictures
Teacher explains to stduents that

when there is more than two of
the same family members,
students must say 两个(two)
instead of 二个. E.g. 两个弟
弟，两个妹妹
8 Practic R& What is missing? Teacher: game Teacher
e W Teacher writes down all the Whiteboard, walks around
vocabularies about family marker the classroom
members’ names on the board. and checks
Students cover their eyes as the students’
teacher randomly wipes off from answers.
the whiteboard. Students are Corrects
required to write down which them if
word is missing. needed.
Vocabularies shown are:

家人/妈妈/爸爸/哥哥
姐姐/弟弟/妹妹/ 祖父/外祖父/
祖母/外祖母
7 Produc L, S, Ask someone about their Teacher: Little Teacher
tion R& family Whiteboard, interviews observes the
W Students are given a short time marker with friends class and

to ask a friend who is sitting verbally

next to you about their family. comments to
correct any
Questions that are needed to ask words and
are: sentences.
- 你家有几口人？
- 家里有都什么人？
Both students are expected to

exchange infromations with their
partners.
Students are to write down both

questions and answers in
Chinese. Teacher asks one or
two groups of students to model
in the class. If no one contribute,
teacher may nominate groups to
present.
Students are given time to walk

around in the class and ask 3
different people the same
questions to practice their
listening and speaking.
5 Ending the class Homework
Teacher provides any feedbacks
on how the class went well or
not and asks students what help
they would like to have to gain a
better understanding on the
content learnt in this lesson.
Explain that homework will be

an survey which requires them
to ask minimum 5 different
people about their family.
Teacher hands out the
homework sheet and model what
studnets will be expected to do
with their homework. Teacher
tells the students that few
students will be volunteered or
nominated to present the result
of their surveys.

Kahoot link
https://play.kahoot.it/#/?quizId=8fb1c568-5567-49ce-be7f-
b599666a6df9&user=Nazilla0702&token=b63aa430-7b04-40fc-ba5b-92c83665f235
PPT Slides






Homework
Survey sheet
Q. Ask five different persons around you about their families. Look at the colloums
below and start thinking about who you may interview or ask questions to. The
answers should be written in Chinese.
Question 你家有几口人？家里都有什么人？

How many famiy members do (who is in your family?)
Name
they have?

3. Lesson three
Stage 4 (year 7-8) Language: Chinese Topic: Family

Syllabus Outcomes
4.UL.1: A student demonstrates understanding of the main ideas and supporting detail in spoken texts
and responds appropriately.
Students learn about linguistic features of texts, such as in conversations, interviews and messgaes.
Students learn to identify specific infromation, eg by identifying statements as true or false, answering
questions in English or Chinese, choosing the correct word.
4.MLC.1: A student demonstrates understanding of the importance of appropriate use of lnaguage in
diverse context.
Students learn about appropriate choices made to achieve communication goals.
Students learn to recognise linguistic choices made according to purpose, eg to instruct, request,
suggest.
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 conceptualising and representing patterns and systems in languages.
Stduents learn to develop strategies for internalising new language and building on prior knowledge.
Learning intentions
Within this lesson
- Students will learn to be able to write about their family in Chinese
- Students will be able to recognise the differences between grammars such as 我有 Wǒ yǒu (I
have)/我只有 wǒ zhǐyǒu (I only have) an d 我没有 wǒ méiyǒu (I don't have)
Prior learning
- Students have a good understanding of the content which was introduced in the two previous
lessons
As this is the last lesson of the three sequenced classes, the real life communicative purpose of the
lesson is that studnets will be fully capable to communicate with people from China or chinese
speaking people about their family members. As this assisghment only allows us to provide three
lessons, a deep intercultural understanding cannot be explained and taughted fully. However, if there
was more lessons to be continued under the topic ‘family’, the content of the classes will be on how to
describe one’s personality, appearance, jobs and so on. In the end, students will be able to have an
intercultural undertsnading of ‘what jobs are considerd more respected or not’, ‘what personality traits
Chinese people usually have’, ‘what appearance do people usually like to describe or be described’.
Students will be able to learn to value and observe critically about their own cultural perspectives.
Script
Strcutures
我没有 wǒ méiyǒu + family members = I do not have~
我也有 Wǒ yěyǒu + family members = I also have~
我只有 Wǒ zhǐyǒu+ family members = I only have~

