Assignment 01

102090 Secondary Curriculum EALD Students name: Hue Nghi Tran
Tutor: Mr. Robert D Ward Students ID: 17370673

SECONDARY CURRICULUM 2B EALD
ASSIGNMENT 1 ESL STUDENTS BECOME LITERATE IN 11-12 SECONDARY
EDUCATION
STUDENT PROFILE
These learning tasks and activities are specifically designed for a hypothesized target cohort
of 10 students of year 11 (Preliminary) with EALD (English as an Additional Language or
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
the ESL scales.
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
different learning styles.
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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writing. This is believed to enhance the effect and authenticity of English learning experience
in an EALD classroom.
SECTION 1
SPOKEN TASK MAKE A SEMI-FORMAL MINI PRESENTATION ON THE
TOPIC CLIMATE CHANGE
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
Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency
(CALP). Through group discussion, negotiation, and interaction with either teacher or peers,
students improve BICS while CALP is acquired and developed through teachers guidance
and instruction in specific academic language and academic skills.
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
development (Vygotstky, 1978).
The spoken task designed for these lessons guide EALD learners through the three phases of
speech production conceptual preparation, formulation, and articulation (Levelt, 1989).
These phases contribute to the achievement of fluency, accuracy, and complexity in speech
production (Bygate, 1998; Skehan, 1996)
EALD skill focuses in spoken task
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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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
concrete written language.
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,
and students could be prompted when needed (Fisher et al., 2014).
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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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
able to get the correct spellings.
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
fluency, accuracy and complexity.
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
language in a destructive manner as this is believed to discourage students motivation to
talk. By implicitly borrowing and reformulating, recasting students language, teachers allow
students to have access to more advanced technical terminilogy based on their familiar
language. In terms of grouping students, though it is concerned thatplacing students in groups
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
benefit students in minimizing their stress and frustration in understandings or
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
feedback provider giving constructive feedbacks to improve students English (Harmer,
2007). The spoken task designed for these lessons requires other students not presenting to
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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
meaning-focused rather than form-focused (Gibbons, 2009).
SECTION 2
WRITING TASKS WRITING A PERSUASIVE ON AN ENVIRONMENTAL ISSUE
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
English language to be able to write skillfully in th English mainstream classroom context.
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
English literacy meets the language requirements/ standards.
PRE-WRITING TASK 1 ANALYZING MODEL TEXT AND BROADEN LEXICAL
RESOURCES TO PREPARE FOR DRAFTING
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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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
written language can be built through student-student or student-teacher discussion,
negotiation and explanation (Gibbons, 2009)
PRE-WRITING TASK 2 LEARNING GRAMMATICAL STRUCTURES THROUGH
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
conducted in the form of game-based learning. Since language acquisition is socially
constructed, learning language in a classroom should also be designed in an engaging 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
make grammar learning which is conventionally stigmatized as tedious and wearisome
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
information may lead to cognitive overload; therefore, using game-based activities in
grammar and writing lessons may prevent weariness and disengagement in students.
Furthermore, as students are diverse in their intelligences and learning styles, the kinaesthetic
and inter-personal intelligence groups may disengage themselves in heavy theoretically
packed lessons like grammar and writing; therefore, using game-based learning will be
inclusive of all different intelligences and learning styles.
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
teachers and school.
POST-WRITING ACTIVITY PROVIDING STUDENTS FEEDBACKS AND STUDENTS
INFORMAL PRESENTATION OF THEIR WRITING WORKS
