Being Australian Stage 2 Connected Outcomes Group (B)



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Being Australian Stage 2

Connected Outcomes Group (B)


Connection focus: knowing what it means to be part of a unified and changing community. Significant events and contributions made by ourselves and others contribute to our heritage, our values and our Australian identity.






Literacy connections:

Numeracy connections:

Texts that describe and inform

Talking and listening: questioning to gather information

Reading: a range of texts on a key event

Writing: organising ideas in an information report

Time: read and interpret simple timetables, timelines and calendars. Identify significant events and record on a timeline.

Patterns and algebra: generate, describe and record number patterns using a variety of strategies. Recognise and describe ostinato patterns in music.



KLA

Outcomes

Connections

Content

Existing KLA resources


LANGUAGES

2.UL.1 Recognises and responds to spoken texts in French in familiar contexts
2.UL.2 Identifies and responds to key words, phrases and simple sentences in context in written French
2.UL.3 Uses familiar language to share information
2.UL.4 Uses models to write text to convey personal information and ideas
2.MLC.1 Explores relationships between languages
2.MLC.2 Identifies ways in which meaning is conveyed by the sounds and symbols of French
2.MBC.1 Recognises the link between culture and a sense of identity

Students develop an understanding about cultural identity.

Students learn about:

  • the meaning of identity

  • representations of Australian culture

  • the animals unique to Australia and the French language communities, and how they can contribute to a sense of identity.

Students learn to:



  • organise and present information about people from the Australian and target language communities

  • organise and present information about Australia.

Maps of world and Australia

Possum Magic, with French strips over English version

Pictures of famous people from magazines or the Internet

Games, e.g. Celebrity Head

Realia, e.g. postcards, stamps, brochures



Claudine teaches French CD-Rom

The Astrolabe, S. Arnott

http://abcteach.com/search.php?q=French

http://www.abcteach.com/free/r/rebus_school_fr.pdf

Languages online: www.eduweb.vic.gov.au/languagesonline


Unit of work


Outcomes

Learning experience

Planned assessment

Languages


2.UL.1 Recognises and responds to spoken texts in French in familiar contexts

  • listens for meaning

  • listens actively, using verbal and nonverbal communication to show comprehension and maintain interaction

  • listens to short texts while following the written form

  • uses paralanguage, e.g. tone, pitch, volume, gestures, facial expressions, to support understanding.


2.UL.2 Identifies and responds to key words, phrases and simple sentences in context in written French

  • recognises the forms and conventions of language in text

  • uses their knowledge of symbols to read and understand words

  • responds to text in a variety of ways, e.g. matching words with pictures, reconstructing a text, sequencing words/sentences.


2.UL.3 Uses familiar language to share information

  • produces their own texts using scaffolds

  • engages in conversations to ask and respond to questions, make and respond to requests, give and respond to instructions.


2.UL.4 Uses models to write text to convey personal information and ideas

  • uses scaffolds to experiment with language and produces their own texts, such as model texts and sample sentence patterns

  • organises and presents information, e.g. by selecting from options to label pictures and complete sentences.


2.MLC.1 Explores relationships between languages

  • identifies and compares connections between languages, e.g. word order, grammar.


2.MLC.2 Identifies ways in which meaning is conveyed by the sounds and symbols of French

  • identifies features of the spoken language such as pronunciation, intonation, stress

  • demonstrates understanding of the conventions of speech, e.g. how exclamations, commands, questions and statements are expressed.


2.MBC.1 Recognises the link between culture and a sense of identity

  • identifies similarities and differences in daily life in diverse communities

  • relates visible expressions of identity to specific cultures, e.g. flags, landmarks

  • engages direcFrenchy in cultural activities

  • contributes to class discussions about diverse practices across cultures.

Being Australian (Building the field)


  • To introduce students to the idea of identity, and what is unique/common to the Australian and the French language communities, have students complete a true and false quiz, e.g. Le crocodile est un animal australien; On mange des lamingtons en France; Il y a vent million d’habitants en Australie; Les australiens adorent manger les escargots. Discuss results.