In this lesson, I am providing a differintiated Throughout the lesson, stduents play games that
srategy for a student in wheelchair. Students in requires to walk, dance or run in the classroom
wheelchair often find it difficult to participate in environment. For example, when students plaing
PDHE class, but this is not the only case. There ‘stop the music activity’, a student in wheelchair is
are mant activities that require students to move paired up with a buddy who will push the
around the class in everyday school lesson. In wheelchair around the class. In the game of running
this lesson plan, I am focuing on providing help dictation, a student in wheelchair gets to stay still in
for these students. wheelchair at the table but given a time difference
that is reasonable for others students who have to
run the certain distance. I provided different
instructions or rules as to equally reach out to the
students in wheelchair with the same lesson
outcomes and goals.
Timin Lesson Macro Teaching and learning actions Resources Assessment Feedback
g stage Skills
(mins)
Intro Prepar L&S Greeting
2 ation Start of the lesson. Students
enter into classroom and put
away their bags in the
designated area. Students
prepare to take out their
sationary and notebooks.
Teacher greets students by

saying 早上好 (good morning)/
午安 (good afternoon).
6 Prepar Homework check Students: Teacher
ation Teacher asks students to take out Homework checks who
the homework sheet that was needs to be submitted the
given in the previous lesson and submitted homework by
if anyone wants to volunteer to ticking the
present their result from the roll. Teacher
survey. If no one would asks the
volunteer, teacher may nominate student who
few students to do so. Students did not
can choose to present in Chinese complete the
or English if any difficulties homework to
occur. bring it at
next class.
Teacher asks the class how their
surveys went and collects their
worksheet as an attendance.
5 Prepar Critical discussion Teacher: Verbally

ation Students have learnt how to ask Whiteboard, comments on

“who is in your family” and marker how well
answer the question by saying stduents are
“家里有～”. saying the
words and
senetcnes.
Teacher asks students whether
or not students know how to say
‘I do not have + family
members’, ‘I also have + family
members’ or ‘I only have +
family members’
Introduces the phrase and write

it down on whiteboard. Teacher
provides them the sample
sentences and says the sentences
at least three times. Students
repeate after the teacher and
write them down on the
notebook.
- 我没有 (do not have) + family
members
- 我也有 (also have) + family
members
- 我只有 (only have) + family
members
2 Prepar Learning goals Teacher:
ation Teacher explains to students Whiteboard,
about today’s aim for the lesson. marker
- Students will learn to be
able to write about their
family in Chinese
recognise the differences
between grammars such
as 我有 Wǒ yǒu (I have)/
我只有 wǒ zhǐyǒu (I
only have) an d 我没有
wǒ méiyǒu (I don't have)
10 Practic L&S Karuta Teacher: game It is easy for
e &R Teacher divides the class into 4 karuta teacher to
groups and provides each group give a
with one set of Karuta with a feedback/help
topic of family. for the group
or the
Stduents sit on table or floor and students who

spread a image of different are not

family. The card comes with a picking up
pinyin and characters written. much cards.
Teacher starts by saying a
sentence starting with 家里有/家
里没有/家里只有 + family
members and students listen
carefully and pick up the Karuta
card with the correct
discriptions. Students who pick
up the card need to say the
description of the image in
Chinese and keep a card.
Students who collected the most
cards at the end becomes the
next caller for the game.
This game should be repeated at

least three times.
12 Produc L & S ‘Stop the music activity’ Teacher: game Teacher
tion Teacher places flashcards all Any chinese observes the
over the floor and plays a wide music, use the class and
range of Chinese music while same cards for reinforces on
playing this game. As music Karuta game any
plays, stduents walk/dance or grammatical
jump in the room. Teacher stops points or
the music at random point and words if
students need to ask the question needed.
to the person closest to them and
answers using the card nearest to
them.
Questions may include;

- 你家有几口人？(how
many people in your
family?)
- 家里有都什么人？(who
is in this family?)
- 家里有+ family
members? (does this
family have + family
member)
*Answer could vary
from 是，有~(Yes I do
have + family member)
or 不是，没有(No I do

not have + family

member)
While students practice their

listening, speaking and writing
skills, teacher should observe the
class by listening to their
conversations and providing the
help that is needed. Key
grammatical points or sentence
structures should be displayed
on the whiteboard.
Differintiating for a student in

wheelchair
This game requires students to
walk/dance around the
classroom and could be
dangerous to play for a student
wheelchair. Teacher should
inform the class before starting
the game not to be too
distruptive when moving to
avoid any accidents. Teacher
then provide a student in
wheelchai with a buddy to push
his/her wheelchair during the
game.
When the music stops, a student

