1

This is a sample from a similar assessment for an AQF level 9 course. The

instructions and marking guidelines differed significantly from your assessment, but

the focus was similar. The sample will help you to understand the standard of an

assignment of a pass standard. Do not use this sample to guide what you include in

your assessment - follow the instructions and marking guide provided.

Contents

Assessment Two ........................................................................................................... 2

Reflection ................................................................................................................ 2

References ............................................................................................................. 3

Lesson plans, materials and assessment ....................................................................... 7

Rationale .................................................................................................................. 19

References ............................................................................................................... 24
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Assessment Two

Reflection

Based on the feedback received, the evaluation of the lesson could have been more

detail oriented regarding the instructions, the purpose of the images and the authenticity

of the material used in the lesson. I changed how the images would start a conversation

and instead stated that visual representation prompted the conversation. It is the

teacher’s instructions that cue the discussion between students and the images that aid

the students’ understanding and conceptualisation skills. The images can benefit the

low-level students because they may still struggle with the English lexicon and require

further scaffolding of vocabulary. For example, some students will need a visual of a car

to conceptualise the topic and create links with the instructions given. While the

instructions were clearly given, the original version did not go into further detail on how it

was constructed. The teacher gave instructions with vocabulary and sentence structure

that was familiar to the students. By doing this, the students could continue with the task

instead of being confused on what the teacher said. Harmer (2015) states that it is

important for students to be exposed to authentic material and in this integrated skills

lesson, the teacher uses multiple modes of text to convey natural English language. For

example, in the listening phrases, the students were exposed to a ‘difficult’ phrase that

contained many colloquialisms and informal structures. This forces the students to

grasp the meaning of the sentence rather than the focus on the words they miss. This

means that with the students understanding what was said, they can focus on fluency

rather than accuracy. In some classes, fluency triumphs over accuracy in spoken
 3
proficiency. At the end, I suggested another activity that would act as a formative

assessment which is important for planning future lessons and creating learning goals

for the students. From the feedback given, I believe that the final task was authentic and

that the students were able to use the natural language in a fluent way that was

spontaneous and well discussed. The feedback process was very helpful in that it was

formative and constructive towards how I could improve my evaluation of the lesson.

References

Harmer, J. (2015) The Practice of English Language Teaching. Pearson Education Limited.

Larimer, R. E., & Schleicher, L. (1999). New Ways in Using Authentic Materials in the Classroom. New

Ways in TESOL Series II: Innovative Classroom Techniques. TESOL Publications, PO Box 753, Waldorf,

MD 20604-0753.
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Class profile:

The school is a high distinction organization that has a policy on improving the school

community and encouraging education excellence. As a distinguished school, they have

high-ability students and in NAPLAN testing, the school usually ranks above average

across the state. The physical layout of the classroom is a large space and the seating

is arranged rows to make it easier for standing-up activities in either pair or group work.

However, the number of students is roughly 10-15 people. Since this subject has

successful education outcomes using this approach, the classroom layout is used to

make it convenient to arrange groupings and pairs. The classroom is a dedicated space

for TESOL because the school has a large sub-group of students who either do not

speak English as a first language or struggle with certain English grammar.

The classroom climate is usually peaceful but as young adults who sometimes struggle

to remain engaged, the teacher uses strategies to monitor and maintain students’

attention. However, the students are commonly interested in the class and are keen to

both answer and ask questions. Although, there are a few students that are shy and

require motivation to participate with the rest of their peers. In this class, a quarter of the

students are from an immigrant family background and most students do not speak

English at home. Majority of students have an Asian language background but vary in

socio-economic upbringing. With that in mind, the teacher needs to realise that the

students have differing views on certain subjects and have some advantages over

others. However, this class has been together since year 8 and are now at similar levels

of readiness across all four macro language skills.

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Learning Sequence

With this year group, most students are on the emerging level (4), however, some

students are edging on the developing level, on the EAL/D progress map. This means a

variance in learner needs that must be addressed in the lesson plan. The students in

the emerging level (4) should be able to distinguish different forms of writing, read

increasingly complex texts and understand the inferential meanings of both written and

visual texts. To have these abilities, the students must have scaffolded information on

linguistics and meaning. There should be more focus on fluency rather than accuracy

and students should have opportunities to practice their language skills. For example, in

lesson one, they will get opportunities to practice communication by forming pairs,

asking questions regarding different cultures and form responses to those questions.

