18798005 Nana Iwasaki CTL Assignment 1

Contemporary
Teacher
Leadership

Abstract
This report demonstrated the improvement of Mandarin Chinese unit ‘Lifestyle’ in
Stage 4, Year 7. The unit of work was initially aimed to cater for 8 classes consist of
high, mixed and low ability at Erskine Park high school. This report suggests
recommendations to the original unit outline by improving differentiated instruction
to cater for students with a diversity of learning needs. In order to successfully apply
the changes, the reconstructed unit has been incorporated the framework of
Understanding by Design (UbD). The main areas of consideration are the
improvement of Literacy and Numeracy skills, the enrichment on personal and social
capability, sequencing and assessment in the unit.

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18798005 Nana Iwasaki CTL Assignment 1

Table of contents
Executive summary……………………………………………………………………………………………….….3

Objective and context……………………………………………………………………………………3

Goals………………………………………………………………………………………………..……………4

Recommendations………………………………………………………………………………………..4

Background information……………………………………………………………………………………………5

Comparative table…………………………………………………………………………………………………….6

Recommendations……………………………………………………………………………………………………8

Reconstructed unit………………………………………………………………………………………………….11

Scope and sequence……………………………………………………………………………………11

Concept map……………………………………………………………………………………………….12

Assessment task and marking criteria……………………………………………….…..13/14

Redesigned unit Outline………………………………………………………………………………15

References………………………………………………………………………………………………………………22

Appendix – Original Program Documentation…………………………………………………………24

Unit Outline…………………………………………………………………………………………………24

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18798005 Nana Iwasaki CTL Assignment 1

Executive summary

Object and context

The context of this report is based at for the Languages other than English (LOTE)
faculty at Erskine Park high school in Mount Druitt area, which is in the Western part
of Sydney. Erskine Park is a co-educational school where Mandarin Chinese is a
mandatory Year 7 subject for all students. The school displays fairly less diversity in
students background compared to others, with only 29% of students from LOTE
background, and with 6% of students being identified as Indigenous or Aboriginal and
Torres Strait Islander. The total enrolment of the school is relatively even in terms of
boys and girls, 52% to 48% split. The school distribution of socio-economic status l is
comparatively low compared to the average of Australian distribution, with more
than 70% of the parents in the bottom or middle quarters and only 6% of the parents
in top quarter of earners.

Reference: Statistics and tables above are retrieved from the MySchool Website.
Retrieved from: https://www.myschool.edu.au/school/41845

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18798005 Nana Iwasaki CTL Assignment 1

Goals
The redesigned unit of work will:
 Address the needs of core skills such as literacy and numeracy and what
pedagogical strategy best support to assist students.
 Incorporate the provision of ICT throughout the unit in order to support
students’ learning.
 Integrate differentiation catering to ensure that learning is accessible for a
diversity of learners in the classroom.
 Immerse students with ideas and people from diverse background and
perspectives, and challenge them to compare and connect aspects of Chinese
Mandarin language to theirs through critical thinking and problem-solving
skills.

Recommendations
The suggested recommendation will be based on the unit catered for 8 different Year
7 classes with streaming of students for Gifted and Talented, high, mixed and low
ability. Furthermore, there are students with LBOTE background, diagnosed
disabilities as well as students who are influenced by socio-economic status. This
means that there will be diversity in students’ academic levels, learning pace,
preferences and needs. Hence, the recommendations in this report will mainly target
on differentiation, the development of literacy and numeracy and the improvement
of assessment task and sequencing.

 Implement effective differentiation in the classroom to ensure that all learning

is accessible and reachable to all students.
 Provide scaffolding instructions and explicit instruction as well as teacher’s
demonstration to ensure students are developing the required skills for the
assessment and unit aims.
 Considering the sequencing of learning in a way that demonstrates a clear
coherence between each lesson and activity.
 Improving the quality of assessment with a focus on fostering the
development of critical and creative thinking.

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18798005 Nana Iwasaki CTL Assignment 1

Background information
This unit was taught at Erskine Park high school that is located in the Western
Sydney as a professional practice one (PP1) in Term 2 of 2018. Mandarin Chinese is a
compulsory subject for all Year 7 students at the school, with 8 classes that consist of
approximately 20-25 students in each class. There were one Gifted and Talented, one
high and two low ability and the rest of the classes consisted of students with mixed
abilities. The class consisted of relatively even amount of female and male for all 8
classes, with the majority of the class from Australian background and about 5% of
students from Islander or Indian background. Although most students speak English
as their first language, there was a significant diversity in their learning styles and
needs. Each class had few students with different learning styles, needs and
diagnosed disability with autism, attention deficit hyperactivity disorder (ADHD) or
dyslexia.

The unit focused on the topic of ‘eating and drinking habits’ with guidelines from
the old stage 4 Chinese Syllabus. I had only been given an unit of work with very little
detail and no scope and sequences, concept map, assessment task and marking
criteria at Erskine Park high school. Out of 30 compulsory days of PP1, I taught
maximum 3 lessons a week from the third weeks into PP1 due to the ongoing Year 7
half yearly exams. For the first two weeks, I spent my time helping my supervisor
create exam papers and marking them as well as observing classes in different
faculties. 12 lessons for four weeks might seem fairly less, however, I had all year 7
classes so basically I was teaching the same content over and over with differentiation
to activities and sequences of the lesson for low, mixed and high ability classes.

I have witnessed the majority of teachers have a great sense of collaboration

and are willing to put ideas together into lesson planning, curriculum organisation and
resource creation at the school. The school also implemented CLUES lessons (C-
Consideration, L-Learning, U-Understanding, E-Environment and S-Safety) once every
fortnight in which encourages students to develop a sense of responsibility in their
behavior, to learn and accept differences and promote a positive sense of self-
awareness and social competency.