in wheelchair and his/her buddy
can choose to ask each other or
anyone near him/her questions.
15 Produc L, S, Running dictations Two different Dictation Once each
tion R& Teacher puts students into a passages for game finish,
W group of four. Of 4 studnets, one activities teacher
has to be a runner for the team checks the
each time. The runner runs to a answer of
passage stuck on the wall, each groups
remembers the script and goes and verbally
back to the team and dictates it. correct or
The runner is not permitted to writes a
write down any notesm so the correct way
team must write it down to say on
correctly. First team that gets the whiteboard.
correct answer at fastest speed
wins.
Teacher constantly monitors all

groups and provide the

assistance where needed.
Teacher may swap students
around if the class gets too noisy
or provide a passage with pinyin
written down for students with
difficulties reading or writing.
Teacher should prepare at least

two different passages to
practice until studnets get
comfortable.
Differentiating for a student in

wheelchair
This game requires student to
run from one point to the other
and to move as fast as possible.
When teacher needs to do some
activities like running dictations,
teacher can differnitiate the
strategies in different ways.
Instead of making a student in

wheelchair run, teacher instructs
the student to stay still in
wheelchair at the table with
his/her team members. To make
it fair for other studnets, teacher
asks the student to wait for 3-5
seconds depending on the
distance that other students have
to run.
5 Produc R Kahoot quiz Kahoot quiz Kahoot will
tion Teacher provides the link for link give the
Kahoot and students access to correct and
the link. Access to how wrong
well do you answers.
This Kahoot quiz is to test know about Teacher then
whether students have gained Chinese gives the
understanding of asking and family? reasons why.
answering the question of ‘who
is in your family?’ It is
conducted so that teacher can
provide more practices or
reinforce on some particular
vocabularies on questions that
most students did not get.
3 Ending the class
Teacher gives a feedback to the

class how well stduents have

been performing. Teacher asks
students to give a fist to five
about how confident they are to
ask and answer ‘who is in your
family’ in Chinese.
Teacher asks students to bring a

photo of their family in the next
lesson. Students will be given a
game in class to walk around the
class to ask someone else about
family.
Kahoot link
https://play.kahoot.it/#/?quizId=095f8b90-0dff-4787-87e3-81a20b0ce4c1
Music link
https://www.youtube.com/watch?v=8BZtGKLJOGQ
Dictation passage:
1. 大家好。我的名字 yin。今天我介绍一下我的家人。我的家有六口人。家

里有妈妈，爸爸，姐姐，两个弟弟和我。我是 10 岁，爸爸是 37 岁，妈
妈是 32 岁，姐姐是 13 岁，两个弟弟都是 3 岁。
Pinyin: Dàjiā hǎo. Wǒ de míngzì yin. Jīntiān wǒ jièshào yīxià wǒ de jiārén.

Wǒ de jiā yǒu liù kǒu rén. Jiā li yǒu māmā, bàba, jiějiě, liǎng gè dìdì hé wǒ.
Wǒ shì 10 suì, bàba shì 37 suì, māmā shì 32 suì, jiějiě shì 13 suì, liǎng gè dìdì
dōu shì 3 suì.
Hello everyone, how are you? My name is Yin. Today I introduce my family.
I have six people in my famiy and there are mother, father, elder sister, two
brothers and me. I am 10 years old, my faher is 37 years old, my mother is 32
years old, sister is 13 years old and two brothers are 3 years old.
2. 你好。我叫 nick。我家里有三口人，有爸爸，妈妈和我。我和我的妈妈，

爸爸，祖父和祖母一起住在家。我没有姐姐，弟弟和妹妹。我们是日本人。
Pinyin: Nǐ hǎo. Wǒ jiào nick. Wǒ jiā li yǒu 3 kǒu rén, yǒu bàba, māmā hé wǒ.
Wǒ hé wǒ de māmā, bàba, zǔfù hé zǔmǔ yīqǐ zhù zàijiā. Wǒ méiyǒu jiějiě,
dìdì hé mèimei. Wǒmen shì rìběn rén.

Hello! My name is Nick and I have five people in my family, father, mother
and me. I live with my mother, father and my grandmother and grandfather. I
have no elder, younger sister or brother. We are Japanese.
Flashcards for Karuta and stop the music activity

These flashcards should be cut into pieces before using them in the class.
https://www.canva.com/design/DACdmopq8cw/wOFKACedR7m5TnoTjq0gbw/edit