The students will then be tasked to write a presentation about a video discussing

different cultures and then present it to the class. However, this lesson will give the

students a choice on whether they would work in pairs, groups or as individuals. This

way the students can feel motivated to perform well in their tasks.

The content descriptors and curriculum goals align with each other, which can be used

to create learning aims for the lessons. In the content descriptor, there is a focus on all

four macro skills across various forms of text, such as communication and

comprehension skills, textual analysis and creating new texts. These can be used to

create goals for the students and structure the lessons in terms of learning outcomes.
 6
The short-term goals are improving pronunciation, listening and spoken proficiency and

fluency. While the long-term goals are for the students to understand intercultural

concepts, express opinions coherently with fluent grammar and vocabulary. Overall, the

aim is for the students to acquire inferential understanding across all four macro skills.

To do this, there is CLIL (content and language integrated learning) and TBLT (task-

based learning teaching) used in both lessons. The class will be exposed to authentic

materials such as CDs and written texts. There is a focus on both grammar and lexical

competence, however, to meet the target all macro skills each lesson will integrate

these skills. For example, in lesson one, the skills focused will be speaking and writing,

while in lesson two, the main target is listening and reading skills. Each lesson will have

specific assessments that facilitate those skills and create formative assessments to

track the student’s progress. If students struggle with particular skills such as listening,

the teacher can review and provide scaffolding for the students to undertake. In the

end, this unit of lessons is to provide students will criteria and purpose in their language

learning.
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Lesson plans, materials and assessment

Learning Experience Plan 1

Learning Area: TESOL Date: Time: Year Level:

09/10/20 60 minutes 11

Strands: listening and reading

Curriculum descriptor:

Year 11, unit 1:

Engage with unfamiliar and familiar texts

Effective communication in SAE in social and formal situations.

Create extended oral, written and multimodal texts with a degree in accuracy in grammar structure.
 8
Incorporate cross-cultural perspectives by referring to customs and cultural differences.

Content descriptor: This lesson is on cultural different and intercultural relations with language

Specific Learning Goals:

At the conclusion of this learning experience each student should be able to:

• Use active listening strategies

• Notice stress patterns to imply meaning
• Recognize necessary grammar and vocabulary
• Analyse and identify relevant pieces of information
• Listen for tone and stress in listening tape
Achievement Standard:
By the end of the learning experience, student will be able to:
Understand key information from text
Answer questions coherently
Recognise vocabulary related to different cultures

Assessment: Recording:
What will you monitor? How will you monitor?

Reading comprehension and active listening strategies Through reading comprehension and listening questions.

Students’ Prior Knowledge:

Students have scaffolded world knowledge and vocabulary.

Recognise and generate different viewpoints using appropriate grammar.

 9
Time: Teaching and Learning Strategies: Focus Questions: Preparation and Resources:

TBLT – task-based learning where the students

are asked to fulfil a task that is relation with a

language skill

Schemata – activate existing knowledge about

other cultures

Introduction:

Classroom routine: Teacher greets the students

(5) before the students then respond back with a

“good morning”.

Teacher introduces the topic: cultural differences

and the learning goals of the lesson. States that we

all have different backgrounds even though we

“how are different countries
may have been born in Australia. Some of our
difference to Australia?”
customs are different to each other.
 10
“What are cultural difference and customs?” “why is it important that we

know different customs?”

The target language is comparative grammar and

vocabulary. Teacher presents how people with “how do we find out these

compare their situation and how they express their different customs?”

differences in both customs and culture.

Reviews how we would ask someone where they

(10) are from

Body:

(10) Teacher begins with a writing script that talks about Word script describing two

two different students who come from two different students with two different

countries. Teacher explains that this is common backgrounds discussing their

because Australia is a multi-cultural country and differences and similarities.

has many different social backgrounds.

 11
Teacher reads with the students and they repeat

each sentence back to the teacher.

Demonstrate how appraisal is used to input

gradation and meaning.

Comparative grammar is then introduced.

Pre-task: The teacher talks about how the students

are comparing their two countries by discussing

(10) the similarities and differences. The students then

answer the reading comprehension questions.

