You are on page 1of 20

Assignment 1 Professional task stage 4 (3 lesson plans)

102087.88.89
Secondary Curriculum 1 Languages
1714.1 Master of Teaching (Secondary)

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

By
Jingying Jiao
17420466

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

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

Table of Contents
1. Lesson One 3

2. Lesson Two 8

3. Lesson Three 12

4. Justification 12

5. References 20

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).
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

1. Lesson One

Stage 4: year 7 Language: Chinese Topic: Shopping

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 prior knowledge to interpreting meaning in text.
Students learn to deduce meaning from context and prior knowledge of subject matter when listening for main ideas.
4.UL.3: A student establishes and maintains communication in familiar situations.
Students learn about the use of information and communication technologies for communicative purposes.
Students learn to produce original text using information and communication technologies.
4.MLC.1: A student demonstrates understanding of the importance of appropriate use of language in diverse contexts.
Students learn about ways of conceptualizing and representing patterns and systems in language.
Students learn to develop strategies for internalizing new language and building on prior knowledge.
4.MBC.2: A student demonstrates knowledge of key features of the culture of Chinese-speaking communities.
Students learn about ways in which language and behavior reflect important aspects of the culture.
Students learn to identify actions, and words and phrases in the language that encapsulate aspects of culture.

Learning Intentions
Students will be able to recognise Chinese Currency and be familiarised with the price in Chinese Currency, then they will be able to listen and speak price in
Chinese.

Prior learning
Students have already learnt numbers 1-100 in both Chinese spoken form and written form. All of students have made Chinese number (1-10) palm cards in
previous lessons and attached these cards in their Chinese notebook. All of students have learnt numbers in Chinese hand gestures.

Intercultural understanding
Students will develop the similarities and differences of Chinese Currency and Australian Currency. The development of understanding Currency in Chinese is
a good interaction for students to experience culture varieties.

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

Script – Hanzi 汉字 (Chinese written character) and Pinyin 拼音 (Chinese sound system)
Chinese numbers 1-100: 一二三四五六七八九十百.

Vocabulary and structures


monetary: 元(Chinese Yuan ¥) 块( kuaì: spoken form) 角 ( jiăo: Cents) 毛 (máo: Cent in spoken form) 分(fēn: cent) 钱(qián: money)
examples: 十块五毛钱 ¥10.50
三百元 ¥300
八十元五角 ¥80.50
六毛九分钱 ¥0.69

Differentiation strategies
 Students with low learning ability or Autism Spectrum Disorder will be seated at front; the teacher can easily help them whenever they need
assistance.
 Students with gifted and talented ability can do some activities on Quizlet. They can self-learning some shopping vocabulary or play activities.
 Native speakers and heritage students will be asked to do some research task on shopping cultures. While other students doing activity of memory
cards game, native speakers can start doing research.
Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
 Students with different learning ability are assigned to different tasks  Students are differentiated into different learning groups by their
 If students have vision impairment or hear impairment, when we learning ability and learning needs
learning through Quizlet, they can use their own laptop to log into  Teacher needs to make sure that every student acquired same basic
Quizlet, and then adjust the front size or volume according to their knowledge and achieve the outcomes from syllabus
needs.

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

10 Preparation Listening Mark the roll. While the teacher is marking the roll, Student’s This is a small From students
mins and students are required to listen their names and say roll; listening and answer, teacher can
speaking number in Chinese. For example, Mary - 一( one ); Student’s speaking task to briefly know students’
Sarah - 二(two); David - 三(three). prior assess students’ learning level.
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

Then after the roll, teacher starts leading the whole class knowledge prior knowledge
to count how many students in the classroom together in on Chinese on Chinese
Chinese. Make sure all students have laptop, if some numbers. numbers.
students do not have laptop, sent them borrow laptops
from the Library.
5 Preparation Reading Teacher uses Flashcards on Quizlet to do revision on Quizlet-1 The Quizlet Students are required
mins and Chinese numbers. First activity is letting students read the flashcards is to show their answers
listening character in Chinese, and then use hand gestures to show Chinese assessing at their chest, so that
the number at their chest. Second activity is students number students’ teacher can easily
listen the Chinese number, and then use their number palm cards reading and know students’
cards to show what the number is at their chest. listening ability individual ability.
Below phone is an example of Chinese number palm on Chinese
cards: characters.

