Professional Documents
Culture Documents
EDUCATION
STUDENT PROFILE
These learning tasks and activities are specifically designed for a hypothesized target cohort
Dialect) background. This group consists of 3 Vietnamese students, 4 Lebanese and 3 Korean
students who arrived at Australia at year 7. All of them have previously attended the
Intensive English Program (IEP) at the school Intensive English Center (IEC). The English
level of these students for the four English macro skills are ranged between 4 to 6 based on
LESSON/TASK DESCRIPTION
These spoken and writing task are constructed based on the contents of Year 11 Preliminary
English. Besides the English contents, the following lessons are specifically designed to
mainly focus on the English language, skills and collaborative learning skills. The lessons
also aim to be inclusive by drawing upon students home cultural knowledge and catering for
As text and learning content selection serves as a profound facet of the success of a lesson,
the anthology of texts for the spoken and writing tasks are carefully selected to ensure the
optimum outcomes for teaching and learning (Michael & Gold, 2006). In particular, the
chosen texts for the spoken and writing tasks are the Australia Broadcast Chanel (ABC)
Catalyst documentary Climate Change (2010) and the speech Address to the Plenary
Session, Earth Summit, Rio Centro, Brazil, June 1992 by Svern Cullis Suzuki. Though the
two main learning tasks are spoken and writing-focused, the learning activities were designed
to be integrated of the four English interrelated macro-skills listening, reading, speaking and
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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writing. This is believed to enhance the effect and authenticity of English learning experience
in an EALD classroom.
SECTION 1
Task description
The spoken task is fabricated to improve EALD learners public speaking skills, group work,
group discussion and negotiation among peers. The tasks goal is to improve both Basic
(CALP). Through group discussion, negotiation, and interaction with either teacher or peers,
students improve BICS while CALP is acquired and developed through teachers guidance
As a matter of fact, EALD students may require more time than native English speakers in
acquiring competency in Academic English (Cummins, 1979; Thomas & Collier, 2002),
teachers should allow sufficient time and support in bridging the gaps for students to progress
and to scaffold them based on their prior knowledge to cross their zone of proximal
The spoken task designed for these lessons guide EALD learners through the three phases of
These phases contribute to the achievement of fluency, accuracy, and complexity in speech
Firstly, in the conceptual preparation stage, speakers select and generate proper lexical
items and ideas for the topic they want to express. This stage heavily depends on the
speakers prior knowledge and the broader knowledge they have for the topic, the more
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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choices for language they have to assist them in preparing the messages to deliver. (Goh &
Burns, 2012). This stage strongly agrees with Krashens (1981) hypothesis of comprehensible
input in language learning. According to Krashen (1981), providing language learners with
language input which is slightly higher than their current level of competence [i+1] is crucial
in propelling and challenging learners to progress forward. Considering this factor, the
documentary Climate Change was selected as the prescribed text for the task as it contains
lexical items that are academic with English competence level higher than the cohorts level
of oral competence. Besides, the transcripts written texts facilitate the process of
understanding new lexical items and aiding students in learning by combing visual aids with
In terms of exploring new lexical items, teachers in this scenario acts as a facilitator in
negotiating meanings with students. Instead of providing students with the lexical item
meanings immediately, teachers could implement techniques such as Thinking Aloud where
teachers model the process of meaning prediction through contexts and sentence structures
(Fisher, Brozo, Frey, & Ivey, 2014). This method aims to improve students CALP through
BICS; subsequently, both skills are developed and enhanced. Besides, teachers could
manipulate Word Walls where learned lexical items are visually presented in the classroom,
Another preparatory activity for the spoken task designed in this unit of work is Dictogloss
an activity advocated by numerous educators for its integrating function of involving all four
English macro-skills. Dictogloss is a renewed dictation activity where learners are required to
listen to teacher dictating a text, then write down key words as base for reconstruction, and
eventually reconstruct the texts from their note-takings. Dictogloss requires total
concentration, activates learners interest, and promotes collaborative learning if the task is
done in group (Jacobs & Small, 2003). Besides, Dictogloss also caters for different learning
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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styles where all students with different strengths can participate and achieve in their own
ways (Jacobs & Small, 2003). For example, students with better listening and note-taking
skills may jot down more key words where students with broader lexical resources may be
These conceptual preparatory tasks aim to equip learner with adequate cognitive reservoir
such as ideas, information, word choice, grammar, and pronunciation, which aid in speech
Secondly, in the formulation phase, the designed lessons allow a plethora of room and time
for students to rehearse and discuss in group prior to their speaking performance. During this
process, teacher can employ the strategy of Appropriating and Recasting (Gibbons, 2009).
