certificate ii in applied languages learning web viewcommunicative aim: be able to greet someone...
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LEARNING PROGRAM FOR 2014COURSE NAME: CERTIFICATE II IN APPLIED LANGUAGES
National ID: 22149VIC
TEACHER: Name of teacher
Mode of Delivery:
This learning program for Certificate III in Applied Languages is to be used with the following text books: o XXX This text book comprises a Workbook, CDs and cassettes. Teachers should use an online
material plus any other material produced by the teacher. o Language – English dictionary online
The classes are run on (name of the place) The classes are on (days) for 4 hours per week
The topics that this learning program covers are: Year 11. Introductions and personal details
o introducing yourselfo asking for telephone number and personal
detailso formal and informal introductionso counting/numberso asking/giving country of origin and residence
2. Family and leisure timeo family memberso petso describing peopleo hobbies and leisure activitieso daily and weekly timetable
3. Going to the workplace and trainingo giving schooling/training subjectso means of transport – travelling to somewhereo comparing housing styles
4. Where I liveo rooms in a house, buildingo naming furnitureo giving position, saying where something is
5. Food and eating outo naming foods and mealso reading menuso restaurant/café, ordering and serving food
6. describing costs, buying/selling Clothingo articles of clothingo describing what people are wearingo clothing required for work/free time
7. Money and shoppingo going shopping, retail serviceo names of shopso saving and spending money
8. Travel and Accommodationo types of accommodationo expressions of timeo describing holiday activitieso rules at youth hostels/holiday venueso describing weather
9. Festivals and traditionso birthdays, public holidayso how festivals are celebrated
Year 2
10.Appearance and personalityo Clothingo Tolerance and prejudices
11.Education and Occupationso Ideal occupationso Opportunities and choice of occupation
o Looking for a jobo Curriculum vitae
12.Entertainment and televisiono Television and radio programso Songs
o Street theatre13.Industry, work and the economy
o Manufacturing industry (Cars)
o Shift work14.Family and personal relationships
o Personal preferences
o Parents and childreno Upbringing in the past and current day
15.Nature and the environmento Describing landscapeso Weather
o Environmental protection16.Migration and holidays
o Preparing for a holiday
o Working in another countryo Foreigners
o Migration to another country17.The news, politics and history
o The news and media
o Political system18.Older people
o Interaction with grandparents and older peopleo Aged careo Retirement
Year 1ALL YEAR SESSIONS
CONTENTMETHODOLOGY
ASSESSMENT PREPARATION ACTIVITIESEXTRA MATERIAL
SESSION 14 hours
Introductions and personal detailso Greeting people and asking their names
telephone numbers names numbers 1-20
Listening: identify names of people speaking, note down telephone numbers Speaking: greet and give your name, give your telephone number Reading: simple personal details Writing: fill in simple information in a form Communicative aim: be able to greet someone and introduce yourself and give your telephone number
It is valuable to explore the online dictionaries that are available for each language. It is to be recommended to compare several online dictionaries and resources, as well as dictionary Apps to support student learning
SESSION 24 hours
Introductions and personal detailso formal and informal greetings
giving your age saying good-bye/good night
Revise: numbers 1-20
Listening: simple conversations Speaking: ask people if they are going to a concert or other places, say good bye or good night, give your age Reading: list of people and ages Writing: fill out name list with name, age and telephone numbers
Communicative aim: be able to recognise formal and informal situations, and say good bye/good night
SESSION 34 hours
Introductions and personal details asking and giving address numbers 21-100+
Revise: range of greetings
Listening: record lists of numbers, record people’s address Speaking: give your address and ask for others’ address Reading: personal descriptions, and where specific countries are located on a map Writing: record your address and others’ addresses Communicative aim: be able to ask someone their address and give your own addressEl 1-1 Familiarise oneself with the target language needed for basic communication in a social setting1.1 Identify key words, short phrases and/or gestures to communicate at a basic level, including appropriate commonly-used expressions of courtesy.El 2-1 Familiarise oneself with the target language needed for basic communication in a workplace setting.1.2 Determine spoken language features in order to facilitate basic communication.El 2-2 Communicate in a culturally appropriate manner in a workplace setting.2.1 Use key words, phrases and language features for basic workplace communications.El 3-2 Write for social purposes.2.1 Adhere to appropriate formats of the written texts.
Explanation of the Assessment tasks that will be done in Session 5
SESSION 44 hours
Introductions and personal detailso Where do you come from?
