IMCC Year 12 English 1B
Program Outline 2014/2015 – Semester 2
Term 2
Weeks
Teaching Content/ Focus
English syllabus
Assessment
Term 2
1-7
Task 1.
Students compare and contrast the audience and purpose of two
autobiographical texts.
Review the meaning of Autobiography
Share autobiographical short stories or excerpts from various texts such as Roald
Dahl’s Boy, Anne Frank’s Diary, Angela’s Ashes by Frank McCourt, I Know Why the
Caged Bird Sings by Maya Angelou, Long Walk to Freedom by Mandela, ‘Tis by
Frank McCourt, My Family and other Animals by Gerald Durrell.
Discussion- what makes a good autobio? Questions to consider when reading
autobiographies;
Does the writing ;
Paint the picture of who, when, where, what, why?
Is it well written and does it avoid run on sentences- and then, and then…?
Does it have detailed descriptions using the senses?
Use figurative language – simile, metaphor, personification, onomatopoeia?
Use adverbs and adjectives to create interest?
Experiment with various sentence lengths?
Leave out boring bits?
Tell events in an order that makes sense, but isn’t necessarily chronological?
Demonstrate a clear narrative structure – chronological order, flashbacks?
Present formal/informal language, colloquial, descriptive and emotive language
Use various Tenses- present or past?
Use dialogue to bring the recount to life?
Use strategies and skills for
comprehending texts, including:
 relating texts to personal life and other
texts
Communicating and interacting with
others by:
 communicating ideas and information
clearly
 adapting listening behaviours to
different contexts
Use strategies and skills for
comprehending texts, including:
 posing and answering questions that
clarify meaning and promote deeper
understanding of the text.
Consider the ways in which texts
communicate ideas, attitudes and values,
including:
 the use of narrative techniques, for
example, characterisation and narrative
point of view.
Reflection and evaluation ; making
comparisons with other
texts, identifying and explaining
reading and viewing
preferences, editing spelling and
TASK ONE:
(Receptive/Responding) 20%
Students compare and
contrast the audience and
purpose of two
autobiographical texts.
(Week 7)
Reading / Writing
punctuation, reading aloud for sense.
Term 2
7 - 11
Task 2.
Students write their own autobiography, demonstrating the
appropriate narrative conventions associated with autobiographies.
Select important or memorable events in their lives and list those they may
wish to include in their writing.
Autobiographical writing
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Review the meaning of autobiography? Students learn about the purpose
of an autobiography and the skills needed to write about personal
experiences in an engaging and interesting manner.
Class discussion - Has anyone ever read an autobiography? Students
brainstorm. Explain the Greek origins of the concept: (autos - self)
(bios - life) (graphein - to write) An autobiography is a book about the
life of a person, written by that person.
In pairs, share some ideas about why people might write an
autobiography. Feedback ideas to the class.
Discussion of various reasons and purposes for writing an autobiography.
Students look at examples of autobiographies – Roald Dahl Boy.
Students reflect on key events in their lives.
Students explore what makes a good autobiography/1st person narrative
by examining various examples.
Revise elements of descriptive writing - focus on adverbs, adjectives,
dialogue etc.
Paired work - tell partner about a memorable time and describe it in
detail. Partner to recount the event- memory game. What points have
they missed out- was it omitted because it wasn’t told in as much detail.
How could it be made memorable through description?
Photographs to be included in their autobiographical piece of writing
Use strategies and skills for
comprehending texts, including:
 relating texts to personal life and other
texts
Communicating and interacting with
others by:
 communicating ideas and information
clearly
 adapting listening behaviours to
different contexts
Create a range of texts by:
 developing appropriate vocabulary and
sentence structures and using accurate
spelling, punctuation and grammar
TASK TWO:
(Productive/ Creating) 20%
Write their
autobiography based on
key events in their life.
Reading
Writing
Term Three
Term 3
Weeks
1-6
Task 3.
Oral presentation to discuss the theory that current affair programs
present only one particular version of reality.
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Discuss the purpose of Current Affair programmes.
List the CA programmes they are familiar with.
Watch traditional/ formal and more modern Current affairs programmes.
Enough Rope- Andrew Denton. 60 minutes. Dateline. A Current Affair on
Facebook- lively discussions about the latest issues.
Learn the persuasive techniques used in the programmes to influence viewers.
Analyse various CA programmes and ascertain the persuasive techniques
employed to position audiences to agree with the viewpoint being presented.
Focus on the main information and the particular version of reality being
presented.
Make informed decisions about each programme, deciding whether they are
biased/ one sided or whether they present a balanced argument.
Prepare for the oral presentation selecting key sections from the CA
programmes used for their presentation.
Oral participation/production
Participation in one or more oral
interactions or production of one or more
oral texts demonstrating awareness of
context, purpose and audience and
application of appropriate conventions.
Participation in and/or production of group
discussions, tutorials, formal meetings,
formal speeches. Types of evidence may
include: observation checklists, evaluation
tools (self, peer), interview notes, video,
audio recording.
TASK THREE:
(Productive/ Creating)
20%
Comprehension Test
(Week 6)
Viewing
Speaking
Presentation of responses in written, oral,
visual or multimedia form, using
appropriate conventions.Types of
evidence may include: Observation
checklists, evaluation tools (self, peer),
journal, PowerPoint, video, audio
recording, multimedia, writing.
Audience ; identifying likely audiences for
texts , likely expectations of audience,
adapting oral and written language to
audience, persuading an audience.
Term 3
6- 9
Task 4.
Students analyse a documentary and complete written response
questions.
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http://www.pastemagazine.com/blogs/lists/2014/07/the-50-best-documentariesstreaming-on-netflix-2014.html 100 best documentaries.
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Use various documentaries; Louis Theroux’s collection of documentaries are
excellent, plus The Long Way Round series.
Reflection and evaluation ; making
comparisons with other texts, identifying
and explaining reading and viewing
preferences, editing spelling and
punctuation, reading aloud for sense.
TASK FOUR: (Receptive/
Responding)
20%
Students analyse a
documentary and complete
written response
questions.
(Week 9)
Viewing/Writing
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Focus on the persuasive techniques employed to present ideas and views.
Focus on the SWAT codes employed to present the issue
Draft responses to the questions in the assessment task
Write up responses in class.
Word usage and grammatical
conventions
� adapting vocabulary, intonation, pace,
stress and body language to audience
and purpose
� continued vocabulary and
syntax building relevant to students’
personal, social, academic and vocational
contexts
� vocabulary and grammatical
conventions of standard written English
used in widely
Term Four
Term 4
1-4
Task 5.
Students write an in-class essay analysing the issues presented in a
documentary and the use of film conventions to highlight these issues.
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Revise film techniques – symbolic, written, audio and technical codes.
Select key excerpts from the documentary that clearly present the issue.
Analyse the excerpts and make notes on the SWAT codes employed to present
the issues.
Revise essay structure and paragraph structure.
Make notes on the three body paragraphs and draft.
Editing and redrafting.
TASK FIVE: (Productive) 20%
In-class essay analysing
the issues presented in a
documentary and the use
of film conventions
(Week 4)
Reading
Writing