15 Presentation Listening Teacher uses Flashcards on Quizlet to present new Quizlet-2 Repetition of Encourage students to
mins and monetary vocabulary in Chinese characters. Teacher each Hanzi to say the word out loud
speaking reads the Hanzi in Chinese first, and then students repeat PowerPoint build up and correct their

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

the Hanzi after the teacher, each word five times. First slides on students’ listen pronunciation.
Hanzi 元(Yuán), example: 六十元 (60 yuán); second Smart and speaking
Hanzi, 块 (kuài: spoken form), example: 三 十 块 (30 Board-3 skills.
kuài); third Hanzi: 角 ( jiăo: Cents),example: 五角(50
cents); forth Hanzi: 毛 (máo: Cent in spoken form),
example: 五毛(50 cents in spoken form); fifth Hanzi: 钱
(qián: money), example: 七元钱( 7 Yuán). Then teacher
explain the meaning of each Hanzi, and ask students to
identify which two Hanzi have same meaning but
different form.
10 Practice Reading, Teacher group students into pairs and hand out memory Memory Practice to Through the game
mins listening cards game. Each group will receive 6 sets of cards, then cards remember the teacher can know
and teacher explain the game rule and give an example to game-4 new vocabulary. students’ learning
speaking students. Game rule: students will have 30 seconds to ability and then
remember the Hanzi on each card, then flip over all the design more effective
cards and shuffle the cards. Then teacher called “开始 differentiation
(kāishi: start)” and timing 1:30 mins, the first group pair strategy later on.
up all cards wins the game. If no group finishing pair up
within the time, the group who has the most pairs wins
the game. The wining group can receive teacher’s reward.
This game can played for 2-3 times until students
familiarised with all words.
10 Practice Reading Kahoot game on monetary vocabulary. Students join the Kahoot Practice to get From Kahoot result,
mins and game individually. There are ten questions, five game-5 familiarised with teacher can know
responding questions are basic knowledge, and five questions are price in Hanzi. each student’s basic
challenging questions. knowledge on
vocabulary
understanding, and
from the challenging
questions, it will show
student’s strengths.

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

7 Production Listening Teacher summarised the lesson content. Then ask each PowerPoint Ask each Student’s answer and
mins and student to say one Hanzi they’ve learnt from this lesson. Slide -6 student to say survey results
speaking Survey: fist at chest, 1-5 how well they’ve learnt in this one Hanzi is to demonstrate
lesson. make sure that students’
at least the understanding and
student learnt teacher’s
one word from presentation.
this lesson.
3 Production Listening Students pack up their stuff and stand behind their chairs This is a method Make sure every
mins and to say Chinese numbers 1-10 with hand gestures together. to settle student is counting
speaking students down numbers with hand
and give them gestures.
time to get
ready for next
period.

Lesson resources attached:


Resources are upload on Google drive: https://drive.google.com/open?id=0B516G2MnOmJ3SW55MUM5ZXY5MUU
Individual resource link:
1. Quizlet: Chinese numbers https://quizlet.com/_3lfkoh
2. Quizlet: Chinese monetary vocabulary https://quizlet.com/_3lfm2k
3. Chinese Currency PPT https://drive.google.com/file/d/0B516G2MnOmJ3X0w5cnNjZXJUeHM/view?usp=sharing
4. Memory cards game docx. https://drive.google.com/file/d/0B516G2MnOmJ3SUtMZ09tZnZEMkE/view?usp=sharing
5. Kahoot game: Chinese numbers in Currency https://play.kahoot.it/#/k/74bcec89-c9b6-4e55-80da-48695b0f537f
6. Chinese Currency PPT. https://drive.google.com/file/d/0B516G2MnOmJ3X0w5cnNjZXJUeHM/view?usp=sharing