This strategy aids students in enhancing their speech and language complexity in a way that
is implicit and meaningful. In details, teachers do not explicity correct students wrong use of
talk. By implicitly borrowing and reformulating, recasting students language, teachers allow
students to have access to more advanced technical terminilogy based on their familiar
of their own L1 backgrounds may result in students using L1 to communicate and English is
not used and practiced, ONeil and Gish (2008) argue that this process of code-switching may
communicating with peers in relation to some aspects of the tasks. This helps save time and
relieve students from their mental burdern in order to help them concentrate more on the
speaking task.
Lastly, in the articulation phase where students do their presentations, teacher acts as a
2007). The spoken task designed for these lessons requires other students not presenting to
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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ask questions when others are presenting. This corresponds to Harmers (2007) belief that a
speaking classroom should involve both active listening and active speaking. Joyce (1997)
also adds that speaking activities should focus on whole texts in context rather than on
sentence level and grammatical construction in isolation. Thus, this task requires both
teachers and students to contextualize language and that teachers talks should be more
SECTION 2
This section concentrates on two pre-writing and one post-writing task activities which is
purposefully designed to assist EALD students in obtaining necessary skills and Academic
Potential barriers to understanding of the topic that EALD learners may have
A few potential barriers to understanding and performing task that EALD students may have
could be lacking of sufficient language, word choice, grammar accuracy and information to
produce written texts. As EALD students have cultural and literacy backgrounds other than
English, the issue of lacking particular cultural knowledge may arise given that students
The first pre-writing task in this unit of work introduces the text genre and frontload students
with imperative and essential lexicon-grammar resources in preparation for the main writing
task.
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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Again, Krashen (1981) emphasizes that comprehensible input is profound to language
development and that providing learners with sufficient and relevant L2 input at a slightly
higher level than their competency will challenge and propel them to move forwards.
The prescribed model text Address to the Plenary Session, Earth Summitby Svern Cullis
Suzuki not only serves as a model of a persuasive writing work but also equips students with
ideas, information, and related lexical items for the topic of writing.
The three writing tasks in this unit of work are designed in the fashion of genre-approach
which scaffolds students in the process of academic writing for a particular genre (Harmer,
2007) According to Harmer (2007), numerous educators agree that the process of writing
involves several stages starting with pre-writing, editing, re-drafting and producing the
finished work.
As the pre-writing stages are considered to be crucial in informing students the genre and its
proper structures, and related technical terminology or language, pre-writing activities should
be more concerned about (Harmer, 2007). By looking at the authentic speech, students
analyse and learn how particular discourse and lexico-grammatical features are manipulated
to make meanings and achieve text cohesion. (Goh & Burns, 2012)
Additionally, teachers should encourage literate talk during this phase where a bridge to
GAMES
The second pre-writing task in this unit of work aims to prepare students with sufficient
writing and grammar tools to compose a persuasive text. This task is organised and
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interactive fashion (Halliday, 1975; Vygotsky, 1978). Particularly, the games Categorizing
cohesive devices to their right functions and Matching clauses of hypothetical sentences
become engaging, interactive, and fun. As language learners immerse themselves in the
activities, they implicitly learn through playing. Moreover, these two games also aim to
support students in their short-term memory capacity which could only hold up to seven
items at a time (Arnett, 2012). Indeed, packing students with excessive amount of
grammar and writing lessons may prevent weariness and disengagement in students.
Furthermore, as students are diverse in their intelligences and learning styles, the kinaesthetic
packed lessons like grammar and writing; therefore, using game-based learning will be
Additionally, when grouping students in their L1 background groups and asking them to
draw upon their home country experience, teachers promote and advocate inclusion of
cultural and linguistic diversity. This assists students emotionally as they feel supported by
This activity takes place after students work are all finished and checked by the teacher. The
their writing skills. Besides, getting students to informally read out loud or present their
works to the class encourages students confidence and improves their speaking skills,
particularly BICS.
