CERTIFICATE III - Parliament of Victoria · CERTIFICATE III 39 OVERVIEW CSWE 2013 CSWE III Entry ISLPR 1+ EAL Framework 2014 Certificate III in EAL (Access) Entry ISLPR 2 Supported

CERTIFICATE IIICSWE 2013 and EAL Frameworks 2014

Parliament of Victoria ESL Program

Teachers’ NotesThe activities listed in the overview are designed to provide students with the opportunity to practise skills as mapped to the ESL Frameworks and CSWE curricula. They are not intended to be assessment tasks, but with adjustment may be used as such.

All activities are designed to be accessible for adult ESL learners at ISLPR 1+ and 2.

Teachers should select the activities they consider appropriate for their students, and adjust them as necessary. An online version in Microsoft Word and PDF formats can be found at

www.parliament.vic.gov.au

Teachers are welcome to duplicate any pages in this resource for educational purposes in their classrooms.


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OVERVIEW

CSWE 2013

CSWE III

Entry ISLPR 1+

EAL Framework 2014

Certificate III in EAL (Access)

Entry ISLPR 2Supported Learning outcomes

Language activity related to Parliament

Supported courses Page

E1, C21.Students gain an overview about the parliamentary process using the DVD Inside Parliament.

VU21466 40

C1, C22.Whole group or smaller groups decide to explore a relevant issue, current in Victorian politics.

VU21465 43

E1, M13. Students plan how to research the issue using a range of resources guided by the teacher.

VU21465VU21468 45

E2, F2, F1

4. Groups develop a viewpoint (or more than one) on the issue, through discussion based on the information gathered. Oral presentation opportunity.

VU21465 48

B1, B25. Students listen to a dialogue and complete a gapfill. Students listen to an information text.

VU21466 50

E1, F2, C1, C2

6. Using the DVD Inside Parliament, students research how to find, and how to contact, their members of parliament. Students listen to and give spoken instructions.

VU21466 53

G1, J1, J27. Groups/individuals produce a letter on the issue to their Member, and invite the Member to address them.

VU21467 58

E17b. Students listen and ask questions as Member addresses them (hopefully!). Teacher to create own worksheet as required.

VU21466 -

E1, N28. Students prepare, then visit Parliament House for a tour and take notes.

VU21466 64

F2 9. Students discuss and evaluate the excursion experience. VU21466 67

I210. Students produce a piece of writing reflecting on any aspect of the experience.

VU21468VU21469 68

Parliament of Victoria Adult ESL Program

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Task 1 Intermediate ListeningSupports:

EAL Framework 2014Certificate III in EAL (Access)

VU21466Give and respond to a range of straightforward instructions and informational texts

CSWE III 2013

E1Demonstrate understanding of a spoken presentationC2Negotiate a complex spoken exchange

ESL activity based on the DVD Inside Parliament Chapter 1: Welcome to Parliament.

1 Before viewing(Use a map.) The Commonwealth (Federal) Government governs the whole of Australia, while the Victorian Government governs the State of Victoria. This DVD is about the Victorian Parliament and how it works. A clear explanation of the three levels of government is provided on Page 12 of the book Inside the Parliament of Victoria.

2 Focus questions in groups, to discuss before viewinga What is the main issue in the media that concerns you? What is your opinion

of it?b Who makes decisions about these issues? How?c Do you know where Parliament House is in Melbourne?d Have you ever been inside it?e What do you think is meant by a “House” in Parliament?

3 After first viewing. Comprehension questions as a whole class.a Tick the issues the students talked about at the start of the DVD:

water economy women trains overseas doctors dentists hospitals TAFE


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b Tick one:

Victoria used to be part of Canberra Victoria used to be part of the Colony of New South Wales

c Each “House” of Parliament is known by two names. Complete them:

Legislative __________________ = ___________ House Legislative __________________ = ___________ House

d What does a political party have to do to become the Government?

e Who becomes the Opposition?

f For how long is Parliament elected? ________ years

4 Before you listen again......place these words in the correct column and underline the stressed syllable. The first one has been done for you. Practice pronouncing the words.

Parliament Constitution Legislative Assembly Government Opposition elected Council

Two syllables Three syllables Four syllables

Parliament

5 Second viewing Tick the words above as you hear them.


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6 Third and extra viewings. Cloze exercise.Place the following words in the gaps.

four-year most not the essential thing term the rules so red Lower that election least Upper sogreen seat wins responsibilities

“…Parliament makes the Laws, but there is a Law which sets out ___ ______ which defines the powers and __________________ of the Victorian Parliament. ____________ set of rules is called the Constitution.

________ ___________________ ____________with the Victorian Parliament is that we’re a bicameral system, ____we have a ________ House, the Legislative Assembly, and our ____________ House is the Legislative Council. The Legislative Assembly is _____________, and the Legislative Council is __________. The Legislative Assembly is the ______ of government. To form government, or what becomes the government, is the party, the political party, that ________ the greatest number of seats at the election.

In the Legislative Assembly, the Opposition is that group of Members or that party that has __________ reached the majority of seats at the ____________. So you have the Government who’ve got the __________number of seats ... the Opposition with the __________number of seats.

The _______of the Parliament now is four years; _______Members of the Assembly are elected for _________-_________terms…”


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Task 2 Intermediate Speaking Supports:


VU21465Engage in casual conversation and straightforward spoken transactions

CSWE III 2013

C1Demonstrate understanding of complex spoken exchangeC2Negotiate a complex spoken exchange

The day before this activity, ask students to watch TV news or read the newspapers, with a view to bringing in a photo, headline or idea about something that interests them.Make sure you allow enough time for students to discuss issues that interest them.

