1

This is a sample from a similar assessment for an AQF level 8 course. The instructions

and marking guidelines differed significantly from your assessment, but the focus was

similar. The sample will help you to understand the standard of an assignment that

excelled in many areas. Do not use this sample to guide what you include in your

assessment - follow the instructions and marking guide provided.

Contents

Assessment Two ........................................................................................................... 3

Reflection ................................................................................................................ 3

References ............................................................................................................. 3

Learning Sequence and Rationale ............................................................................. 5

Class Profile ........................................................................................................... 5

Learning Sequence ................................................................................................. 6

Rationale ................................................................................................................ 8

Lesson plans, materials and assessment ..................................................................... 15

References ............................................................................................................... 19

Appendices .............................................................................................................. 21
 2
1. Cornell Note-Taking Template .......................................................................... 21

Appendix 2. ........................................................................................................... 23

Appendix 3. Colloquial Story ................................................................................. 24

 3
Assessment Two

Reflection

While reflecting on Tute Prep C, I considered the feedback I had received

through our tutorial class discussion and individual feedback from classmates. Most of

the feedback was quite useful, confirming my ideas about the authenticity of the tasks

and in particular, whether the activities qualified as task-based as I was unsure on that

point. However, I thought of a few ways to make the lesson even more task-based and

authentic, which I decided to outline in the revised version. I also found sources to

support my ideas, specifically the Department of Education regarding the benefits of the

use of visuals, and Tomlinson and Masuhara (2013) which mentions the way that texts

embedded in the target culture can interfere with learning.

On the other hand, I modified my response to Tute Prep D quite a bit in response

to some very useful constructive feedback from a classmate. While the topic I had

chosen was appropriate for the learners, the form of the activity could be improved

through the recording of the interviews, for the reasons listed. I also modified my

language to be more holistic when describing elements of language and supported my

choice of image with sources. All of the feedback I received was useful and I felt very

comfortable, safe and engaged in the feedback process.

References

Department of Education (2015). English as an Additional Language or Dialect: EAL/D

Learning Progression (Secondary, Years 7 to 12). https://tinyurl.com/y4ofgo8d

 4
Tomlinson, B. Masuhara, H. (2013) Adult coursebooks. ELT Journal, Volume 67, Issue

2, 1 April 2013, Pages 233–249, https://doi.org/10.1093/elt/cct007

 5
Learning Sequence and Rationale

Class Profile

The learning sequence will be designed around a group of year 11 learners in an

Australian Tertiary Admission Rank (ATAR) English as an Additional Language or

Dialect (EAL/D) pathway. The learners will have a minimum recommended level of 5

overall in the EAL/D Progress Map (School Curriculum and Standards Authority [SCSA],

2015), meet for two hours per week for 10 weeks in a unit, and are of a similar level.

The group of six students come from Vietnam, Brazil and Japan. The students’

academic motivation is lacking in general because of academic fatigue after years of

EAL/D study and a schoolwide lack of academic motivation due to a low ATAR student

population.

The EAL/D class meets in a shared space with a projector and whiteboard and

minimum textbook resources, so the teachers must provide their own materials. The

students have a mildly negative attitude to learning related to low motivation caused in

part by the implementation traditional teaching methods that were perceived as

inauthentic and mundane. As a result, the students are in a learning plateau and are not

on track with their ATAR goals, especially in regard to academic communication and

attention to correct use of language form. On the other hand, the students get on well

with each other and the teacher and there is a sense of positive cohesion, safety and

openness.
 6
Learning Sequence

Overview

As required in the SCSA EAL/D Year 11 Unit 1 syllabus, the sequence includes

lesson plans that integrate the four key modes (SCSA, 2015a). The SCSA content

descriptor categories make up the skeleton of the sequence, with the descriptor

subpoints comprising the primary learning opportunities (Anderson, 2015) in the lesson

plans. Also included in the are the late adolescence approaches to teaching in the

Secondary EAL/D Progress Map (Australian Curriculum, Assessment and Reporting

Authority [ACARA], 2015), such as the explicit teaching of register and explicit

assessment including rubrics and checklists.

The learning sequence meets the needs of this group of students by engaging

them in the authentic and meaningful tasks through the implementation of a non-

traditional teaching framework, Task-Based Language Teaching (Long, 2015). The

sequence also engages students and improves their attitude to learning by

incorporating topics that are of interest (Woolfolk & Margetts, 2019), which will be

uncovered in a needs analysis conducted on the first day of classes (Long, 2015). The

learning sequence is outlined below.