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

Lesson Two

Stage 4 (year 7) Language Chinese Topic Shopping

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 ways to analyse text structure and locate relevant information in text
Students learn to identify the purpose of texts and distinguish between then main ideas and supporting detail
4.UL.4: A student applies a range of linguistic structures to express own ideas in writing.
Students learn about accessing resources and the organisation of relevant structures and vocabulary when planning and constructing text
Students learn to use available resources to access structures and vocabulary to build a message
4.MLC.1: A student demonstrates understanding of the importance of appropriate use of language in diverse contexts.
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.MBC.1: A student demonstrates understanding of the interdependence of language and culture.
Students learn about ways of identifying cultural values and practices in observing social interaction among members of the community.
Students learn to recognise the importance of culture and cultural awareness in learning a language.

Learning Intentions
Students will be able to understand the sentence structure of how to ask for price in Chinese.

Prior learning
Students have learnt vocabulary on fruits, meat, and vegetables.

Intercultural understanding
Students will develop the understanding of culture awareness in Chinese shopping culture.

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

Script – Hanzi 汉字 (Chinese written character) and Pinyin 拼音 (Chinese sound system) Conversation dialogue
Píngguŏ 苹果: Apple; Xīguā 西瓜:Watermelon; Xiāngjiāo 香蕉: Banana; Chéngzi 橙子: Orange
Zhūròu 猪肉: Pork; Yángròu 羊肉: Lamp; Níuròu 牛肉: Beef; Jīròu 鸡肉: Chicken
Xīhóngshì 西红柿: Tomato; Tŭdòu 土豆: Potato; Húluóbo 胡萝卜: Carrot; Shēngcài 生菜: Lettuce
Vocabulary and structures
Verbs: Duōshăo 多少: How much ; Zhège 这个: This one; Nàge 那个: That one
Phrase: Zhège duōshăo qián? 这个多少钱? How much is this one? Zhège sānshí kuài. 这个三十块。This one is ¥30.
Nàge duōshăo qián? 那个多少钱? How much is that one? Nàge sānshí kuài. 那个三十块。 That one is ¥30.
Differentiation strategies
 Students with low learning ability or Autism Spectrum Disorder will be seated at front; the teacher can easily help them whenever they need
assistance. They can learn to ask the simple structure question: duōshăo qián? (How much?) Then whey they are more familiar with the sentence
structure, they can practice the full sentence Zhège duōshăo qián? (How much is this one?) Or Nàge duōshăo qián? (How much is that one?)
 Students with gifted and talented ability can develop the question deeper, when they are familiarised with Zhège duōshăo qián? Or Nàge duōshăo
qián? And then they can start practicing this structure: Píngguŏ duōshăo qián? (How much is the Apple?).
 Native speakers and heritage students will be asked to do some writing task. While other students doing activity of practicing speaking, they are
assigned to write a short conversation dialogue on shopping, they can include greetings, questions on items, ask for price, bargaining etc.
Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
 Students with different learning ability are assigned to different  Students are differentiated into different learning groups by their
tasks learning ability and learning needs
 Teacher should demonstrate high expectation and positive attitude to
every student in class.