Exploring an issueIn small groups or as a class discuss these questions, using the language in the table below.

1. What current issues do you know about from the TV, radio or newspapers?

There are three levels of government in Australia: federal (also called Commonwealth), state and local.

2. Use the table on the next page to find out which level of government is responsible for the issue you talked about in Question 1.

3. Are there any State Government issues in the news? Do they affect you? If so, how?

NOTETeacher


AUSTRALIA’S THREE LEVELS OF GOVERNMENT

Level Nation State Local: Shire, city, rural city

Law Commonwealth/Federal State Local/bylaw

Leader Prime Minister Premier Mayor

HealthFundingMedicareDrug control

Public hospitalsNursing services

Meals-on-WheelsGarbage collection

Education Funding Post-secondary

FundingPrimary & secondary Childcare

Transport

Highways RailwaysAirportsAir safety

Railways and buses Roads

FootpathsStreet signs

Other

Foreign AffairsImmigration PensionsPostArts

PoliceFire BrigadeEnvironment

LibrariesPets

4. Fill in the table and discuss any issues that interest you. Answer by putting a tick Pin the appropriate box.

Which level of government would you contact if: Local State FederalSomeone from overseas wants to come and live with you in AustraliaYour rubbish wasn’t collected this weekYou would like to ask about your tax returnYou want to ask questions about adult education coursesYou want your elderly mother to get Meals-On-WheelsYou want your baby to be vaccinated at the local health centreYou want the police to patrol your neighbourhood more oftenYou want to make a claim to MedicareThere are potholes in your streetYou want to build an extension to your house

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Task 3 Intermediate Speaking, Listening and Writing

Supports:


VU21465Engage in casual conversation and straightforward spoken transactionsVU21468Read and write straightforward informational and instructional texts

CSWE III 2013

E1 Demonstrate understanding of a spoken presentationM1Demonstrate understanding of a news article

This activity prepares students for a short oral presentation (Task 4)

Students find out about an issue, using a range of resources

1. In your group, add to this list of ways you can find out more about an issue that is in the news at the moment.

You could:

• use books in a library• ask friends• -• -• -• -

2. Check if your list is similar to that of other groups. Add any other good ideas.

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NOTETeacher


3. Decide which ways of finding out would be best for your issue. Some ways might be easier, cheaper or more interesting. You don’t need to use all of them.

4. Write some general questions that you would like to answer as you find out more.

Here are some examples. Add your own, then check with your teacher.

• When did it start?• Who does it affect?• Who are the experts?• -• -

5. Now write some specific questions to find out more in detail.

Here are some examples. Add your own, then check with your teacher.

• What are some possible ways to fix this issue?• Who exactly is involved?

6. After your teacher has checked your questions, fill in the table below.

7. In the ‘Resources’ section, write the name of a person from your group next to each resource. This person must check their resources and report back to the group what they find out.

8. When you have completed 1 to 4, show the sheet to your teacher. She or he will help you plan the dates for 5 & 6 and any other details.

9. Do your homework!! And report back to the group as agreed! Then proceed to the next activity to prepare your oral presentation.

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Our issue

General questions

Specific questions

Resources:Where we will find information(details – e.g. name of newspaper, web address)

Date to share information with just our groupDate to present our information to the whole class *

* Your teacher will give you more details about how you will present this information.

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Task 4 Intermediate Speaking and Listening

Supports:


VU21465Engage in casual conversation and straightforward spoken transactions

CSWE III 2013

E2Deliver a short spoken presentationF1Demonstrate understanding of a discussionF2Participate in a discussion

This activity includes a short oral presentation – students will have prepared information for the presentation by completing Task 3.

Developing a viewpoint• In your group share what you have found out about your issue.• Discuss the issue and see if you have the same opinion.• Note down the main opinions.

Use the language in the box to help you:

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Have you heard about? I agree

I really don’t think What do you think?

If you ask me… What’s your opinion?

I’d just like to say… Can I add something?

It seems there’s a range of opinions… How do you see it, Lee?

Well it seems we all agree…

NOTETeacher


Short Oral Presentation

• Use this table to help you plan a short presentation to your class, but do not read from it.

• Your teacher will give you a time limit. • Use visual or other aids or other supports to help you if possible.

Name :

Presentation date:

My issue is:Introduction: “ ”(exact words)

Main points: Support Materials•••••

Opinion:•••••

Conclusion: “ ”(exact words)

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Task 5 Intermediate Speaking and Listening

Supports:

ESL Framework 2014Certificate III in EAL (Access)

VU21466Give and respond to a range of straightforward instructions and information

CSWE III 2013

B1Demonstrate understanding of a casual conversation with topic changesB2Participate in a casual conversation with topic changes

Download the listening component for this activity atwww. parliament.vic.gov.au

My Members of Parliament: Who are they? How can I contact them?

The Victorian Parliament has two Houses. Every area in Victoria has a representative in the Lower House of Parliament and five representatives in the Upper House.

Discuss with a partner:

1. Why would you want to find out who your Members are? 2. How could you find out?

Listening Part AYou will hear a short dialogue between Kim and Lee. Before you listen, check that you understand these words and expressions:

keepfit lobby scary biketrack Member website worth asking

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NOTETeacher


Listen and answer these questions:(You can find the audio files at www.parliament.vic.gov.au/education/adult education)

a What is Kim doing to get fit?b Why does she feel safe?c Kim gives some advice: How could Lee ask for a bike track? How could Lee find contact details for her Members?