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 18798005 Nana Iwasaki CTL Assignment 1

Comparative table
Area of Strengths of the area of Concerns of the area of Suggested Research support for
consideration consideration consideration Changes to the changes suggested.
counteract
concerns
Since the unit is on Having said that literacy is Increases a Differentiated
Mandarin Chinese naturally incorporated into the variation of instruction can
Literacy language, literacy unit, the original unit simply activities and support students of
component has added deliver a piece of knowledge resources all levels and needs to
into the unit. about new vocabulary or relevant to remain engaged in
phrases. It lacks on the achieve skills learning and allow
provision of scaffolding, a needed for students to move
variety of activity and resources assessment beyond the zone of
to support students with and the aim of proximal
different learning needs and the unit. development
styles. (Morgan, 2014;
Vygotsky, 1978).
Students have been No opportunity to practice the Changes Understanding the
taught how to count use of measure words to count activity to use of patterns and
Numeracy numbers prior to the food and drinks items. practice order in students’
unit. In the eating and understanding own and others’
drinking unit, numeracy of the language system can
has been incorporated different develop the targeted
constantly when linguistic numeracy skills the
reading pricing on the features second language
menus. between acquisition
English and (Eisenchlas, Schalley
Chinese. & Guillemin, 2013).
Students are aware NA NA NA
that some
pronunciation of the
numbers change by
specific rules.
(e.g. number two is
usually pronounced
‘er’, however, when
you count two items of
food or drink they need
to pronounce it as
‘liang’).
N/A Language learning should Redesign the Critical and creative
Critical and enable students to reflect and assessment thinking skills can be
Creative embrace ideas from different task which enhanced through the

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 18798005 Nana Iwasaki CTL Assignment 1

Thinking backgrounds and perspectives. allow students use of assessment in

to express language learning
Opportunities for students to ideas, (Shirkhani & Fahim,
develop Critical and Creative suggesting 2011).
thinking are limited. alternatives
and justifying
their choices.

NA More opportunity to Redesign the Participating in an

Personal and communicate with others, work structure of effective group work
Social in teams or groups group/team can improve students’
Capabilities collaboratively. activity. ability to initiate and
maintain successful
Think-pair- relationships between
share. the participants and
build up social
competency (Brame &
Biel, 2015).
NA There is no clear aim of the unit Backward- The Understanding by
expect for the need to learn mapping need Design framework
Understanding vocabulary and structures in to be allows teachers to set
by Design Chinese to express likes and considered for desired goals of the
dislikes. The sequence of the unit aim, unit and plan
unit also does not flow and has assessment, sequences of activity,
no purpose to achieve for since activities, lesson and task to
there is no assessment task. lesson achieve the goal
sequences in (McTighe & Wiggins,
order to 2012;Yurtseven &
achieve the Altun, 2017).
goal of the
unit.

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18798005 Nana Iwasaki CTL Assignment 1

Recommendations

Having the original unit of work with very little detail and structures, no scope
and sequence, assessment task, marking criteria and concept map at the initial stage,
significant concerns have been placed on how this unit would fit into the whole year
plan of the course by effectively teaching and engaging students in learning and
achieving threshold concepts. Unit outline should inform clear goals of what teachers
want students to achieve at the end of the unit with a detailed guideline in each
lesson as to do so. Similarly, scope and sequence and concept map give a summary of
what should be taught and the order in which each teaching should be taken place.
Implementing assessment can benefit both teachers and students to measure
effective teaching and report student achievement through learning. On these bases,
the initial unit was reconstructed with a clear focus on improvements of assessment
task, differentiated instruction and the development of threshold concept (Meyer &
Land, 2005) that are relevant to students’ learning needs and to achieve improved
Literacy and Numeracy skills as well as to better design the structure of curriculum.
These improvements are demonstrated in the redesigned unit through incorporating
the Understanding by Design (UbD) framework (McTighe & Wiggins, 2012), providing
teachers insights of desired outcomes for students’ learning from the chosen unit, as
well as “focusing on teaching and assessing understanding and learning transfer”(p.1).

The Understanding by Design concept has been used in the reconstructed unit
in terms of setting clear goal of learning of the unit and planning classroom activity. In
the initial unit, the unit aim stated vaguely about the need to learn vocabulary and
phrases in Chinese to discuss one’s preferences. In language learning, the important
of provide learning that is real life purpose and meaningful is clearly stated in the
Syllabus (NESA, 2009). The redesigned unit has a clear aim of learning Chinese
language as a tool to gain understandings of the relationship between language and
culture and differences and similarities in Chinese and Australian eating and drinking
habits. Sequencing and types of the activity added into the reconstructed unit outline
assist the development of required skills and knowledge relevant to achieve the unit
aim and academic outcomes for the assessment task (Yurtseven & Altun, 2017).
Threshold concept (Meyer & Land, 2005) is also relevant to language learning, for
example, when understanding the target language culture and linguistic system itself
that are different or similar to students’ own, it helps students to embrace otherness
and accepting their own cultural identity.

The Understanding by Design has also been used as a measurement of

students’ achievement throughout the unit, informing teachers to know students’

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18798005 Nana Iwasaki CTL Assignment 1

ability and providing scaffold instructions to ensure that students have enough
assistance to develop required literacy skills and knowledge to complete the unit and
assessment. Similarly, the development in numeracy skills has been incorporated into
the reconstructed unit by checking the understanding of students on the linguistic
features of numbers and measure words in their first language and identifying the
similarities and differences with Chinese language system. Being literate in students’
first language affects on the proficiency in the second language (Eisenchas et al,
2013). Using numeracy in a second language shows that students have developed the
ability to critically analyse and respond to mathematics in different linguistic system.

Differentiation is another important aspect that has been utilised in the

reconstructed unit. Repetition of new vocabulary, structure and pronunciation is most
used method in teaching languages (Ghazi-Saidi & Ansaldo, 2017). However, teacher
must be aware that all students learn differently and there is no ‘one-size-fit’ strategy
to teach all of them (Fields, 2000). The original unit outline shows limited effort to
differentiated instruction by simply getting students to repeat after the teacher, take
notes of new vocabulary structure and practice with flashcard by repetition.
Differentiation was demonstrated in the reconstructed unit with a variety of activity
choices catering for different learning needs and abilities (Morgan, 2014). Throughout
the unit, students are given opportunities to choose between a number of activities
for practicing words, structures and phrases they learnt, for example, enabling
students to use a number square sheet, board game and Quizlet in which all activity
target to strengthen the literacy development. As this aspect has been incorporated
into the reconstructed unit, students take more ownership and responsibility to
participate in activity, hence, remain engaged in class (Anderson, 2016). These
classroom activities and assessment task help students to foster understanding of
threshold concept highly relevant to language classroom such as understanding
different ways of learning and practicing the target language can lead them to a
better understanding of how they can internalise the language.