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

15 Preparation Listening Mark the roll. While the teacher is marking the roll, each Roll book and The word assigned From students
mins and student will be given one Hanzi, and they are required to notebook to each student is writing and
writing write down the Hanzi word in the book. For example, Mary: testing their thumb up,
your word is 一百块(100 Yuan); David: your word is 七十元 listening and writing teacher can
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

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

(70 Yuan); Amy: your word is 四元五角 (¥4.50);John:Your skills. know how well
word is 六块五毛 (¥6.50). After the roll, students who students have
assigned the word in spoken form need to stand up, and understood
students who sit remain on their seats are assigned the word the knowledge
in written form. Then teacher asks students who are of price in
standing to exchange their word to students who are siting Chinese.
down. Teacher explains the word has “元 and 角” is written
form, the word with “块 and 毛” is spoken form. After finish
checking, students who received correct answer present
thumb up at chest.
15 Presentation Listening Teacher uses Flashcards on Quizlet to introduce new verbs Quizlet Students read after Teacher should
mins and and sentence structure. New verbs: Duōshăo 多少: How Flashcards the teacher to make sure
speaking much ; Zhège 这 个 : This one; Nàge 那 个 : That one. from No.1 to practice every student
Students read after the teacher, each word for five times. No.8-1 pronunciation. is listening and
Then teacher introduce the sentence of how to ask for price speaking.
in Chinese and give examples. New sentence structure:
Zhège duōshăo qián? 这个多少钱? How much is this one?
Nàge duōshăo qián? 那个多少钱? How much is that one?

15 Practice Reading, Teacher handout some cards with images to students. Each Card games-2 The dialogue in Teacher walks
mins listening student will receive two cards and they are working in pairs between two around and
and to practice the question. students is to assess helps students
Speaking For example, Student A receives Apple and Carrot cards, their speaking skills with
she/he needs to place one card near Student B, and the as well as their pronunciation.
other card a little bit far away from Student B. Student B understanding of the
needs to ask the question about the card near him/her: verbs: this one and
Zhège duōshăo qián? 这个多少钱? How much is this one? that one.
Then Student A: Zhège sānshí kuài. 这个三十块。This one is
¥30. The prick in Hanzi is on back of each card.
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

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

10 Production Listening Teacher indicates all the students to ask and answer the Card games-2 The dialogue Encourage all
mins and question together. For example, teacher holds the Apple between student students to say
reading card, students need to ask: Zhège duōshăo qián? Teacher and teacher is the question
answers Zhège sānshí kuài. Then teacher places a Banana assessing student’s and answer in
card on board and asks: Nàge duōshăo qián? Students need understanding on Chinese.
to answer: Nàge sānshí kuài. asking question in
Chinese.
5 Production Listening Teacher concludes the lesson and goes through the PowerPoint N/A Summarise the
mins and materials on PowerPoint slide. Slide-3 sentence
reading Then students pack up their stuff and get ready for next structure and
period. tone change
when asking
question.

Lesson resources attached:


Resources are upload on Google drive: https://drive.google.com/open?id=0B516G2MnOmJ3SW55MUM5ZXY5MUU
Individual resource link:
1. Quizlet Chinese shopping words and Q&A: https://quizlet.com/_3hduyw
2. Card games: https://drive.google.com/file/d/0B516G2MnOmJ3SWdXeHppZC1fZ0k/view?usp=sharing
3. Shopping vocabulary PPT: https://drive.google.com/file/d/0B516G2MnOmJ3R3FiTmU1TUo2Tkk/view?usp=sharing

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

3. Lesson Three

Stage 4 (year 7) Language Chinese Topic Shopping

Syllabus Outcomes
4.UL.2: A student demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately.
Students learn about the structures and features of specific text types in order to interpret key features of the text, such as heading, introduction, visual
supports
Students learn to skim and scan text to predict meaning
4.MLC.1: A student demonstrates understanding of the importance of appropriate use of language in diverse contexts.
Students learn about metalanguage to describe the structures and features of language.
Students learn to explore grammatical systems to appreciate how languages work, eg identify grammatical terms, word order, and tenses.
4.MBC.1: A student demonstrates understanding of the interdependence of language and culture.
Students learn about the significance of cultural awareness in language use and the influence of cultural values on how meaning is conveyed
Students learn to recognise that there are culturally appropriate expressions for particular contexts

Learning Intentions
Students have developed knowledge on culture diversity and culture awareness in Chinese shopping culture. By the end of this lesson, they will be able to
understand and express their needs in a shopping setting. In future, if they travel to China, they are confident to understand the vendors question and be able
to ask some questions on shopping items.
Prior learning
Students have learnt vocabulary on clothes and colours.