(15) Students then listen to a CD from the textbook and Materials: interactive whiteboard
answer comprehension questions using the and website link to give answers
“Answer what customs are
interactive whiteboard. Students can answer the on the interactive whiteboard.
different in Japan than
questions anonymously through their computer
Australia”
and share their opinions with the rest of the class.
“Are there any customs that

non-Australians wouldn’t
 12
understand? Give some

examples”

Conclusion: “

Students then discuss as a whole on what was

written on the interactive whiteboard. Will use the

(5)
traffic light approach and have students use the

red, green and light colours to answer.

Exit ticket –

(5)
What cultural do you think is important for

everyone to know?

Learning and Teaching Adjustments:

Perhaps using thinkpairshare strategy to help

students with the listening task.

Incorporate more feedback opportunities for the

students
 13
More pronunciation practice.

Learning Experience Plan 2

Learning Area: Date: Time: Year Level:

TESOL 10/10/20 60 minutes 11

 14
Strands:

Speaking and writing

Content Descriptor: Using social media to describe express cultural differences and how customs are important to learn when

visiting another country.

Curriculum descriptor:

- using intelligible pronunciation, intonation and stress patterns in oral presentation

- using necessary and appropriate grammar and vocabulary to fluently and accurately express information and opinions

- using strategies to reflect on own learning

- working collaboratively with others

Specific Learning Goals:

At the conclusion of this learning experience each student should be able to:

• The students will be able to speak more confidently and fluently

• The students will be able to communicate fluently and produce an oral presentation
• The students will be able to write coherently that reflects the type of text they have chosen

Achievement Standard:

By the end of the lesson student will be able to:

- Speak with coherent use of grammar and vocabulary
- Listen and receive feedback from peers constructively
- Write in a way that reflect the form of text, such as a blog or news piece
 15

Assessment: Recording:
What will you monitor? How will you monitor?
Fluency and comprehensive flow of ideas in both written and spoken Oral and written presentation
proficiency

Anticipated needs of the learner:

Students will need practice with speech and will need time to write a
social media post about customs and cultural differences.
Might be convenient to use the assessment task as group activity
Students’ Prior Knowledge:

Students have scaffolded world knowledge and vocabulary.

Recognise and generate different viewpoints using appropriate grammar.

Time: Teaching and Learning Strategies: Focus Questions: Preparation and Resources:

TBLT- task based learning teaching News.com opinion

https://www.news.com.au/world/a
CLIL – content and language integrated learning
sia/two-australians-arrested-in-
Introduction:
bali-over-alleged-links-to-drug-

operation/news-
 16
(5) Classroom routine: the teacher greets the students story/dce36341e6735e39898b2af

in English and the students reply back ef9a41b2f#:~:text=Two%20Austr

alians%20arrested%20in%20Bali
“good morning”
%20over%20alleged%20links,All
The teacher then begins the class by using PPP
y%20Foster%20and%20AAP%2
presentation on a PowerPoint. The students are
0July%2023%2C%202019%203
introduced to this lesson’s learning outcomes and
%3A40pm
goals. The topic being discussed is different

cultures and how their customs can be rules.

Body:

(10) The teacher will review the grammar and

vocabulary associated with different countries and

cultural descriptors.
 17
(5) Teacher will introduce and have students read a “why were they arrested?”

news piece about two Australians in Bali who

“what was the custom/rule?”
ignored the customs/rules of the country.
(20) “is it similar to Australia’s
Students will then be tasked to find an interesting
rules/customs?”
news piece about a similar topic and write it in
“consider multiple
another social media form. Instead of a news
perspectives”
piece, they have a choice of writing the information

in either a blog, Instagram post or letter.

Students will be given a choice of working in

groups of three or working individually but they

have to present their social media to the class as

an oral presentation.

(10) Rubric for determining writing

skills, appropriate grammar and

The students have to give five-minute presentation
vocabulary application. Fluency
to the class. The audience must give constructive
and accuracy.
feedback to the students presenting. “
 18

Conclusion:

(5) Some students will be selected to give constructive

feedback to the students. At the end of the lesson,

all feedback slips will be given to the teacher who

will use them to inform their own feedback.

Students will get feedback the next lesson so they

can improve their language skills.

Learning and Teaching Adjustments:

Have more time for feedback and give students

examples of blog or letter textual forms.