The development of social awareness and management is one of the key

concepts of personal and social capability which enable students to “understanding
and handling themselves, their relationship, learning and work” (Australian
Curriculum, Assessment and Reporting Authority, 2018). As mentioned previously,
when students have more control in school work and that allow them for autonomy
and interests, they “begin to see schoolwork through a variety of lenses and
perspectives”, understanding that they work in a harmony with students from diverse
backgrounds and who learn differently to themselves rather than completing a school
task (ACARA, 2018). The concept of personal and social capability was not explored in
the initial unit outline, thus, has been incorporated in the reconstructed unit by the
provision of Think-Pair-Share activity. This way, students take responsibility to think

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18798005 Nana Iwasaki CTL Assignment 1

about questions posed by the teacher, share ideas with a partner and engage in
learning (Brame & Biel, 2015). Cooperative learning like Think-Pair-Share can develop
students’ abilities of effective communication, working collaboratively, making
decisions and role modeling (Brame & Biel, 2015).

There was no original assessment task provided in the initial unit of work,
critical and creative thinking has been integrated in the reconstructed unit with the
consideration into creating an assessment task that reflect on these general
capability. Assessment task should be based on assessing students’ ability to locate
and analyse information and respond appropriately to a spoken text rather than
testing on their ability to memorise and substitude words which does not reflect
critical and creative thinking (Shirkhani & Fahim, 2011).

In conclusion, the original unit outline had a number of changes needed to be

addressed to cater for students with different learning needs and styles. The areas of
improvements demonstrated in the reconstructed unit are the sequencing of
learning, differentiated instructions as well as the improved socials and personal
capability in students to achieve the development of Literacy and Numeracy skills.
With the incorporation of the Understanding by Design theory and threshold concept,
the reconstructed unit has adopted changes in order to reach out for a diversity
existing in classroom context and to achieve targeted outcomes in sequential order.

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 18798005 Nana Iwasaki CTL Assignment 1

Reconstructed unit

(a) Scope and sequence

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Topic Lifestyle Leisure activity

Unit title Eating and drinking Sports and hobbies

Syllabus 4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4, 4.MLC.1, 4.MLC.2,

4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4, 4.MLC.1, 4.MLC.2,
outcomes 4.MBC.1, 4.MBC.2
4.MBC.1, 4.MBC.2

 Identifying types of food and drink items in

Term 2

China
 Identifying people’s likes and dislikes on
food and drinks
 Describing likes/dislikes and traditional
meal in China
Unit description
 Role-playing waiter and customer at
restaurant
 Ordering food and drink in specific context
and using correct measurements for prices
 Creating three-meal menu for a school
camp
 Discuss leisure activity in a relation to
hobbies and sports
 Compare similarities and differences in
leisure activities between China and
Australia
 Likes and dislikes for your leisure activities
 The most popular leisure time activities in
China

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18798005 Nana Iwasaki CTL Assignment 1

(b) Concept map

Reference: Concept map created from the Creately website.

https://creately.com/app/?tempID=j6d5h7241&login_type=demo#

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 18798005 Nana Iwasaki CTL Assignment 1

(c) Assessment task

Context: In Lifestyle unit, students have engaged in listening to conversations about
people discussing their likes and dislikes for food and drink items. Students have been
exposed to a variety of texts (Videos, CD, printed material) and activities to internalise
structures, vocabulary and phrases in Chinese that enabled them to developed ability
to recognise specific features of languages in texts. Through investigation of specific
language features, vocabulary and phrases that are related to eating and drinking,
students have gained better understanding of culturally specific knowledge of eating
and drinking in China and improved their fluency in Chinese language. Students are
able to identify what they like and dislike.

Task number: 3 Weighting: 15% Timing: Term 3

Final submission: week 5
Draft submission: week 4
Outcomes assessed
4.UL.1: A student demonstrates understanding of the main ideas and supporting detail in spoken texts and
responds appropriately.
4.UL.4 A sudent applies a range of linguistic structures to express own ideas in writing.
4.MLC.1 A student demonstrates understnding of the importance of appropriate use of language in diverse
contexts.
4.MLC.2: A student explores the diverse ways in which meaning is conveyed by comparing and describing
structures and features of Chinese.
Nature of the task
This task requires students to listen to a group of high school students discussing what food and
drinks they like or dislike. Students are allowed to listen to the recording for twice. After listening
to the recording, students need to complete an information-gap which they need to find a name
of the speaker to the correct match of their description of their food and drink preferences. In
order to prepare a camp menu (breakfast, lunch and dinner), students then make a short
comment in Chinese to remind themselves of what individual student like and dislike. Students
need to include the following:
- Name of the speaker
- Food and drink item that each individual person mentioned
- Whether or not the person likes or dislikes the items
- A proposed camp menu

Criteria for assessing learning

Students will be marked on the basis of their ability to:
 Understand the spoken text by recognizing main ideas and supporting ideas in
the texts.
 Compose a written text by using correct use of word order, phrases and
appropriate vocabulary.
 Demonstrate understanding of Chinese language by using appropriate Hanzi
(characters) and Pinyin (romanisation).