Intercultural understanding
Students will develop Chinese shopping culture and Chinese shopping habits.

Script – Hanzi 汉字 (Chinese written character) and Pinyin 拼音 (Chinese sound system) Conversation dialogue
Colours: Hóngsè 红色(Red); Huángsè 黄色(Yellow); Báisè 白色(While); Hēisè 黑色(Black); Lánsè 蓝色(Blue)
Clothes: Chènyī 衬衣(Shirt); Duănxìu 短袖(T-shirt) Chángkù 长裤(Pants); Duănkù 短裤(Shorts) Máoyī 毛衣(Jumper)
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

Vocabulary and structures


Verbs: Yào 要: To ask for something/to take something; Măi 买: To buy; Shénme 什么: What;
Phrase: Nĭ yào măi shénme? 你要买什么? What do you want to buy?
Wŏ yào măi chènyī. 我要买短袖。 I want to buy a shirt.
Differentiation strategies
 Students with low learning ability or Autism Spectrum Disorder will be seated at front; the teacher can easily help them whenever they need
assistance.
 Students with gifted and talented ability can develop the question deeper, when they are familiarised with Nĭ yào măi shénme? (What do you want to
buy?) Then teacher can teach them the polite way of asking, “What do you want to buy?” The polite form is add “Qĭngwèn 请问(May I ask)” in front
of “Nĭ yào măi shénme?”. The full structure is Qĭngwèn nĭ yào măi shénme?” (May I ask what do you want to buy?).
 Native speakers and heritage students will be asked to do some reading and responding activities on culture questions. While other students doing
activity of practicing speaking, they will be given some question sheets to do.
Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
 Students with different learning ability are assigned to different tasks  Teacher needs to know students well and understand how they learn,
and then demonstrate matching differentiated teaching strategy to
students.

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

5 Preparation Listening Teacher marks the roll and assigned students into two Roll book N/A Explain the red
mins and groups. Students with red card are group A, students with Red cards and card is group A and
Responding blue card are group B. blue cards blue card is group
B. Write it on
Board.
15 Presentation Listening Use PowerPoint slide to introduce Chinese shopping PowerPoint-1 Students need Introduce culture
mins and culture and shopping habits. to write down knowledge and
Reading some notes on compare between
their book Australia and China

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

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

10 Presentation Listening Use Quizlet to introduece new verbs and new sentence. Quizlet Students are Correct student’s
mins and Students read after the teacher, each words and sentence Flashcards required to read pronunciation
Speaking read 5 times. from No.9 to after the
Verbs: Yào 要: To ask for something/to take something; No.14 - 2 teacher.
Măi 买: To buy; Shénme 什么: What;
Phrase: Nĭ yào măi shénme? 你要买什么? What do
you want to buy?
Wŏ yào măi chènyī. 我要买短袖。 I want to buy a shirt.
10 Practice Listening, Role-play game. Group A students who have red card will Group work Practice the Teacher walks
mins speaking be shop assistant, group B students who have blue card sentence around and checks
and reading will be customer. Students will work in pairs. Group A pattern. student’s
student needs to ask the question: Nĭ yào măi shénme? pronunciation and
你要买什么? grammar.
Group B student needs to answer: Wŏ yào măi chènyī. 我
要 买 短 袖 。 Group B students should use their prior
knowledge of clothes vocabulary to answer the question.
After 5 mins, student A and student B switch role and
keep practicing the sentence pattern.
10 Production Listening Bingo game. Students from group A will receive template Bingo game A The game is Student who wins
mins and A and students from group B will receive template B. and Bingo assessing the Bingo game will
Reading Game rule: teacher will read a short paragraph; students game B-3 students’ receive teacher’s
need to cross out the word on Bingo worksheet, which is understanding reward.
matching with teacher’s information. Student who first of sentence
crossed out three words correctly wins the game. The structure and
three words are: Huángsè 黄色(Yellow); Chènyī 衬衣 vocabulary.
(Shirt); 四十八块 (48 Yuán). Short Paragraph: 我要买
衬衣。衬衣是黄色的。衬衣的价格是四十八块。 (I want
to buy a shirt. The shirt is yellow. The price of the shirt is
48 yuán.)
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