 19
Rationale

In this lesson plan, the learning sequence leads from integrated language skills

reading and listening to writing and speaking. Through this rational, there will be

reasoning on why these lessons were formatted this way and how the use of certain

teaching strategies benefits the students learning. Linking this reasoning with

strategies, student curriculum and class profiling will help understand how the

learners’ needs were met.

Lesson one

In this lesson plan, the integrated skills being assessed and discussed was reading

and listening. These skills were chosen because together they would foster

pronunciation practice and aid acquisition accuracy in both listening and reading

avenues of language. Instead of focusing on the development of one aspect of

language, it is important to add quality to more than one skill (Hinkel, 2018). Both of

these language skills benefit off one another.

Schemata was used as a teaching framework for this lesson through targeted

questioning. The schemata is the previous knowledge structures students have of a

particular topic and to encourage students in having a growth mindset, teachers

would ask students questions that either challenge or change their way of thinking

about these particular topics. By activating schemata, the students can use their

metacognitive thinking to add onto the previously existing knowledge they may have

had (Donald, J.G, 1987). The reason why this first lesson used listening and reading

language skills is that, based on the emerging level (4) requirements of the EAL/D
 20
progress map, students struggle with deciphering meaning from listening texts and

largely focus on accuracy in longer enunciated spoken texts of familiar contexts. To

improve their listening capabilities, there is a greater focus on identifying keywords

through pronunciation practice and relating to prior knowledge. This way the

students are improving on perhaps one of the most difficult language skills and

concentrating on comprehending rather than accuracy. The listening tapes are at a

normal pace that may seem fast for the students but is designed for them to be

exposed to native speech and to create faster cognitive processes.

The framework for this lesson was TBLT where the students are given a task to learn

English as a second language effectively. According to Robinson, P (2011), it is

important to understand the nature of the task and to apply it with a purpose in the

learning sequence. In this lesson, the tasks were designed to both practice and

produce language skills. Another aspect of the tasks was that it got the students to

respond cognitively, which is another criterion given by the Australian curriculum.

Using technology in class can be a fantastic tool to encourage student response and

maintain student engagement. According to Chapelle. C.A, and Sauro. S (2017)

increased technology use in language classes have improved second language

acquisition because it has opened doors for constant and consistent flow of

information. This affects language classes because it has become more convenient

to transfer and acquire information between peers. In this context, an interactive

whiteboard is used for students to express their differing opinions to each other

without the risk of being wrong or feeling like they failed. This can remove anxiety

and encourage students to be confident in their answers by remaining anonymous to

their peers.
 21
At the end of the lesson, the students are tasked to create an exit ticket. This is a

method of formative assessment and can act as feedback for the teacher. Formative

assessment tracks the students’ language learning and provides information on what

aspects need to be focused on in future lessons (Solution, T. 2017). With formative

assessment used at the end of the learning instruction, the teacher has an accurate

representation of what the student knows and what they don’t know.

Lesson 2

In this lesson, the use of authentic materials is important because it aids the students

in using natural, normal English. SAE is Standard Australian English and it is the

form of English that students are exposed to in the Australian Curriculum. However,

in normal classes, this variant of English is formal and lacks naturalism. As a result, it

is authentic materials such as news pieces and other forms of social media are used

to facilitate colloquialisms and informal sentence structures. According to Harmer

(2015) authenticity can be difficult to define but if it recognizable as something a

native speaker would say or write, no one can argue that it is not an inauthentic

material. In this lesson, the students are tasked to create a social media post of their

choice and to use this authentic news piece as a basis for their own post. This news

piece was chosen by the teacher because it has relevancy to the students. Before

coronavirus, Bali was a popular destination for students to go to during leavers

holidays and it sets an example of needing to be respectful towards another

country’s customs and rules.

 22
This lesson’s teaching framework is CLIL (content and language integrated learning)

where the lesson fosters cognition strategies, communication skills and cultural

perspectives in student learning. Rather than a focus on content, this framework

approach facilitates high-level thinking (Harmer, 2015), which correlates with the aim

of the school to achieve educational excellence in all students and for them to

become successful learners. It also demonstrates purpose in the lesson and

encourages the students to remain engaged.

