texts, text structures and language features, for example subjective and objective reporting in feature articles and current affairs programs, appeals to reason and emotion in persuasive texts and juxtaposition of images in websites analyse text structures and language features of literary texts and make relevant connections with other texts Life Skills accesses information to ENLS6-5 The refugee experience communicate for different purposes and Note: Many of the ideas that follow can generate strong opinions. It is important in different contexts to let students share their unique insights and that they respect each other’s Students: opinions. It is also important to display sensitivity towards individuals who may access information to assist find discussion of this topic to be difficult. understanding, for example look up a word in a dictionary, use a search Students write definitions of refugee and asylum seeker. Do they think there is engine to find information, use online a difference? video instructions to perform a task Students participate in the before/after activity, responding to each of the statements listed. Students write a personal statement based on one of the ENLS6-6 composes texts for a variety of sentence starters, selected by the teacher and participate in the class purposes and audiences in a range of discussion. modes Students: Students take the SBS quiz much do you really know about asylum ‘How complete forms, surveys and seekers and refugees?’ and discuss their results. questionnaires Students participate in constructing a reflection to the following scenario: ENLS6-9 represents own ideas and You are in danger and must your home immediately. You have 30 minutes personal experiences in interpretive and to pack a small bag of your belongings. What will you take and what will you imaginative texts leave behind? explore their personal responses to texts, issues and/or events, for
texts, text structures and language features, for example subjective and objective reporting in feature articles and current affairs programs, appeals to reason and emotion in persuasive texts and juxtaposition of images in websites analyse text structures and language features of literary texts and make relevant connections with other texts ENLS6-5 accesses information to communicate for different purposes and in different contexts Students: access information to assist understanding, for example look up a word in a dictionary, use a search engine to find information, use online video instructions to perform a task ENLS6-6 composes texts for a variety of purposes and audiences in a range of modes Students: complete forms, surveys and questionnaires ENLS6-9 represents own ideas and personal experiences in interpretive and imaginative texts explore their personal responses to texts, issues and/or events, for Life Skills The refugee experience Note: Many of the ideas that follow can generate strong opinions. It is important to let students share their unique insights and that they respect each other’s opinions. It is also important to display sensitivity towards individuals who may find discussion of this topic to be difficult. Students write definitions of refugee and asylum seeker. Do they think there is a difference? Students participate in the before/after activity, responding to each of the statements listed. Students write a personal statement based on one of the sentence starters, selected by the teacher and participate in the class discussion. Students take the SBS quiz ‘How much do you really know about asylum seekers and refugees?’ and discuss their results. Students participate in constructing a reflection to the following scenario: You are in danger and must your home immediately. You have 30 minutes to pack a small bag of your belongings. What will you take and what will you leave behind?
stage-6-english-studies-stage-6-year-12-sample-unit-texts-and-human-experiences.docx