english work journal 1

English Work Journal 1

Student name Delivery site

Trainer name Mentor name

Start date End date

VU22389 Engage with texts of limited complexity

to participate in the community

VU22394 Create texts of

limited complexity to participate in the

community

22472VIC Certificate I in

General Education for

Adults

SAMPLE

1

These training materials have been developed by Vocational Training Queensland (VTQ) to support young people with diverse learning needs to engage with education and achieve the

Certificate I in General Education for Adults (CGEA Cert I).

VTQ has developed vocational education and training materials for the CGEA courses at the Australian Core Skills Framework (ACSF) levels 1 - 4. Resources are designed to support the learning needs of all students including those who have experienced

interrupted schooling. For more information regarding the use of these resources, please contact VTQ at [email protected].

Vocational Training Queensland PO Box 456

Archerfield Q 4108 Phone: 07 3271 0771

www.vtq.edu.au

GET OUT THERE First Published: 2018

Author: Rebekah Author: Dimity Author: Andrea

TRAINING MATERIAL COPYRIGHT Vocational Training Queensland (VTQ) retains all ownership of these CGEA course training

materials. Materials include all print and digital resources. Except as permitted by the copyright law applicable to you, you may not reproduce or communicate any of the content

without the permission of the copyright owner. © 2018 VTQ ALL RIGHTS RESERVED

CGEA ACCREDITED COURSE COPYRIGHT Copyright of the CGEA Accredited Courses is held by the Department of Education and Training, Victoria © State of Victoria (Department of Education and Training) 2018. The

CGEA Accredited Courses are licensed under a Creative Commons Attribution-NoDerivs 3.0 Australia license.

Version:2020_v1.0

SAMPLE

mailto:[email protected]

http://www.vtq.edu.au/

2

This unit is all about reading and writing to participate in the community.

We are learning to:

Identify and read a range of common community texts

Evaluate a range of texts about the community

Plan to write different texts

Create and review a range of texts

Work journal icons:

Writing activity

Coassemble log in

Reading activity

Print this

Talk about it

Quick tip

Tick when complete

Listening activity

Hands on activity

Internet search

Materials you will need:

Work journal

Computer

Internet

Pencil

SAMPLE

3

Student information

To complete the units of competency in Get Out There you will need to complete the work journal activities and the four (4) assessment tasks. The units of competency in Get Out There are:

VU22389 Engage with texts of limited complexity to participate in the community

and

VU22394 Create texts of limited complexity to participate in the community

This work journal has learning activities to help you learn reading and

writing skills and prepare you for assessment.

After you complete the learning activities, you must complete the assessments to the required standard. The four assessment tasks are:

Assessment task 1: Read posters about community events Assessment task 2: Create a poster for a community event

Assessment task 3: Read and write an email to organise a community event Assessment task 4: Read about a community event

SAMPLE

4

We are learning to: Student

Mentor or teacher

sign Date

Define community participation

Use reading strategies

Read posters

Complete Assessment task 1

Create posters


Read and write emails


Navigate websites

Read websites


Keep track of your learning

Let’s keep track of your learning together by using the table below. • Tick each box when you have completed the section. • Get your mentor or teacher to check and sign below too. Each section is marked by a

Banner heading

SAMPLE

5

Define community participation

Have you ever been to a community event? In Get Out There,

you are going to explore community events through a range of

text types.

The first step to anything is to gather all the information we already know

about being part of a community – this is called community participation.

Finding meaning

Go to Google. Type in the word COMMUNITY and press the search

button. Find the meaning of community. What does it mean?

Community means __________________________________________

_________________________________________________________

Using Google again, type in the word PARTICIPATION and press the

search button.

Find the meaning of participation. What does it mean? Participation means _____________________________________________________

__________________________________________________________________________

Now when you put those two words together – community participation

- what is the meaning?

Write one sentence using your own words to explain the meaning

of the phrase community participation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

SAMPLE

6

What do I know about community participation? In this unit you will learn to read and write different texts, all around

community participation. But first let’s explore stories about community

activities.

A great place to start thinking about this topic is to talk to your mentors

or teacherss about it. This will begin to create a picture of what

community participation means.

You probably already know about some community activities - like

dances, NAIDOC, BBQs, walkathons, Splendor in the Grass, Byron Bay

Blues Festival, Jacaranda Festival etc. There are lots of free events

that happen in small towns, remote communities and big cities. You

just have to know where to look!

