EDS5205 Assessment 3: Planning Document for Year 8 Korean Assignment Sample

A1- Relevant elements of the band descriptions

Language Curriculum area identified from ACARA curriculum- Korean

Year level- 8

Band Description- The Korean language Curriculum for year 8 focuses on enhancing and developing student skills in terms of communicating and understanding via using authentic text, listening, reading and classroom talk.

Strands and Sub-strands

Communication

Strand 1: Interacting

Sub-strand 1- Initiating and undertaking interaction

Sub strand 2- Clarifying context and seeking confirmation

Strand 2: Texting

Sub-strand 1 Understanding and responding to written texts

Sub strand 2-Composing and writing text

Understanding

Strand 1: Listening

Sub-strand 1- Interpreting and understanding spoken text.

Sub-strand 2-Identification and description of main themes and ideas

Strand 2: Reading

Sub-strand 1- Interpreting written text

Sub-strand 2- Translating the meaning.

A2-Language requirements from the sub-strands

For all four activities,students would be able to;

Communicate [say/write]

Initiating and undertaking interactions [ For instance- students will introduce themselves and they can ask questions.]

Composing and writing text [For example- students will write a short paragraph based on a topic]

Understanding [listen/read]

Interpreting, andunderstanding spoken text [For example- student will listen to a short conversation]

Identification and description of main themes and ideas [For example- student will read a short paragraph]

A3- Intercultural and Cultural opportunities

In order to incorporate intercultural and cultural competence opportunities within activities I plan to use authentic Korean materials. This will involve songs, news articles and videos; this supports increasing the engagement level of students which is prior to maintaining cultural competence. Furthermore, I will focus on encouraging students so they can share their cultural experiences and perceptions aligned with the topic. This helps in increase student engagement in activities and often enhances their learning efficacy (Albiladi et al, 2019). Moreover, I will use role-play activities to stimulate and foster day-to-day interaction and promote Korean culture. The guest speaker will be invited from the Korean community who can talk to students about Korean Culture. This results in developing an effective environment in the classroom and further increases the interest of the student (Dewi et al, 2019). I will focus on designing all four activities to integrate language requirements, cultural elements and intercultural opportunities. Therefore, I will create a significant focus on this area, and the learning efficacy of the students will be enhanced, and they will be able to learn a new language.

B1- Learner Centered Objective

The learner-centred approach of language teaching caters to assuring active participation by the learner for develop their study programme (Hofer et al, 2021). Below are the learner-centered objectives for teaching Korean Language.

Listening

• By the end of the semester student will be able to explain the main themes based on their daily hobbies or familiar topics.
• Students will demonstrate an understanding related to speaking Korean and asking cross-questions.

Speaking

• Learners can engage in simple conversation with their peers while using phrases for greeting and introduction.
• Students will be able to use the basic vocabulary and express their communication related to the daily routine.

Reading

• Students will become able to identify and understand the basic sentence structures along with the vocabulary for writing text.
• Learners will be able to comprehend the common cultural References written in Korean characters.

Writing

• By the end of the semester, students will be able to write short sentences and paragraphs using basic vocabulary and specified sentence structures.
• Creating short writing using Hangul characters.
• Learners will be able to use writing strategies for instance, listening and sequencing so they can write about simple topics based on personal preferences.

Cultural awareness and cross-cultural competence

• By the end of the semester, the student will identify and explain differences that persist between Australian and Korean cultural values with regard to communication and social norms.
• Identify and understand the importance of cultural sensitivity.
• Demonstrating respect towards cultural differences for avoiding cultural stereotypes.
• Learners will be able to witness common Korean traditions related to food, celebrations and festivals.

B2- Activities and resources

A well-planned strategy and activities led to support in establishing effective understanding for students (Abdulrahaman et al, 2020). This results in developing a sense of belongingness and they further become able to share their doubts with the tutor so they can share everything effectively. Henceforth, it is highly important to undertake a significant planning approach so that effectual support can be ensured to the learners. In order to plan the teaching-learningsequence, I have focused on the student and language priorities and consequently, the activities have been organized. The class will startby introducing Korean culture. My core motive is to enhance the cultural competence of learners along with teaching a new language. The language objectives are associated with learning the Korean greetings and phrases, understanding the importance of Korean culture and recognition of Korean vocabulary. The teaching-learning sequence begins with a focus on introducing Korean vocabulary. Furthermore, the cultural objectives will be aligned with recognizing the respect and politeness promoted in the Korean culture and appreciating the traditions of culture (Hosaini et al, 2022). The motive is just not limited to teaching the Korean language; I want to improve cultural competency as well which results in supporting students and developing cultural responsiveness in them.