This activity takes place after students work are all finished and checked by the teacher. The
objective of this activity is to provide students with constructive feedbacks on improving
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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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
March 17, 2017 from http://library.bcu.ac.uk/learner/writingguides/1.33.htm
Bygate, M. (1998). Theoretical perspectives on speaking. Annual Review of Applied
Linguistics, (18), 20-42.
Cummins, J. (1979). The construct of language proficiency in bilingual education. In J. E.
Alatis (Ed.), Gerogetown University roundtable on languages and linguistics (pp. 76-
93). Washington, DC: Georgetown University Press.
Department of Education and Training. (2017). ESL Scales. New South Wales, Australia:
Department of Education and Training.
Fisher, D., Brozo, W., Frey, N., & Ivey, G. (2014). 50 instructional routines to develop
content literacy. Pearsons.
Gardner, H. (2008). Multiple intelligences: New horizons in theory and practice. New York:
Basic Books.
Gibbon, P. (2002). Scaffolding language Scaffolding learning, Portsmouth, U.S.A:
Heinemann.
Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the
challenge zone. Portsmouth, U.S.A: Heinemann.
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Goh, C., & Burns, Anne. (2012). Teaching speaking : A holistic approach (Cambridge
language education). New York: Cambridge University Press.
Halliday, M. A. K. (1973). Exploration in the functions of language. London: Edward
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
Promote Language Learning. Reading Matrix: An International Online Journal, 3(1),
15 pages.
Jacobs, George, & Small, John. (2003). Combining Dictogloss and Cooperative Learning to
Promote Language Learning. Reading Matrix: An International Online Journal, 3(1),
15 pages.
Joyce, H. (1997). Focus on speaking. Sydney, Australia: National Center for English
Language Teaching and Research (NCELTR).
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.
ONeil, S. & Gish, A. (2008). Teaching English as a Second Language
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied
Linguisitics. 17(1), 38-62.
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
LESSON PLANS FOR SPOKEN TASK
Unit of MINI GROUP PRESENTATIONS WITH POSTERS
work Theme/ topic: Environmental issues/ Pollution/ Global Warming/ Climate
Change
Spoken task: In group of 3, students design an A1 poster on the question
What role science has in combating climate change?
The spoken task is based on information retrieved from the ABC Australia
Catalyst documentary Climate Change
Prescribed ABC Australia Catalyst Documentary
text(s) Climate Change
Retrieved from http://www.abc.net.au/catalyst/stories/3013512.htm
Length 2 lessons
Rationale/ To prepare students the spoken skills of discussion, idea exchange,
Aims negotiation, persuasion, and presentation.
To develop and enhance confidence in public speaking and social
communication.
To review on semi-formal presentation structures, techniques, necessary
registers for presentation works.
To broaden lexical resources of specific study area through chosen texts.
To develop classroom collaboration as well as student-student and student-
teacher rapports through learning activities.
EALD - Academic registers in semi-formal presentations on a specific area of
language study.
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focus - Communicative English language in discussion, organisation and
points negotiation.
- Speech fluency (meaning making, cohesion and coherence)
- Speech accuracy (grammatical accuracy, word choice, pronunciation,
intonation)
- Speech complexity (sentence complexity, sophisticated lexical
resources, cohesive devices)
- Public speaking skills (verbal delivery skills and non-verbal
interaction with audience)
Unit Students will achieve ESL scale outcomes:
outcomes 5.1 Communicates in familiar social and classroom situations, extracting
relevant information from spoken English and elaborating on some ideas in
coherent speech.
5.3 Shows understanding of spoken English, cueing in to key organisational
and language features and demonstrating control over a basic oral repertoire.
5.4 Considers how interpersonal and cultural contexts affect
communication in English.
6.1 Communicates in familiar formal and informal registers, interpreting
spoken English mainly at a literal level and organising language and ideas
drawn from different sources.
6.2 Shows awareness that effective spoken English requires speakers to
adapt language according to the perceived needs and expectations of
listeners.
6.3 Interprets and creates spoken texts in ways that show a developing
control over subject-specific registers.
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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
Resources Classroom computers/ iPads
Internet connection
A1 blank paper
Coloured pencils/crayons and markers
Scissors and glues
Scrap newspapers for cutting out
Time Organisation/ Skills Lesson activities