country of origin polite form of address
Revise: complex numbers Listening: people giving their country of origin and identify who comes from which country Speaking: tell where you come from, tell someone you speak the language Reading: personal identity cards – identify name, age, country of origin, residence and give this information to others Writing: prepare personal identity cards
Communicative aim: use the polite form of address and recognise when polite or informal address is appropriate
xSESSION 53 hours Assessment
Introductions and personal details Listening: record which greetings are given Speaking: Greet five different people appropriately Reading: record key information from identity cards and pictures Writing: prepare identity cards and fill in simple formsElement 1: 1.1Element 2: 1.2Element 2: 2.1Element 3: 2.1 x
SESSION 6
Family and leisure timeo my family, my pets
family members common pets using singular and plural
Revise: formal and informal address Listening: allocate family members according to personal descriptions Speaking: describe your family members and say if you have pets Reading: families and their pets – cartoons and Writing: record pets and family members, including the/a/my/your (definite, indefinite and possessive articles) Communicative aim: be able to describe members of the family and your pets, and recognise use of gender
x
x
SESSION 74 hours
Family and leisure timeo descriptions
colours personal details (hair, eye colour etc) word groups; adjectives and nouns
Revise: family members pets Listening: note who owns an pet and what colour it is Speaking: answer questions based on descriptions of people Reading: read personal profiles Writing: fill in a personal profile, send an e-postcard Communicative aim: be able to answer questions based on descriptions of people
xSESSION 84 hours
Family and leisure timeo leisure activities
sports, hobbies and leisure activities giving opinions (like/dislike)
Revise: family members, singular and plural noun forms verb/noun agreement
Listening: record who participates in which hobby Speaking: describe what you like to do in your free time Reading: advertisements of leisure activities Writing: match leisure activities to people Communicative aim: ask others what they like doing and their favourite hobbyEl 1-2 Communicate in a culturally appropriate manner in social settings.2.1 Use key words, short phrases and/or gestures to initiate communication at a basic level, including appropriate commonly-used expressions of courtesy.El 2-1 Familiarise oneself with the target language needed for basic communication in a workplace setting.1.1 Identify key words, short phrases and/or gestures commonly used to communicate at a basic level in a workplace.El 3-1 Read for social purposes.1.1 Establish main purpose of text.El 4-1 Read workplace texts.
1.1 Establish main purpose of text.1.2 Determine the gist of basic workplace texts.El 4-2 Write workplace texts.2.1 Adhere to appropriate formats when writing texts.
Explanation of the Assessment tasks that will be done in Session 10
SESSION 94 hours
Family and leisure timeo What do you like doing?
days of the week forming questions
Revise: leisure activities Listening: holiday program – which activities are offered on which day Speaking: describe what you do on different days Reading: read a poem and timetable of activities Writing: begin a simple diary with activities Communicative aim: ask and answer questions about leisure activities and answering questions about your activities
xSESSION 103 hoursASSESSMENT WEEK
Listening: list details about people from personal descriptions and conversations Speaking: undertake a dialogue between friends, exchanging information about self and family Reading: read and identify key points in simple personal profiles Writing: Record information about people in tablesElement 1: 2.1Element 2: 1.1Element 3: 1.1Element 4: 1.1Element 4: 1.2Element 4: 2.1 x
SESSION 114 hours
Going to the workplace and training
o Subjects being studied school subjects workplace subjects
Revise: numbers expressing likes and dislikes Listening: record who is studying what from sample descriptions Speaking: ask others what they are studying Reading: training provider outlines –subjects list Writing: give subjects being studied and whether they are liked or disliked Communicative aim: give information about what subjects you or others are studying
xSESSION 124 hours
Going to the workplace and trainingo items in training and workplace
subject and direct objects, indefinite and possessive articles telling time
Revise: subjects Listening: list times of subjects / activities Speaking: ask what time it is Reading: timetables, pictorial list of items Writing: record the time of subjects / activities Communicative aim: to be able to say when you do certain activities, to be able to name simple items on desk/in workplace
xSESSION 134 hours
Going to the workplace and trainingo means of transport
reading a transport timetable letters/emails
Revise: telling time Listening: identify times from transport announcements Speaking: say how you get to work / training Reading: simple letters and transport timetables Writing: simple letter writing
Communicative aim: to be able to describe simple / common methods of transport and give the time of travel.El 1-2 Communicate in a culturally appropriate manner in social settings.2.2 Respond appropriately to basic spoken language.El 2-2 Communicate in a culturally appropriate manner in a workplace setting.2.5 Use additional resources and seek assistance, as required.El 3-1 Read for social purposes.1.4 Use accompanying visual information to support comprehension.El 4-1 Read workplace texts.1.5 Identify appropriate resources, as required.El 4-2 Write workplace texts.2.2 Produce basic workplace texts using key words, phrases, simple sentences to convey main ideas and relevant details.
Explanation of the Assessment tasks that will be done in Session 15
SESSION 144 hours
Where I liveo cities and their locations
compass points types of housing
Revise: Where do you live, where do you come from countries Listening: simple compass directions, identify place on map Speaking: explain type of housing you live in Reading: different types of housing – simple descriptions Writing: simple email saying where you live Communicative aim: saying what type of housing you live in and give simple (compass) directions
xSESSION 153 hoursAssessment week
Listening: record key information from timetables and announcements Speaking: simple conversation giving details about subjects being studied and how you get to workplace Reading: identify key points from timetables and descriptions of subjects Writing: prepare a short email giving subjects and details about training.