Outline

Time is allotted equally to each of the four categories of content descriptors, with

four class-hours devoted to each and four class-hours set aside for assessment

activities. Classes 1-5 focus on communication skills and strategies, including a peer

interview needs analysis on the first day to serve the purpose of identifying student

needs (Long, 2015). The next sessions will include social and academic roleplays, a
 7
social debate, and an academic presentation (SCSA, 2015a). For assessment, the

students will evaluate a recording of their own academic presentation against a rubric

designed around the SCSA grade descriptors, while considering written feedback from

the teacher, then recording themselves reflecting verbally on their communication skills

(SCSA, 2015a).

Classes 6-10 focus on comprehension skills and strategies, including integration

of bottom-up and top-down approaches (Hinkel, 2006) while watching a short

documentary, listening to a podcast clip and reading an online news article (SCSA,

2015a). The assessment will involve re-visiting one of the texts to revise and improve a

written or oral summary that was done in a prior class, then reflecting upon the changes

made (Anderson, 2015). In classes 11-15 students which focus on language and textual

analysis, students will be exposed to texts from a variety of social contexts to identify

the distinguishing characteristics and some language structures from each (SCSA,

2015a). A video on code-switching will encourage students to consider the significance

of language socially and what our language tells others about us (SCSA, 2015a).

Students will compare a classic Australian poem to a modern spoken-word piece to

explain the effects of descriptive language and imagery, as well as purpose and context

(SCSA, 2015a). Assessment will be in the form of an analytical presentation on a text

that inspires the student.

Finally, in classes 16-20 students will create various texts in different formats,

similar to texts that they have analyzed throughout the unit. The focus will be on bottom-

up approach (Hinkel, 2006), as structures and language features of text types are

examined and replicated. Students will create a written or multi-media research

 8
presentation and verbally debate, then later write or record a poem or story using

descriptive language. Assessment will involve student reflection and revision based on

formative teacher feedback received in the weeks prior to final submission, providing

opportunities for rehearsal (Hinkel, 2006).

Rationale

Responding to the Learning Needs and Context

The learning sequence is designed to meet the needs of the students by first

considering the needs triangle as designed by West (1994), depicting the balance

among teacher perceived needs, company-perceived needs, and student-perceived

needs. The need to pass the ATAR course and achieve the skills outlined in the

curriculum is likely a priority for all three stakeholders, and for this reason the learning

sequence is structured around the SCSA content descriptors (SCSA, 2015a). The

lesson framework meanwhile is centered on Task-Based Language Teaching (TBLT),

and is supported by several teaching approaches such as Communicative Language

Teaching (CLT), Focus on Form (FonF), and integration of the four skills or modes,

which is also supported by SCSA (2015a).

TBLT

TBLT is an approach that is centered on the anticipation of the many learning

opportunities that may arise during a lesson, allowing the teacher greater flexibility to

address the greatest learning needs of his or her students, rather than adhere to a rigid

learning outcome (Anderson, 2017). Indeed, Long (2015) stresses the power of

combining detailed needs analysis with TBLT, which is why the learning sequence

begins with a detailed needs analysis. TBLT lends itself well to active planning and
 9
rehearsal, which is key to improving form (Hinkel, 2006) and is also prioritized by

ACARA (2015). This concept is extended in the learning sequence with peer

assessment, feedback from the teacher, reflection and re-submission of assignments.

Due to the positive cohesive learning environment, feedback and reflection will likely be

productive (Woolfolk & Margetts, 2019).

TBLT focuses on the idea of communicating to learn rather than learning to

communicate in more traditional approaches (Anderson, 2017). While there has been

criticism of TBLT as being too vague and formless (Pang, 2016), this is mostly due to

misconceptions about its nature (Anderson, 2017). In TBLT lesson design, the teacher

should consider the needs of each learner and what needs may come up in response to

the given task (Anderson, 2017). The teacher is then able to create several learning

opportunities, rather than learning aims, that will likely arise around that task and

respond to the most important as the teacher judges during the lesson (Anderson,

2017). TBLT can better meet the needs of learners by addressing the truth of the

complexity of the process of language learning (Anderson, 2015). However, strong

TBLT does have some shortcomings in that not all language structures can be acquired

implicitly, and some inaccuracies will remain unless some focus on form occurs (Ellis,

2017).