Listen again and fill in the gaps:

Lee: Hi Kim, how’s it going?Kim: Yeah, great Lee…I’m trying to _________ __________.Lee: Uh,huh.Kim: So, I’m riding my bike to work.Lee: Wow! That’s great, but isn’t it a bit scary?Kim: Yeah, well some parts are great – I use the___________ ___________, so I feel safe.Lee: Hmm, I’d love to ride too, but there aren’t any bike tracks near my place. I __________I could do something about it.Kim: Hey maybe you should _______________your local Member – you know, __________________for a bike track…Lee: What? I don’t even know who my Member is! Anyway, they wouldn’t be interested…Kim: Ah, you never know - it’s ________________asking…it’s easy to find out.Lee: Yeah, how?Kim: Well, you just look up your local member on the_________________– there’s a Victorian Parliament website.Lee: Oh yeah. Well, I might _________ ___ ___ _______…why not!Kim: Gotta go…my bike’s waiting!Lee: Bye!Kim: See ya!

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Discuss with a partner if you think these statements are true or false:

1. You can find information about your Members on a website T F 2. You can go into your Member’s office T F 3. You can get your Member’s home phone number T F

Now listen to Part B and check your answers to Questions 1 and 2.

Listen again and write down the web address for the Parliament of Victoria:

_________________________________________________________________

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Task 6 Intermediate Speaking, Listening & Computer Work

Supports:

ESL Framework 2014Certificate III in EAL (Access)


CSWE III 2013

E1Demonstrate understanding of a spoken presentationF2 Participate in a discussionC1Demonstrate understanding of complex instructions in a spoken exchangeC2Negotiate a complex spoken exchange

This activity has two parts that can be completed in separate blocks of time. The first involves listening and requires a DVD player. The second part involves researching Members of Parliament and requires computer access.

Part 1Discussion

1. In groups, discuss:

• What does a politician do in your country every working day?• Where do they work?• Who do they work with?• What types of people do they speak with every day? (e.g. local residents…)• Do you think it’s the same in Victoria?

Listening2. Watch the DVD Inside Parliament (Adult Education version), Chapter 5: What Do Politicians Actually Do?

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3. What is the chapter about?

4. Tick the purpose of this chapter:

to get more pay for politicians to tell people what politicians do to tell people who to vote for

5. Understand these words before you listen again:

Word/s and their meanings

electoral office the local office of a politician

local issues things that people are concerned about in their area

following things through finishing jobs

constituents the people an MP (Member of Parliament) represents

Parliament House the central place where politicians meet (see the picture on the DVD cover)

portfolio an area of special responsibility for a Minister

6. Pronounce these words before you listen again. Put each word in the box that shows its syllable stress.

Parliament local portfolio emails following electoral

concerns issues politician

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●● ●● ●●● ●●●● ●●●●Parliament

7. In groups, discuss:

Did the DVD confirm your ideas?

Part 2If you are concerned about a State Government issue you might want to contact one of your Members. The activity below will show you how to find out who your Members are and how to contact them.

Contacting your Members of ParliamentUsing online resources

Pairwork: Use a computer to find out about your Members.

Student A Read the instructions below; make sure Student B cannot see them. Speak as clearly as you can. Answer Student B’s questions if needed.

Student B Sit at the computer and listen to the instructions from Student A. If you cannot understand, ask.

Follow the instructions to get the details about your Members. Then swap roles to practise.

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Instructions

1.aLog on to the computer

2.aConnect to the internet

3.aEnter this web address: www.parliament.vic.gov.au

4.aGo to Find a Member of Parliament at the top right of the screen

5.aClick on Suburb or Postcode, Go

6.aUnder Find an Electorate, enter Postcode or Suburb or Town

7.aClick Search

8.aUnder Electorate Matches see District and Region

9.aClick on your District for your Member of the Legislative Assembly

10.aClick on Region for your Members of the Legislative Council

You will see your District for the Legislative Assembly and your Region for the Legislative Council, with information about your MPs.

11.aWell done, you have finished!

Now write down the names, parties and contact details of your six Members of Parliament in the table on the next page.

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Legislative Assembly aMy District Member

Name Party Contact Details

Legislative Council a My Region Members


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Task 7 Intermediate Writing and Speaking

Supports:


VU21467Read and write straightforward communications and instructional texts

CSWE III 2013

G1Write a formal letter / emailJ1Prepare to write a discussionJ2Write a discussion

Letters 1 and 2 could be examined as a class using an OHT to save

paper. Letter 4 can be creatively approached by cutting out the

content and physically placing it in the boxes provided.

Groups or individuals produce a letter/email on their issue to their MP.

Look at Letter 1 below. Discuss with your partner whether you think it’s a good letter. Why/ why not?

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Letter One

From : Joanne ChooTo: Sharmian Singh, local member

Hi sharman

I just want to say it’s not fair, there should be a bike lane near my place so I can ride to the city where I work. I’ve been working at a big sports store there for three years now and lots of people like riding. Riding rocks – it’s healthy and it’s cheap. And I’ve just got a new 21 gear bike, too. Anyway, you guys, should build a bike path, along the railway from, Bigtown station, that goes right into the city, it can join up at Swanston street. If you don’t I’m not going to vote for you again. Other areas have got good bike paths, why not us? My mates at the community centre reckon you should come down and talk to us about it anyway. What do you reckon? Can you give me a ring so we can make a time to chat? Love, Jo

NOTETeacher


Now look at Letter 2. Discuss why it might be better than Letter 1.