Element 1: 2.2Element 2: 2.5Element 3: 1.4
Element 4: 1.5Element 4: 2.2 x
SESSION 164 hours
Where I liveo Rooms in house/flat
pronouns adverbs of place
Revise: colours, adjectives Listening: identify rooms in house or flat Speaking: describe your own house Reading: descriptions of housing Writing: name rooms in plans of houses/flats Communicative aim: be able to describe the rooms in housing and give a simple tour of house
xSESSION 174 hours
Where I liveo furniture saying where something is prepositions of place
Revise: rooms in house/flat prices in euros Listening: draw furniture positions according to simple descriptions Speaking: say where pieces of furniture are Reading: pamphlets of furniture in office/workplace or housing Writing: name items of furniture, match prices Communicative aim: be able to identify pieces of furniture in housing or the workplace
xSESSION 184 hours
Food and eating outo items of food, crockery and cutlery
breakfast foods speaking to people you know well
Revise: word order Listening: identify items of food for breakfast Speaking: ask and say what you and others have for breakfast Reading: descriptions of breakfast in different countries, simple survey Writing: describe typical breakfast in Australia and/or country Communicative aim: describe and compare typical breakfast in Australia and countryEl 1-1 Familiarise oneself with the target language needed for basic communication in a social setting1.3 Recognise social and cultural conventions to support communication in the target language.El 1-2 Communicate in a culturally appropriate manner in social settings.2.3 Employ basic social and cultural conventions to support communication.El 2-2 Communicate in a culturally appropriate manner in a workplace setting.2.2 Adapt and modify communication strategies and language according to the situation and workplace context.El 3-1 Read for social purposes.1.2 Determine the gist of basic social texts.El 3-2 Write for social purposes.2.3 Adhere to social and cultural conventions when writing texts.El 4-2 Write workplace texts.2.4 Use appropriate resources, as required.
Explanation of the Assessment tasks that will be done in Session 20SESSION 194 hours
Food and eating outo lunch and evening meals
food and drink comparing meals
Revise: breakfast foods expressing ‘likes/dislikes’ Listening: song about foods, what do people like to eat? Speaking: say what you like to eat and drink Reading: descriptions of typical meals Writing: list foods in shopping list Communicative aim: be able to say what you eat at different mealtimes
xSESSION 203 hoursAssessment Week
Listening: conversations in café and workplace – identify key points of information Speaking: Describe the workplace, and where furniture is in the workplace. Role-play a conversation in a (workplace) canteen Reading: read a health and safety leaflet about furniture and the workplace, select key details. read a description of typical foods in the country Writing: prepare a map of a room / workplace, indicating positions of furnitureElement 1: 1.3Element 1: 2.3Element 2: 2.2Element 3: 1.2Element 3: 2.3Element 4: 2.4 x
SESSION 214 hours
Food and eating outo fast foods and eating out
popular snack foods menus quantity – how much/many
Revise: foods and drinksmoney/costs/numbers100- 1000s Listening: Speaking: saying you are thirsty and what you would like to drink, describe quantities Reading: read a simple recipe, menus and select foods Writing: prepare a simple menu and shopping list Communicative aim: Express preference for food and drinks, ask and answer questions using ‘how much’ and ‘how many’, and list items needed in a shopping list
xSESSION 224 hours
Clothingo articles of clothing
singular and plural compound nouns
Revise: prices Listening: identify items of clothing from a list Speaking: saying what clothing you have or need Reading: advertisements for clothing and online shopping
Writing: name items of clothing needed for different work and leisure contexts Communicative aim: name clothing needed for workplace and other contexts
xSESSION 234 hours
Clothingo describing clothes
adjectives relevant to clothingRevise: descriptive adjectives prices Listening: match clothing required to the workplace Speaking: ask for items of clothing and choose a colour, ask how much it costs Reading: brochures of workplace clothing/uniforms Writing: describe clothes someone is wearing Communicative aim:El 1-1 Familiarise oneself with the target language needed for basic communication in a social setting1.2 Determine basic spoken language features in order to facilitate basic communication.El 1-2 Communicate in a culturally appropriate manner in social settings.2.4 Adapt and modify communication strategies and language according to the situation and social context.El 2-1 Familiarise oneself with the target language needed for basic communication in a workplace setting.1.4 Identify appropriate resources, as required.El 2-2 Communicate in a culturally appropriate manner in a workplace setting.2.3 Use any visual or non-verbal techniques to enhance or replace oral communication.El 4-1 Read workplace texts.1.3 Establish the main ideas, key facts and requirements of the workplace text.El 4-2 Write workplace texts.2.3 Adhere to cultural conventions of basic workplace texts.Explanation of the Assessment tasks that will be done in Session 25
SESSION 244 hours
Clothingo “I would like”
polite requests shopping for clothes etc
Revise: formal/informal address clothing Listening: shop conversations – who is buying what?