FonF

To account for the shortcomings of TBLT, FonF is incorporated into the lessons

(Ellis, 2017). FonF is an approach that draws learners’ attention to language forms as

they complete tasks (Ellis, 2016). FonF is flexible enough to be used in a variety of

activities (Ellis, 2016), which might allow diversification of activities to suit a range of
 10
student interests and preferences. This attention can be pre-emptive if linguistic

structures are highlighted before the task, or reactive if the attention is given during the

task (Ellis, 2016) which is one way to add greater scaffolding to a task as needed

(ACARA, 2015). In addition, FonF can be interactive if attention to form is initiated by

the teacher or other students, or non-interactive if attention to form comes from the text

or from the student himself or herself (Ellis, 2016), allowing for adaptation to both

productive and receptive tasks (Ellis, 2016), and greater levels of personalization of

teaching to students (Long, 2015). FonF activities maintain primary focus on meaning,

with attention intermittently drawn intentionally or unintentionally to the form of language

(Ellis, 2016). The focus on meaning-centered and authentic activities (Ellis, 2016) is

more likely to engage young learners (Woolfolk & Margetts, 2019).

While the effectiveness of FonF has not been proven in comparison to the more

traditional FonFs (focus on forms), it is well supported by psycholinguistic concepts; in

particular, selective attention and cognitive comparison (Ellis, 2016). Increased attention

to form can be accomplished through tasks such as text-enhancement, corrective

feedback especially explicitly during communication, and pre-task planning which helps

students overcome the limits of working memory (Ellis, 2016). Furthermore, repetition of

tasks leads to an increase in focus on form (Ellis, 2016), which is why so many of the

tasks in the sequence include reflection and resubmission.

CLT

CLT is an approach that prioritizes interaction and communication in the

classroom centered on the students’ production of natural and unrehearsed language in

authentic situations (Sato & Kleinsasser, 1999). Due to its many similarities with the
 11
principles of TBLT and FonF (Sato & Kleinsasser, 1999; Ellis, 2016: Long, 2015), it is a

natural addition to this learning sequence. While CLT is not suited to all learning

environments, this cohesive and experienced group situated in the country of the target

language should benefit from it (Ellis, 1996). CLT is also well aligned with the course

descriptors outlined by SCSA (2015a) which are focused on communicative ability in a

range of authentic contexts.

Integration of the Four Skills

Finally, the integration of the four skills is clearly supported in the literature

(Hinkel, 2006) and prioritized by SCSA (2015a), which means it should be included in

the learning sequence for this group of learners. The four skills are easily integrated in

TBLT, so the learning framework supports this teaching approach well (Hinkel, 2006).

Furthermore, TBLT applied in concert with FonF strikes a balance between focus on

meaning and focus on form while keeping the four skills integrated (Hinkel, 2006).

While the four skills are integrated, it is important to note that they should not be

taught the same way in a learner’s first language (L1) as in their second language (L2)

(Hinkel, 2006). Particularly in the receptive skills, the traditional L2 teaching approach

has been top-down, starting with comprehension and consideration of the main ideas

and later drawing attention to smaller details such as language features (Hinkel, 2006).

This method has been proven ineffective at best and harmful at worst, as L2 learners

need to understand the language structures within a text to be able to consider and

comprehend main ideas (Hinkel, 2006). For this reason, the learning sequence

integrates both approaches in the listening and uses a bottom-up approach in the

reading as advised by Hinkel (2006).

 12
Framework and Approaches in the Learning Sequence

The two sample lesson plans come from Class 18 in the Creating Texts category

and Class 13 in the Language and Textual Analysis of the learning sequence. The plans

are organized around the learning opportunities which come directly from the SCSA

(2015a) content descriptors. They include topics that would have been taken from the

Day 1 needs analysis of the students which would include questions about their

interests (Long, 2015). The lessons incorporate a large amount of authentic, engaging

material with the intention of maximizing learner engagement (Long, 2015; Woolfolk &

Margetts, 2019).