What makes us Australian?


  • Background discussion: What represents the Australian culture? Is it just your language? What does it mean to be Australian? What symbols could you use to represent Australia? Include unique features of Australia such as landmarks, animals and people.

  • Read through a modified version of Possum Magic (animals and food) in FRENCH. Discuss how fauna and food can contribute to a sense of identity, e.g. What food did Hush eat in the story? What sort of food is that? What sort of animals can be found in Australia? What about in the French language communities? Do the animals there contribute to a sense of identity? Why/why not?

  • Introduce flags, revising colours and introducing shapes. Talk about the meanings of flags, including the Australian flag.

  • In pairs, students choose a country (where French is spoken) and find some information about one cultural practice, using a collection of resources from the library. Students design a new flag for their chosen country, reflecting on how this flag represents the culture and sharing their findings with the class, e.g. Voici mon drapeau pour la Nouvelle Calédonie. Il est vert – la Nouvelle Calédonie est très verte. Il y a la mer et le tricot-rayé. Les tricots-rayés habitent en Nouvelle Calédonie. Alternatively, students could design a skateboard/car/game/song which represents their chosen country.

  • A French-speaking Australia? Explore the French exploration of Australia and discuss the courage, determination and curiosity of sea-fearing nations. Why did people sail such big distances? Read the novel by S. Arnott The Astrolabe. Discuss and compare the Rocks then and now. Visit the LaPérouse museum. Have a picnic with French food on the beach, play a game of pétanque.


Unique Australian landmarks


  • Using famous landmarks (Uluru, Harbour Bridge, the Opera House etc.) introduce or revise locations, e.g. Voici la maison de l’Opéra. C’est à Sydney. Sydney est la capitale de la Nouvelle Galles du Sud. Voici Uluru, c’est un monolite. Uluru est au centre de l’Australie.

  • Students imagine they have a new penfriend in a French-language community, who knows nothing about Australia. Using a template, students write a postcard in French, introducing themselves and giving some key information about Australia.


Famous people here and there!


  • Game: Guess who? Teacher reads out profiles of famous people known to the students, e.g. Je suis très grand. Je nage très vite. J’ai les yeux bleus/verts et les cheveux châtains. Mon prénom commence avec un G etc. (Grant Hackett). Students guess the celebrity.

  • Introduce 1–2 famous Australians to the class, e.g. sportsperson, TV celebrity, film star, prime minister. Include their name, age, where they were born, what language/s they speak. Students use the information they hear to complete ID card/s for the person/s described.

  • Students design a passport for a famous person from a French language community, including prénom, nom, date/lieu de naissance, nationalité, langues (parlée et écrite), signature.

  • Barrier game: students then use the information above to complete a blank passport on their partner’s chosen person by asking the appropriate questions, e.g. Il/elle s’appelle comment? Il/elle a quel âge? Il habite où? Il est né dans quelle ville?


Come and visit us!


  • Introduce the task: students pretend they work for the Australian embassy in France. They have been asked to design a poster to advertise Australia (see Assessment strategy 1). Show samples of advertising posters (in English or French) and discuss features. Brainstorm associated language which could be used on the poster, e.g. L’Australie: Le meilleur pays au monde! L’ Australie: un pays au sable blanc et doux! Venez en Australie pour profiter du surf, du sable et du ciel bleu! Venez découvrir le plus ancien peuple sur Terre : les Aborigènes etc.

Assessment strategy 1


Students design a poster in French to advertise Australia to French speaking communities overseas. In their brochure/poster they are to include at least one Australian animal, one Australian landmark and one famous Australian, including all relevant details.

Assessment criteria


The student:

These criteria relate to outcomes 2.UL.4, 2.MLC.1, 2.MBC.1






© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006) Page of

COGs Languages S2 Being Australian (B) Version published 31/07/06 http://www.curriculumsupport.education.nsw.gov.au/timetoteach





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