Speaking: Ask for items in a shop, how to describe things you are selling Reading: online shopping sites Writing: online order for an item of clothing Communicative aim: be able to speak politely to shop assistant/client to order items of clothing
xSESSION 253 hoursASSESSMENT WEEK
Listening: identify the prices and key details of items in shopping advertisements Speaking: participate in dialogue of shopping Reading: describe where items are in a shop/room/workplace context Writing: fill in details in an online order formElement 1: 1.2Element 1: 2.4Element 2: 1.4Element 2: 2.3Element 4: 1.3Element 4: 2.3 x
SESSION 264 hours
Money and shoppingo pocket money and part time work
saving and spending moneyRevise: money and prices Listening: dialogues about part time work and pocket money Speaking: ask and answer questions about saving and spending money Reading: personal descriptions of where money comes from Writing: match costs to what people buy Communicative aim: ask and answer questions about saving and spending money
xSESSION 274 hours
Money and shoppingo music
types of music musical instruments
Revise: ‘like/dislike’ word order Listening: Vox-pops – musical preferences Speaking: saying what music you like and if you play an instrument Reading: live/CDs/download – modern trends in music Writing: personal description – music you like Communicative aim: be able to ask and describe what type of music someone likes
xSESSION 284 hours
Money and shoppingo Department stores choosing presents birthdays/months & dates
Revise: asking for something giving price and details Listening: identify birthdays from conversations Speaking: wish someone happy birthday, assist with choice/choose present in department store Reading: chronology – list dates Writing: Write dates in a list or workplace form Communicative aim: Give the date of your/a birthday, assist/buy something in a department storeEl 1-1 Familiarise oneself with the target language needed for basic communication in a social setting1.4 Identify appropriate resources, as required.El 1-2 Communicate in a culturally appropriate manner in social settings.2.5 Use relevant visual aids or non-verbal communication to enhance or replace oral communication.El 2-1 Familiarise oneself with the target language needed for basic communication in a workplace setting.1.3 Recognise workplace and cultural conventions to support communication in the target language.El 2-2 Communicate in a culturally appropriate manner in a workplace setting.2.4 Support communication by reference to specific workplace materials and visual information, as required.El 3-1 Read for social purposes.1.3 Identify social and cultural conventions of basic social texts.El 3-2 Write for social purposes.2.2 Produce basic social texts using key words, phrases, simple sentences to convey main ideas and relevant details.Explanation of the Assessment tasks that will be done in Session 30SESSION 294 hours
Travel and Accommodation
o types of holidays length of time past tense interrogative pronouns; when, where, how long, with whom etc.
Listening: list key details form descriptions of holiday plans Speaking: ask where, when, for how long and with whom people spent holiday Reading: holiday brochures, package tours Writing: simple postcard from holiday Communicative aim: be able to give simple details about a holiday
xSESSION 303 hours Assessment
Listening: Identify costs and key details in telephone conversations about purchasing items Speaking: Role play a conversation in a shop as assistant or customer Reading: select key points form shopping advertisements and online shopping sites Writing: write birthday greetings to a colleague, complete an online shopping orderElement 1: 1.4Element 1: 2.5Element 2: 1.3Element 2: 2.4Element 3: 1.3Element 3: 2.2
x
x
SESSION 314 hours
Travel and Accommodationo holidays
expressions of time, 24 hour clock word order for time, manner, place
Revise: types of holidaysdates
Listening: short descriptions of holidays Speaking: describe your recent holiday or types of holidays available Reading: package holidays – length of time, costs Writing: letter to/from travel agent giving details about holiday Communicative aim: be able to describe aspects of holiday – length of time, further details
xSESSION 324 hours
Travel and Accommodationo venues for holidays
weather clothing required
Revise: clothing Listening: advertisements for various holidays Speaking: describe the weather today and in different venues Reading: online travel websites Writing: prepare a list of the weather at different holiday destinations Communicative aim: be able to describe the weather and give supporting details about holiday destinations
xSESSION 33
4 hours
Travel and Accommodationo Youth hostels
rules for Youth Hostel describe facilities
Revise: furniture in rooms leisure activities Listening: listen to teenagers’ questions about and experiences in Youth Hostel Speaking: Make a booking for a room in Youth Hostel Reading: compare two youth hostels, facilities and costs etc. Writing: write a postcard from a youth hostel Communicative aim: be able to answer questions about a youth hostel
Explanation of the Assessment tasks that will be done in Session 36
SESSION 344 hours
Travel and Accommodationo Accommodation alternatives
accommodation types give directions
Revise: letter writing Listening: follow directions on a map Speaking: give alternatives for accommodation Reading: brochures for different accommodation types Writing: Write a letter asking for/giving information about one type of accommodation Communicative aim: be able to give simple directions, be able to give simple information about accommodation typesEl 1-1 Familiarise oneself with the target language needed for basic communication in a social setting1.1 Identify key words, short phrases and/or gestures to communicate at a basic level, including appropriate commonly-used expressions of courtesy.1.4 Identify appropriate resources, as required.El 1-2 Communicate in a culturally appropriate manner in social settings.2.6 Use appropriate resources and seek assistance, as required.El 2-2 Communicate in a culturally appropriate manner in a workplace setting.2.1 Use key words, phrases and language features for basic workplace communications.El 3-2 Write for social purposes.2.1 Adhere to appropriate formats of the written texts.El 4-1 Read workplace texts.1.4 Identify relevant business and/or cultural conventions of basic workplace texts. x
SESSION 35
4 hoursFestivals and traditionso customs and traditions in country
key festivals comparison to Australia
Revise: dates, times, months Listening: YouTube descriptions of typical festivals Speaking: describe the festivals that you like/are important to you
Reading: calendar of key festivals, traditions Writing: greetings appropriate to different festivals Communicative aim: compare and describe festivals and traditions in the country and in Australia
xSESSION 363 hoursASSESSMENT WEEK
Festivals and traditions Listening: record key details from telephone conversation Speaking: Give directions to workplace / venue Reading: identify key points in descriptions of accommodation available in town Writing: respond to accommodation query
Element 1: 1.1 and 1.4Element 1: 2.6Element 2: 2.1Element 3: 2.1Element 4: 1.4 x
Year 2ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
SESSION 14 hours
Appearance and personalityo Describing people
Personal features Size and shape
Revise: vocabulary relating to
personal descriptions – adjectives, personal features
family members and relationships
Listening: listen to personal descriptions and select key information
Speaking: describe members of class etc Reading: personal profiles Writing: descriptions of famous people, personal
profiles Communicative aim: be able to describe personal
features, including hair, eye colour, size, overall appearance
It is valuable to explore the online dictionaries that are available for each language. It is to be recommended to compare several online dictionaries and resources, as well as dictionary Apps to support student learning
SESSION 24 hours
Appearance and personalityo Clothing
Comparison of appearance
Fashion tipsRevise: vocabulary relating to items
of clothing
Listening: conversations on clothing Speaking: describe work and free time clothing Reading: clothing advertisements Writing: personal descriptions and short advertisement Communicative aim: Be able to describe work-clothing
for a range of people in different contexts
Session on: How to identify key words, short phrases and/or gestures to communicate at a basic level, including appropriate commonly-used expressions of courtesy.