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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According to Harmer (2007), teachers in the classroom play the role of a motivator, resource
and feedback provider. Therefore, it is significant that teachers always follow up with
feedbacks and comments which help students learn from their errors. Unlike in speaking
lessons where teachers feedbacks are more meaning-focused so that students are encouraged
to speak; in providing writing feedbacks, teachers can be more form-focused and detailed in
correcting and giving comments about students writing, word choice and grammar.
Lastly, the writing unit of work concludes with students presenting their writing works to
whole class. By asking students to informally present their work, teachers encourage and
show that students works are valuable and worthy to be read out loud to class. This activity
also enhances students BICS in giving their opinions, justifications for their writing choice,
discussing with peers regarding their writing works, or negotiating with teachers feedbacks
and comments.
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REFERENCES
Arnett, J. (2014). Adolescence and emerging adulthood (5th ed.). Harlow, England: Pearson.
Australia Broadcast Chanel Catalyst. (2010). Climate change. Retrieved March 15, 2017
from http://www.abc.net.au/catalyst/stories/3013512.htm
BBC Learning English. (2017). Talking Business. Retrieved March 17, 2017 from
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3pre
sentations/expert.shtml
Birmingham City University. (2011). Cohesion: Linking words and phrases. Retrieved
Alatis (Ed.), Gerogetown University roundtable on languages and linguistics (pp. 76-
Department of Education and Training. (2017). ESL Scales. New South Wales, Australia:
Fisher, D., Brozo, W., Frey, N., & Ivey, G. (2014). 50 instructional routines to develop
Gardner, H. (2008). Multiple intelligences: New horizons in theory and practice. New York:
Basic Books.
Heinemann.
Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
Tutor: Mr. Robert D Ward Students ID: 17370673
Goh, C., & Burns, Anne. (2012). Teaching speaking : A holistic approach (Cambridge
Arnold.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, England:
Pearson Education.
Hogue, A., & Oshima, A. (2005). Writing academic English (4th Ed.). United States: Pearson
Longman.
Jacobs, George, & Small, John. (2003). Combining Dictogloss and Cooperative Learning to
15 pages.
Jacobs, George, & Small, John. (2003). Combining Dictogloss and Cooperative Learning to
15 pages.
Joyce, H. (1997). Focus on speaking. Sydney, Australia: National Center for English
Krashen, S. (1981). Principles and practice in second language acquisition. Oxford: Oxford
University Press.
Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: The MIT
Press.
Thomas., W., & Collier, V. (2002). A national study of school effectiveness for language
minority students long-term academic achievement. Santa Cruz, CA: Center for
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Research on Education, Diversity and Excellence, University of California, Santa
Cruz.
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APPENDIX 1
Change
The spoken task is based on information retrieved from the ABC Australia
Length 2 lessons
communication.
language study.
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focus - Communicative English language in discussion, organisation and
points negotiation.
intonation)
coherent speech.
and language features and demonstrating control over a basic oral repertoire.
communication in English.
spoken English mainly at a literal level and organising language and ideas
listeners.
6.3 Interprets and creates spoken texts in ways that show a developing
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6.4 Uses planning and reflection to improve range, fluency and accuracy of
oral language
Lesson 1 60 minutes
Listen, read, annotate, and analyse model texts to prepare for spoken task
Internet connection
A1 blank paper
Climate Change
climate change?
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10m Dictagloss Teacher introduces task and gives instructions about
(See Resource B for Teacher uses two extracts from the documentary
Whole class reading As whole class, read through the transcripts together
information)
transcripts
Pronunciation/
Intonation practice
Synthesising pencils
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preparation, concrete examples from their home countries/
organisation)
Lesson 2
points
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(See Resource C for Teacher asks students to give examples of
avoided.
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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speaking skills
pronunciation,
speech function,
interaction
management, and
discourse
organisation.
language.
Homework N/A
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RESOURCES FOR SPOKEN TASK LESSON 1 & 2
Resource A
NARRATION
Scientific alarm about the risks of climate change is rising as quickly as the greenhouse gases
Dr Charlie Veron
Its like having a party on a railway track. You know the train is coming. And its really
frightening.
NARRATION
No nation on earth exports more coal than Australia. Over the last decade, as fossil fuel
emissions increased by thirty percent, our coal production doubled. Nearly half of our black
Mark Horstman
With a hundred tonnes of black coal in every carriage, and around about a hundred carriages
on every single train, its easy to see why Australia has become a leading exporter of carbon
dioxide. It was here in the Hunter Valley that climatologist Ian Goodwin began his career.