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18798005 Nana Iwasaki CTL Assignment 1

(d) Marking Criteria

Criteria Mark

12-15
 Demonstrates understanding of main ideas and supporting information in the
spoken texts
 Locate appropriate information from the spoken text and express own ideas with
the use of sophisticated linguistic features
 Compose short comments with a substantial level of sophistication in the use of
vocabulary and structures
 Compose a writing with most Hanzi used accurately

8-11
 Demonstrate most of the relevant ideas and supporting information in the
listening component of the task
 Locate appropriate information from the spoken text and express own ideas with
the use of appropriate linguistic features
 Writes most of the vocabulary and structures accurately and consistently
 Writing contains Hanzi and pinyin

4-7
 Demonstrates some of the relevant ideas and supporting information in the
spoken texts
 Locate some information from the listening component of the task and express
ideas with good understanding of linguistic features
 Show an attempt to write with good understanding of vocabulary and structures
 Attempt to write in Hanzi and pinyin with some errors

1-3
 Ideas in the written texts may contain information that are irrelevant to the
listening component of the task
 Writing shows a basic language structure and vocabulary with some errors
 Writes mostly in pinyin with a limited use of Hanzi

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 18798005 Nana Iwasaki CTL Assignment 1

(e) Redesigned unit

Unit outline (Red: Added new information, green: Changed activity, purple:
literacy and numeracy)

Lifestyle: Eating and drinking| Stage 4 | Chinese Mandarin Year: year 7

Unit description Duration

This unit aims to focus on developing the knowledge and understanding of eating and Term 2
drinking culture and habit in China, and required vocabulary and structures to discuss one’s 4 weeks
eating and drinking habits. Within this learning, students foster their intercultural Detail: 12 hours, 3 lessons per week
understanding on differences in eating habits and culture between China and their own.
Students also will be able to interact with others using the target language in order to tell,
ask and discuss about what they like/dislike to eat and drink. Activities and learning in this
unit are related to learn to and learn about statements by incorporating the knowledge that
is culture-specific to China (e.g. learning proper usage of chopstick and taboos when eating
and drinking in China or with Chinese people).

Students learn to: Students learn about:

- Students learn to identify specific information, eg by
identifying statements as true or fasle, answering
questions in English or Chinese choosing the correct
word.
- Students learn to identify the purpose in texts and
distinguish between the main ideas and supporting
details.
- Student learn to maintain social interactions and
communicate appropriately in familiar contects, eg turn-
taking, agreeing, acknowledging, replying, and asking for
repetion or clarification.
- Student learn to recognise that some words and
concepts cannot be literally translated.
- Student learn to identify and explain features of
traditional and contemporary lifestyle, eg generational
and regional differences, gender roles, origins and
places of festivals, routines of family and school life.
- Students learn about linguistic features of texts,
such as in conversations, interviews and
messages.
- Students learn about the ways to analyse text
structure and locate relevant information in text.
- Student learn about verbal and nonverbal links
with a conversational partner.
- Student learn about culture-specific expressions
and specific patterns and rules in word
construction, word order and sentecne structure.
- Students learn about the importance of tradition
to a sense of cultural identity and diversity within
the culture.

Outcomes Cross curriculum content

Chinese K-10
4.UL.1: A student demonstrates understanding of the main ideas and
supporting detail in spoken texts and responds appropriately.
4.UL.2: A student demonstrates understanidng of the main ideas and
supporting detail in written texts and responds appropriately.
4.UL.3: A student establishes and maintains communication in familiar
situations.
4.UL.4 A sudent applies a range of linguistic structures to express own
ideas in writing.
4.MLC.1 A student demonstrates understnding of the importance of
appropriate use of language in diverse contexts.
Literacy
 Learning similarity and differences of language system
between Chinese and English
 Recognising specific features of rules, structure and
word order in Chinese
 Learning new words, phrases and sentences in Chinese
Numeracy
 Prices for food and drink item (Reading, listening,
writing and speaking)
 When ordering (e.g. please give me one dish of …)

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 18798005 Nana Iwasaki CTL Assignment 1

4.MLC.2: A student explores the diverse ways in which meaning is ICT

conveyed by comparing and describing structures and features of  Revision (Kahoot, qizlet and other game based
Chinese. resources listed above)
4.MBC.1: A student demonstrates understanding of the  YouTube clip
interdependence of language and culture.  Creation of website if they choose to do this for their
Students learn about the significance of cultural awareness in language assessment
use and the influence of cultural values on how meaning is conveyed.
4.MBC.2:A student demonstrates knowledge of key features of the
culture of Chinese-speaking communities.

Resource Vocabulary and grammartical structure

Board game/Flash cards/Number square: these are
gamed based learning for students to recap on their
prior learning and assist students learn words and
phrases engagingly.
YouTube links for Chinese eating and drinking
culture/habits.
CD/audio tape for listening activity.
Food and drink vocabulary
 Dumpling (饺子)/hot and sour soup (酸辣汤)/stir-fry noodle (炒面)/fried
rice (炒饭)/bread (面包)/green vegetable (青菜)/spring roll (春卷)/spicy
tofu (麻婆豆腐)/sweet and sour fish (糖醋鱼)/apple (苹果)/coke (可口
可乐)/iced tea (冰茶)/hot tea (茶)/coffee (咖啡)/oolong tea (乌龙茶)
Expressing preferences (likes and dislikes)
 What do you like or dislike drinking? (你喜欢／不喜欢喝什么？)

Activity worksheet (e.g. interview, surveying the class
and information gap activity).
Range of menus (both printed and electronic).
Electronic devices such as tablets and laptops.
 What do you like or dislike eating? (你喜欢／不喜欢吃什么？)
Asking what others like and dislike
 Do you like drinking/eating ___ (food or drink item)? (你喜欢吃______
(noun)吗？)
 how about this? (这是怎么样？)
 What do you eat in the morning/lunch and dinner? (你早上／午餐／晚
上吃什么？)
 What do you drink in the morning/lunch and dinner? (你早上／午餐／
晚上喝什么？)
Ordering food and drink at restaurants
 Very yummy (很好)
 Not very good (不好)
 So so (不错)
 It is excellent! (味道很好)
Describing food and drink items
 Have you got any seats available? (请问，还有没有位子？)
 I would like to order ______. (我要)
 Please do not put ____. (别放___)
 Can you serve the food quickly? (请上菜快一点儿)
 Welcome! (请进请进！)
 What would you like to eat? (想吃点儿什么？)
 Apart from ____ that you ordered, is there anything else you need? (除
了___以外，还要什么？)
 I am sorry but ______ is sold out. (对不起, ____卖完。)

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 18798005 Nana Iwasaki CTL Assignment 1

Measure words
 个: one of…(versatile use)
 瓶／杯： a bottle or a glass of…

 份: an order of (for noodles).