Community events can be about culture, music, food, charity,

neighborhoods, arts and crafts. Almost anything!

Write one sentence about a community event you have been to.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

SAMPLE

7

Community events Here are some community events from around Brisbane.

Sort them into different categories. Choose cultural,

neighborhood or food and write one next to each event.

If you need help, talk to your mentor or teacher and ask them some

questions to work it out.

Community event Is it cultural, neighborhood or

food related?

Paniyiri (Greek Festival)

Eat Street Markets

Regional Flavours Festival

NAIDOC Week Celebrations

Morton Bay Community Festival

BrisAsia Festival

Japanese Film Festival

Brisbane Good Food and Wine Show

Quandamooka Festival

Jan Powers Farmers Markets

Sherwood Community Festival

Jacaranda Festival

SAMPLE

8

Texts you find in the community

Here are some texts you would find in the community.

Identify the text and where you might see it (source).

Text: Text: Text:

Source: Source: Source:

Text: Text: Text:

Source: Source: Source:

Gym Membership Gym Membership Application

Great! Go back to page 4 and tick

‘Define community participation’.

SAMPLE

9

Use reading strategies

Good readers have strategies to decode new words and make

meaning from new text. Read and discuss the strategies below

with your mentor or teacher.

KEY WORDS

Find the important words.

Look for the key words that will help you

understand the text. Key words can be

important words or words you don’t

know the meaning of yet.

READ AROUND IT

Read the words before or after

to guess the meaning.

Read the words before and after a new

word to try and help you work out what it

means. Reading on or going back helps

to give us clues to the meaning of a

word.

SKIMMING & SCANNING

Look for the main ideas and key

words.

Skimming – Looking for the general or

main idea using structure only stopping

when necessary.

Scanning – Using key words to look for

information without reading everything.

These help you identify the style of

writing, layout, features and vocabulary.

RE-READ

Read again for more information.

Read between the lines.

Read the text a second time to find the

information you need. Think about what

the author is trying to say. Find the main

idea.

SUMMARISE IT

Take notes

Taking notes and writing the main ideas

in your own words helps you to

understand the meaning.

SAMPLE

10

Now that you have discussed these strategies, you can use them to help

you read the different kinds of texts you find in the community.

Sum it up

Write some notes below to help you remember the reading

strategies you have learnt (or draw a picture if you want).

Reading strategy My notes to remember this strategy

Key words

Read around it

Skimming & scanning

Re-read

Summarise

You just used the reading strategy- SUMMARISE IT!

SUMMARISE IT

Take notes

SAMPLE

11

Read the most common words

Dr Edward Fry’s instant words (which are called the “Fry Words”)

are the most common words used in English.

In this unit you will learn to read some of these Fry words. Being able to

instantly recognise and read these words means you will be able to read

most texts. Memorising commonly used words is an important skill for all

good readers.

On the next pages you will find some of the 400 most common words

in written text. You will already be able to read some, many, most or all

of them. You will need to learn any that you don’t already know. You

must be able to read every word on the list fluently (this means

fast and without mistakes).

To make a list of any words you need to practise you will:

1. Read each word to your mentor or teacher.

2. Mark any words you can’t read fluently (your mentor or

teacher will do this with you).

3. Write a list of these words to help you practise.

4. Make flash cards of these words to use until you can read

them fluently. (Your mentor or teacher will help you with this.)

5. Practise a few words every lesson until you know them all

fluently.

Get ready to read. Be fast, not furious!

