English - Teaching Language Use in Context

Aboriginals Australians can be said to be descendants of the first batch of people to leave Africa 75,000 years ago. Hence, they may be the oldest continuous culture on earth. According to Professor Eske Willerslev of University of Copenhagen, Aboriginal Australians were the initial modern people to traverse the territories of Asia and Australia. The journey enabled them to develop the skills of bravery and survival. Also, the study of the Aboriginal Australians found that their ancestors had separated from the original modern human populations and left Africa about 75,000 years ago. Therefore, the theory firmly supports the idea that Aboriginals form the original and separate wave of the human expansion out of Africa before the early wave that established Asians and Europeans. Moreover, the finding has remained an exclusive story and history regarding Aboriginal Australians within Australia.

Also, the DNA confirms that the Aboriginals are among the oldest living population on earth and are certainly the oldest in Africa. Therefore, according to Darren Curnoe, a biological professor, Australians are the worlds greatest human populations with deep connections to the Australian continent and Asian region. More studies continue to suggest that after the ancestors of the Aboriginals crossed through Asia, they might have intermarried and interbred with Siberians folks referred to as Denisovans. To confirm the link between the indigenous Australians and Denisovans, two Aboriginal populations were studied. That is, population from the Northern Territory and the other from the Southern Territories. The researchers concluded that about 44,000, years ago, Denisovan indeed interbred with the modern humans in the South-East Asia before Australia had separated from Papua New Guinea.

FOCUS TEXT TYPE

Focus: the creation of text in different contexts and for different purposes, and the ways in which language, style, structure and choice of medium and mode affect text, using textual evidence.

Analyse the way texts are created in different contexts

Analyse the way text structures, language features and conventions communicate points of view and ideas.

Employ textual evidence

Analyse how vocabulary, rhetoric and idiom are used for different contexts and purposes.

Analyse how the choice of mode and medium change or shape the responses to a text.

ASSESSMENT DESCRIPTION

Students will create a multimodal explanation about the Australian Aboriginal historical immigration from Africa through Asia to Australia. The text shall be published in the institutions monthly magazine. Hence, the students must to a comprehensive research about Aboriginal Australia being the oldest population in the world. Learners will also employ scientific terminologies, use historical photographs to explain the historical periods of the Aboriginals.

Learners will also explore the meaning communicated through the relationship of between the text, context, its purpose and the audience. That is, how the texts are shaped by the purpose they are conveying, the intended audiences and the contexts in which they are received and created.

Learners will also consider how structure, language and genre operate in various interpretive, imaginative and persuasive texts when responding and creating the texts. The historical research will also involve the study and understanding of stylistic features through creativity and analysis. Hence, they can respond analytically, imaginatively and interactively as they create their own text and reflect on their learning. Focus:

The creation of the text in various contexts and for different purposes together with how the language, structure, style and the choice of mode and medium by using textual evidence.

Language for interaction

Understand that social interactions do influence the way individuals engage ideas and respond to others opinions. For instance, when clarifying and exploring others ideas and summarizing their own views as they report them to a larger audience.

Understand the differences between opinion, language, feelings and factual reporting.

Text structure and organisation

Understand how texts vary in technicality and complexity depending on the approach to the selected topic and the intended audience.

Learn how texts are made cohesive through linking devices like text connectives and pronoun reference

Expressing and developing ideas

Understand how adverb and prepositional phrases work in a variety of ways to provide circumstantial details regarding the Aboriginal cultural history.

Explore the effects of framing an image, salience composition of both still and moving images and placement of elements in an image through different types of texts.

Incorporate new vocabulary into the students text from the encountered research.

Literature

Literature and context

Makes the connections regarding how different authors represent the same theory through talking about the story, its authors and the favorite discussion points that interest the students. Also, the students can return to previous texts and comment on the reason for emphasizing or choosing the texts.

Responding to literature

Discuss the literary experiences with one another and share responses.

Share thoughts and feelings about the events by talking about the story and the authors. Also, discussing the major areas in the story and how the students feel about them. Also, using the beginning forms of writing to respond to the text and talking about the events and ideas in the text hence enabling the students to express their own opinion regarding the topic, theory and the entire story.

