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By Lee Porter,2014-11-21 05:36
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Letter students write a letter to the social welfare editor of a Chinese newspaper, expressing their concern about the widespread incidence of child abuse

Stage 6 (Years 11 and 12) Chinese

    Language: Chinese Target group: Stage 6 Background Unit of work: The role of family and Indicative time: 810 hours (34

    marriage in contemporary society Speakers Preliminary or HSC weeks)

    Context: This is a unit of work on the theme The individual and the community, contemporary issue: The role of family and marriage in contemporary society for

    the Preliminary or HSC Chinese Background Speakers course

    Outcome/s Students will demonstrate these outcomes by:

    1.1, 1.2, 1.3, 4.1, 4.2 ; understanding and discussing the functions of family and marriage in contemporary society (e.g. the

     role of family in contemporary society), with special references to Chinese immigrant families in

     Australia (e.g. family education in stabilising society)

    3.4, 4.1, 4.2, 4.3 ; comparing and contrasting the changing concepts of family and marriage in contemporary Chinese

     and Australian society

    2.1, 2.2, 2.3, 3.8 ; commenting on the social impact of change in family structure and changing roles in the family in

     contemporary society

    3.1, 3.2, 3.8 ; identifying the causes of family tension and conflict and suggesting some ways to resolve them

    1.1, 1.2, 1.3, 3.8 ; exploring and expressing opinions on intergenerational relationships in Chinese families in a cross-

     cultural milieu such as contemporary Australian society 1.1, 1.2, 1.3, 4.1, 4.2, 4.3 ; discussing marital issues of Chinese immigrants in contemporary Australian society.

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

Key competencies

    The following key competencies are embedded in the Chinese Background Speakers Stage 6 syllabus to enhance student learning.

    ; communicating ideas and information

    ; collecting, analysing and organising information

    ; planning and organising activities

    ; working with others and in teams

    ; using technology

    ; solving problems.

Building the field

    ; Brainstorm students’ prior learning on role of the family and marriage

    ; Discuss how the role is different in traditional and contemporary society.

Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

    Suggested teaching and learning activities: Evidence of learning

    ; Class discussion and teacher 1. a) Research on the internet divide class into two groups. One group researches information relating to the changing concepts of

    family and marriage in contemporary Chinese society and the other group researches the changing concepts of family and feedback on student

    marriage in contemporary Australian society. (Reading) contributions

    ; Student use of appropriate b) The two groups give a presentation in class on the information found using Microsoft PowerPoint and the features in Adobe vocabulary structures for the Presenter 7. (Speaking, Writing) contemporary issue c) Discuss the information from the presentations, compare and contrast the findings. (Listening, Speaking, Writing)

    ; Student ability to sequence 2. a) Class is divided into four groups. Each group makes a list of roles their family members play in and outside the family. They ideas then participate in a class discussion on family roles, examining the characteristics of sex and age roles, and identifying the

    causes of role conflict. (Listening, Speaking) ; Student use of culturally

    appropriate behaviour b) Students write an essay on the changing roles in the family in contemporary society. (Writing)

    ; Teacher observation of level of 3. Interview using Audacity, students work in groups to conduct interviews with Chinese immigrants about marriage. Each group participation in class discussion presents their findings in the form of case studies. (Listening, Speaking, Writing) and oral feedback.

     4. Role play

     a) Students work in pairs to role play a young couple who are going to be married. In the role play, they include discussion of a Feedback for students number of factors in their pre-marital planning which they hope will help them have a successful marriage and a happy family

    life, e.g. financial arrangements, family planning, load sharing etc. (Listening, Speaking, Writing) Ongoing feedback through:

     b) Students role play a forum conducted by SBS on the relationship between Chinese parents and their children. Half of the class ; teacher observation role play parents and the other half children. The role play should cover issues such as the traditional Chinese concept of filial

    piety, generation gap, culture conflict and mixed marriages. (Listening, Speaking) ; oral/written feedback

    ; student self-evaluation c) Divide students into two groups. Each group writes the scripts of a role play based on either one of the two short stories Little

    Linda and The giant. Film the role play and edit it using Adobe Premier Elements 7. (Listening, Speaking, Writing) ; peer evaluation. Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

Listening activities: teacher 5. Letter students write a letter to the social welfare editor of a Chinese newspaper, expressing their concern about the observation and oral feedback on widespread incidence of child abuse in the home and suggesting some measures for child protection. This can be completed purpose and content using Microsoft Word and Chinese fonts. (Writing)

    Speaking activities: teacher 6. Debate students debate whether single parent families can be as effective in child rearing as two parent families. (Listening, provides oral feedback on correct Speaking)

    pronunciation and vocabulary and ability to maintain an interaction 7. Survey using Microsoft Word and Chinese fonts, students work in groups preparing questionnaires in both Chinese and English

    to find out people’s views on the quality of family life in the 21st century. They conduct a survey at school and write a report of Discussion activities: teacher their findings for the school magazine. (Listening, Speaking, Writing) observation and oral feedback on

     how well students participate and recognise and use the vocabulary

    Reading activities: teacher gives oral/written feedback on identifying general or specific information, purpose and content

    Written activities: teacher

    observation and written feedback on purpose and content; peer evaluation

    ICT activities: use of internet for research to provide additional activities that allow for independent student progression or group progression.

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

     Resources

    爱是不能忘记的;张洁;高级汉语教程下册;北京语言学院出版社

    母与子;薜尔康;上海文学1982年第6 巨人; 三毛

    守望的天使;稻草人手记

    一个女记者关于爱情婚姻的思考

    孩子我为什么打你;;毕淑敏

    爱;请勿用拳头

    苏青;张爱玲对谈录关于妇女;家庭;婚姻诸问题 文化结;ABC的爱情与婚姻

    父亲;鲁彦

    黄昏恋

    

    家书爱的教育

    父子情;老舍

    可怜天下父母心

    多给孩子一点时间

    漫说异族通婚的利弊

    干得好不如嫁得好吗

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

Evaluation and variation

    Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of resources; suitability of ICT/laptop activities; literacy/numeracy links.

     Date commenced: Date completed:

     Class Teacher signature: Head Teacher signature:

Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

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