SAMPLE

12

The third 100 high frequency words

high saw important miss

every left until idea

near don’t children enough

add few side eat

food while feet face

between along car watch

own might mile far

below close night Indian

country something walk real

plant seem white almost

last next sea let

school hard began above

father open grow girl

keep example took sometimes tree begin river mountains

never life four cut

start always carry young

city those state talk

earth both once soon

eyes paper book list

light together hear song

thought got stop being

head group without leave

under often second family

story run late it’s

SAMPLE

13

The fourth 100 high frequency words

body order listen farm

music red wind pulled

colour door rock draw

stand sure space voice

sun become covered seen

questions top fast cold

fish ship several cried

area across hold plan

mark today himself notice

dog during toward south

horse short five sing

birds better step war

problem best morning ground

complete however passed fall

room low vowel king

knew hours true town

since black hundred I’ll

ever products against unit

piece happened pattern figure

told whole numeral certain

usually measure table field

didn’t remember north travel

friends early slowly wood

easy waves money fire

heard reached map upon

SAMPLE

14

The fifth 100 high frequency words

done decided plane filled

English contain system heat

road course behind full

half surface ran hot

ten produce round check

fly building boat object

gave ocean game am

box class force rule

finally note brought among

wait nothing understand noun

correct rest warm power

oh carefully common cannot

quickly scientists bring able

person inside explain six

became wheels dry size

shown stay though dark

minutes green language ball

strong known shape material

verb island deep special

stars week thousands heavy

front less yes fine

feel machine clear pair

fact base equation circle

inches ago yet include

street stood government built

SAMPLE

15

The sixth 100 high frequency words

can’t picked legs beside

matter simple sat gone

square cells main sky

syllables paint winter grass

perhaps mind wide million

bill love written west

felt cause length lay

suddenly rain reason weather

test exercise kept root

direction eggs interest instruments

center train arms meet

farmers blue brother third

ready wish race months

anything drop present paragraph

divided developed beautiful raised

general window store represent

energy difference job soft

subject distance edge whether

Europe heart past clothes

moon site sign flowers

region sum record shall

return summer finished teacher

believe wall discovered held

dance forest wild describe

members probably happy drive

Now you have another great strategy for reading: – reading common sight words.

Great work! Go back to page 4 and

tick ‘Use reading

strategies’. .strategies’.

SAMPLE

16

Read posters

Let’s explore the features of a good poster. You may have

some posters in your classroom. Here is a poster for a festival in

Goodna to read.

Title & font style – Is it easy to read?

Content – who, what, when, where

Visuals – An image to represent the event SAMPLE

17

Poster features

List what features you think a good poster should have:

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Look at the poster again. Read the checklist below and identify if

the poster has these features.

POSTER – Grab Tha Mic The poster

has this!

Nope! The poster needs work.

Does it have the following CONTENT:

Where?

When?

What?

Who is presenting?

Is the name of the event clear?

Are the contact details clear?

Is all of the:

SPELLING,

PUNCTUATION and GRAMMAR correct?

Do the VISUALS represent the event?

Does it have an appropriate FONT?

Can you read it easily?

Is the LAYOUT clear and attractive?

Does anything detract from the message?

Visual = picture = image Content = text Font = letter style Detract = take away from

You just used another reading strategy – RE-READ

RE-READ

Read again for more

information. Read between the lines.

SAMPLE

18

Now let’s look at another example of a poster.

Proofread the Grab Tha Mic poster below to see if it has the

features of a good poster. Read the checklist below and identify

if the poster has these features.

List 4 changes you could make to this

poster to improve it.

1. __________________________

_______________________________

2. __________________________

_______________________________

3. __________________________

_______________________________

4. __________________________

_______________________________

POSTER – Grab Tha Mic There are

some mistakes

OK!

Does it have the following CONTENT:

Where?

When?

What?

Who is presenting?

Is the name of the event clear?

Are the contact details clear?

Is all of the SPELLING, PUNCTUATION and

GRAMMAR correct?

Do the VISUALS represent the event?

Does it have an appropriate FONT? Can you read

it easily?

Is the LAYOUT clear and attractive?

Does anything detract from the message?

SAMPLE

19

Compare posters

You have now seen an example of a good poster and one that

needed some improving. This time you are going to look at two (2)

posters for the same event that are similar but have differences. For the

next series of activities you will need to look at the following two posters.

POSTER A

SAMPLE

20

POSTER B

SAMPLE

21

Identify four (4) things that are different between Poster A and

Poster B

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

Posters use a range of language to grab the attention of the

reader. Two types of language used include FACTS and

OPINIONS.

For example:

“It’s so hot today, it feels like 40oc”, is one person’s OPINION on how hot

the weather felt today.

AND

“Today’s maximum temperature on the thermometer was 38oc”, is a

FACT based on the proof of a thermometer reading.

Look at the two Touch Football Tournament posters and identify

one fact and one opinion.

FACT___________________________________________________

________________________________________________________

OPINION________________________________________________

________________________________________________________

Fact = information that is known or proven to be true.

Opinion = the beliefs or views of a person.

SAMPLE

22

Why do you think facts and/or opinions are good features to add

into posters?

________________________________________________________

________________________________________________________

________________________________________________________

Finally you need to compare POSTER A and POSTER B. Which

poster do you think is better?

Write four (4) sentences to explain why you think one poster is better

than the other.