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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I started out as a junior scientist working on environmental impact assessment of what was
then going to be the largest open cut coal mine in the world.
NARRATION
The concerns then were about dust and water pollution, not about global warming. In fact at
And little did I know that thirty years down the track, the impacts of what I considered to be a
NARRATION
The Catalyst decade started with a warning from the Intergovernmental Panel on Climate
Change that the world was warming faster than ever anticipated.
Dr Stephen Schneider
NARRATION
The last ten years have challenged our notion of a stable climate thats safe to live with, as ice
sheets shrink, corals bleach, currents shift, rivers run dry, and glaciers retreat.
Dr Paul Willis
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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NARRATION
Dr Maryanne Demasi
These shoes tell you how much energy was used to make them.
NARRATION
At the same time, debate has flared about how much climate change is natural, and how
Dr Ian Goodwin
When I look behind me at the power station here, the emissions from the power station are
pollutants to the atmosphere. Weve been able to deal with other atmospheric pollutants, yet
NARRATION
The latest finding from the IPCC is that global warming over the last 250 years is extremely
likely to be due to human activities, like burning fossil fuels and land clearing. Ice cores now
show that the current atmospheric concentration of carbon dioxide is at its highest level in at
Dr Neal Young
Certainly what's coming out now is a very strong and clear picture that big things can happen
in the ice sheets. It could have a dramatic effect on the ultimate sea level rise over this
coming century.
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NARRATION
Over the previous century, the planet warmed by nearly one degree, mostly in the last fifty
years. But now we also know the extra carbon dioxide is making the chemistry of the oceans
more acidic.
Dr Donna Roberts
We're actually comparing shells from ten years ago to shells from today and what we find is
that the shells of today are thirty five percent smaller and more fragile than they were ten
years ago.
NARRATION
That means the pteropods of the Southern Ocean, and the food chains they underpin, may be
living on borrowed time. Weve brought you many stories over the years...
Dr Paul Willis
NARRATION
Jonica Newby
NARRATION
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But when it comes to decarbonising our economy, it seems like ten years of business as
usual.
Mark Horstman
Theres a disconnect between what the climate science is telling us, and where the economy
NARRATION
One of my first stories for Catalyst investigated an idea called geosequestration, where coal
So how much CO are we really talking about? And how big is the engineering challenge to
deal with it all? Well, this drum holds 200 litres. Imagine a pile of these drums that runs for
ten kilometres that way, five kilometres that way, and stacks up ten drums high. More than
1300 million of them. Thats how much CO pours out of our coal power stations. Not every
NARRATION
Will geosequestration save the planet or just save the coal industry? How long before we find
out?
Dr Chris Spero
Many years away, many years away. This is not something that were going to do next year
or the year after or before the end of this decade. Were probably looking 2015, 2020, 2025.
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NARRATION
As a last resort, scientists have started to assess the risks of tinkering with the planets
thermostat.
Dr Graham Phillips
Geoengineering is the deliberate engineering of the climate to combat some of the effects of
climate change. There's a whole host of ideas, from the very sci fi, cooling the Earth by
NARRATION
The climate decade has seen hopes for global agreement rise...
There is no other planet that we can escape to. We only have this one. And none of us can do
it alone.
NARRATION
...and then hopes fade, as we baulk at making the tough decisions to shift away from a carbon
economy.
Dr Ian Goodwin
Were putting off that transition way into the future, so much so that proponents of what we
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NARRATION
As debate warms up about putting a price on carbon, it will take public opinion and
government action informed by good science to bring our emissions safely under control.