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Letter Two2/21 Hill StreetBigtown3666

2/3/08

The Hon Sharmian SinghMLA for Bigtown

Dear Ms Singh,

Re : Bike path from Bigtown to city centre

I would like to express my concern about the lack of bike paths for the Bigtown area. Unfortunately the trip from Bigtown into the city is very dangerous for cyclists because of heavy traffic along all the main roads. In my opinion, your Government and the local council should work together to build a bike path along the Bigtown railway line, joining the city at Swanston Street.

Cycling is a great way for all Victorians to stay fit and healthy. People riding to work reduce the stress on the public transport system and do not produce greenhouse gases.

Building this bike path would be a great way to help the people you represent.A group of interested residents meets at the community centre every Friday. We would be pleased if you could join us and discuss this issue, at a time suitable to you.

Yours sincerely,

Joanne Choo

Joanne Choo


Without looking at Letter 2, fill in the gaps in Letter 3 using these words:

because of In my opinion should suitable Dear lack of Cycling is would

express my concern riding Building and

Look back at Letter 2 to check your work on Letter 3.

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Letter Three2/21 Hill StreetBigtown3666

2/3/08

The Hon Sharmian Singh MLA for Bigtown

_________Ms Singh,

Re : Bike path from Bigtown to City centre

I would like to __________________about the _____________ bike paths servicing the Bigtown area. Unfortunately the trip from Bigtown into the city is very dangerous for cyclists __________________ heavy traffic along all the main roads. _______________________, your Government and the local council _____________work together to build a bike path along the Bigtown railway line, joining the city at Swanston Street.

_________________________a great way for all Victorians to stay fit and healthy. People ________________to work reduce the stress on the public transport system ____________do not produce greenhouse gases.

_____________________this bike path _______________be a great way to help the people you represent. A group of interested residents meets at the community centre every Friday. We would be pleased if you could join us and discuss this issue, at a time __________ to you. Yours sincerely,

Joanne Choo

Joanne Choo


In Letter 4 below, Kevin Nguyen, a local resident, wants the State Government to spend more money on hospitals. Put the content of the letter (A-K) into the layout boxes below (1-11).

A Yours sincerely,

B 156 Crook Street Smalltown 3123

C I would like to express my concern about the lack of funding for the Smalltown Hospital. Last week I took my elderly mother to hospital for an emergency operation and she was made to lie on a trolley in the hallway for ten hours. She was very upset and frightened, and I think the hospital services are not good enough. In my opinion, we pay our taxes, and the government should provide funding for more hospital beds and better medical services.

D 4th July, 2008

E Kevin Nguyen

F Re : Hospital spending in Smalltown

G All Victorians deserve a better medical system. Improving facilities in Smalltown Hospital would be a great way to help us, the people you represent in Parliament.

H The Hon John Aboud

MLA for Smalltown

I A group of interested residents and medical staff will meet at the hospital to discuss this. We would be pleased if you could join us and discuss this issue. I will contact you soon to organise

a suitable date.

J Kevin Nguyen

K Dear Mr Aboud,

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Letter Four

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9

1

6

2

11

5

7

3

8

10

4


Now talk with a partner and answer these questions about Letter 4

a Who is the letter from? b Who will receive the letter? c What is the writer complaining about? d Which of these does he ask for? -a cash refund -more hospital beds -a meeting -improved medical services -more trolleys

You may find it useful to copy the letter out for practice.

Working in pairs or a small group, use the model below to draft your own letter to your Member about an issue that concerns you. You may want to invite the Member to speak to your class about it.

Model

My/our address

Date

To

Dear…………,

Re: _______________________________________

I/we would like to express my concern about ….

In my/our opinion,… (new paragraph with information to support your argument)

I/We would be pleased if ….

Yours sincerely, Signature/s Print name

Check your grammar and spelling, then ask your teacher to check it before you redraft.

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Task 8 Intermediate Speaking, Listening and Writing

Supports:


VU21466Give and respond to a range of straightforward instructions and informational texts

CSWE III 2013

E1Demonstrate understanding of a spoken presentationN1Demonstrate understanding of complex instructions in a spoken exchange

You should access a map suitable for your class before starting this activity. It can be a good opportunity to practise skills for reading a street directory, depending on the group.

An excursion to Parliament House

a Listening – before you goListen to your teacher and fill in the table below. Ask questions if you don’t get all the information.

1. Place we are going

2. Date of excursion

3. Meeting point

4. Meeting time

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5. Emergency contact number/s

6. What to bring

7. Other

b Speaking - before you goUsing the language below, explain to a partner how you will get to Parliament House. Use a street directory or a map to help you. Answer any questions from your partner. Practice again with another partner.

Start at Look for the Turn left When you see …turn… Turn right Walk two blocks Go straight ahead at Do you understand?

c Note-taking Take notes on the day at Parliament House. Read the questions on the sheet before you go and record anything you think is very important in the general “Notes” section.

You may prefer to fill in your answers afterwards.

Do not write too much – it is more important to listen and understand on the day.

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1. What do you notice about the outside of Parliament House?

2. What happens at the security check?

3. What is written on the tiles of the Vestibule?

4. What is your guide’s name?

5. Which rooms do you visit?

6. Why are the colours red and green important inside the house?

Notes

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Task 9 Intermediate Speaking Supports:



CSWE III 2013 F2 Participate in a discussion

This activity prepares students to write a text based on their visit to Parliament House –it links well with Task 10

After your visit to Parliament House, Victoria

Speaking• In small groups discuss your visit to Parliament House. • If needed, use the questions below to guide you – let the discussion flow

naturally. • Before you start, write down some language to use on the next page, then use

it in your discussion.