 盘: a plate of….
 壶: a pot of….
 笼: an order of (for dumpling).

Integrated teaching, learning and assessment Resources Evidence of Feedback

activities learning
Lesson 1 – introduction to the unit
- Outlining the unit overview and aims to students
clearly establishing the expectation. Power point slides, Brainstorming ideas in Teacher makes an
- Teacher-led discussion around the concept of YouTube videos and a whole-class observation and gives oral
drinking and eating culture in China. Questions pictures to support the discussion shows feedback to the topic of
may include: discussion and students ‘eating and drinking
introduction of drinking understanding of what culture in China’.
(1) What do you know about eating and drinking
and eating culture. they have learnt.
culture in China?
(2) Why is it important to know about their eating
and drinking habits?
(3) Identify food and drink items specific to China and
may include occasion (e.g. spring festival).
(4) Who they might eat and drink effect on their Accuracy in
eating and drinking habit? pronouncing new Oral feedback on
- Teacher introduces the chosen vocabulary for words relating to food students’ pronunciation
food and drinks items and discuss with the class. and drink items. of new words.
Dumpling (饺子)/hot and sour soup (酸辣汤)/stir-
fry noodle (炒面)/fried rice (炒饭)/bread (面包
)/green vegetable (青菜)/spring roll (春卷)/spicy
tofu (麻婆豆腐)/sweet and sour fish (糖醋鱼
)/apple (苹果)/coke (可口可乐)/iced tea (冰茶
)/hot tea (茶)/coffee (咖啡)/oolong tea (乌龙茶)
Lesson 2 –Acquiring new vocabulary on Food and drink Kahoot for recapping Answering on Kahoot Verbal feedback on
items knowledge. and completing pronunciation.
- Recapping on the prior lesson about eating and Flashcards/Quizlet for modules on Quizlet.
drinking culture in China. practicing the new
words.
- Teacher models pronunciation of each word
Correctly re-
student learnt in the previous lesson repeatedly
PPT slides with pronouncing/matching
and students follow by listening to teacher’s
pictograph or written on or recognizing the
model pronunciation, learning by flashcards and
whiteboard. vocabulary items.
Quizlet. When practicing new vocabulary, teacher
explains each character using pictograph to assist
students’ learning.
- Students are given this lesson time to fully
immerse themselves to practice the new
vocabulary from the prior lesson. When students
are confident enough with new words, they take
part in activities.

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 18798005 Nana Iwasaki CTL Assignment 1

- The lesson finishes off with a memory game (who Pieces of paper for
can remember the most!). Students pair up and memory game.
recall as much vocabulary as possible in 3
minutes. Whichever team has most item and
correctly pronounced them win.
Lesson 3 – Do you know how to use chopstick?
- Teacher asks students whether or not they have
eaten at Chinese restaurants or with Chinese
people before. Ask them if they have noticed
anything differ from their own eating habits.
Observation and feedback
- Teacher discusses about eating and drinking habit on class discussion.
that are specific to China (e.g. using
Class discussion about
chopstick/sharing the dishes together).
eating and drinking
- Some taboos or information students need to PPT slides and possibly habits in China and
know about eating and drinking in China. printed resources for students learning the
*If you use chopstick to point at someone, it eating and drinking differences to their
shows a sign of disrespect. habits in China. own culture.
*Using chopstick to tap on bowls or tables
indicates begging for money.
*Using chopstick the wrong way can be seen rude
and cause people to lose faces. Demonstrating their
*Food is served in the rotating table in China for understanding on the
sharing, whereas in the West, people usually have taboos in China
one dish per head. through a discussion.
*In China, young people need to wait till elder
Using chopstick the
starts eating and taking food on plate. Otherwise,
right way and picking
it is considered rude and disrespectful. Verbal feedback on level
YouTube clip. up M&Ms.
- Watch the YouTube clip about ‘how Chinese of accuracy on using
people eat using chopsticks’ and discuss with the Chopstick and M&Ms. Re-counting what they chopsticks.
class. learn in this lesson.
- Students practice holding chopsticks and picking
up M&Ms. Written feedback on
- After completing the activity, students complete Worksheet: short worksheet activity.
the short answer questions about eating and answer questions.
drinking habit.
Lesson 4 – what do you like or dislike? Teacher verbally
- Teacher initiates a discussion with students what correcting the tone,
social exchanges might occur when talking about Actively participating sound and pronunciation.
food or drinks. in class discussion to
demonstrate their
- Teaches students new grammar structures with
understanding of
explanation of grammatical rules. Compare the
social exchanges that
differences as opposed to English.
are culture-specific to
Examples: PPT slides, worksheet of Chinese language.
Statement sentence -> Subject + Verb + Object word substitution.
Question sentence -> you need to put a question Students demonstrate
particle 吗 at the end of the sentence the ability to choose
- Do you like eating/drinking _______? -> I like/I do correct answers for
not like. word substitution. Actively observe and give
- Practice the structure with word substitution feedback on the activities.
exercise.
- Introduces ‘how about this?’ (这是怎么样?) to
use it when you ask for someone’s opinion about

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 18798005 Nana Iwasaki CTL Assignment 1

any food or drink items.