5m Teacher instructions Teacher introduces topic Climate Change
Brainstorming Teacher draws a mind-map on the board.
Mind-mapping Whole class brainstorm relevant ideas about
Climate Change
5m Teacher instruction Teacher introduces spoken task on white board
In group of 3, students design an A1 poster on the
question What role science has in combating
climate change?
Teacher emphasizes that the succeeding texts/
activities are contributory to their spoken tasks. This
reinforces students attention to the lessons so that
repetition on same information/ tasks is avoided.
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10m Dictagloss Teacher introduces task and gives instructions about
Whole class task.
(See Resource B for Teacher uses two extracts from the documentary
information) transcripts to run the activity.
5m Teacher instruction Teacher gives transcripts.
Whole class reading As whole class, read through the transcripts together
(See Resource A for
information)
10m Whole class Teacher puts up reading comprehensions on board.
Reading As whole class, students skim and scan the
comprehensions transcripts to answer the questions
Skimming for gist Teacher works on complex vocabulary with students
Scanning for details but avoid going over it too much.
5m Whole class Teacher plays the documentary.
Listening and follow Whole class follow the transcripts
transcripts
Pronunciation/
Intonation practice
15m Group work Teacher group students in groups (according to their
Collaborative cultural backgrounds)
learning Teacher distributes A1 paper and coloured markers/
Synthesising pencils
Summarising Students stay in group to summarise information
EALD learning: from the documentary. Teacher encourages students
conceptual to bring their personal experience/ reflections/
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preparation, concrete examples from their home countries/
formulation, lexical cultures to put in the posters and presentations.
choice Teacher circulates and aids students in ideas,
language (vocabulary, grammar, visual and text
organisation)
Teacher reminds students of timing and reiterate that
students must have at least their draft for the poster
done before the bell.
5m Lesson concludes Teacher checks students drafts to ensure everyone is
Homework on task and nobody is behind.
Teacher reminds students to be prepared for
presentation in next lesson.
Lesson 2
Time Organisation/ Skills Lesson activity
5m Teacher reviewing Teacher reviewing last lesson
Students ask questions to clarify any unclear tasks/
points
15m Teacher instruction Teacher screens the Sections of a presentation on
Whole class board.
EALD learning: Teacher goes through the language with students.
presentation skills Teacher makes link to cohesive devices,
and presentation emphasizing that a presentation must be cohesive
language and coherent.
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(See Resource C for Teacher asks students to give examples of
information) presentation connectives.
Teacher screens the connectives/ presentation
language on white board.
Students ask question and comment.
15m Collaborative In their own groups, students finalize their posters
learning and discuss/ organise their presentation roles.
Inclusive activity Teacher encourages students to rehearse their
EALD learning: presentation.
practicing public L1 and code-switching are allowed in group
speaking and discussion provided that students are on task.
presentation delivery Teacher circulates among groups to support and
skills (verbal and check on students works.
non-verbal) Teacher implicitly models communicative language
Communicative in discussion and negotiation.
language Teacher allows time for students to rehearse before
presentations commence. If any group is not ready,
leave them for last so anxiety and frustration are
avoided.
20m Group presentation Groups present their mini presentations
Teacher feedbacks Teacher observe and give feedbacks on students
and comments speech fluency (meaning making), accuracy
EALD learning: (grammar, word choice, pronunciation) and
public speaking/ complexity (sentence structures/ word
presentation/ core choice/interlocutors)
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speaking skills
pronunciation,
speech function,
interaction
management, and
discourse
organisation.
5m Lesson concludes Teacher wraps up the lesson.
Teacher reiterates on presentation structures and
language.
Homework N/A
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RESOURCES FOR SPOKEN TASK LESSON 1 & 2
Resource A
Documentary Climate Change ABC Australia Catalyst broadcast
Video length: 06:52
Retrieved from http://www.abc.net.au/catalyst/stories/3013512.htm
NARRATION
Scientific alarm about the risks of climate change is rising as quickly as the greenhouse gases
from burning fossil fuels.
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
coal comes from the Hunter Valley alone.
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.
Assoc Prof Ian Goodwin
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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