Online news programs should be investigated, some international providers also generate “Slow news” that helps students listen to current news at a more achievable pace
SESSION 34 hours
Appearance and personalityo Tolerance and prejudices
Accepted and radical standards in community
Revise: vocabulary relating to
prejudices and personal descriptions
Listening: radio commentary on appearances and prejudices
Speaking: describe what is acceptable or not acceptable in workplace and community
Reading: psycho-test – are you tolerant Writing: prepare a short statement on workplace
behaviour, rules Communicative aim: be able to give short description of
simple work and social standards of preferences
Session on: How to use key words, short phrases and/or gestures to initiate communication at a basic level, including appropriate commonly-used expressions of courtesy. How to adapt and modify communication strategies and language according to the situation and workplace context.
Explanation of the Assessment task that will be done in Session 6
SESSION 4 Education and Occupations Listening: individual descriptions of people’s Session on: Preparation for
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
4 hours o Ideal occupations Describe preferred
occupations Describe occupations
Revise: vocabulary relating to
occupations
occupations and background Speaking: describe your work and dream job Reading: personal profile information on occupations,
children’s descriptions of their hopes for a job Writing: describe occupations and short description
about some occupations Communicative aim: be able to give simple description
of a range of occupations and their work
How to identify appropriate resources, as required. How to establish main purpose of text.
Assessment.
SESSION 5 Education and Occupationso Opportunities and choice of
occupation (dis)satisfaction with
occupations Explaining reason for
preferenceRevise: vocabulary relating to
reasons for choice
Listening: individual interviews, are you happy with your work?
Speaking: describe your preferred job and its (dis)advantages
Reading: magazine article on work trends Writing: short report on a workplace and its
(dis)advantages Communicative aim: to be able to explain why people
(dis)like certain jobs and give reasons for preferences
Session on: How to adhere to appropriate formats of the written texts.
Online resources provide many samples of how to apply for jobs and background resources for job applications in various languages. Job-seeking sites are valuable resources
SESSION 64 hours, including2 hours Assessment
Education and Occupationso Looking for a job
Requirements for a job Reading Job
advertisementsRevise: vocabulary relating to work
for various occupations
Listening: job descriptions in interviews Speaking: describe the requirements for certain jobs,
ask others about their job requirements Reading: online job descriptions (job-seeking sites) Writing: write simple job outline
Assessment:Element 1: 1.1Element 1: 2.1Element 2: 2.2Element 2: 1.4Element 3: 2.1Element 4: 1.1
Use of many resources to select job advertisements across various media allows a range of materials to be presented to students
SESSION 74 hours
Education and Occupationso Curriculum vitae
Schooling / education system
Application lettersRevise: vocabulary relating to
education, school certificates
Listening: outline of school and tertiary training system in the country
Speaking: describe the levels of schooling and training Reading: magazine article on future prospects for
graduates Writing: prepare a curriculum vitae Communicative aim: to be able to explain education and
training background
Session on: How to determine basic spoken language features in order to facilitate basic communication. How to respond appropriately to basic spoken language.
Most national education systems offer websites describing the local education system and training levels. These often include graphic representations to simplify the teaching process
SESSION 84 hours
Entertainment and televisiono Television and radio
programs Telling the time
Listening: excerpts from radio programs and podcasts Speaking: describe programs you like to watch/listen to Reading: television program and short descriptions of
programs for next day/week
Session on: How to use key words, phrases and language features for basic workplace communications.