Lesson 5 – How much can you remember?
- This lesson provides opportunity for both teacher
and students to see the progress in learning. Prepare game-based The ability to correctly
Especially focusing on developing the sound activity and worksheet completing the Constant observation.
pronunciation and speaking skills. (my likes/dislikes about activities (depending
food and drinks) and on the ability of the
- If any extra recapping or help is needed, teacher
printed resource for class) illustrates
uses flashcard, worksheet or one-on-one support
electronic devices for understanding of
for assistance. The level of differentiation is
those students who do structures and words
depending on their learning styles or needs.
not have a computer. they have been
(1) Number square: an individual activity to aim learning.
for students who learn visually and
individually. The aim is to recognise words
both in English and Chinese and match the
correct word on 9 little squares to make a
bigger square. This can be used from low to
high ability classes by reducing or increasing
the numbers of squares to change the
difficulty.
(2) Quizlet: Students can access to the Quizlet
website where students can use flashcard,
matching words, listen to sound and write
the words individually.
(3) Board game: students form a group of
maximum 4 people. They use a dice to move
forward on the field. When students land on
food or drink items, three other students ask
question ‘Do you like ____ (food or drink
item)?’. If the student successfully answers in
Chinese, he/she can move forward.
Lesson 6 – what do you drink? What do you eat?
- Listen to a variety of conversations discussing
what food and drinks they like and dislike. CD of conversations Learning new Oral feedback around the
regarding eating and structure/completing discussion on features of
After listening, students are to engage in Think-
drinking habits. the worksheet. language use.
Pair-Share activity and consider the following
points:
 Main ideas and exchanges in the Understanding key
conversations ideas of how might
 Identify the relationship between the social exchanges,
speakers relationship between
 Social exchanges in the conversations the speakers, the
 The scene and setting in the text scene and the setting
effect the use of
- New structure:
language.
What do you like or dislike drinking? (你喜欢／不
喜欢喝什么？)
What do you like or dislike eating? (你喜欢／不
喜欢吃什么？)
Do you like drinking/eating ___ (food or drink
item)? (你喜欢吃______ (noun)吗？)
Lesson 7 – Survey activity! Information gap activity Completing the Teacher gives
Main focus in this lesson is to get students to practice on sheet. activity and being able verbal/written feedback.

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 18798005 Nana Iwasaki CTL Assignment 1

two macro skills: listening and responding. The worksheet to listen and respond.
should at least have two or three variation so students can
practice with different people.
(1) Information gap activity 1: Students will work in
pairs and ask each other questions in Chinese in
order to find the information that is missing.
Lesson 8 – What do you eat/drink at breakfast, lunch and
dinner? Understanding and Teacher walks around the
- Introduces a typical food and drink items in China Photos or video to show comparing similarities class and gives verbal
for each meal. what typical meal looks and differences advice.
like in China. between typical dishes
- New vocabulary
and drinks in China Enforcing the correct
Breakfast (早饭)/ Lunch (午饭)/ Dinner (晚饭) and their own. pronunciation.
- New structure
What do you eat in the morning/lunch and Vocabulary cards or
flashcards. Gathering information
dinner? (你早上／午餐／晚上吃什么？) about what other
What do you drink in the morning/lunch and people likes to each
dinner? (你早上／午餐／晚上喝什么？) for breakfast, lunch
and dinner.
- In pairs, students interview the class about what
they eat and drink for breakfast, lunch and dinner.
- Class discusses and chooses the popular menu for
each meal.
Lesson 9 & 10 – Reading menus
- Expose students to a range of restaurant and fast Varieties of menus.
food shop menus.
Actively engaging
- After reading the menus, students locate any
students in discussion and
words or phrases that are culture specific
Being able to running it smooth.
information.
recognise some
- Students watch a video of Chinese family dining YouTube link to watch characters and prices
out at Chinese restaurant and consider the the video. on the menus.
following points in Think-Pair-Share:
 How family initiated the conversation
 Level of modesty and formality when
commenting about food
 Compare formality in English and
Chinese
Constantly
 Phrases that are culturally specific (e.g.
participating in the
eat slowly -> 慢慢吃) PPT slides with phrases. discussion to reflect
- Teacher introduces some phrases and words that their understanding.
are commonly used when ordering or talking
about food and drinks.
Waiter
(1) Welcome! (请进请进！)
(2) What would you like to eat? (想吃点儿什么？)
(3) Apart from ____ that you ordered, is there
anything else you need? (除了___以外，还要
什么？)
(4) I am sorry but ______ is sold out. (对不起, ____
卖完。)

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 18798005 Nana Iwasaki CTL Assignment 1

Customer
(5) Have you got any seats available? (请问，还有
没有位子？)
(6) I would like to order ______. (我要)
(7) Please do not put ____. (别放___)
(8) Can you serve the food quickly? (请上菜快一点
儿)
Lesson 11 –Dining at Chinese restaurant Flashcard, cards, board
- Recaps on the vocabulary and structures games or kahoot to do a Successfully revising Oral feedback on
that are previously covered. Teacher revision. the vocabulary items. structure, words and
models the pronunciation. phrases being revised.
- Teacher poses questions to the class (Think-
pair-share)
Fill in blank worksheet.
- What measure words do you know in
English or your first language?
- Is there particular rule to it?
- What about measure words for food and
drink items specifically?
- Active discussions on the questions above
and introduces measure words in Chinese.
个: one of…(versatile use)
瓶／杯： a bottle or a glass of…

份: an order of (for noodles).

盘: a plate of….
壶: a pot of….
笼: an order of (for dumpling).
- Students work in pairs to complete the fill in
blank worksheet about phrases regarding
ordering at restaurants.
- In pairs, students role play customer and
waiter at restaurant.
Lesson 12 – Create your imaginary restaurant
- Students can choose to work individually or in Online websites and Identifying the feature
pairs to access to varieties of online and printed printed material of of language used for
texts of menus and advertisements of advertisements. advertisements.
restaurants.
- Students are expected to demonstrate their
understanding through the use of structures,
phrases and vocabulary they learnt.
Booking to borrow
- Teacher shows how the website should look like electronic devices.
by using his/her own example to guide the
students.