Discussion Questions

1. Did you enjoy the excursion? Why/Why not?

2. Talk about any other excursions you have taken, with a class, family or friends. Why were they valuable?

3. What did you find out about Parliament that you didn’t already know?

4. Was there anything you didn’t understand?

5. Has your opinion about Parliament changed after the excursion? How?

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NOTETeacher


Task 10 Intermediate WritingSupports:


VU21468Read and write a range of straightforward informational and instructional textsVU21469Read and write straightforward descriptive and narrative texts

CSWE III 2013 I2Write a narrative text

• Write a reflection about your excursion to Parliament for your teacher to read.

• Use any notes you took on the excursion day to help you.

• Remember to write about the basic information in the first paragraph, such as the date you went and who you went with.

• It will be easier if you plan what information will go into each paragraph before you start.

• Provide your plan and draft to your teacher.

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Explore Melbourne by City Circle TramFor this activity you will need a map of the Melbourne central business district (CBD).

The State Government is responsible for public transport. In central Melbourne there is a free tram called the City Circle Tram.

Along the tram route there are many places and buildings which belong to the State of Victoria. Find the attractions (listed on the next page) along the route and mark them on a map. Then visit the City Circle Tram website to find out more information about some of these attractions at

www.yarratrams.com.au

At this website you need to click on the City Circle link which will take you to a map of the route. Under this map there is a numbered list of attractions. Click on the attraction you are interested in for more information.

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Parliament House Old Melbourne Gaol

State Library Queen Victoria Market

Spencer Street Station Immigration Museum

Flinders Street Station Victorian Arts Centre

Royal Botanic Gardens The MCG

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CERTIFICATE IIIFURTHER STUDIES

CSWE 2013 and EAL Frameworks 2014

Teachers’ NotesThe activities listed in the overview are designed to provide students with the opportunity to practise skills as mapped to the ESL Frameworks and CSWE curricula. They are not intended to be assessment tasks, but with adjustment may be used as such.

All activities are designed to be accessible for adult ESL learners at ISLPR 1+ and 2.

Teachers should select the activities they consider appropriate for their students, and adjust them as necessary. An online version in Microsoft Word and PDF formats can be found at

www.parliament.vic.gov.au/education

Teachers are welcome to duplicate any pages in this resource for educational purposes in their classrooms.

Any recordings for these activities can be found at



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OVERVIEW

CSWE 2013

CSWE III(for students with a further study goal )

Entry ISLPR 1+

EAL Framework 2014

CertificateIIIinEAL

(Further Study)

Entry ISLPR 2Supported Learning

OutcomesLanguage activity related to

ParliamentSupported

courses Page

E1, F1, F21. Using resources selected by the teacher, students understand debate about issues current in Victoria.

VU21500VU21503 73

B1, B2, E2 2. Students talk about political systems in their countries. VU21499 76

B1, B2, I13.Students read and discuss a story identifying the three levels of government in Australia.

VU21504 78

E1, F1, F2

4. Students gain a basic understanding of the Victorian parliamentary system, taking notes from the DVD Inside Parliament. They also discuss public issues that are of concern to them.

VU21500VU21503 82

E1, F25. Students speculate about what a politician does then view Chapter 5 of the DVD Inside Parliament and plan a visit by an MP.

VU21503VU21504 86

C1, C26. Students learn how to find, and how to contact, their MP. (Computer activity)

VU21500VU21504 88

I1 7. Students read about how governments are formed.

VU21501VU21504 91

A2, E2, H1, H2, K28. Students create a simple report or opinion text, based on research. Opportunity for oral presentation.

VU21499VU21501 95

E19. At Parliament House students listen and take notes, then ask questions they have prepared (no worksheet provided).

VU21503 -

B1, B2, I1, I210. Following discussion, students write a reflective text as a follow up to the excursion to Parliament House.

VU21501 98



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Task 1 Upper/Intermediate ListeningSupports:

EAL Framework 2014Certificate III in EAL (Further Study)

VU21500Participate in a range of straightforward interactions for further studyVU21503Listen and take notes for research

CSWE III 2013(for students with a further study goal)

E1Demonstrate understanding of a spoken information text/oral presentation/media interviewF1Demonstrate understanding of a spoken discussionF2Participate in a discussion

In this activity you will listen to information about a recent issue. Your teacher will select suitable listening material for you.

Useful links and resources: Download podcasts to listen to at

www.abc.net.au

or for more local issues

www.abc.net.au/melbourne

Lots of interesting issues to explore using Behind The News at

www.abc.net.au/news/btn

or try SBS at www.sbs.com.au

If available, you could use AMES Easynews for students



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Before you listen:1. In groups, list some of the issues that have been in the media recently.____________________________________________________________________________________________________________________________________________________________________________________________________

Listening task2. Listen to the material selected by your teacher, then discuss the following question with your partner, or in a small group.

Is the language used informal or formal? Note down some reasons for your choice, e.g. specific expressions or words used by the speakers.____________________________________________________________________________________________________________________________________________________________________________________________________

3. After speaking in a small group, listen again and fill in the table in point form.

Main ideas discussed Supporting details1.

2

3

...

You may need to listen several times to fill in any missing information.



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Discussion:Do you share the views of any of the speakers? Add extra points to support your view if possible. Use the language in the speech bubble to present your ideas.

Try to extend your conversation - keep it going!

What do you think? What’s your opinion, Tran?

I agree with...because... In my opinion...

I don’t agree with...because... I believe that... Sorry, do you mean...?

Actually, what I meant was... I’m afraid I disagree.

In my view... You’re absolutely right!

I think...