4. Justification
Learning a new language is not a simple task. However, it can be
accessible and enjoyable for all students with different needs if the process of

learning, pedagogy and strategies of teaching are wisely chosen to meet
specific goals of learning. To assits divrese students’ learning, the lesson is
structured based on six principles of teaching theories and language
pedagogies. These are such as four macro skills, four stage teaching process
(the 4 P’s), the use of Information and Communication Technologies (ICT),
communicative language teaching method, differentiating teaching pedagogy
and understanding by design teaching strategy (UBD).
The three lessons are structrued to catch studnets’ interest in cultural
difference between Chinese and Australian family rather than language by
itself. As mentioned, the lesson explained how Chinese language uses
different characters to refer grandparents for mother side or father side. This
sturcture of lesson aids students to become more involved and curious about
the cultural aspects of Chinese family, thus, achieveing an outcome of moving
between culture. Then, the lesson moves onto language learning and teaching
which can connect students’ prior knowledge to new learning, present a new
language item, practice those under teacher’s instruction and finally help
students produce phrases freely in a more communicative context (Maftoon &
Sarem, 2012). This is structured in a order of four macro skills to achieve a
better learning (listening -> Speaking -> Reading -> Writing).
The use of Information and Communication Technologies (ICT) is
considered as a general capabilities (Australian Curriculum, 2017; NESA,
2017) and has shown a positive sign on assisting students’ academic
achievement, especially in language learning class (Adam & Bruce, 2013).

This ICT usage is demonstarted by a Kahoot quiz in order to test how well
students understand about vocabulary, structure and certain cultural
knowledge. Kahoot was used to aid less capable students to learn from
repetition of knowledge in scaffolded instructions.
In any lesson plans, differenitiation has to be made reasonably.
Accoding to Bender (as cited in Gentry, Sallie & Snaders, 2013),
differentiated pedagogy requires teacher to tailor teaching instructions to meet
studnets who carry differences between their academic levels, learning styles
and abilities. When making differentiation on lessons, teachers need to bear in
mind that they must not change learning outcomes and objectives, rather must
deliver the same content with differnted methods to reach out (Algozzine &
Anderson, 2007). In the lesson plans provided, differentitaion was made for
students with Chinese backgrounds and advanced learnering style to work on
tasks that are more difficult or advanced while reaching out to the same
outcomes and goals for the lesson.
As one of the aspect for the lesson plan, the lesson plan incoporated
the concept of understanding by design (UBD) which is an eductaional
planning startegy that promotes ‘backward design’. While teachers
traditionally start plannig activities, textbooks and resources rather than
identifying an aim for a lesson, according to UBD backward design, teachers
outline their classroom outcomes and chooses relevant clasroom activities,
materials and curriculum that assist improve and foster student learning
(Wiggins & Mctighe, 2005). Luckily, the lesson plan templete for this

assessment was structrued in a way that allows me to naturally think by
backward design for my lesson. When decising the topic, teacher should
outline ‘what do I want my students to perform well at the end of the lesson’,
from then i thought about ‘what learning strategies I would use’ and finally
‘what assessments and activities I can set to led the students to achieve the
aim’. This strategy can particulary be helpful when planning lesson plan
towards particular outcomes. It allows teachers to think critically what is the
best way to achive learning goals rather than employing a conventional way of
teaching strategy to look for methods and activtities to achieve a learning goal.
Lastly, the other aspect that is employed many times in the lesson plan
is communicative language teaching method (CLT). This can mean different
things to individuals. However, most of the time it means a greater emphasis
on the target language (TL) in the classroom environment, especially with the
focus on the orality. This means that when students are to have a real
communication as an activity in class, ‘their natural strategies for language
acquistion will be used, and this will allow them to learn to use the language’
(British Council, 2016). For exmaple, students practicing’家里有都什么人?’
(who is in your family) which is a question form to find out someone’s
information involves meaningful communication. The three sequenced lesson
was planned with various different listening and speaking activities so that
students can learn to naturally acquire a language and to produce real
communication by using Chinese language.

In conclusion, the three sequenced lesson plans are structured using a
combination of six different teaching theories and language learning pedagogy.
The lesson was planned in a particular way so that teacher can reach out to
diverse students with different learning style, levels and ability and produce a
meaningful learning for targeted outcomes.
5. References
Adam, B., & Bruce, W. (2013). ICT for ICT’s sake: secondary teachers’ views
on technology as a tool for teaching and learning. Australian Educational Computing,
28(1), 61-70. Retrieved from

https://eric.ed.gov/?q=effective+use+of+ICT+in+education&pr=on&ff1=locAustralia
&id=EJ1018788
Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating

instruction to include all studnets, Preventing school failure: alternative education for
children and youth, 51(3), 49-54. doi: 10.3200/PSFL.51.3.49-5
A pictograph of a mother [image] (2009). Retrieved August 5, 2017, from

http://www.words-chinese.com/2012/12/chinese-symbols-of-family.htm
A pictograph of a woman [image] (2017). Retrieved August 1, 2017, from

http://www.womingbai.com/en/chinese-characters/woman-related.html
A picture of Chinese Nuclear family [image] (2017). Retrieved August 4,