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18798005 Nana Iwasaki CTL Assignment 1

References
Anderson, M. (2016). Learning to choose, choosing to learn. Retrieved from
http://www.ascd.org/publications/books/116015/chapters/The-Key-Benefits-of-
Choice.aspx

Australian Curriculum, Assessment and Reporting Authority. (2018). Personal

and social capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities/personal-and-social-capability/

Brame, C. J. & Biel, R. (2015). Setting up and facilitating group work: Using
cooperative learning groups effectively. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-
using-cooperative-learning-groups-effectively/

Carson, L. (2017). Second language use as a threshold concept:

reconceptualising language learning journeys. International journal of education, 9(2),
34-43. DOI: doi:10.5296/ije.v9i2.11315

Eisenchlas, S. A., Schalley, A. C. & Guillemin, D. (2013). The importance of

literacy in the home language: The view from Australia. Sage open. DOI:
10.1177/2158244013507270

Ghazi-Saidi, L. & Ansaldo, A. I. (2017). Second language word learning through

repetition and imitation: Functional networks as a function of learning phase and
language distance. Frontiers in human neuroscience, 11, p.1-13. DOI:
10.3389/fnhum.2017.00463

Fields, B. (2000). The teacher and student diversity: the one size fits all
approach. Retrieved from https://www.aare.edu.au/publications-
database.php/2794/the-teacher-and-student-diversity-the-one-size-fits-all-approach

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18798005 Nana Iwasaki CTL Assignment 1

McTighe, J. & Wiggins, G. (2012). Introduction: What is the UbD framework?

Retrieved from http://www.ascd.org/research-a-topic/understanding-by-design-
resources.aspx

Meyer, J. H. F. & Land, R. (2005). Threshold concepts and troublesome

knowledge (2): epistemological considerations and a conceptual framework for
teaching and learning. Higher education, 49(3), 373-388. Retrieved from https://link-
springer-com.ezproxy.uws.edu.au/article/10.1007/s10734-004-6779-5

Morgan, H. (2014). Maximizing student success with differentiated learning.

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34-
38, doi: 10.1080/00098655.2013.832130

NSW Education Standards Authority. (2009). Chinese Continuer Stage 6

Syllabus. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/stage-6-learning-areas/stage-6-languages/continuers/chinese-continuers-syllabus

Shirkhani, S. & Fahim, M. (2011). Enhancing critical thinking in foreign

language learner. Social and behavioural sciences, 29, 111-115. DOI:
10.1016/j.sbspro.2011.11.214

Yurtseven, N. & Altun, S. (2016). Understanding by Design (UbD) in EFL

teaching: the investigation of students’ foreign language learning motivation and
views. Journal of Education and Training Studies, 4(3), 51-62. Retrieved from
https://eric.ed.gov/?q=understanding+by+design+&id=EJ1

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 18798005 Nana Iwasaki
Appendix
 Original unit of work
Eating and drinking| Stage 4 | Chinese Mandarin Year: year 7
Unit description
The unit aims to develop knowledge and understanding of
food and drink culture and vocabulary in China. Students
will be able to discuss what they prefer to eat and drink.
Students learn to:
- Students learn to identify specific information, eg
by identifying statements as true or fasle,
answering questions in English or Chinese choosing
the correct word.
- Students learn to identify the purpose in texts and
distinguish between the main ideas and supporting
details.
- Student learn to maintain social interactions and
communicate appropriately in familiar contects, eg
turn-taking, agreeing, acknowledging, replying, and
asking for repetion or clarification.
- Student learn to recognise that some words and
concepts cannot be literally translated.
- Student learn to identify and explain features of
traditional and contemporary lifestyle, eg
generational and regional differences, gender roles,
origins and places of festivals, routines of family
and school life.
CTL Assignment 1
Duration
Term 2
4 weeks
Detail: 12 hours, 3 lessons per week
Students learn about:
- Students learn about linguistic features
of texts, such as in conversations,
interviews and messages.
- Students learn about the ways to
analyse text structure and locate
relevant information in text.
- Student learn about verbal and
nonverbal links with a conversational
partner.
- Student learn about culture-specific
expressions and specific patterns and
rules in word construction, word order
and sentecne structure.
- Students learn about the importance of
tradition to a sense of cultural identity
and diversity within the culture.
24
 18798005 Nana Iwasaki CTL Assignment 1

Outcomes Cross curriculum content

Chinese K-10 The lesson incorporates a variety of game-
based learning in order to enhance students
4.UL.1: A student demonstrates understanding of the main learning.
ideas and supporting detail in spoken texts and responds
appropriately.
4.UL.2: A student demonstrates understanidng of the main
ideas and supporting detail in written texts and responds
appropriately.
4.UL.3: A student establishes and maintains
communication in familiar situations.
4.MLC.2: A student explores the diverse ways in which
meaning is conveyed by comparing and describing
structures and features of Chinese.
4.MBC.1: A student demonstrates understanding of the
interdependence of language and culture.
Students learn about the significance of cultural awareness
in language use and the influence of cultural values on how
meaning is conveyed.
4.MBC.2:A student demonstrates knowledge of key
features of the culture of Chinese-speaking communities.

Resource Vocabulary and grammartical structure

Resource was not Vocabulary on food and drinks. It was not really specified to what vocabulary
provided at all. should be used for drink and food items.
Vocabulary
- Breakfast (早饭)
- Lunch (午饭)
- Dinner (晚饭)
Structure
- how about this? (这是怎么样？)
- What do you like or dislike drinking? (你喜欢／不喜欢喝什么？)
- What do you like or dislike eating? (你喜欢／不喜欢吃什么？)
- Have you got any seats available? (请问，还有没有位子？)
- I would like to order ______. (我要)
- Please do not put ____. (别放___)
- Can you serve the food quickly? (请上菜快一点儿)
- What do you eat in the morning/lunch and dinner? (你早上／午餐／晚上吃什么？)
- What do you drink in the morning/lunch and dinner? (你早上／午餐／晚上喝什么？)
- Welcome! (请进请进！)
- What would you like to eat? (想吃点儿什么？)

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 18798005 Nana Iwasaki CTL Assignment 1

- Apart from ____ that you ordered, is there anything else you need? (除了___以外，还要
什么？)
- I am sorry but ______ is sold out. (对不起, ____卖完。)

Integrated teaching, learning and assessment Resources Assessment Feedback

activities
Lesson 1 – introduction Brainstorming ideas
- Teacher-led discussion around the concept of Power point slides, in a whole-class
drinking and eating culture in China. YouTube videos and discussion.
(1) What do you know about Chinese eating and pictures to support the
drinking culture? discussion and
(2) Is there any special occasion for particular food and introduction of drinking
drinks? and eating culture.
(3) Identify the types of food and drinks