It is important that the flexibility and learning opportunities prioritized in TBLT are

supported adequately in the lesson plan. For this reason, I have selected a lesson plan

pro forma based in the principles of TLBT (Anderson, 2015), which includes flexible time

frames for activities, learning opportunities instead of learning aims, possible

occurrences, as well as pre-task and post-task activities (Anderson, 2015). Due to the

flexible nature of the lesson plan and to allow for affordance, there are intentionally

fewer dot points in the main activities section of the lesson plans (Anderson, 2017). All

lesson activities are focused around meaningful, authentic and real world tasks, with the

greatest amount of time allotted to the working within the main task (Anderson, 2015).

The possible occurrences section is as detailed as possible and completed with a

detailed conception of what might occur, using knowledge of this specific group of

theoretical learners (Anderson, 2015). This is because greater detail in the anticipation

of possible occurrences will enable the teacher to make better choices in regard to the

pursuit of learning opportunities (Anderson, 2017). In a real classroom situation, a

 13
teacher would have a great deal of inspiration for what to enter in the possible

occurrences section as he or she would have data on the students and their specific

needs (Long, 2015).

Despite being centered on a topic that interests the students, the task outlined in

Class 18 is one that students will perhaps be familiar with as it is commonly assigned in

school, and unlikely to apply themselves to for that purpose. Anticipating, based on the

learner profile that form would be neglected as students executed the activity in a less

engaged manner, the lesson emphasizes in an engaging way in the pre-task. FonF is

activated as part of a small task-based activity by having students analyse two different

speakers with little prompting from the teacher. Again, the minimal framework is

intentional to allow maximum possibilities for affordance (Anderson, 2015). By

comparing and noticing the differences in the speakers (Ellis, 2016), and in particular by

highlighting a negative example, the students will be engaged at a metacognitive level

and keen to ensure that their form is correct for this activity. The main task is highly

scaffolded and communicative again with intention of keeping the focus on form in what

could become an over-simplified task. Students work together to agree on the terms

of a successful preparation, then finally are released to work independently. Students

reflect on what they have accomplished at the end of class in the post-task as a

summative assessment.

The lesson plan for Class 13 is on a concept that will likely be less familiar to the

students and highly engaging, but still includes a focus on form in the pre-task due to

the nebulous nature of the concepts being taught. The concept was to ground the ideas

in a clear, scaffolded way, and to ensure that learners were aware of course learning
 14
objectives as required by ACARA (2015). Again, the pre-task is in task-based format,

requiring students to identify the ideas presented in the video and consider the details of

code-switching. In the main task, students are able to actively practice this skill, using

the criteria agreed upon by the students and the teacher in the pre-task. The focus in

the main task is on writing and reading, as the pre-task was focused on speaking and

listening, showing an integration of all four skills in this lesson plan. The post-task is

designed to allow students to demonstrate what they have learned and to practice the

skill of code-switching orally. The written translation from informal to formal register

further serves a formal assessment the teacher can use to better understand the

learning of his or her students, along with future learning opportunities.

Finally, the lesson plan is designed to be highly integrative of all of the elements

outlined previously in this rationale. In addition to a balance between TBLT and FonFs,

the four skills are integrated in each lesson, and the communicative learning approach

is part of most activities, allowing students significant opportunities to develop their skills

in each of the lesson areas.