2017 from http://www.chinadaily.com.cn/china/2015-05/13/content_20708152.htm
A picture of happy family [image] (2017). Retrieved August 5, 2017, from

https://www.certifiedps.com/property-management-hawaii/
Asian family [image] (2017). Retrieved August 4, 2017, from

http://www.pompanoriveroflife.org/
Asian grandfather [image] (2017). Retrieved August 5, 2017, from

https://www.hastac.org/blogs/renatoflazevedo/2012/10/21/my-7th-art-spotlight-1-
grandpa-brazil-nanako-kurihara
Australian family on beach [image] (2015). Retrieved August 5, 2017, from

http://australiafirstparty.net/our-australian-australia-policy/
Courtesy of the world of Chinese [image] (2013). Retrieved August 5, 2017,

from
http://usa.chinadaily.com.cn/weekly/2011-10/07/content_13843121.htm
CRT. (2017, Feb 3). CRT ♫ Top 30 chinese songs for kids ♫ 30 首
经典好听儿歌. [video file] Retrieved from
https://www.youtube.com/watch?v=8BZtGKLJOGQ
Curriculum. (n.d.) Australian Curriculum. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/information-and-communication-technology-ict-capability/
Family portrait [image] (2017). Retrieved August 5, 2017, from

http://www.wisegeek.org/what-is-genetics.htm
Gentry, R., Sallie, A. P., & Sanders, C. A. (2013, Nov). Differentiated

instructional strategies to accommodate students with varying needs and learning
styles. Retrieved from https://eric.ed.gov/?q=differentiated+learning+&id=ED545458

Maftoon, P., & Sarem, S, N. (2012). A critical look at the preentation,

practice, production (PPP) approach: chanllenges and promises for ELT. Brain. Broad
research in artificial intelligence and neuroscience, 3(4), 31-36. Retrieved from
http://www.edusoft.ro/brain/index.php/brain/article/view/442/490
NESA. (2017). NSW Education Standards Authority. Integrating ICT

capability. Retrieved from http://syllabus.nesa.nsw.edu.au/support-
materials/integrating-ict/
Traditional Asian parents and children [image] (2017). Retrieved August 4,

2017, from https://sg.theasianparent.com/values-traditional-asian-parent/
Western family photo [image] (2017). Retrieved August 4, 2017 form

http://meaganbakerphotography.com/b-family-langley-family-photographer/family-
photos-professional-family-photos-western-family-photos-western-family-portraits/
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.

Retrievded from
https://books.google.com.au/books?hl=en&lr=&id=N2EfKlyUN4QC&oi=fnd&pg=P
R6&dq=understanding+by+design+wiggins+and+mctighe&ots=gp4Am9TL8A&sig=
JLOZTQsxNbW6nH0IdJzDXljXxJQ#v=onepage&q=understanding%20by%20desig
n%20wiggins%20and%20mctighe&f=false

SC 1a Assessment One

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SC 1a Assessment One

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Assessment 1 Professional task stage 4 (3 lesson plans)

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

18798005 Nana Iwasaki

the K-10 syllabus from your Language.

macro skills), numeracy and ICT skills in your student learners.

diverse learners’ needs. Specifically include relevant citations to the models of

Reference using APA 6th Edition.

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

Within this lesson

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早上好 good morning (Zǎoshang hǎo) 午安 good afternoon (Wǔ ān)

Intro Prepara Student enter classroom, teacher ask Students:

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1 Prepara L Teacher introduces the topic of the day Teacher:

Student respond in English at this stage

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Teacher poses the class for a mini Chinese students’

Teacher should also explain that this

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side grandfather: wài Zǔfù), 祖母/外祖

Differntiating to backgrounds and

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The task is for them to write an

 家人: teacher explains to

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a person you could braid his hair

5 Ending the class Homewor

If students with background have not

Teacher asks students how confident

Lesson resources attached:

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Differintiating task for backgrounds and advanced learners

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Homework (practcing characters)

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

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Students hand in their

Teacher marks the roll by calling

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Differentiating for students

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dōu shénme rén): who is in this

Teacher says the phrase and

Students say to teacher’家里都

Teacher explains to students that

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need to use the structure of ‘家

Students will orally respond to

Question 你家有几口人？家里都有什么人？

1. 大家好。我的名字 yin。今天我介绍一下我的家人。我的家有六口人。家

2. 你好。我叫 nick。我家里有三口人，有爸爸，妈妈和我。我和我的妈妈，