Don’t forget to consider these features:

fonts

layout

colours and images

readability (How easy is it to read?)

correct use of punctuation and spelling

key details (e.g. contact information)

1. _____________________________________________________

_____________________________________________________

2. _____________________________________________________

_____________________________________________________

3. _____________________________________________________

_____________________________________________________

4. _____________________________________________________

_____________________________________________________

SAMPLE

23

Revision

Are you ready to be assessed?

It’s almost time to complete Assessment task 1 – Read posters about

community events.

If you need more practise, log in to your Coassemble account now

to do the activities in the resource ‘Read posters’.

If you are ready…

Once you feel confident it’s time to log in to Coassemble and

begin completing Assessment task 1 – Read posters about

community events.

Great! Go back to page 4 and

tick ‘Read posters’.

Talk to your mentor or teacher.

Tell them you are ready for assessment.

Don’t go on until you have finished your assessment!

SAMPLE

24

Assessment task 1 - Read posters

In this assessment task, you will need to search the web for a poster that

tells you about a community event. You will demonstrate your reading

and comprehension skills by answering the questions about the poster

you have found and a poster supplied for you. Use the checklists in each

part to make sure you have completed all parts of the assessment.

What you need to do now:

1. Log in to your Coassemble account to download the

assessment task documents.

2. Complete the two parts of the asssessment task.

3. Upload a copy of your completed assessments into your

Coassemble account.


‘Complete Assessment task 1’.

SAMPLE

25

Create posters When you create a poster about an event or activity, it is not just about making it look good. You have to give the reader all of the necessary information too.

You are going to help plan the Get Out There Music Festival! This festival is to promote community participation. You need to think about a whole range of things when you go to plan your music festival. Are you ready to get started? Ok, let’s go. You are going to complete a number of jobs to help plan the Get Out There Music Festival. Your tasks as a community volunteer are:

Create a poster

Write an email Let’s learn about the READING PROCESS.

You will need to have good reading and writing skills to complete these tasks.

SAMPLE

26

Predicting

One reading strategy we can use before reading is predicting and using the knowledge we already have.

If you predict what a text is about (guess its meaning) before you read

it, it will help y o u to better understand any new information. So let’s

predict what we may find in the text we are going to read. It is all about

festivals.

Brainstorm some words around the topic of music festivals.

Music Festivals

SAMPLE

27

Identify key words

Get Out There – Why do communities need festivals anyway?

Music festivals promote music based on musical style, nationality, local

community or holidays. For example, places like Stradbroke Island have

a reggae festival to celebrate life on the island. Festivals are usually held

outdoors, and often have food stalls, chill out zones and social areas.

Many festivals are held yearly as this helps to celebrate community

identity and participation. Some, including many rock festivals, are held

only once because of the difficulty of getting musicians together at the

same time. Some festivals are organised to raise money for a cause –

like suicide prevention. Lots of modern festivals are created and

managed by companies who make money from touring the festival to

different communities around Australia. Throughout the year, there are

usually a number of different festivals held in cities that are aimed at

specific audiences and musical taste.

The role of a music festival is to celebrate and connect people. Festivals

provide a chance to bring communities together to participate and share

a positive experience. Music festivals have always occupied a special

place in society. A music festival is a chance to get out there, connect

with culture and other like-minded people and to participate in a

community event. Everyone loves a festival!

Read the article.

Underline or highlight any words you don’t understand

in the text.

SAMPLE

28

Use all the words you underlined or highlighted (didn’t

understand) from the article to finish the table below.

If you think you understood all of them, let your mentor or teacher

choose 3 words that could challenge you (e.g. promote, celebrate,

diverse, experience).

Word

Syllables

Predict What do you think it means? (Use the words around it to help you guess.)

Dictionary meaning

Connect

Con nect

Join together

Write your main ideas here: __________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

1. Now go back and read the article aloud to your mentor or teacher. 2. Identify the main ideas from the paragraph in your own words.

SAMPLE

29

So now we know why music festivals are important. Let’s begin to plan

our Get Out There festival.

The article identified that

we need to know our

festival AUDIENCE (who)

and PURPOSE (why)!

Brainstorm your festival plan

Get Out There Music Festival

Audience:

Purpose:

Music type:

Types of food:

Date & Time:

Venue:

So it’s time to

brainstorm…What do YOU

want for your festival?

SAMPLE

30

Now you have done the first part of THE WRITING PROCESS!

Let’s learn about all the steps in the writing process.