Examining literature

Discuss how the author has made the story exciting to the readers by using various techniques.

Creating literature

Create literary texts that do explore students' own experiences and imaginations.

Literacy

Interacting with others

Listen and respond orally to the text and communicate to others in informal and structured class situation. Hence the students should listen and remember simple instructions.

Use interacting skills like listening while others talk and using suitable voice tone, articulations, gestures, eye contact and body language.

The student will sequence ideas in the text and retell the story using story maps.

They will listen to main ideas, the details of the story and answer a given question.

Ask and answer question to clarify his or her understanding.

Creating texts

Create short texts to record, explore and report the main events using familiar words:

Creating short written, spoken and multimodal observations, descriptions, recounts and specific word.

Participate in the shared editing of the students texts, spelling and meaning.

Course Text Requirements

During the course learners will study substantial texts one text on Aboriginals. It must be a written text.

TASK SHEET

The student will create an informative response which explains the point of view of two separate characters who are involved in two different opinions justifying the position of Australian Aboriginal being the oldest culture on earth. The two characters will be from a chosen text.

The student must decide two characters involved in the situational dilemma where one character must make a difficult admission regarding the status of Australians bearing the oldest culture on earth.

Plan a written explanation through identifying key information from the chosen text.

Write a draft about the explanations by the two characters different point of view

Analyze the ideas ,perspectives and attitudes expressed in the text

Use textual evidence to discuss the illustration of attitudes, ideas and perspectives in the text.

Explain youre your response regarding the two characters point of view and the situation they are facing.

Analyse the use of persuasive, imaginative and interpretive technique.

Evaluate the effectiveness of the presented text in representing attitudes, ideas and perspectives.

Create a multimodal text that can experiment with the text structure for a particular context, purpose and audiences.

ASSESSMENT RUBRIC SHEET

Describing the difficult situation represented in the text - Excellent

Description of characters and all aspects of the difficult issue represented in the text - Very Good

Description of characters and major aspects of the difficult issue represented in the text - Good

Description of characters and some aspects of the difficult issue represented in the text - Fair

Description of the characters without the aspect of the difficult issue - Fail. No description of the characters and the prevailing difficult issue.

Have a total point of view of the characters; perception and on the prevailing issue in the text Have a comprehensive point of view of the characters; perception and on the prevailing issue in the text Have explanation on the characters; perception on the prevailing issue in the text Have some elements of characters; perception and on the prevailing issue in the text Have no explanation on characters; perception and on the prevailing issue in the text

Ideas in the text Use the key ideas, information and evidence to from the text to explain point of view Use the key ideas, information and evidence to from the text to explain point of view Use ideas, information and evidence to from the text to explain point of view Use less key ideas, information and evidence to from the text to explain point of view Use the key ideas, information and evidence to from the text to state point of view

Literature and context Make a connection between the scientific evidence and the authors idea. Make a connection between the scientific evidence and the characters cultural contexts. Make a connection between the scientific evidence and the context of the text. Element of connection between the scientific evidence and the authors idea in text. No element of connection between the scientific evidence and the authors idea in text.

Creating literature Use of persuasive, imaginative and interpretive technique to develop explanation. Use of persuasive, imaginative and interpretive technique to develop explanation. Use of persuasive, imaginative and interpretive technique to state point of view. Use of persuasive and interpretive technique to develop explanation. No persuasive, imaginative and interpretive technique in explanation of the text.

Creating texts

Create short texts to record, explore and report the main events using familiar words Creating short written, spoken and multimodal observations, descriptions, recounts and specific word Use various grammatical structures and vocabulary to a multimodal observation.

Use of grammatical descriptions to create an explanation

Applying textual features to impede meaning about the text

Going beyond assertions and taking into account the major points of view in the text Going beyond assertions and taking into account the differing points of view Go beyond assertions but emphasizing on specific differing points of view Go beyond making just assertions and taking into account the differing points of vi...