Bài Học về Gia đình

CLIL Language: Vietnamese
CLIL Discipline/ Subject Area: History – Geography – Visual Art – Vietnamese Language
MODULE TITLE: My Family
Year level: Kindergarten			Total Number of Lessons: 5  lessons of 50 minutes
Prior Knowledge: * from Term 1 program: My School – Parents take them to the school everyday All of students had developed an understanding of who they are by exploring what they have in common with others, and what is unique.
Goals for the Unit:
Content Goals: Students identify and describe the natural, managed and constructed features of places at a local scale and recognise that people describe the features of places differently. They identify where features of places are located and recognise that spaces can be arranged for different purposes. Students identify changes in features and describe how to care for places.			Language Goals:  Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting information from sources provided. They represent the location of different places and their features on pictorial maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.
Teaching Objectives (4Cs) / Learning Intentions :
Content (is the subject or the project theme) o   What will I teach? o   What will they learn? o   What are my teaching objectives? o   What are the learning outcomes?
Communication (L3s)
Language Of Learning ü  Specialised vocabulary and phrases?		Language For Learning ü  What kind of talk will they engage in? ü  What about the language of tasks and classroom activies? ü  What about discussion and debate?		Language Through Learning ü  Determine language function and notions they use to work with the content? ü  Check out key grammatical coverage of a particular tense of feature – eg. Comparatives and superlative?
Cognition §  What kind of questions must I ask in order to go beyond ‘display’ questions? §  Which tasks will I develop to encourage higher order thinking – what are the language (communication) as well as the content implications? §  Which thinking skills will we concentrate on which are appropriate for the content?			Culture: v  What are the cultural implications of the topic? v  How does the CLIL context allow for ‘value added’? v  How does this connect with the all Cs
Learning Outcomes / Success  Criteria’s :
By the end of this unit learners will be able to: Ø  record their observations using picture, words or photographs Ø  provided their oral and written responses about the big question Ø  develop language to describe location, direction and features of places
Assessment Tasks: ·         Use of assessment for learning procedures which relate to process rather than outcomes (for) ·         Check sequencing of tasks (as) ·         Unit Examination (of)			Resources: -          Visual learning -          iPad games & Card games -          Small write boards -          Booklist
Cross Curricular			Quality Teaching
Cross-curriculum Priorities ¨ Aboriginal &Torres Strait Islander histories & cultures ¨ Asia & Australia’s engagement with Asia ¨ Sustainability	General Capabilities ¨ Critical & creative thinking ¨  Ethical Understanding ¨ Information & communication technology ¨  Intercultural Understanding ¨ Literacy ¨ Numeracy ¨ Personal & social	Other learning across the curriculum areas ¨ Civics & citizenship ¨ Difference & diversity ¨ Work & enterprise	Intellectual Quality ¨Deep Knowledge (DK) ¨Deep Understanding (DU) ¨Problematic Knowledge (PK) ¨Higher-Order Thinking (HT) ¨Metalanguage (M) ¨Substantive Communication (SC)		Quality Learning Environment ¨Explicit Quality Criteria (EQC) ¨Engagement (E) ¨High Expectations (HE) ¨Social Support (SS) ¨Student Self-Regulation (SR) ¨Student Direction (SD)	Significance ¨Background Knowledge (BK) ¨Cultural Knowledge (CK) ¨Knowledge Integration (KI) ¨Inclusivity (I) ¨Connectedness (C) ¨Narrative (N)
Differentiated Learning & Adjustment
Differentiation - All students will be expected to join in and participate and play a role in this unit.  During reading, teacher will adjust vocabulary used and provide additional explanation to assist students to make links to current knowledge. For some activities students who require support will be placed in a group working on a task with the teacher. Written activities may be substituted with joint construction with the group and teacher. Adjustments: Support students are allowed to use computers to complete set tasks. They also get extra assistance from their teacher.
Native 1 - core 1.       Spelling: 10 Words 2.       Reading: sentences & short text 3.       Writing:  make a sentence		Native 2 - extension 1.       Spelling: 15 words 2.       Reading: long text & story 3.       Writing: write the short paragraph			Non- native - support 1.       Spelling: 5 words 2.       Reading: Phonic (Read sentence with teacher’s support) 3.       Writing: Camera work