Word count: 1840

 15
Lesson plans, materials and assessment

Task-Based Lesson Plan, Class 18-19: Creating an Academic Presentation on Your Favourite Australian Animal
Learning Opportunities: (From SCSA, 2015a) 1. Improve their use of appropriate structure and content to communicate for different purposes and audiences
2. Develop ability to use digital, multi-modal and print-based technologies 3. Develop use of common language features including subject-specific vocabulary, collocations and
conjunctions 4. Improve use of research skills and strategies including note-taking summaries, paraphrasing, synthesizing quoting and referencing
Stage Timing Procedure - What will we do? Opportunities for Learners To: Possible Occurrences and Responses
(mins)
1 20-25 Pre-task activity. • Activate schemas • Students may feel overwhelmed
Skills: Speaking, Listening • Brainstorm related vocabulary by the scientific vocabulary →
Warmer: Students discuss what they know about the platypus. • Generate engagement Highlight the importance of
• Activate Focus on Form avoiding jargon
Students compare two videos, one dull and one interesting, • Activate metacognition • Students may notice differences
presenting the characteristics of the platypus. Students are • Identify skills related to of intonation → ask them to
tasked with analyzing, through discussion: presenting information well identify what specifically was
• the appropriacy of each speaker’s style within an • Identify differences in register: different
academic context academic versus informal • Students may feel overwhelmed
• the type of information included in the presentations: • Prepare students to create by the quantity of information in
Which questions did the presentation answer? presentations that are the first video → discuss
Which presentation was better? Give several reasons why. appropriate for the context strategies for simplifying and
• Collaborate to share reducing the amount of
knowledge and ideas in a information in a presentation
communicative and social- • Students may not like either
constructivist way presentation → Challenge them
to specify how they could be
https://www.youtube.com/watch?v=9FTft5kxjsE improved
https://www.youtube.com/watch?v=-OaqmIHPsrQ
2 20-25 Main Task • Students employ the ideas • Students may go into too much
Skills: Reading, Writing they have learnt in the pre- depth and get lost in the details
Students work together to: task activity → Direct them to set limits on
• Decide which general questions the presentation should • Students develop their ability the amount of information in
answer to take notes, summarise and each area of their outline
• Decide how many new subject specific words would be synthesise information, • Students may include too much
appropriate to include paraphrase original sources, detail in their notes →
• Decide about how long their notes should be to identify reliable sources, demonstrate minimal notes
facilitate a short academic presentation organize information • Students may have difficulty
• Plan what kind of information to include to make the coherently paraphrasing → Discuss
 16
presentation more engaging • Learn and identify subject- strategies with students and
Students work alone to: specific vocabulary demonstrate on WB
• Select an Australian animal from a provided list, or any • Plan a research project • Students may become
animal of their choice carefully before beginning overwhelmed with subject-
• Do research and take notes related to the animal of research specific vocabulary → encourage
their choice. Notes will be taken using the Cornell Note- them to find 5-10 new words
taking template: https://tinyurl.com/y8fmvluy and skip other words that they
(Appendix 1) do not understand

•
• Students will be guided to complete and compile their
research the following day

3 10 Post-Task Activity • Students reflect upon their • Students might express extreme
Students complete an exit ticket replying to the following struggles and seek ways to struggle with reading large
prompts improve in those difficult areas amounts of text → teacher
• What part of creating a research presentation is most • Reflect upon and share what might scale down the size of the
challenging for you? they have learnt about key presentation or allow more time
• What is one way you can improve in that area? skills in the SCSA curriculum for completion
• What was one skill you learned about note-taking, • Share with the teacher any • Students may note an important
summarizing or paraphrase? areas that have not been skill or aspect that was not
clearly addressed covered with the class as a
whole → Teacher can share the
next day
 17
Task-Based Lesson Plan, Class 13: Code-Switching- How Languages Changes the Way Others See Us
Learning Opportunities: (From SCSA, 2015a) 1. Improve understanding of the way purposes and context influence language choices and meaning
2. Develop ability to identify assumptions and beliefs underlying certain practices including differences in greetings and customs of respect across cultures 3. Develop
understanding of the effect of register, style and tone on meaning
Stage Timing Procedure - What will we do? Opportunities for
(mins) Learners To:
1 2-25 Pre-task activity. • Activate schemas
Skills: Speaking, Listening • Brainstorm related
Teacher starts class by using a highly colloquial register that the students won’t be vocabulary
accustomed to. After student reaction, teacher will ask them why it is so strange to • Generate
hear him or her speak that way. engagement
Students TPS with a partner about if they speak differently to classmates versus the • Activate
teacher, and how. Teacher explains that what they are doing is known as code- metacognition
switching. • Personalise the
Students are shown the beginning of a clip on code-switching, tasked to answer the content and
questions: engage the
• What is code switching, and why does it exist? students
• Does body language change with code switching? How? • Consider the
• Does tone of voice change? How? authenticity of
• Do the words used change? How? code-switching in
• What are the benefits of code switching? their daily lives
• In which situations do you code switch? • Understand the
• In which professions might the ability to code switch be especially important? complex nature of
Teacher writes a summary of the key point on the WB for student reference. code-switching and
how and why it
might be used for
specific purposes
• Understand the
significance of
register, especially
in the academic
and professional
arenas
https://www.youtube.com/watch?v=QNbdn0yuUw8
Possible Occurrences and
Responses
• Students may not have
experienced code
switching in their lives
→ give some examples
from song lyrics
• Students may notice
differences of
intonation → ask them
to identify what
specifically was
different
• Students may become
interested in
understanding slang
that they have heard
→ provide meanings
for any that are
significant to their
communication needs,
any others advise them
to look them up on
UrbanDictionary
• Students might believe
that interactions
should always be
formal to earn respect
→ Ask other students
to give examples of
colloquial expressions
that earn respect
 18
2 20-25 Main Task • Students employ • Students may use
Skills: Reading, Writing the ideas they have inappropriate language
learnt in the pre- → challenge them to
Referring to the key points on the WB, students work task activity find better, more
together in pairs to: • Students develop colorful but
• Read a short text in formal language, translate it their ability to appropriate ways to
in writing into informal language, trying to make identify and control express the same ideas
it as informal as possible. (Appendix 2) (Text is the aspects of • Student may not be
edited to remove possibly disturbing register when aware of what
information at the end of the article.) writing and reading expressions are too
• Students can focus strong and are
https://www.perthnow.com.au/news/kimberley/man-attacked-by-saltwater- on form which will considered rude →
crocodile-in-was-kimberley-ng-b881689767z improve their Draw attention to the
ability to write in a nuance in certain
Students work alone to: more formal way expressions and tones
• Read a short text in informal language, translate it in • Students pick up • Students may need
writing to formal language, trying to make it as formal as strategies to assistance with the
possible (Appendix 3) change from an spelling of certain
informal to formal words and expressions
https://cceb.edublogs.org/2017/01/28/school-party-story- register they have heard but
told-in-aussie-slang/ never written → write
When finished, students share with another pair at their key words on the
table. board