the time, climate science was predicting an ice age.
Assoc Prof Ian Goodwin
And little did I know that thirty years down the track, the impacts of what I considered to be a
local endeavour were now affecting the whole planet.
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
Its off the charts relative to everything else thats happened.
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
They really should adjust the airconditioning.
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NARRATION
Even the way we go shopping has changed.
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
much is our doing.
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
there seems to be a complete reticence to deal with and describe CO as a pollutant.
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
least 800,000 years.
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
...this gas theyre bubbling off is really hydrogen.
NARRATION
...about ideas and technologies to reduce greenhouse pollution.
Jonica Newby
What if we all became power stations?
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
is actually taking us.
NARRATION
One of my first stories for Catalyst investigated an idea called geosequestration, where coal
power stations capture carbon and store it underground.
Mark Horstman 2004
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
year, thats just in one day.
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
constructing giant sunshields in space, to adding iron to the oceans as fertiliser.
NARRATION
The climate decade has seen hopes for global agreement rise...
Hon Kevin Rudd MP
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
considered to be harebrained schemes, geoengineering schemes are now on the books as
being maybe inevitable, if we cant make policy decisions.
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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
ABC Australia Catalyst Climate Change
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
reconstruct the texts in proper full sentence forms.
#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
coal comes from the Hunter Valley alone.
The concerns then were about dust and water pollution, not about global warming. In fact at
the time, climate science was predicting an ice age.
#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
chemistry of the oceans more acidic.
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RESOURCE C
PRESENTATION STRUCTURE/SECTIONS AND PRESENTATION LANGUAGE
Retrieved from
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3presentatio
ns/expert.shtml
Section of presentation Signpost language
Introducing the topic The subject/topic of my talk is
Im going to talk about
My topic today is
My talk is concerned with
Overview/ outline of presentation Im going to divide this talk into four parts
There are a number of points Id like to
make
Basically/ Briefly, I have three things to say.
Id like to begin/ start by
Lets begin/ start by
First of all, Ill
and then Ill go on to
Then/ Next
Finally/ Lastly
Finishing a section Thats all I have to say about
Weve looked at
So much for
Starting a new section Moving on now to
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Turning to/ Lets turn now to
The next issue/ topic/ area Id like to focus
on
Id like to expand/elaborate on
Now, well move on to
Id like to discuss
Analysing a point and giving Where does that lead us?
recommendations
Lets consider this in more detail
What does this mean for?
Why is this so important?
The significance of this is
Giving examples For example
A good example for this is
As an illustration,
To give you an example
To illustrate this point
Summarising and concluding To sum up,
Id like to recap
Right, lets sum up, shall we?
Lets summarise briefly what weve looked
at
To conclude/ In conclusion,
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Unfortunately, I seem to have run out of
time, so Ill conclude very briefly by saying
that
Paraphrasing and clarifying Simply put
In other words,
So what Im saying is
To put it another way
Invitation to discuss/ ask questions Im happy to answer any queries/ questions
Does anyone have any questions or
comments?
Please feel free to ask questions
If you would like me to elaborate on any
point, please ask
29
APPENDIX 2
PRE AND POST WRITING ACTIVITIES
Unit of Writing a persuasive
work Theme/ topic: Environmental issues/ Pollution/ Global Warming/ Climate
Change
Writing task: Write 2 short persuasive paragraphs (5 sentences minimum, 7
sentences maximum each) to argue why the authorities and the public must be
more aware of the issue of environmental pollution and that immediate
protective actions/plans must be conducted as soon as possible. Students must
give concrete examples (from model text and from their home countries) and
make hypotheses about the devastating effects of pollution on the
environment.
Prescribed Address to the Plenary Sessions, Earth Summit by Severn Cullis-Suzuki
text(s) Rio Centro, Brazil June 1992
Length 3 lessons