Students should research which national programs and media providers are available in Australia
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
Programs and descriptions
Revise: vocabulary relating to types
of programs
Writing: prepare short descriptions of TV programs, including time, type of program etc
Communicative aim: able to describe a range of programs and details about the program/show
through SBS or ethnic media. Podcasts are also valuable resources to offer exposure to the language
SESSION 94 hours
Entertainment and televisiono Songs
Music types Expressing preferences
Revise: vocabulary relating to music
types and styles, instruments
Listening: simple songs Speaking: describe which songs you like, read out words
of a preferred song Reading: lyrics of a song Writing: prepare advertising material for a band Communicative aim: be able to give simple outline of a
song and make comments about music
Session on: How to establish main purpose of text.
SESSION 104 hours
Entertainment and televisiono Street theatre
Alternative entertainment
Busking as an occupationRevise: vocabulary relating to
entertainment
Listening: interview with a busker Speaking: describe which forms of busking/street
theatre you like Reading: article about busking/street theatre Writing: simple brochure for a music festival, including
details of various acts Communicative aim: be able to comment on busking
and respond individually to different types of street theatre/modern art
Session on: How to determine the gist of basic workplace texts.
SESSION 114 hours
Entertainment and televisiono Media
Modern media / digital media
Social networkingRevise: vocabulary relating to media
types
Check the samples tasks on your list of assessments, criteria and conditions of the assessment. Listening: podcast on social networking and modern
media Speaking: describe modern media used and preferred Reading: statistics on uptake of modern media and
social networking Writing: answer questions on social networking and
prepare simple graphs on media and social networking Communicative aim: be able to interpret and explain
simple statistics and factual details
Session on: How to use appropriate resources, as required.
Preparation for Assessment.
SESSION 124 hoursASSESSMENT WEEK
Assessment:Element 1: 1.2Element 1: 2.2Element 2: 2.1Element 3: 1.1Element 4: 1.2
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
Element 4: 2.4SESSION 134 hours
Industry, work and the economyo Employment statistics
Comparing facts Types of graphs,
statisticsRevise: vocabulary relating to
comparative adjectives
Listening: online vodcasts on certain industries form company websites
Speaking: give outline details / statistics about an industry, present percentages, numbers, factual details/specifications etc
Reading: brochures from specific industries, including tables and graphs
Writing: prepare at least two types of graphs on factual details/statistics
Communicative aim: be able to interpret statistics, graphs and tables in the language
Session on: How to employ basic social and cultural conventions to support communication.
The Australian Bureau of Statistics http://www.abs.gov.au/ offers a rich variety of resources to support student learning
SESSION 144 hours
Industry, work and the economyo Manufacturing industry
(Cars) Parts of a car Factory work, repairs
Revise: vocabulary relating to cars,
car parts
Listening: interview of worker in specific (car) industry Speaking: describe a car, its features and comparison to
other cars Reading: advertisements for various cars and magazine
article giving a road-test of car Writing: instructional texts, how to deal with simple
problems with car/machine Communicative aim: be able to present (simple)
technical details about cars and discuss simple comparisons of various cars
Session on: How to identify key words, short phrases and/or gestures commonly used to communicate at a basic level in a workplace
Students should research one or more industries typical of the country and consider trade relationships with Australia.
SESSION 154 hours
Industry, work and the economyo Shift work
Interviewing people about their work
Advantages and disadvantages
Revise: vocabulary relating to types
of work, expressing advantages/disadvantages
Listening: interviews of shift workers Speaking: describe different forms of working hours,
shifts and work-types Reading: article on challenges of night shift / shift work Writing: simple work schedule including part-time and
full time staff, duties for each worker Communicative aim: be able to answer questions about
types of work and explain the requirements of shift work, part time etc
Session on: How to use additional resources and seek assistance, as required.
Explanation of the Assessment tasks that will be done in Session 18
SESSION 164 hours
Industry, work and the economyo Job advertisements
Types of advertisements, online and traditional
Abbreviated language of advertisements
Revise:
Listening: news item on jobs and the economy Speaking: role-play of telephone conversation asking
about a job Reading: online, newspaper and other forms of job
advertisements Writing: simple letter of application for an advertised
job
Session on: How to produce basic social texts using key words, phrases, simple sentences to convey main ideas and relevant details.
Preparation for Assessment.
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
vocabulary relating to advertising language
Communicative aim: to be able to read job advertisements including abbreviations and typical advertising language, and to select key information from an advertisement
SESSION 174 hours
Family and personal relationshipso Personal preferences
Personal characteristics Cause and effect
structures, situations and consequences
Revise: vocabulary relating to
adjectives of personal descriptions
Listening: podcast of people describing their home / family situation
Speaking: describe what you look for in people Reading: online dating site – people describing self and
their preferences Writing: write a personal description for dating site Communicative aim: be able to describe what you like in
people and characteristics that please/upset you
Session on: How to establish the main ideas, key facts and requirements of the workplace text.