According to the EAL/D progress map, although the emerging students will find this

writing activity challenging, the developing level students will disagree. Therefore, to

motivate these students, they are given a choice in assessment and whether they

wish to work independently or as a group. Based on the human need to control their

own lives, using self-determination can be a key factor in engaging and motivating

students in the class (Barkley, E. F. 2009). This can be done by giving students a

choice in assessment type and how they wish to work. Some students work best

independently rather than as a group. Although, if the student continuously wants to

work alone, it will not help create a sense of belonging. Another problem with this is

that it would be difficult to give individual attention to one student while the rest of the

students do not have enough advice from the teacher. To rectify this, the teacher

will prepare the next lesson as a whole class activity. In this lesson, the students

were given the option to go into groups of three. As a group, they have the

advantage of increasing student-talking and moves away from a teacher dominated

class. There is a broader network of ideas and it promotes student autonomy which

motivates them to do well. However, the disadvantages with this are that some group

dynamics might make it difficult to organize the workload and may leave some
 23
students as passive participators as the high-level students take over (Harmer,

2015). In that case, the teacher will apply behavioural management techniques, such

as close proximity, that disrupts and returns the class’ attention back to its task.

In terms of feedback, the students are meant to give constructive criticisms paired

with positive remarks. This is meant to give suggestions and advice in hopes of

helping their peers improve their quality of learning (Harmer, 2015). As a result, the

students will feel they added value to their peers work and were helpful towards

them. However, the students must understand that feedback is constructive and

informative, not harmful towards their peers.

Conclusion

By tying the educational aims and outcomes of the Australian Curriculum with the

EAL/D progress map, there was an accurate description of requirements for the

integrated language skills lessons. Discussing TBLT, CLIL and schemata

approaches to aid students in metacognitive processes can improve their learning in

English. Some aspects of the lessons plans not only helped the students but also the

teacher in future planning for lessons. Feedback is still an important factor in lessons

and based on evidence, expressing a purpose in the lesson makes it easier for

students to remain engaged in class.

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References

Barkley, E. F. (2009). Student engagement techniques : A handbook for college

faculty. ProQuest Ebook Central https://ebookcentral.proquest.com

Donald, J.G. Learning schemata: methods of representing cognitive, content and

curriculum structures in higher education. Instr Sci 16, 187–211 (1987).

https://doi.org/10.1007/BF02310805

EAL/D Progress Map

file:///C:/Users/tayla/Downloads/Secondary%20EALD%20Progress%20Map%

20(2).pdf

English as an Additional Language or Dialect. ATAR Course. Year 11 Syllabus.

https://senior-

secondary.scsa.wa.edu.au/__data/assets/pdf_file/0019/9172/English-as-

Additional-Language-Y11-Syllabus-AC-ATAR-2016-GD_pdf.pdf

Guidelines for Assessment of English Language Learners.

file:///D:/Masters%20of%20Teaching%202020%20S2/LAN6752%20Secondar

y%20TESOL%20Education/Guidelines%20for%20Assessment%20of%20Eng

lish%20language%20learners.pdf

Harmer, J. (2015). The practice of english language teaching (Fifth, Ser. Always

learning). Pearson Education Limited.

Kumaravadivelu, B. (2003). Beyond methods : macrostrategies for language

teaching (Ser. Yale language series). Yale University Press. INSERT-MISSING-

URL.
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Robinson, P. (2011). Second language task complexity : researching the cognition

hypothesis of language learning and performance (Ser. Task-based language

teaching, v. 2). John Benjamins Pub. INSERT-MISSING-URL.

SCSA

Solution, T. (2017). The handbook for embedded formative assessment : (a practical

guide to formative assessment in the classroom). ProQuest Ebook

Central https://ebookcentral.proquest.com

Appendices

Lesson one: Describing each other’s culture and custom

 26
Student 1: I am Jasmine and I am from Italy. My family love food and we got to the

market every day. In Italy, the markets are open early and we leave at 5am to get the

best food. We then come home and wash everything before we cook it. It is

important for all the produce to be clean.

Student 2: I am Misaki and I am from Japan. My country is very clean, and it is told

to us from a young age, that we must also be clean. We must take our shoes off

before entering the house and wash ourselves before going into the bath. There are

special waste systems so that we can recycle and get rid of rubbish sustainably.

Questions:

1. Where is Misaki and Jasmine from?

2. What is important to Misaki’s culture?

3. What is important in Jasmine’s culture?

4. What is different between the two girls?

5. What is similar between the two girls?