Teaching sequence

Introduction for 5 minutes- I will Greet students in the Korean language “Annyeonghaseyo” This means Hello! Further, I will ask learners whether they have learned about Korean culture and then I will show them images of Korean Traditions and an open group discussion will be followed in class. This is specifically for developing trust and interest in students so they can effectively participate in the learning of a new language.

Vocabulary for 15 minutes-The basic Korean Vocabulary will be introduced to students and the question will be asked to them. The vocabulary will consist of-

Annyeonghaseyo - Hello

Anninunteyo - Goodbye

John-eun nalssi - nice weather

Before teaching accurate language, it is important to teach vocabulary to students so they can become able to start with the basic terms (Munna et al, 2021). Therefore, my prior focus is on developing support for students by teaching mandatory Vocabulary to them. The pronunciation will be practised with students so they can become able to learn about grammatical understanding and punctuation.

Cultural awareness 10 minutes- This is an important aspect of teaching a new language and therefore, I will develop specific focus on this area. This enables me in order to develop cultural competence in students and enhances overall satisfaction to greater note. I will explain about the importance of bowing in front of the Korean culture and further I will use models, images and videos to demonstrate the mandatory elements. This results in gaining the attention of students and further developingeffective support for them. I will show them picture based on Korean tradition or event as this helps in gaining effective understanding related to culture. In this manner, I will focus on developing culturalunderstanding which is an important aspect in teaching another language. The student will be able to understand the Korean culture as well along with learning about the language.

Grammer 15 minutes- Introduction to basic Grammar is an essential point; this will be comprised of verb endings and polite speech. Also, this will be associated with using honorifics as well. The sentence formation will be done by using the correct form of Grammer. Firstly, I will teach students about sentence formation and afterwards, they will make sentences. The examples would be used for practicing the Grammer and I will provide different exercises to students as well.

Practice15 minutes- I will divide the students into different groups and further undertake practice related to new vocabulary along with the important Grammar structures. Encouragement is essential for increasing the urge to learn and therefore, I will encourage students to use language context and speak about their personal preferences. They can often introduce themselves and any topic they prefer.

Closing15 minutes- Lastly, I will review the vocabulary, sentence formation and Grammar structures that have been covered in the whole session. The cross-discussion with the students will be done to identify about their issues and accordingly, action will be taken.

I will assure you one thing that all student has been given equal opportunity and no discrimination would be done on the basis of their background.

The resources that would be required for the session will be comprised of images with vocabulary words, videos and pictures of Korean tradition, models and props that demonstrate Korean etiquette and Grammer exercise samples.

Below is an example of dialogue that would useto introduce the Korean language-

Me- Annyeonghaseyo! How are you all?

Students- We are good.

Me- Joh-eun nalssi! It means nice weather today.

Students- Yes!

Throughout the teaching, I will attempt scaffolding strategies in order to support student learning to a greater extent. These strategies will be associated with using images and text to provide help to students with vocabulary. The samples will be given to them to enhance their Grammar, also, students will be encouraged to use language via role-play exercises. My core motive is to develop support for students so they can become able to gain effective learning. Also, a feedback mechanism will be used so that I can know about the queries and issues of learning and accordingly further steps will be taken. By using these scaffolding strategies, I will ensure support and help students for learning about the Korean language. Thus, in this manner, I will practice teaching the Korean language to students.

B3-Reflection

Gibbs’ reflective model will be used to share information regarding the importance of the content and teaching learning method for developing knowledge related to a new language. A six stages cycle will be evaluated as to provide adequate information related to the teaching learning model (Gibbs reflective model, 2022). I have identified that teachers need to undertake large number of activities as to develop fluency in the language within the students. From the nativist theory of secondary learning, I have determined that students are capable of learning any language if the appropriate method has been used by the teacher (Nativist theory of secondary learning, 2023). I have identified that the Korean language has unique structure in which the verb is place at the end of the sentences which could be understood by using appropriate teaching model. By using nativity theory, a teacher will able to use various method through which student’s understanding could be enhanced and learning process will become effective. I have identified that teacher should use grammar translating method; task-based learning method and physical learning method for effectively develop understanding regarding the Korean language. I have determined that for become fluent in any language, a student should able to read, write and communicate in the particular language. By using diverse activity and model a teacher will able to enhance language knowledge of students. Further I have determined that using diverse method in teaching new language will support in identifying the social context of the words that aids in accurately and effectively using the learned language. It has depicted that teachers are able to successfully use the IRF model in teaching process that aids in effectively enhancing the understanding of students.