To write well we use five steps. Read the steps below and discuss

them with your mentor or teacher.

Now it’s time to put your new knowledge and skills into action!

SAMPLE

31

Revision


It’s almost time to complete Assessment task 2 – Create a poster.

If you need more practice, log in to your Coassemble account now

to do the activities in the resource ‘Create posters’.

If you are ready…

Once you feel confident, it’s time to log in to Coassemble and

begin completing Assessment task 2 – Create a poster.

Great! Go back to page 4 and tick ‘Create

posters’.




SAMPLE

32

Assessment task 2 - Create a poster You are the event manager of the Get Out There Music Festival. You

need to create a poster to advertise your festival.

Make sure your poster has all the features of a good poster.

There are five parts to this Assessment Task

1. Prewriting

2. Drafting

3. Revising

4. Editing

5. Publishing

1. Log in to your Coassemble account to download the

assessment task documents.

2. Complete all the parts of the asssessment task.


Coassemble account.

Great! Go back to page 4 and tick ‘Complete Assessment 2’.

SAMPLE

33

Read and write emails

Almost everyone today reads and writes emails. We write emails at work

and we also write emails to our friends and family. It is important to

understand that when we write work emails, they can be very

different to emails we write to our mates. The difference between

these emails is called FORMAL and INFORMAL.

Are you ready to learn about emails?

Ok. Let’s go.

Understanding emails

In most workplaces, managers and other staff write letters to

employees about various work matters. These electronic letters are

called emails. (Short for electronic mail.) Emails are sometimes written to just one person, but often they are

written to many employees at the same time. Emails give information

and often ask employees to do something.

Emails are a very common way for people to communicate as they are

quick and efficient. These days, emails are written for work and for

personal messages.

1. What is email short for? ________________ __________

2. Why do employers write emails to their staff?

_______________________________________________________________

_______________________________________________________________

3. Who do you write FORMAL emails to? (circle 2)

Employer Employee Family Friends

Work = Formal language Home = Informal language

SAMPLE

34

Reading emails

Features of formal and informal emails Read through these email features:

Features Formal Informal

Purpose To inform To inform and entertain

Audience Business, work colleagues and community volunteers

Friends and family

To

The address of who you are writing to. All email addresses use the symbol @ in their address.

The address of who you are writing to. All email addresses use the symbol @ in their address.

CC

This stands for courtesy copy. This means the email is sent to someone who needs to know the information, but doesn’t need to respond.

This stands for courtesy copy. This means the email is sent to someone who needs to know the information, but doesn’t need to respond.

Subject This is where you write what the email is about.

This is where you write what the email is about.

Style

Standard Australian English – accurate spelling, punctuation and grammar. e.g. Thank you for your prompt response.

Friendly – accuracy is not important for spelling or grammar. e.g. Thx 4 email, will call u l8r. x

Beginning and ending

Email is a new format and there are only a few agreed rules for starting and ending an email. Start and end appropriately. e.g. Dear Mr/Mrs/Ms Dear Sir/Madam Yours sincerely Regards Kind regards

There are NO rules – your choice.

Grammar

No contractions e.g. I will not be able to come to the meeting. If you write: I won’t be able to come to the meeting – that is too informal.

No rules. Use contractions, emojis, slang – your choice.

SAMPLE

35

Have a look at this formal email and then answer the questions about it.

SEND

To: [email protected]

CC:

Subject: Business Cards

Dear Manager

I am interested in producing 500 business cards. I found your online

store and I am impressed by your cards. However, I do have a few

questions. Your site says the minimum order is 1000 cards. I only

need 500, so is that smaller quantity possible? Furthermore, I would

like my business cards to be coloured and include my company logo.

Will this incur an extra charge? I would like to preview the cards prior

to purchasing. I appreciate your assistance and look forward to

hearing back from you.

Kind regards Archie Simpson Managing Director, Get Out There Festivals Ph: 3356 6978 Mob: 0412 345 678

1. What is the email address? _____________________________

2. What is the email about? _________________ __________

3. Who wrote the email? _____________________________________ 4. What is the main thing he is asking for in this email?

_______________________________________________________________

_______________________________________________________________

5. Why can’t he just order the business cards straight away?

_______________________________________________________________

_______________________________________________________________

6. Write down 3 words that prove this is a formal email. __________________ _____________________ ____________________

SAMPLE

36

Read this informal email. This is the type of email you send to

family and friends.

SEND

To.. [email protected]

CC..