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

8 Production Listening Teacher hand out study sheet to students. The study Study sheet- 4 Homework Homework is a
mins sheet is summarising of new verbs and sentence structure revision to
on shopping topic for students to study at home. students.
Then teacher assigned homework to students. The
homework is to write a short conversation dialogue on
shopping. Students are required to use sentence
structures that learnt from previous two lessons and
today’s lesson.

2 Students pack up bags and get ready for next period.


mins

Lesson resources attached:


Resources are upload on Google drive: https://drive.google.com/open?id=0B516G2MnOmJ3SW55MUM5ZXY5MUU
Individual resource link:
1. Chinese shopping culture PPT: https://drive.google.com/file/d/0B516G2MnOmJ3WC1VYmp5Y1pQX28/view?usp=sharing
2. Quizlet Chinese shopping words and Q&A: https://quizlet.com/_3hduyw
3. Bingo game A: https://drive.google.com/file/d/0B516G2MnOmJ3elhQbF91UklWbTA/view?usp=sharing
Bingo game B: https://drive.google.com/file/d/0B516G2MnOmJ3UGw4Y0xleXYza00/view?usp=sharing.
4. Study sheet: https://drive.google.com/file/d/0B516G2MnOmJ3MF80bW9GdWxlbjg/view?usp=sharing

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

4. Explanation

The three lesson plans are created for Chinese K-10 Stage 4 students based on ‘shopping’ topic to enhance students’ knowledge on culture

values and diversity, as well as to develop students’ macro skill in listening, speaking, reading and writing. The learning intention of the three

lessons is teaching students how express their shopping needs in Chinese. Then students will be able to understand and communicate with

salespersons in real life context setting. Through learning of the three lessons, students are able to explore aspects of their own values, and also

provide opportunities for them to reflect perspective from other people’s direction.

The lesson plan has applied Understanding by Design (Ubd) strategy and created the lesson by using “backward design”. The main learning goal

for these three lessons is building students’ listening and speaking skills in using language skill in Chinese-speaking community, as well as enrich

students’ development on social and cultural awareness. The PPPP teaching method has been highly implemented into each lesson plan, and

each P indicates a stage of learning process: preparation, presentation, practice and production. It is recommended for beginning teachers

especially in teaching language subjects. This teaching approach is highly controlled by teacher at the first and second stages, teacher as the

indicator to introduce the learning content, as the teaching in process, students are gradually shift from teacher’s support learning to self-learning

(Maftoon & Sarem, 2015). The unit of work is also implementing classroom-based assessment theory, which contains three sections: evidence,

interpretation and use. The classroom-based assessment theory is focusing on assessment as learning, which in concentrated on high level of

student direction to escalate the learning interaction between students and teacher, students and peers. The main teaching approach has been
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

used in lesson plans is task-based performance assessment. This approach is focused on communication and division a central role to the

preparation, across interaction and large amounts of articulate response (Thomas & Reinders, 2010). At the beginning of each lesson, teacher has

set out clear learning goal and assessment task, and then teachers and students are worked together to achieve this goal before class ended.