Task 2 Upper/Intermediate Speaking and Listening

Supports:


VU21499Give straightforward oral presentations for further study


B1Demonstrate understanding of a casual conversation with topic changes B2 Participate in a casual conversation with topic changes E2Deliver a short spoken presentation

Part A: Talking about your countryHere are some words to describe types of government. In a small group, talk about what they mean. Check back with your dictionary or teacher.

Monarchy Dictatorship Constitutional Monarchy Republic Democracy Communism

Now, spend some time making notes about the type of government in the country you came from. Use the questions in the box below to help you. If students come from the same country they can work together in groups.

When you are ready, explain your country’s type of government to your group.

• Speak for about two minutes. • Try to answer any questions.


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Who is the leader?

__________________________________________________________

How many parties are there?

________________________________________________________________________________________________________________________

Does everyone vote?

________________________________________________________________________________________________________________________

Can you communicate with the politicians?

____________________________________________________________________________________________________________________________________________________________________________________

Do you get into trouble if you criticise (say bad things about) the government?____________________________________________________________________________________________________________________________________________________________________________________

Is the army more or less powerful than the government?

________________________________________________________________________________________________________________________

So…is the government in your country similar to or different from the government in Australia? In what ways?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Task 3 Upper/ intermediate reading and discussion

Supports:EAL Framework 2014Certificate III in EAL (Further Study)

VU21504Use language learning strategies and study skills


B1Demonstrate understanding of a casual conversation with topic changesB2Participate in a casual conversation with topic changes I1Demonstrate understanding of a narrative

Lily’s StoryLily leaves her job early at 3.30 pm. She usually works until 4.30pm, but today she is leaving early. She is going to her neighbour’s Citizenship Ceremony in the local Town Hall at 5 o’clock and she doesn’t want to be late.

Lily and her neighbour come from the same city in China and have both been in Australia for more than 4 years, but Lily is already an Australian citizen. She and her husband and their 15-year-old daughter had their Citizenship Ceremony in the Melbourne Town Hall two months ago.

Lily has been studying English in the evenings for several years, and she thinks her English is quite good now – certainly good enough for her to do her job in the supermarket and chat to the people she works with. But she knows she still has a lot to learn. For example, at work everyone is talking about the State election which is coming up in a month. She knows she has to vote, but who for?

She asked her friend Irene at work but she just said, “They’re all the same, love, if you ask me!” and everyone laughed, so Lily laughed too, although she didn’t think it was very funny. Who were THEY? And how were THEY all the same?


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She watched the news every night and tried to write down the names of the people and their parties, but it was all so confusing. Were the ALP and the Opposition the same thing? Was the PM an MP? And who was the Premier? Was the Liberal Party part of the coalition? Perhaps she’d vote Green. It was one of her favourite colours, she smiled to herself……. Why were Independents so important? They certainly seemed to be interviewed on TV a lot.

At least she had a few weeks before she had to vote. She decided to ask her English teacher about it all – and she would discuss it with her neighbour – after all she was a new citizen too – and she would need to vote. They would study politics together!

Discuss in a group

1. What did you think about Lily’s story?

2. Is Lily’s story similar to your own experiences in any way? Explain.

Talking about GovernmentAustralia has three levels of government. The Commonwealth (Federal) government looks after the whole of Australia. State governments look after each State. Local governments look after your local area.

3. In Lily’s story, the things below were mentioned. Write the word Commonwealth, State or local next to each one.

Citizenship Ceremony _________________________ Melbourne Town Hall _________________________ State election _________________________

4. Lily was confused about people and parties. Copy the words from the box into the “People” or “Parties” column. Add any extra information that you know.


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Irene neighbour new citizen PM

ALP Opposition Independents MP

Premier Liberal Party coalition Green

People Parties

Irene - Lily’s workmate

5. In groups, use your own knowledge to try to complete these sentences. Cross off any words that you use from the “people” column above.

a The leader of the Commonwealth government is called the _____________. His/her name is__________________________________________________.

b The leader of the State Government is called the______________________. His /her name is ________________________________________________.

c The leader of the local government is called the ______________________. His/her name is_________________________________________________.


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6. Go back and look at all the words in the “parties” column above. Discuss these in a small group and add any information you can.

7. With your teacher have a whole class discussion to check the meaning of these words and any others that come up.

For further information see the book Inside the Parliament of Victoria.


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Task 4 Upper/Intermediate Listening & Discussion

Supports:


VU21500Participate in a range of straightforward interactions for further studyVU21503Listen and take notes for research


E1Demonstrate understanding of a spoken presentationF1Demonstrate understanding of a spoken discussionF2Participate in a discussion

Before viewing the DVD Inside ParliamentThe Federal (Commonwealth) Government governs the whole of Australia, while the Victorian government governs the State of Victoria. This DVD is about the Victorian Parliament and how it works. The table below shows the basic responsibilities at each level of government.

A more detailed explanation of the three levels of government is provided in the book Inside the Parliament of Victoria.

1. If you did Task 1 with your group, you gave opinions about a current issue.

Are there other issues current in the news that interest you? Write them on the board.

2. Use the table on the next page to find out which level of government is responsible for these issues and the ones you talked about in Task 1.

3. In small groups discuss the issues that are on the board. Try to keep the discussion going using the expressions below:


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AUSTRALIA’S THREE LEVELS OF GOVERNMENT

Level Nation State Local: Shire, city, rural city

Law Commonwealth/Federal State Building regulations/

bylaws

Leader Prime Minister Premier Mayor

HealthFundingMedicareDrug control

Public hospitalsNursing services

Meals-on-WheelsGarbage collection

Education Funding Post-secondary

FundingPrimary & secondary Childcare

Transport

Highways RailwaysAirportsAir safety

Railways and buses Roads

FootpathsStreet signs

Other

Foreign AffairsImmigration PensionsPostArts

PoliceFire BrigadeEnvironment

LibrariesPets


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I didn’t know about that...can you tell me more?