SESSION 184 hours, including2 hours Assessment
Family and personal relationshipso Parents and children
Choice of when to start family
Typical family structuresRevise: vocabulary relating to
periods of family/individual life
Listening: interviews about preferences for single, marrying early/late, children
Speaking: debate on “the perfect life” Reading: article on family relationships Writing: email to friend about their recent ‘personal’
news
Assessment:Element 1: 2.3Element 2: 1.1Element 2: 2.5Element 3: 2.2Element 4: 1.3
Many government and industry websites offer advice on workplace social issues:www.workcover.nsw.gov.auwww.psychology.org.auwww.humanrights.gov.au/workplace-issues
SESSION 194 hours
Family and personal relationshipso workplace relationships
Typical relationships, workplace interactions
Meeting a new workerRevise: vocabulary relating to daily
life and routine past tense (descriptive)
Listening: conversation between manager and worker, new worker
Speaking: introduce self to new worker, client, manager Reading: workplace emails - conventions Writing: 3 workplace emails with different contexts Communicative aim: be able to converse with different
people in the workplace, including social conventions and appropriate phrases
Session on: How to recognise social and cultural conventions to support communication in the target language. How to adapt and modify communication strategies and language according to the situation and social context.
SESSION 204 hours
Industry and the environmento Describing landscapes and
work environments Typical working
environments, natural
Listening: identify context of descriptions of workplaces Speaking: Describe the workplace, give instructions to
the workplace Reading: read signs for workplaces, match to workplace
types
Session on: How to support communication by reference to specific workplace materials and visual information, as required.
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
environmentsRevise: vocabulary relating to names
of countries, workplace types (e.g. shop, factory, office)
expressions of qualifying description (very, extremely )
giving instructions
Writing: write workplace signs for different contexts Communicative aim: be able to give instructions and
directions within the workplace, be able to read workplace signs
SESSION 214 hours
Nature and the environmento Weather
Weather maps and descriptions
Weather reportsRevise: vocabulary relating to types
of weather
Listening: weather reports Speaking: make arrangements for social activities
according to weather Reading: weather maps and entertainment options Writing: message friends/colleagues about weather and
entertainment plans Communicative aim: be able to describe weather and
give plans or suggestions for activities according to the weather
Session on: How to determine the gist of basic social texts. How to adhere to social and cultural conventions when writing texts.
Explanation of the Assessment tasks that will be done in Session 24
SESSION 224 hours
Nature and the environmento Environmental protection
International and local environmental, workplace health and safety issues
Revise: vocabulary relating to
environmental, workplace health and safety problems
Asking questions and giving opinions
Listening: podcast about environmental and health and safety issues in the workplace
Speaking: talk about environmental issue, experience of a local community action
Reading: environmental or community action leaflets, general information on workplace health and safety issues
Writing: match solutions for environmental issues to the problems
Communicative aim: be able to address issues and opportunities in a workplace matter (environmental or health and safety)
Session on: How to identify relevant business and/or cultural conventions of basic workplace texts.
Preparation for Assessment.
SESSION 234 hours
Nature and the environmento Volunteer groups
Types of community and volunteer help in the workplace
Revise: vocabulary relating to
problems and solutions giving instructions,
explanations about places, positioning
Listening: telephone conversations responding to enquiries and requests
Speaking: Give instructions about workplace amenities to a volunteer
Reading: short report on volunteers in the workplace Writing: complete questionnaire Communicative aim:Check the samples tasks on your list of assessments, criteria and conditions of the assessment.
Session on: How to adhere to cultural conventions of basic workplace texts.
Preparation for Assessment.
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
SESSION 244 hoursASSESSMENT WEEK
Assessment:Element 1: 1.3Element 1: 2.4Element 2: 2.4Element 3: 1.2Element 3: 2.3Element 4: 1.4Element 4: 2.3
SESSION 254 hours
Migration and holidayso Preparing for a holiday
Requirements and preparation for a holiday
Holiday advertisements and descriptions
Revise: vocabulary relating to
luggage and packing, holiday requirements
writing lists
Listening: holiday advertisements and conversations about travel plans
Speaking: discuss travel plans, ask for information at a travel agency
Reading: travel brochures, maps and posters Writing: letter/email asking for information about
holiday destination, write a list about holiday plans Communicative aim: be able to discuss and seek further
information about holidays
Session on: How to use relevant visual aids or non-verbal communication to enhance or replace oral communication.
national airlines and travel agents are valuable starting points for preparing and developing resources for the holidays theme
SESSION 264 hours
Migration and holidayso Working in another country
GAP year and working holidays
Requirements for working overseas
Revise: vocabulary relating to travel
and working in another country
direct and indirect speech
Listening: conversation about working overseas, responding to information
Speaking: work related conversation asking about working overseas and opportunities in the workplace
Reading: marketing materials about working overseas, forms to apply for overseas position
Writing: business email asking for information about overseas position, itinerary for overseas trip
Communicative aim: to be able to report direct and indirect speech, give details about a conversation to a third party
Session on: How to determine spoken language features in order to facilitate basic communication.
There are numerous resources available about taking a GAP year:www.gapyear.com.au www.defencejobs.gov.au/education/gapyearwww.youthcentral.vic.gov.auwww.statravel.com.au
SESSION 274 hours
Migration and holidayso Foreigners
Nationalities Multilingual workplaces
Revise: vocabulary relating to
nationalities, conversations to seek further information and clarification
Listening: dialogues discussing workplace situations in the multilingual workplace
Speaking: role-play dialogues with customers/clients/colleagues asking to rephrase, or for clarification
Reading: online workplace communication tools, e.g. intranet
Writing: memo for workplace for multilingual workers Communicative aim: be able to ask for clarification or
for someone to rephrase, seek assistance as required.
