Certificate II in Applied Languages Learning Web viewCommunicative aim: be able to greet someone...

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.


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.


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


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


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


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


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


4 hours o Ideal occupations Describe preferred

occupations Describe occupations


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


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


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.


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.


http://www.abs.gov.au/

ALL YEAR SESSIONS


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


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.


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.

http://www.humanrights.gov.au/workplace-issues

http://www.humanrights.gov.au/workplace-issues

http://www.psychology.org.au/

http://www.workcover.nsw.gov.au/

http://www.workcover.nsw.gov.au/

ALL YEAR SESSIONS


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.


SESSION 224 hours

Nature and the environmento Environmental protection

International and local environmental, workplace health and safety issues


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.


SESSION 234 hours

Nature and the environmento Volunteer groups

Types of community and volunteer help in the workplace


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.


ALL YEAR SESSIONS



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


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


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.


http://www.statravel.com.au/

http://www.youthcentral.vic.gov.au/

http://www.youthcentral.vic.gov.au/

http://www.defencejobs.gov.au/education/gapyear

http://www.defencejobs.gov.au/education/gapyear

http://www.gapyear.com.au/

ALL YEAR SESSIONS


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


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.


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.


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


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.


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.


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


ALL YEAR SESSIONS



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.


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.

Certificate II in Applied Languages Learning Web viewCommunicative aim: be able to greet someone...

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