Kim, you must have a view...what do you think?

Really! Tell us the details...

What’s your opinion?

Well, what should be done? Who should do it?


Now watch Chapter 1 of the DVD Inside Parliament.

4. Answer these questions after the first viewing.

a List five issues the students talked about at the start of the DVD ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

b Tick one: Victoria used to be part of Canberra Victoria used to be part of the Colony of New South Wales

c Each House of Parliament has two names. Complete them.

Legislative __________________ = ___________ House Legislative __________________ = ___________ House

d What does a political party have to do to become the Government?

e Who becomes the Opposition?

f In Victoria, for how long is Parliament elected? ________ years


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5. During the second or third viewing, listen carefully and fill in the gaps, then compare your answers with a partner.

To form government ... or what becomes the government, is the party, the political party that ________ the greatest number of seats at the election.In the Legislative Assembly, the Opposition is that group of members or the party that has __________ reached the majority of seats at the ____________. We have the Government who’ve got the __________number of seats ... the Opposition with the __________number of seats.The _______of the Parliament now is four years, _______members of the Assembly are elected for _________-_________terms.

Take notes as you listen to practice your skills. Show your notes to your teacher.

Depending on time and lesson planning, continue to view other chapters of the DVD. The total running time is about 25 minutes.

Additional structured activities for each chapter of the DVD, including gapfills, are available on the website:



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NOTEStudent

NOTETeacher


Task 5 Intermediate Speaking and Listening Supports:


VU21503Listen and take notes for researchVU21504Use language learning strategies and study skills


E1Demonstrate understanding of a spoken information text/oral presentation/media interviewF2 Participate in a discussion

Discussion1 In groups, discuss:

a In your country, what do politicians do every working day?

b Where do they work?

c Who do they work with?

d What types of people do they speak with every day? (e.g. local residents…)

e Do you think it’s the same in Victoria?

f … any other general ideas you have about the working lives of politicians.

ListeningWatch the DVD Inside Parliament (Adult Education version), Chapter 5: What Do Politicians Actually Do?

2 What is the chapter about?

3 Tick the purpose of this chapter:

to get more pay for politicians to tell people what politicians do to tell people who to vote for


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4 Understand these words before you listen again:

Word/s Meaningelectoral office the local office of a politician

local issues things that people are concerned about in their areas

following things through finishing jobs

constituents the people an MP (Member of Parliament) represents

Parliament House the central place where politicians meet (see the picture on the DVD cover)

portfolio an area of special responsibility for a Minister

5 Pronounce these words before you listen again. Put each word in the box that shows its syllable stress.

Parliament local portfolio emails following electoral

concerns issues politician

●● ●● ●●● ●●●● ●●●●Parliament

6 In groups, discuss

Did the DVD confirm your ideas? Why/why not?


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Task 6 Contacting Your MPSupports:


VU21500Participate in a range of straightforward interactions for further studyVU21504Use language learning strategies and study skills


N1Demonstrate understanding of complex instructions in a spoken exchangeN2Give complex instructions in a spoken exchange

If you are concerned about a State Government issue you might want to contact one of your Members of Parliament. The activity below will show you how to find out who your Members are and how to contact them.

Contacting your Members of ParliamentUsing online resources

Pairwork: Use a computer to find out about your Members.

Student A Read the instructions below; make sure Student B cannot see them. Speak as clearly as you can. Answer Student B’s questions if needed.

Student B

Sit at the computer and listen to the instructions from Student A. If you cannot understand, ask.

Follow the instructions to get the details about your Members. Then swap roles to practise.


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Could you spell that please?

How do you spell that?

Can you repeat that please?

Sorry, I don’t understand...


Instructions

1.aLog on to the computer

2.aConnect to the internet

3.aEnter this web address: www.parliament.vic.gov.au

4.aGo to Find a Member of Parliament at the top right of the screen

5.aClick on Suburb or Postcode, Go

6.aUnder Find an Electorate, enter Postcode or Suburb or Town

7.aClick Search

8.aUnder Electorate Matches see District and Region

9.aClick on your District for your Member of the Legislative Assembly

10.aClick on Region for your Members of the Legislative Council

You will see your District for the Legislative Assembly and your Region for the Legislative Council, with information about your MPs.

11.aWell done, you have finished!

Now write down the names, parties and contact details of your six Members of Parliament in the table on the next page.


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Legislative Assembly aMy District Member


Legislative Council a My Region Members



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Task 7 Upper Intermediate ReadingSupports:


VU21501Read and write straightforward texts for research purposesVU21504Use language learning strategies and study skills


I1Demonstrate understanding of a narrative

Before you readUse a dictionary to help you to match the following words with similar meanings.

citizens impractical representatives re-elect the Opposition electorates electors a judge convicted bankrupt Federal

The political party with the second-most seatsNationalPeople who act on behalf of othersFound guilty of a crimeMembers of a nationVote a representative into government againNot workable or sensiblePeople who voteHaving no money or assetsVoting areas or zonesThe person who decides the outcome of a court case


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Read the text below, then write answers to the questions.

HOW ARE GOVERNMENTS FORMED?In a democracy citizens decide how they will be governed. Because it is impractical to call a meeting of all Victorians to make a decision every time it is needed, we use a system of representative government.

At every election the citizens give power to a group of representatives. In Victoria, this group is usually the Australian Labor Party or a coalition of the Liberal and National Parties. A coalition is when two or more parties join together to form government.