ACTIVIIES IN EACH LESSON                                                                                                                          

Lesson 1 Sorting  and describing features of places Time: Week 3&4	Teacher role ·   Select a range of photos for children to sort. Find a suitable mode for communicating this activity.  The Student booklet can be used electronically by children to insert photos. ·   Provide guidance to assist children to annotate or describe features of places. ·   Use sensory prompts to assist children to build descriptions. Use Assessment resource: Sample field trip photos to support Section 1 Communicating ‘Looking at your map, can you tell me about some of the features that you can see on your map?’  (Point to a feature on the map.) ‘What do you see?’ ‘Which features are natural?’ ‘Which features are managed?’ ‘Which features are constructed?’ Vietnamese phonic Lesson L: lá, làm, lò, lỗ, lớn, lẹ, lê, lì, ly, lu, lư X: xe, xê, xá, xây, xù, xử dụng, xô, xì Spelling list (Textbook) -              Guided Reading -              Guided Writing -              Interactive Writing -              Independent Writing	Learner Activity Child role Children use photographs collected to: o sort them into categories — natural, managed and constructed features of places o describe the features of places using the prompts in the table and word walls on display. Words to describe features school canteen native trees native animals mowed grass tall weeds groundskeeper’s shed equipment to play on rows of trees bird nest painted rubbish bins concrete path planted by people built by … always there/here cared for by not changed Focus Language task Analyse ·   Work in Pair to discuss what is a meaning of the word Add ·   In small group: Look at the pictures of different words related to the topic ·   Whole Class: create the new vocabulary list (10’) ·   Whole class: Read the model sentences (5’) Apply – Rotate (15’ each) ***** Writing activity: ·   Task 1: Spelling / camera words: copy the new vocabularies into the workbook (depend on their levels) ·   Task 2: Unjumble the model sentences then copy them into a workbook and draw the picture to match its meaning ·   Task 3: Create a new sentence by themselves Research activity: Research on the internet or newspaper about the significant places Guide Reading activity: (the phonic or text book) with teacher Free choice: snap games, whiteboard writing, quietly reading … Reflection time: 1 good thing that they have learnt + 1 thing they need to improve (5’)	Register and Evaluation
Lesson 2 Representing and communicating Time: Week 5&6	Teacher role Use the Assessment resource: Recording device — communicating to interview children. Use the responses to questions to gather evidence of use of geographic terms, including positional and directional language. Communicating Can you describe the direction and location of natural features? managed features? constructed features? Vietnamese phonic Lesson N: nơi chốn, no, nó, nóng, nằm. na, nấm, nụ V: vị trí, vở , vẽ, vô, với, và Spelling list (Textbook) -              Guided Reading -              Guided Writing -              Interactive Writing -              Independent Writing  Positional and directional Language: left right opposite around the corner forwards backwards beside near above north next to south east west start finish (stop)	Child role Children use the exemplar provided to: o    draw and label a pictorial map o   show directions of how to go between two places in the school grounds. Use words to show direction Use words to show the position of features that you pass on your way to the school gate. Focus Language task Analyse ·         Work in Pair to discuss what is a meaning of the word Add ·         In small group: Look at the pictures of different words related to the topic ·         Whole Class: create the new vocabulary list (10’) ·         Whole class: Read the model sentences (5’) Apply – Rotate (15’ each) ***** Writing activity: ·         Task 1: Spelling / camera words: copy the new vocabularies into the workbook (depend on their levels) ·         Task 2: Unjumble the model sentences then copy them into a workbook and draw the picture to match its meaning ·         Task 3: Create a new sentence by themselves Research activity: Research on the internet or newspaper about the significant places Guide Reading activity: (the phonic or text book) with teacher Free choice: snap games, whiteboard writing, quietly reading … Reflection time: 1 good thing that they have learnt + 1 thing they need to improve (5’)
Lesson 3 Reflecting on features of places Time: Week 7&8	Teacher role Show children the video ‘Geography: What is it for?’ www.youtube.com/watch?v=sgGb8BM2TBk Use responses by the children to generate discussion about: what they have learned what geographers do why caring for places is important. 1.    How do features change with the seasons? read the story, Ernie Dances to the Didgeridoo that shows how the features of places change in Arnhem Land in the Northern Territory. 2.       How can we care for our school? show you a video about what geographers do. Vietnamese phonic Lesson B: bảo vệ, ba , bà , bố, bạn, bơi, bé, bể , bỏ, bò T: tại sao, tại vì, to, tô, tờ, tí xíu, té, tê, ta, tủ, từ từ Spelling list (Textbook) -               Guided Reading -               Guided Writing -               Interactive Writing -               Independent Writing	Child role Children respond to questions and sources to reflect on: o    how features in the school ground change with the seasons o    how to care for places o   why caring  for places is important. Talk, draw or write about the features in your school grounds that change with the seasons. Use photos and your map to help you. Describe Which season brings the change? (spring, summer, autumn, winter) What do you see? What do people do? What do geographers do? Who looks after the places in your school grounds? What do they do? How can you care for the places in your school ground? Give examples.                 Focus Language task Analyse ·         Work in Pair to discuss what is a meaning of the word Add ·         In small group: Look at the pictures of different words related to the topic ·         Whole Class: create the new vocabulary list (10’) ·         Whole class: Read the model sentences (5’) Apply – Rotate (15’ each) ***** Writing activity: ·         Task 1: Spelling / camera words: copy the new vocabularies into the workbook (depend on their levels) ·         Task 2: Unjumble the model sentences then copy them into a workbook and draw the picture to match its meaning ·         Task 3: Create a new sentence by themselves Research activity: Research on the internet or newspaper about the significant places Guide Reading activity: (the phonic or text book) with teacher Free choice: snap games, whiteboard writing, quietly reading … Reflection time: 1 good thing that they have learnt + 1 thing they need to improve (5’)
Lesson 4 Review & Assessment Time: Week 9&10	Evaluate the information gathered from the assessment to inform teaching and learning strategies. Focus feedback on the child’s personal progress and the next steps in the learning journey. Offer feedback that: ·   prompts children to observe, identify and describe a range of features of places in field work ·   encourages children to record their observations using picture, words or photographs ·   prompts children to check sufficient detail is provided in their oral and written responses ·   develop language to describe location, direction and features of places ·   review representation of places using pictorial maps, photographs, satellite images, Google maps. Provide feedback to parents and teachers using: the task-specific standards for this assessment pictorial maps and model Assessment resource: Recording device — communicating.	Child role Children have to: o    observing and recording natural, managed and constructed features of places in the school grounds o    sorting and describing natural, managed and constructed features of places in photographs o    representing and annotating features of places on a pictorial map o    using geographical language to describe the location and direction of places o    reflecting on how features change and how they can be cared for.