3 10 Post-Task Activity • Students can notice • Students might not be

Speaking, Listening and reflect on the familiar with some of
• Students are shown a colloquial text significance of the expressions→ ask
on the WB (Appendix 4) register and the other students who
https://tinyurl.com/y23arojj improvements they might know them
• Students work together with a have made • Students may not be
partner to translate it into formal • Teacher will be able to translate the
language, in writing able to ascertain whole text → ask one
• Students submit the translated text whether any of the finished groups
to the teacher at end of class as a students need to read theirs aloud
formative assessment extra assistance
 19

References

Anderson J. (2015). Affordance, learning opportunities, and the lesson plan pro forma.

ELT Journal 69(3), 228–38. doi: 10.1093/elt/ccv008

Anderson, J. (2017). A fundamental dichotomy in eLT methodology: A response to May

Pang. Elt Journal, 71(1), 92-95. doi:10.1093/elt/ccw071

Australian Curriculum, Assessment and Reporting Authority (2015). English as an

Additional Language or Dialect: EAL/D Learning Progression (Version 1.2).

https://docs.acara.edu.au/resources/EALD_Resource_-

_EALD_Learning_ Progression.pdf

Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT

Journal (50)3, 213-218. https://doi.org/10.1093/elt/50.3.213

Ellis, R. (2016). Focus on Form: A critical review. Language Teaching Research, 20(3),

405-428.

Ellis, R. (2017). Position paper: Moving task-Based language teaching

forward. Language Teaching, 50(4), 507-526.

Hinkel, E. (2006). Current Perspectives on Teaching the Four Skills. TESOL

Quarterly, 40(1), 109-131. doi:10.2307/40264513

Long, M. H. (2015). Second language acquisition and task-based language teaching.

John Wiley & Sons.

 20
Pang, M. (2016). Companion guides for lesson planning: A planning template and the

lesson plan pro forma. Elt Journal, 70(4), 444-454

Sato, K., & Kleinsasser, R. C. (1999). Communicative Language Teaching (CLT):

Practical Understandings. The Modern Language Journal, 83(4), 494–517.

https://doi.org/10.1111/0026-7902.00037

School Curriculum and Standards Authority. (2015a). English as an Additional

Language or Dialect ATAR Course Year 11 Syllabus. Western Australia.

https://tinyurl.com/y5trhms8

School Curriculum and Standards Authority. (2015b). Alignment of EAL/D Progress Map

with Year 11 and 12 WACE courses. Western Australia.

https://tinyurl.com/yxf3dgpw

West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1–

19. https://doi.org/10.1017/s0261444800007527

Woolfolk, A., and Margetts, K. (2019). Educational Psychology. 5th Ed. Melbourne:

Pearson Australia.
 21

Appendices

1. Cornell Note-Taking Template

22
 23
Appendix 2.
 24
Appendix 3. Colloquial Story
 25
Appendix 4.

Tradie’s heartwarming gesture for elderly man at McDonald’s

Yahoo News Australia https://tinyurl.com/y23arojj

26