Rationale/ To review students on the structure and format of a persuasive writing work.
Aims To develop students writing micro-skills, i.e. Persuasive structure, topic
sentences, supporting sentences, sentence and paragraph cohesion (using
connectives, transitional signals, etc.).
To broaden and expand the lexical resources and grammar understandings of
specific study area through the chosen modelling text.
To model and build up effective writing habits in students.
To reinforce collaborative learning and student-centred learning approach.
30
EALD Cohesive devices: listing, giving reasons, giving examples, compare
language and contrast.
focus Past habits: used to
Modalities: must, should, can not, could, would.
Present simple tense in generalisations
Hypothetical sentences present hypothesis If
Rhetorical questions
Unit Students will achieve ESL scale outcomes:
outcomes 5.10 Adjusts the form of writing to intended contexts, purposes, and
audiences.
5.11 Writes a number of coherent texts, demonstrating some flexibility and
control over key organisation and language features.
5.12 Focuses on planning and editing writing to improve its range and
expression
6.11 Writes a variety of coherent texts characterised by a cohesive and
flexible use of language.
6.12 Plans and revises writing to enhance its fluency, accuracy and
readability.
Lesson 1 60 mins
Pre-writing activity 1 Annotating and analysing sample writing to review on a
persuasive writing work structure.
Activity sequence
Time Organisation/ Skills Activities
31
5mins Brainstorming Teacher puts topic Environment awareness and
Mindmapping protection on white board.
As whole class, draw a mind map about the topic.
5m Teacher instructions Teacher puts up writing task on the board.
Teacher explains the task and its requirement to
(See Appendix A students.
for writing task Teacher emphasises that the model text they are going
description and to read is closely related to the writing task and
requirements) students must pay attention to the text structures and
language use.
10m Whole class Teacher gives out text Address to the Plenary Session,
Reading Earth Summit, Rio Centro, Brazil, June 1992 by
- Skimming Svern Cullis Suzuki.
for gists Teacher reads the first 2 paragraphs.
- Scanning for Teacher calls out students to take turn to read the
language speech.
focus points Teacher tells students to underline new words and
and cohesive highlight the cohesive devices when reading.
devices
5m Individual task Ask students to jot down 5 new words that they have
difficulties understanding in the text. (1m)
Whole class As whole class, teacher explain the common new
words students have. Teacher models vocabulary
**NOTE** deconstruction techniques, such as Thinking out loud,
32
If students have no Affixes, Guessing, De-constructing word
problems with components.
vocabulary, teacher This practice helps build up students skills in
can skip this task. deconstructing new words and guessing meanings
from word roots, prefixes and suffixes.
Words students may have difficulties
understanding: agenda, tremendous, priorities,
countless, reflect.
10m Teacher review on Teacher puts down the focus language points from text
grammar points on the board:
- Complex sentences with relative clauses.
- Connecting ideas with cohesive devices/
subordinators because, because of.
- Modalities must, can, could, should
- Hypothetical sentence If
Teacher asks students to explain these grammar points
to the class.
10m Reviewing on Teacher puts students in group of 3/ 4 (depending on
cohesive devices the class size, groups can be adjusted to larger or
EALD Task: smaller)
categorizing Teacher gives each group a set of some cut-outs of
cohesive devices in different cohesive devices of different functions and a
their correct table of these functions.
functions. Teacher gives instructions and models how the task is
done.
33
The first group to accurately categorize all cohesive
(See RESOURCE devices is the winner group. Encouraging prizes would
D for information) be stickers or a class applaud.
(IF TIME AND TECHNOLOGY IS AVAILABLE:
get students to the website and do the cohesive task
online
http://library.bcu.ac.uk/learner/writingguides/1.33.htm)
15m Reviewing on Teacher reviews on the Hypothetical Sentence
Hypothetical structure on white board.
Sentence IF If + Simple Past, S + would/could/might + Vbare
EALD Task: infinitive
matching clauses Usage: to hypothesize an unreal event in the present.
Teacher sets class into 2 groups. Group 1 will be
(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
choices of ideas). Students works are written on small
strips of paper given by teacher.
Students should cover their work.
Teacher collects all writing work and put in 2 separate
boxes. Teacher randomly pick one strip of paper from
each box and combine the two clauses and read out
loud the complete sentences. Funny and hysterical
sentences are expected.
34
Lesson concludes Teacher wraps up lessons and briefly reiterate the
language points learned in lesson: cohesive devices
and hypothetical sentences