Subject: Hey

Hey Henry, It’s been a while! Can’t wait to catch up Friday! Movies or dinner? ...

idc, whatever you wanna do. Missd u heaps while u were away. I’ve

got so much to tell u about the festival. Gonna be deadly!!!!!

Call u l8r. x Jules.

1. What is the purpose of this email?

____________________________________________________

2. Who is sending the email?_______________________________________

3. Who is reading the email? _______________________________________

4. What is their relationship? _______________________________________

5. What does Jules want Henry to decide?

_______________________________________________________________

6. Is it easier or more difficult to understand this email compared to the

formal email? _________________________

7. Why? (Write your answer in a sentence.)

________________________________________________________________

________________________________________________________________

________________________________________________________________

SAMPLE

37

Formal and informal language

Here are some examples of formal language used.

Change the language from formal to informal.

Formal language used by the boss Change it into informal language

You are requested to … e.g. You need to …

… at the commencement of work…

Thank you for your cooperation in this …

… staff listed below are required to attend …

All staff will be required to wear …

I need to know your availability for work …

Here are some examples of informal language used.

Change the language from informal to formal.

Informal language used Change it into more formal language

… kids …

Spread the word …

… take out the prize this year.

e.g. We are hoping to win the competition this year. Needs heaps of people to turn up …

Get thinking …

SAMPLE

38

Purpose of email

Match these emails to the subjects in the boxes. Write the subject in the box over the email.

Choose from the three subjects below:

Subject: Change to roster Subject: Staff meeting Subject: VIP Upgrade

Subject:

Email A It is my great pleasure to announce that as one of our winning

contestants, you receive free entry into the Get Out There Music Festival

and a VIP upgrade. This entitles you to exclusive backstage and green

room entry so that you can meet the bands.

Best wishes, Steve, Manager, Get Out There Festival.

Subject:

Email B Mia, Can you help out in the chill out tent tomorrow morning til 1 pm instead of

working on the front gate? Email me to confirm.

Thanks, Steve.

Subject:

Email C To all staff, Staff meeting about the new event schedule will be held in Staff Room 2,

Wednesday, 2nd December. Please advise if unable to attend.

Thanks, Steve.

SAMPLE

39

Matching meanings The underlined words or phrases in the sentences below are

words that are often used in business emails and letters.

Write the underlined word next to its meaning in the box below.

Do the band members have any special requirements?

Last week, I requested some information about the band names

who are playing the gig.

I am writing in reference to our recent booking.

Could you respond to this request within ten days?

Could you please acknowledge receipt of this cheque

immediately?

I am writing to confirm your bookings for the 10 and 11 December.

Please advise us of your likely departure time.

In previous correspondence, you said that you did not provide

smoking areas.

Meanings tell me that you have received ___________________________ needs or wishes ______________________________________ letters or emails ______________________________________ make certain _________________________________________ let me know _________________________________________ reply to, answer ______________________________________ about _______________________________________________ asked for ____________________________________________

SAMPLE

40

Sequencing email

The sentences in the email below are in the wrong order. Put

them in the correct order by writing the numbers 1 to 7.

This is to confirm the 2 bands are booked in to play for

4 hours on Saturday 10th December.

Thank you for your assistance.

To: [email protected]

We have booked in 2 of your bands, to play at the

festival, as requested. We are confirming that they are

reggae bands and are requesting the band names in

order to schedule them in.

Subject: Confirmation

We look forward to seeing you at the Get Out There

Music Festival.

Jack Barney, Get Out There Festival Manager.

Now you are almost ready to write an email as a community volunteer!

SAMPLE

41

The writing process

Let’s review THE WRITING PROCESS that we

used earlier in our workbook.

Read the steps below and use the reading strategy to

complete the table below.

Step Name Sum it up (one or two words only)

1

2

3

4

5

Don’t forget to use this strategy if you need to!

SAMPLE

42

Writing an email It’s time to practise writing an email.

You have to reply via email to this request from the council.

Can you write the email?

The council manager of parks and recreation urgently requests

information regarding the amount of parking needed and toilet facilities

for the festival.

This is what you know:

Manager’s email address: [email protected]

Expected number of people: 1000

Number of port-a-loos needed: 10

Number of parking spaces: 150

Public transport nearby: Bus stops and train station

Use this information to write your email. Make sure you use full

sentences and formal language.