At each election voters are invited to judge again the performance of their representatives. They can re-elect the Government, or replace it with the Opposition. In Victoria, despite the frequency of elections, voters have only changed government four times since the early 1950s.

These elections were in:1955: Liberal Party elected.1982: Australian Labor Party elected.1992: Liberal National Party coalition elected.1999: Australian Labor Party elected (with support from Independent Members).

The Victorian Parliament is made up of 128 representatives sitting in two Houses:

The Legislative Assembly, also called the Lower House, with 88 Members; and

The Legislative Council, or Upper House, with 40 Members.

Members of the Legislative Assembly are elected from 88 special zones or electorates. An electorate for the Legislative Assembly is called an Electoral District, and has approximately 38,000 electors.Members of the Legislative Council are elected from eight electorates. An electorate for the Legislative Council is called a Region. Each Region has approximately 418,000 electors. Each Region elects five members, making a total of 40 Members of the Legislative Council.


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WHO MAY STAND FOR ELECTION?Australian citizens may stand for election to the Victorian Parliament provided they are qualified to vote in the election and are not:

• a current judge of a Victorian Court;

• a person who has been convicted of a criminal offence carrying a prison sentence of five years or more (this can be appealed to Parliament);

• a person who is bankrupt;

• a federal Member of Parliament; or

• a person standing for both Houses of Parliament at the same time.

You can find more detailed information about the Victorian Parliament in the book Inside the Parliament of Victoria.

According to the text:1. Why is it necessary to have a system of representative government? ________________________________________________________ ________________________________________________________ ________________________________________________________

2. What is a coalition? ________________________________________________________ ________________________________________________________

3. How many times have voters changed the government in Victoria since the early 1950s? Why is this surprising?

________________________________________________________ ________________________________________________________ ________________________________________________________

4. How many people represent us in the Victorian Parliament? ________________________________________________________ ________________________________________________________

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5. Fill in the table

Lower House Upper HouseOther name: Other name:

How many Members? How many Members?

How many electorates? How many regions?

How many voters? How many voters?

6. To stand for election to the Victorian Parliament you must be : ________________________________________________________ ________________________________________________________

7. To stand for election to the Victorian Parliament you cannot be: ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________


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Task 8 Intermediate Report or Opinion Writing

Supports:

EAL Framework 2014 Certificate III in EAL (Further Study)

VU21499Give straightforward oral presentations for further studyVU21501Read and write straightforward texts for research purposes

CSWE III 2013 (for students with a further study goal)

A2Demonstrate capacity for independent learningE1Deliver a short spoken presentationH1Demonstrate understanding of a complex written information textH2Write a reportK2Write an exposition

Research ReportIn a small group:

1 Brainstorm a topic that interests you. It may be related generally to the theme of government or to a specific topic concerning the Parliament of Victoria.

It can be either a report on facts, or an opinion text – make sure you confirm which one you will do with your teacher.

Here are a few ideas to get you thinking …


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Traditions New laws

Important buildings Types of government

Famous politicians Government attitude to...

Current issue History of...


Remember to reduce huge topics to manageable ones. Several people could do related research if you are interested in the same topic.

2 Check with your teacher that each person’s topic is appropriate.

3 When each person has a confirmed topic, discuss the types of resources that would be most useful.

Here are a few ideas to get you thinking …

If your topic is about Parliament House, listen carefully to the guide’s oral presentation on the day of your visit. Take notes – some of this information can be used in your research report. Also, remember to explore the Parliament website at www.parliament.vic.gov.au


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Websites...which ones?

BooksInterviews

DVDs: listen and take notesNews items...what type?

NOTEStudent

NOTEStudent


Individual Research ReportYou will need to

• Do the relevant research • Take suitable notes• Use the notes to write a research report in English. You will need several

drafts.• Check the requirements with your teacher, using the table below.

4 Listen to your teacher to confirm these details for your research report. Fill in the gaps as appropriate.

Your topic - exact wording

Resources – provide details

(show your teacher this list on __/__/__)

Dates• Research session 1• Draft 1• Final draft

Word length min: max:

Presentation requirements• font• spacing• other

Follow up oral presentation? Y/N Date: __/__/__


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Task 10 Advanced Speaking and Writing

Supports:

EAL Framework 2014 Certificate III in EAL (Further Study)

VU21501Read and write straightforward texts for research purposes


B1Demonstrate understanding of a casual conversation with topic changes B2Participate in a casual conversation with topic changes I1Demonstrate understanding of a narrativeI2Write a narrative

After Your Visit To Parliament House

Speaking• In small groups discuss your visit to Parliament House. • Use these topics to guide you – allow the discussion to flow.

1. Did you enjoy the excursion? Why/Why not?

2. Can people learn by visiting a place? How?

3. Talk about any other excursions you have been on, with class, family or friends. Why were they interesting?

4. What did you find out about Parliament that you didn’t already know?

5. Was there anything you didn’t understand at the time?

6. Have you ever visited the main government building in your country of origin? If so, how was it similar/different? If not, would you like to?


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WritingWrite a reflection about your excursion to Parliament for your teacher to read.

• Remember to give the basic information in the first paragraph, such as the date you went and who you went with.

• Plan what information will go into each paragraph before you start.

• Use a drafting process.

• Provide your plan and draft to your teacher.


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Documents

CERTIFICATE III - Parliament of Victoria · CERTIFICATE III 39 OVERVIEW CSWE 2013 CSWE III Entry ISLPR 1+ EAL Framework 2014 Certificate III in EAL (Access) Entry ISLPR 2 Supported