- Teacher introduces types of Chinese food and

drinks that are culturally specific.
Lesson 2 – Vocabulary on Food and drinks Kahoot for recapping Answering on Verbal feedback on
- Recapping on the prior lesson about eating and knowledge. Kahoot and pronunciation.
drinking culture in China. Flashcards/Quizlet for completing
practicing the new modules on Quizlet.
- Teacher introduces new vocabulary of food and
words.
drinks. This should be done in repetition by
listening to teacher’s model pronunciation, learning
by flashcards and Quizlet.
Lesson 3 – Let’s practice! Kahoot and any other
- Students are given this lesson time to fully immerse possible resources.
themselves to practice the new vocabulary from
the prior lesson.
- Various game-based learning (e.g. Kahoot, bingo
and Pictionary).
- Learn the strokes for Chinese hanzi (characters) by
filling out the stroke sheet.
Lesson 4 – what do you like or dislike? PPT slides, worksheet of Students should Teacher verbally correcting
- Test your students with a small quiz on vocabulary word substitution. actively participate the tone, sound and
to see their understanding. in discussion and pronunciation.
take notes about
- Teacher initiates a discussion with students what
new structure.
social exchanges might occur when talking about
food or drinks.
- Teaches students new grammar structures with
explanation of grammatical rules and asks them to
write it down.
Examples:
Statement sentence -> Subject + Verb + Object
Question sentence -> you need to put a question
particle 吗 at the end of the sentence
(1) Do you like eating/drinking _______? -> I like/I do
not like.
- Practice the structure with word substitution
exercise.

26
 18798005 Nana Iwasaki CTL Assignment 1

Integrated teaching, learning and assessment Resources Assessment Feedback

activities
- Introduces ‘how about this?’ (这是怎么样？) to
use it when you ask for someone’s opinion about
any food or drink items.
Lesson 5 – How much can you remember? Prepare game-based
- This lesson provides opportunity for both teacher activity and worksheet
and students to see the progress in learning. (my likes/dislikes about
food and drinks) and
- If any extra recapping or help is needed, teacher
book for electronic
uses flashcard, worksheet or one-on-one support
devices for those
for assistance.
students who do not
- Students complete a worksheet of their have a computer.
likes/dislikes on food and drink items. Students are
encouraged to do a research about their
preferences in food and drink and search the words
for Chinese in Google translation.
Lesson 6 – what do you drink? What do you eat? YouTube Learning new
- Shows a YouTube video about two people link/Whiteboard/worksh structure/completin
discussing what food and drinks they like and eet. g the worksheet.
dislike. This video is spoken in Chinese, however, is
captioned with English.
- While watching the video, students are to complete
the worksheet which asks students to point out any
linguistic features and vocabulary that are similar or
different to English.
- Teacher-led discussion after completing the
worksheet.
- New structure: repeat after the teacher/write the
structures down
(1) What do you like or dislike drinking? (你喜欢
／不喜欢喝什么？)
(2) What do you like or dislike eating? (你喜欢／
不喜欢吃什么？)
Lesson 7 – Survey activity! Information gap activity Completing the
Main focus in this lesson is to get students to practice on sheet. activity and being
two macro skills: listening and responding. The worksheet able to listen and
should at least have two or three variation so students can respond.
practice with different people.
- Information gap activity 1: Students will work in
pairs and ask each other questions in Chinese in
order to find the information that is missing.
Lesson 8 – What do you eat/drink at breakfast, lunch and
dinner?
- Introduces a typical food and drink items in China
for each meal.
- New vocabulary and structures (write the structure
down and repeat after the teacher’s model).
(1) Breakfast (早饭)
(2) Lunch (午饭)

27
 18798005 Nana Iwasaki CTL Assignment 1

Integrated teaching, learning and assessment Resources Assessment Feedback

activities
(3) Dinner (晚饭)
(4) What do you eat in the morning/lunch and
dinner? (你早上／午餐／晚上吃什么？)
(5) What do you drink in the morning/lunch and
dinner? (你早上／午餐／晚上喝什么？)
- In pairs, students interview the class about what
they eat and drink for breakfast, lunch and dinner.
- Class discusses and chooses the popular menu for
each meal.
Lesson 9 & 10 – Reading menus Menus chosen by the Being able to
- Expose students to a range of restaurant and fast teacher’s decision. recognise some
food shop menus. characters and
YouTube link to watch prices on the
- After reading the menus, teacher explains that
the video. menus.
there are many phrases and sayings that are very
specific to Chinese culture. Give few examples.
Constantly
- Students watch a video of Chinese family dining out participating in the
at Chinese restaurant and teacher asks question in discussion to reflect
a relation to how the family initiated the their
conversation and the interactions between the understanding.
customer and the wait staff.
- Teacher introduces some phrases and words that
are commonly used when ordering or talking about
food and drinks.
Waiter
(1) Welcome! (请进请进！)
(2) What would you like to eat? (想吃点儿什么？
)
(3) Apart from ____ that you ordered, is there
anything else you need? (除了___以外，还要
什么？)
(4) I am sorry but ______ is sold out. (对不起,
____卖完。)
Customer
(1) Have you got any seats available? (请问，还有
没有位子？)
(2) I would like to order ______. (我要)
(3) Please do not put ____. (别放___)
(4) Can you serve the food quickly? (请上菜快一
点儿)
Lesson 11 –Dining at Chinese restaurant
- Recaps on the vocabulary and structures that are
previously covered. Teacher models the
pronunciation.
- Students work in pairs to complete the fill in blank

28
 18798005 Nana Iwasaki CTL Assignment 1

Integrated teaching, learning and assessment Resources Assessment Feedback

activities
worksheet about phrases regarding ordering at
restaurants.
- In pairs, students role play customer and waiter at
restaurant.
Lesson 12 – Your imaginary restaurant.
- Work in a group and use available texts and online
resources to search for traditional menu formats in
China.
- As a pair, students will need to name an imaginary
restaurant and create a menu to go with it in a
form of website, PPT slide or poster.
- Students are expected to demonstrate their
understanding through the use of structures,
phrases and vocabulary they learnt.

29