SEND

To:

CC:

Subject:

SAMPLE

43

Revision


It’s almost time to complete Assessment task 3 – Read and write an

email to organise a community event.

If you need more practice, log in to your Coassemble account now

to do the activities in the resource ‘Read and write emails’.

If you are ready…

Once you feel confident, it’s time to log in to Coassemble and

begin completing Assessment task 3.




Great! Go back to page 4 and tick ‘Read and write emails’.

SAMPLE

44

Assessment task 3 - Read and write emails

In this assessment, you will read an email telling you about a planned

community event. Then you will write a response to that email.

There are two parts to this assessment:

Part 1 – Read an email

Part 2 – Write an email

1. Log in to your Coassemble account to download the assessment

task documents.



Coassemble account.


‘Complete Assessment task 3’.

SAMPLE

45

Navigate websites

“A web-based text is any text that is electronic or digital.”

In our modern world we see digital texts every day.

These texts include:

Websites

Emails

Phone or ipad Apps

SMSs

Digital texts can be seen on a computer, smart phone, ipad or tablet, games

console, TV or even a smart watch.

Give two examples of where you have seen a web-based text

recently.

__________________________ _______________________________

SAMPLE

46

When talking about websites there is some specific language that you

might come across. Read through this glossary below to help you

better understand the language of web-based texts.

GLOSSARY OF WEB LANGUAGE

WORD DEFINITION

URL Uniform Resource Locator (URL) the website address. For

example, https://youtube.com is the URL for YouTube.

Navigation The act of using a website to access information, clicking on

menus, icons, buttons on a website.

Scroll To move the webpage content up, down or sideways so that

you can see more information.

Internet

browser

The program you use to view webpages. For example, Google

Chrome, Internet Explorer.

Cursor The pointer that indicates your position on the computer

screen, usually moved by the mouse or a touch pad.

Download Moving data from a website to your own computer.

Upload Sending data from your computer to a website.

Homepage The webpage that your browser brings up when you open it or

the main page of any website.

Search

Engine

A program that searches web pages for keywords and provides

a list of pages. Google is a search engine.

Hyperlink An electronic connection from one website to another. Usually

the text is highlighted blue and/or underlined.

SAMPLE

https://youtube.com/

47

1. Using your new knowledge of web language, write two sentences

that each include a word from the glossary above.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. Unjumble the web language words below.

PMEOAEHG

DOLAPU

NIERTTEN BORSREW

NGIVTIAANO

NLHKIRPEY

WODAODLN

RRSUCO

3. What does the term ‘search engine’ mean?

____________________________________________________________

____________________________________________________________

4. What does URL stand for?

____________________________________________________________

SAMPLE

48

Features of a website

Web-based texts are a way for the creator to share information with

the reader. Websites have a wide range of features.

A good website needs to be credible. This means it is reliable and

trustworthy. Some features of a credible website include, contact

information, information about the purpose of the website, the website

creator and they often end in .org or.gov.

Read through this table to help you understand some of the features of

websites.

FEATURES OF A WEBSITE

WORD DESCRIPTION

Written

text

The words you see in a website that describe the purpose the

creator wants to convey to the reader.

Visual

images

The pictures you see on a website help to grab the viewer’s

attention and convey more of the creator’s purpose.

Video An alternative to written text that provides opportunity for the

creator to convey their purpose to the reader.

Links Used to guide people from one portion of a webpage to another

without having to display a whole lot of content on one page.

Contact

information

The details of the creator of the webpage. Provides a way to

make further contact with the creator if you are interested in

their website content.

Search

function

A way to help users navigate a website more easily. Allows the

user to more quickly access the information they are seeking.

Footer Found at the bottom of a webpage, usually contains a menu,

contact information and copyright information.

Navigation

bar

A series of links to other sections of a webpage. Usually found

at the top or along the side. This helps the user to more easily

find the information they are looking for.

SAMPLE

49

Look at this screen shot of the Cairns Regional Council website. There

are five numbers that are next to five different features of websites.

Match the number to the website feature.

1 Search function

2 Contact information

3 Link

4 Navigation bar

5 Visual images

SAMPLE

50

Navigating websites

Now that we know all about the language and features of websites, it’s time to have a go at navigating your way around a website. Open up your internet browser and type in the following URL:

https://www.lifeeducation.org.au/

You are now going to navigate your way around this website and answer

some questions.

1. What is the name of the organisation that this website is for?

_______________________________________________________

2. Scroll down to the bottom of the page. What are two category headings

in the footer?