Homework Students to re-read the speech in their own time for
deep understanding of the text.
Students to draft their ideas for the writing tasks.
Drafts must be ready to be presented in next lesson.
Lesson 2 60 mins
Pre-Writing Task 02 (40m) Drafting for writing task
Main Writing task (20m)
Time Organisation/ Lesson activities
EALD Skills
5m Review on previous Teacher refreshes students memory on previous
lessons lesson.
Teacher puts the two main language points on board
(Cohesive devices and Hypothetical sentence) and asks
students to briefly explain/ list/ give examples for the
two language points.
Students show teacher their drafts. Drafts can be
presented in the form of bullet points.
15m Teacher instruction Teacher groups students according to their cultural
Inclusive activity of diversity, so students can discuss the environmental
students cultural issues their country is facing. This will be added to
diversity their drafts as concrete examples.
35
**NOTES** Students discuss in groups and work out concrete
In case theres any examples from their home countries.
students not Teacher circulates to keep students on task and to
belonging to any assist students if need be.
cultural group, this
task can be done as
whole class where
students contribute
ideas and teachers
group the ideas on
the board.
5m Whole class Students can stay in their groups.
Teacher review on Teacher reviews on proper paragraph structure with
paragraph topic sentence and supporting sentences.
structure, topic Teacher emphasizes that students must strictly follow
sentences, paragraph format and structure in their writings.
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)
sentences for Teacher circulates and assists.
given As whole class, teacher modifies and gives feedbacks
on students works.
36
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
Main writing task and concrete examples (drafted in class) to write in
proper academic writing style.
Teacher reiterates that students must follow paragraph
structures and use appropriate cohesive devices to link
ideas.
Teacher circulates and check students work.
Teacher avoids abundant checks on students grammar
and spellings at this point. Idea flow and meaning
making should be prioritized first (Atwell, 1998).
Lesson concludes Students submit their writing works
Homework Students are to keep their writing drafts and rehearse
on their writings so they can present their work to class
next lesson.
Lesson 3 60 mins
Post-writing task:
37
- Teachers Feedbacks and Students comments (approx. 20m)
- Students presentations of their writing tasks (40m)
Time Organisation/ Skills Lesson activities
5m Whole class Teacher gives back writing works to students.
Silently, students read teachers feedbacks and ask
relevant questions if need be
15m Teachers feedbacks Teacher gives feedbacks on common mistakes and
errors students make in their writing, i.e. paragraph
structures, topic sentences, supporting sentences,
cohesive devices, linking words, grammar, spellings,
etc.
Reviewing and practice can be implemented if the
large proportion of the class makes that same mistake
(allow 10 minutes for this if need be)
5m Individual correction Students spend 5 minutes working on their writing
mistakes and revise their works to prepare for their
semi-formal presentation.
5m Teacher instructions Teacher reviews on presentation structure on board
and review on (greetings/ introduction/ body outline/ body cohesion/
presentations conclusion/ interaction). Teacher encourages students
(See Appendix for to follow that structure, but allows room for mistakes
resources) and imperfections since this task focuses more on
writing than speaking.
38
25m Students Teacher encourages students who are not doing
presentations presentations to take notes and ask questions after.
Teacher gives feedbacks on comments on presentation
techniques, and delivery skills.
Lesson concludes Teacher wraps up the lessons.
Homework Teacher gives comments and praises students for their
hard work.
Teacher encourages questions regarding writing
techniques and other language/grammar points in the
last 3 lessons.
39
RESOURCE D
COHESIVE DEVICES ACTIVITY
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.
FIRSTLY SECONDLY NEXT THEN TO CONCLUDE
IN SUM ALSO FURTHERMORE MOREOVER ADDITIONALLY
LIKEWISE SIMILARLY IN BRIEF OVERALL FOR EXAMPLE
IN GENERAL THUS THEREFORE CONSEQUENTLY HENCE
ON THE WHOLE IN PARTICULAR ESPECIALLY IN OTHER TO PUT IT MORE
WORDS SIMPLY
40
ALTERNATIVELY ON THE OTHER CONVERSELY ON THE IN COMPARISON
HAND CONTRARY
HOWEVER EVEN THOUGH NEVERTHELESS STILL OTHERWISE
LISTING ADDING SIMILARITY SUMMARY
INFORMATION
41
GIVING EXAMPLES RESULTS/ GENERALISING HIGHLIGHTING
CONSEQUENCES
REFORMULATING EXPRESSING AN CONTRAST CONCESSION
ALTERNATIVE
42
RESOURCE E
HYPOTHETICAL SENTENCE MATCHING
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 ,
43
RESOURCE F
TOPIC SENTENCE & SUPPORTING SENTENCE PRACTICE
Teacher instruction: Make photocopies for students from Writing Academic English 4th
Edition, page 10, 11, 12, 13
Here are four screenshots of the tasks
44
45