Session on: How to identify social and cultural conventions of basic social texts.
Explanation of the Assessment tasks that will be done in Session 30
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
To develop intercultural communication skills to avoid offending, including customs and protocols
SESSION 284 hours
Migration and holidayso International retail and sales
Ordering goods and materials overseas
International telephone etc codes
Revise: vocabulary relating to
international signs and symbols, codes etc
Listening: ordering goods by telephone – sample conversations
Speaking: work-related conversations and conventions on phone
Reading: international signs and symbols, bookings, schedules and itineraries
Writing: complete order forms, identify international signs
Communicative aim: to be able to interact in an international context, to use “telephone” language conventions
Session on: How to identify appropriate resources, as required.
Preparation for Assessment.
SESSION 294 hours
The news, politics and local areao The news and media
Current events in newspapers
Reading headlinesRevise: vocabulary relating to news
media reading abbreviated
(headlines) statements
Listening: news items and (past) social experiences Speaking: talk about experiences and events in the past Reading: news items about workplace events and
incidents Writing: short report about an activity, event in
workplace Communicative aim: to describe events using the past
tense, to be able to prepare a short report
Session on: How to produce basic workplace texts using key words, phrases, simple sentences to convey main ideas and relevant details.
SESSION 304 hours, including2 hours Assessment
The news, politics and local areao Political system
types of political systems Local government Public transport
Revise: political systems and public
transport asking for directions, buying
ticket etc
Speaking: ask for directions, how to get to specific address
Reading: public transport timetables, maps and advertising material
Writing: write simple instructions for colleague how to get to a destination using public transport.
Communicative aim: Give and receive directions and instructions relating to public and private transport
Assessment:Element 1: 2.5Element 2: 1.2Element 3: 1.3Element 4: 1.5
SESSION 314 hours
The news, politics and local areao Issues in history
Key events in timelines Going to restaurant,
food outletRevise:
Listening: podcasts on food and restaurants, ordering food
Speaking: Role-play ordering food and drinks in restaurant and making suggestions
Reading: History timelines may include company timelines and workplace history as appropriate)
Session on: How to identify appropriate resources, as required. How to use appropriate resources and seek assistance, as required.
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
vocabulary relating to history and events, restaurants, menus etc
Writing: design menu for workplace lunch, including memo to staff.
Communicative aim: Be able to ask for menu,. Order food and make suggestions about food
SESSION 324 hours
Older peopleo Interaction with
grandparents and older people Nuclear family or
generations living together
Revise: vocabulary relating to family
and generations complex sentences, because,
even though etc
Listening: (podcast) interviews with older people Speaking: engaging in small talk with older people /
work place older colleagues Reading: personal reflections on past events / personal
experiences Writing: personal letter to older person asking for
advice or information Communicative aim: develop skills to use courtesy
expressions and language appropriate to use with older people
Session on: How to recognise workplace and cultural conventions to support communication in the target language.
SESSION 33
Assessment4 hours
Older peopleo Aged care
Options for care of elderly
Discussing accommodation options
Revise: vocabulary relating to aged
care and accommodation / housing types
Listening: video on aged care issues Speaking: Respond to enquiries about accommodation
(or related workplace aspect) Reading: accommodation brochures Writing: instructions about accommodation and where
to find accommodation Communicative aim: be able to describe
accommodation types and respond to enquiries using appropriate strategies
Session on: How to use any visual or non-verbal techniques to enhance or replace oral communication.
Explanation of the Assessment tasks that will be done in Session 36
SESSION 344 hours
Older peopleo Generation conflicts
Issues in generational conflicts
Comparative statisticsRevise: vocabulary relating to
generations
Listening: Guest speaker – an older worker Speaking: interview the guest speaker and provide
responses about own workplace Reading: marketing materials on chosen company or
workplace Writing: note-taking on interview Communicative aim:
Session on: How to use accompanying visual information to support comprehension.
Preparation for Assessment.
SESSION 35
4 hours
Older peopleo Our future
Issues for the future
Science fiction
Listening: future issues in the workplace Speaking: seeking advice about future plans Reading: agenda for meeting, company future planning
statements Writing: agenda for meeting on workplace issues Communicative aim: to be able to discuss issues in the
Session on: How to Produce basic workplace texts using key words, phrases, simple sentences to convey main ideas and relevant details. How to adhere to appropriate formats
Preparation for Assessment.
ALL YEAR SESSIONS
CONTENT METHODOLOGY ASSESSMENT PREPARATION ACTIVITIES EXTRA MATERIAL
Revise: vocabulary relating to
expressing future
future, and ask questions about what will/might happen in the future
Check the samples tasks on your list of assessments, criteria and conditions of the assessment.
when writing texts.
SESSION 364 hoursASSESSMENT WEEK
End of Certificate II
Assessment:Element 1: 1.4Element 1: 2.6Element 2: 1.3Element 2: 2.3Element 3: 1.4Element 4: 2.1Element 4: 2.2
Students may complete a special project on workplaces in a Language related country. This could take the form of writing a diary entry, blogs or reports, etc. These topics could be about security policies, professional development, working conditions, salaries, relationships between workers and management, etc. or students can add their own topic.