_______________________________________________________

_______________________________________________________

SAMPLE

https://www.lifeeducation.org.au/

51

3. Using the navigation bar at the top of the page, go to the ‘Contact’

section of the website. What is the street address for this organisation?

_______________________________________________________

_______________________________________________________

4. Hover your cursor over the ‘About Us’ heading in the navigation bar

and click on the ‘History’ heading. Write down the URL for the History

page of this website.

_______________________________________________________

_______________________________________________________

5. Do you think this website is credible? Name three features to support

your answer.

_______________________________________________________

Great! Go back to page 4 and tick ‘Navigate

websites’.

SAMPLE

52

Read websites

Each website you visit has a purpose. Some of the common purposes

are to:

share information with you,

entertain you,

persuade you to buy something, do something or use something.

It is important to keep in mind the purpose of a website when you are reading

the information presented and navigating the site.

When looking at a website you can use the reading strategies we covered

earlier in your workbook.

Let’s practise reading a website.

Open your internet browser and go to website for The Fred Hollows

Foundation, you can search for it in your browser or use the URL

www.hollows.org.

First let’s predict.

Take a minute to scroll through the homepage of this website. Look at

the pictures, read the main headings.

1. What do you think is the purpose of this website? (Circle as many as you

think.)

to inform to entertain to persuade

2. Who is the creator of this website?

______________________________________________________________

3. What do you think is the main purpose of The Fred Hollows Foundation?

______________________________________________________________

______________________________________________________________

______________________________________________________________

SAMPLE

http://www.hollows.org/

53

Now we’re going to take a closer look at the information included in this

website.

Reading strategies

KEY WORDS

Find the important

words.

READ AROUND

Read the words

before or after to

guess the meaning.

SKIMMING &

SCANNING

Look for the main

ideas and key words.

RE-READ

Read again for more

information. Read

between the lines.

4. Who is the audience of this website? (Who are the main people that would

visit this website?)

______________________________________________________________

5. Identify three features of the website that make it a good website.

___________________________________________________________

___________________________________________________________

___________________________________________________________

6. What are two ways the reader can help The Fred Hollows Foundation?

___________________________________________________________

___________________________________________________________

As you read this website, you can use these strategies to help you. At the end you must tick which reading strategies

you used.

SAMPLE

54

7. Who is Fred Hollows? Use the navigation bar to go the “About Fred”

section of the website and scroll down to read the information about “His

early years”. Write two facts you learnt about Fred.

___________________________________________________________

___________________________________________________________

___________________________________________________________

8. Skim the “What we do” section of this website.

What percentage of vision loss for Indigenous Australian adults is

preventable or treatable?

___________________________________________________________

How many countries is The Fred Hollows Foundation working in?

___________________________________________________________

9. Do you think this website is credible? Name three features to support your

answer.

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

Great work navigating and reading The Fred Hollows Foundation website!

Now tick which strategies you used (on the next page).

SAMPLE

55

I used these reading strategies:

(Tick all the strategies you used when reading this review.)

KEY WORDS

Find the important

words.

READ AROUND

Read the words

before or after to

guess the meaning.

SKIMMING &

SCANNING

Look for the main

ideas and key words.

RE-READ

Read again for more

information. Read

between the lines.

Great! Go back to page 4 and

tick ‘Read websites’.

SAMPLE

56

Revision


It’s almost time to complete Assessment task 4 – Read websites.

If you need more practice, log in to your Coassemble account now to do

the activities in the resource ‘Read websites’.

If you are ready…

Once you feel confident it’s time to log in to Coassemble and begin

completing Assessment task 4.




SAMPLE

57

Assessment 4 - Read websites

This assessment requires you to locate information and demonstrate your

reading skills by reading the information you find out loud.

This assessment has two parts. You must complete both parts.

Part 1: Locate and read web-based texts.

Part 2: Use web texts to find out community information.

1. Log in to your Coassemble account to download the assessment

task documents.



Coassemble account.

Great! Go back to page 4 and tick ‘Complete

Assessment task 4’. SAMPLE

58

Reflection Well done! You made it to the end of the Get Out There Unit. Now you can read and create different text types. Tell us about how you are going with your learning and complete the ‘Learner

Questionnaire’ on the next page.

Don’t tag your work journal pages. Your work journal is an important training

resource. TAG HERE instead!

SAMPLE

59

SAMPLE

60

SAMPLE

61

SAMPLE

english work journal 1

Documents