Vietnamese Foundation to Year 2 Achievement Standard By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan; Cảm ơn bạn; Tôi thích/ không thích ...; Tôi muốn ăn cơm; Chúc bạn sinh nhật vui vẻ. They use modelled repetitive language when participating in games and shared activities, and interact in classroom routines by responding to questions, following instructions and asking for permission, for example, Dạ, em xong rồi. Các em hãy đọc theo cô. Thưa cô cho em đi uống nước. When interacting, they use the sounds and tones of Vietnamese and distinguish between questions, such as Ai? Ở đâu? Khi nào? Có ... không? and commands such as Đứng lên. They identify information and key words, such as names of people, for example, cô An, bạn Hải, places, for example, trường, lớp, or objects, for example, cái bàn, and convey information about themselves, their family, friends and school using modelled sentences and illustrations. They respond to imaginative experiences through miming, acting and answering questions, and create and perform simple imaginative texts using familiar language and non-verbal forms of expression. Students use familiar vocabulary related to their classroom and home environment. They use simple sentences with appropriate word order to communicate about themselves, for example, Tôi bảy tuổi, their family and classroom, for example, Đây là gia đình tôi/ lớp tôi. Students translate frequently used words and simple phrases and create simple bilingual texts for the immediate learning environment. They share how they feel and behave when using Vietnamese and identify their roles as members of different groups, including the Vietnamese class, family and community. Students identify the sounds and tones of the Vietnamese language in words and symbols. They identify similarities and differences between different types of familiar texts. They provide examples of the different titles and greetings that are used to address people in different situations. Students name some of the many languages used in Australia, describing Vietnamese as one of the major community languages. They identify how the ways people use language reflects where and how they live and what is important to Vietnamese outcomes: 1.UL.1:  A student recognises and responds to words, phrases and simple sentences in spoken Vietnamese. 1.UL.2:  A student identifies and responds to features of written Vietnamese. 1.UL.3:  A student uses known words in Vietnamese to interact in everyday activities. 1.UL.4:  A student demonstrates developing writing skills by recognising and copying Vietnamese. 1.MLC.1:  A student recognises the diversity of language systems. 1.MLC.2:  Explore ways in which meaning is conveyed in Vietnamese 1. MBC.1:  Demonstrate awareness of cultural diversity 1. MBC.2:  A student identifies cultural practices in Vietnamese-speaking communities.

Summary Assessment of Learners

Areas:	Working below	Working towards the expected level	Working at the expected level	Working above the expected level