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102090 Secondary Curriculum EALD Students name: Hue Nghi Tran

Tutor: Mr. Robert D Ward Students ID: 17370673

ASSIGNMENT 1 ESL STUDENTS BECOME LITERATE IN 11-12 SECONDARY

of 10 students of year 11 (Preliminary) with EALD (English as an Additional Language or

the ESL scales.

different learning styles.

SPOKEN TASK MAKE A SEMI-FORMAL MINI PRESENTATION ON THE

TOPIC CLIMATE CHANGE

Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency

and instruction in specific academic language and academic skills.

development (Vygotstky, 1978).

speech production conceptual preparation, formulation, and articulation (Levelt, 1989).

production (Bygate, 1998; Skehan, 1996)

EALD skill focuses in spoken task

concrete written language.

and students could be prompted when needed (Fisher et al., 2014).

able to get the correct spellings.

fluency, accuracy and complexity.

language in a destructive manner as this is believed to discourage students motivation to

language. In terms of grouping students, though it is concerned thatplacing students in groups

benefit students in minimizing their stress and frustration in understandings or

feedback provider giving constructive feedbacks to improve students English (Harmer,

meaning-focused rather than form-focused (Gibbons, 2009).

WRITING TASKS WRITING A PERSUASIVE ON AN ENVIRONMENTAL ISSUE

English language to be able to write skillfully in th English mainstream classroom context.

English literacy meets the language requirements/ standards.

PRE-WRITING TASK 1 ANALYZING MODEL TEXT AND BROADEN LEXICAL

RESOURCES TO PREPARE FOR DRAFTING

written language can be built through student-student or student-teacher discussion,

negotiation and explanation (Gibbons, 2009)

PRE-WRITING TASK 2 LEARNING GRAMMATICAL STRUCTURES THROUGH

conducted in the form of game-based learning. Since language acquisition is socially

constructed, learning language in a classroom should also be designed in an engaging and

make grammar learning which is conventionally stigmatized as tedious and wearisome

information may lead to cognitive overload; therefore, using game-based activities in

and inter-personal intelligence groups may disengage themselves in heavy theoretically

inclusive of all different intelligences and learning styles.

teachers and school.

POST-WRITING ACTIVITY PROVIDING STUDENTS FEEDBACKS AND STUDENTS

INFORMAL PRESENTATION OF THEIR WRITING WORKS

objective of this activity is to provide students with constructive feedbacks on improving

March 17, 2017 from http://library.bcu.ac.uk/learner/writingguides/1.33.htm

Bygate, M. (1998). Theoretical perspectives on speaking. Annual Review of Applied

Linguistics, (18), 20-42.

Cummins, J. (1979). The construct of language proficiency in bilingual education. In J. E.

93). Washington, DC: Georgetown University Press.

Department of Education and Training.

content literacy. Pearsons.

Gibbon, P. (2002). Scaffolding language Scaffolding learning, Portsmouth, U.S.A:

challenge zone. Portsmouth, U.S.A: Heinemann.

language education). New York: Cambridge University Press.

Halliday, M. A. K. (1973). Exploration in the functions of language. London: Edward

Promote Language Learning. Reading Matrix: An International Online Journal, 3(1),

Promote Language Learning. Reading Matrix: An International Online Journal, 3(1),

Language Teaching and Research (NCELTR).

ONeil, S. & Gish, A. (2008). Teaching English as a Second Language

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied

Linguisitics. 17(1), 38-62.

LESSON PLANS FOR SPOKEN TASK

Unit of MINI GROUP PRESENTATIONS WITH POSTERS

work Theme/ topic: Environmental issues/ Pollution/ Global Warming/ Climate

Spoken task: In group of 3, students design an A1 poster on the question

What role science has in combating climate change?