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RESOURCE B
Dictagloss activity
Source http://www.abc.net.au/catalyst/stories/3013512.htm
Activity instruction: Teacher reads extracts to students. Students have to listen to teacher
dictating carefully and take notes to reconstruct texts afterwards. For first time listening,
students are not allowed to take notes. They must listen carefully for key words. For second
listening, students listen and take notes for key words. After two times listening, students
#Extract 1
No nation on earth exports more coal than Australia. Over the last decade, as fossil fuel
emissions increased by thirty percent, our coal production doubled. Nearly half of our black
The concerns then were about dust and water pollution, not about global warming. In fact at
#Extract 2
The latest finding from the IPCC is that global warming over the last 250 years is extremely
likely to be due to human activities, like burning fossil fuels and land clearing. Ice cores now
show that the current atmospheric concentration of carbon dioxide is at its highest level in at
least 800,000 years. Over the previous century, the planet warmed by nearly one degree,
mostly in the last fifty years. But now we also know the extra carbon dioxide is making the
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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RESOURCE C
Retrieved from
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3presentatio
ns/expert.shtml
My topic today is
Overview/ outline of presentation Im going to divide this talk into four parts
make
Then/ Next
Finally/ Lastly
Weve looked at
So much for
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Turning to/ Lets turn now to
on
Id like to expand/elaborate on
Id like to discuss
recommendations
As an illustration,
Id like to recap
at
To conclude/ In conclusion,
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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Unfortunately, I seem to have run out of
that
In other words,
So what Im saying is
comments?
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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APPENDIX 2
Change
sentences maximum each) to argue why the authorities and the public must be
give concrete examples (from model text and from their home countries) and
environment.
Length 3 lessons
Rationale/ To review students on the structure and format of a persuasive writing work.
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EALD Cohesive devices: listing, giving reasons, giving examples, compare
Rhetorical questions
outcomes 5.10 Adjusts the form of writing to intended contexts, purposes, and
audiences.
5.12 Focuses on planning and editing writing to improve its range and
expression
6.12 Plans and revises writing to enhance its fluency, accuracy and
readability.
Lesson 1 60 mins
Activity sequence
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5mins Brainstorming Teacher puts topic Environment awareness and
for writing task Teacher emphasises that the model text they are going
language use.
10m Whole class Teacher gives out text Address to the Plenary Session,
- Scanning for Teacher calls out students to take turn to read the
language speech.
devices
5m Individual task Ask students to jot down 5 new words that they have
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If students have no Affixes, Guessing, De-constructing word
can skip this task. deconstructing new words and guessing meanings
countless, reflect.
10m Teacher review on Teacher puts down the focus language points from text
- Hypothetical sentence If
to the class.
done.
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The first group to accurately categorize all cohesive
online
http://library.bcu.ac.uk/learner/writingguides/1.33.htm)
(See RESOURCE writing the If clause (of their own choices of ideas).
E for information) Group 2 will be writing the main clause (of their own
each box and combine the two clauses and read out
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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Lesson concludes Teacher wraps up lessons and briefly reiterate the
Lesson 2 60 mins
EALD Skills
lessons lesson.
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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
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**NOTES** Students discuss in groups and work out concrete
students contribute
the board.
supporting
sentences, unity,
and cohesion.
15m EALD task: In groups, students analyse and write topic sentences
- Write topic and supporting sentences for the given task. (10m)
on students works.
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supporting
sentences.
- Develop
supporting
sentences for
given topic
sentences
(See RESOURCE F
for information)
20m Individual work Individually, students use their drafts with their ideas
ideas.
next lesson.
Lesson 3 60 mins
Post-writing task:
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- Teachers Feedbacks and Students comments (approx. 20m)
etc.
semi-formal presentation.
(See Appendix for to follow that structure, but allows room for mistakes
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25m Students Teacher encourages students who are not doing
hard work.
last 3 lessons.
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RESOURCE D
Teachers instruction: Group students in groups of 3 or 4, distribute cut-outs of cohesive devices and a table of cohesive device functions.
Allow 5-7 minutes for students to work on task. The first group to finish is the winner.
WORDS SIMPLY
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HAND CONTRARY
INFORMATION
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CONSEQUENCES
ALTERNATIVE
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RESOURCE E
Teachers instructions: Teacher reviews Present Hypothetical Sentence structure before task commences. Teacher divides class into two
groups. One group is asked to write the subordinate/if clause, and the other group write the main clause. Two groups are not allowed to show
each other their work. Task should be done in silence. Teacher should allow 3 minutes for this task. When students finish writing, teacher collect
all writing strips and put in two boxes the If box and the Main Clause box. Teacher randomly picks one if clause and one main clause and
match them together to make a Hypothetical Sentence. Funny sentences are expected.
IF ,
IF ,
IF ,
IF ,
IF ,
IF ,
IF ,
IF ,
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RESOURCE F
Teacher instruction: Make photocopies for students from Writing Academic English 4th
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45