The first lesson plan is designed to review previous knowledge on numbers, and then introduce the monetary vocabulary in Chinese language. At

the first preparation stage, teacher required each student to say numbers in Chinese when his/her name is been called out. By implementing this

method is intentionally refreshing students’ memory on Chinese numbers that they’ve learnt from previous lessons. During this stage, students

have developed their listening and speaking skills. Then the teacher has implemented ICT skill to enhance students’ learning interests. Teacher

uses online study tool- Quizlet to enrich students’ deep knowledge on Chinese numbers, and then uses Kahoot game to assess students’

understanding. According to Quality Teaching (QT) mode, this lesson is focusing on developing students’ deep knowledge on Chinese numbers to

address the concept of monetary vocabulary and structure. Through students’ results from these activities, teacher can better understands the

students and how they learn. According to Australian Professional Standards for Teachers (APST), teacher should demonstrates professionalism

to understand students well and designed suitable differentiation, literacy and nummary strategy to meet students’ learning needs across the full

range of abilities.

The second lesson is designed to introduce a new sentence structure on how to ask for price in Chinese. The teaching approach has been
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

implemented in this lesson is scaffolding as well as cooperated with technologies teaching and learning. Teacher commences the lesson by a card

game, which targets reviewing learning materials on money terms in Chinese from previous lesson. After the card game, the lesson process is

shift from preparation stage to presentation stage. Teacher uses Quizlet Flashcards to teach new verbs and phrase. At this stage, teacher applies

communicative language teaching method, which is students learn the language through spoken interaction. Teacher uses repetition and voice

variation to emphasis students’ memory of new vocabulary. Then at the practice stage, teacher’s approach is focusing on student-centred learning.

Students are assigned group work, and teacher walks around in the classroom to help students. At this stage, teacher can have time to help

students with learning difficulties individually, as well as gifted and talented students, native students and heritage students. These three groups of

students will be given a different task that is suitable to their learning ability.

The last lesson plan is more focused on developing students’ productive ability. Teach starts the lesson on intercultural communication learning.

The PowerPoint slide explains and introduces Chinese shopping culture, as well as the comparison between Australia and China. Then students

are been taught a new sentence pattern on how to express shopping needs in Chinese. Students are asked to role-play salesperson and

customer to practice the sentence pattern. They are encouraged to use all the words and sentences they’ve leant so far in the conversation, such

as greetings, numbers, clothes and colours. Students’ levels of learning ability differentiate them into groups; native speakers and heritage

students are required to write a short conversation dialogue in their book or type in laptop while other students are practicing verbal conversation.

Overall, the main learning intention for these three lessons is developing students’ communicative skills and understands shopping values and
Jingying Jiao 17420466
Assignment 1 Professional task stage 4 (3 lesson plans)

perspectives in Chinese culture, so that they will be able to cope with shopping questions when they experienced in the future. The most important

standard for teacher is understand the students and know how they learn, as well as demonstrate high expectation to every student and create

positive interaction with students.

Jingying Jiao 17420466


Assignment 1 Professional task stage 4 (3 lesson plans)

5. References

Australian Professional Standards for Teachers: Retrieved from:


https://www.aitsl.edu.au/docs/default-source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn=399ae83c_2

Hill, K. (2010). Classroom-based assessment. Babel (00053503), 45(1). Retrieved from:


http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=ae996514-5b18-4d01-82d7-f95322f2c3a1%40se
ssionmgr104

Maftoon, P., & Sarem, S. N. (2015). A critical look at the presentation, practice, production (ppp) approach: challenges and promises for ELT.
BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 3(4), 31-36. Retrieved from:
https://www.edusoft.ro/brain/index.php/brain/article/viewFile/442/490

Quality Teaching Mode: A classroom practice guide. Retrieved from:


http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Thomas, M., & Reinders, H. (Eds.). (2010). Task-based language learning and teaching with technology. A&C Black.

Teaching and learning Language guide. Retrieved from:


http://www.tllg.unisa.edu.au/lib_guide/gllt.pdf

Jingying Jiao 17420466