Practise exchanging personal information (name, age, address). Play “Blind man’s buff”. One student is blindfolded and spun around in the middle of a circle of students. The “blind man” has to catch someone in the outer circle and ask questions to find out who it is. When students answer, they can disguise their voices and give false information to confuse the “blind man”. When the blind man identifies someone, that person takes over as “blind man”. Students add details about the game to Resource 1. Listen to instructions for a treasure hunt and follow clues that direct the students to a range of tasks that they will need to complete (Resource 6). The teacher plans clues for around the school or in the classroom. Groups of students can work together or individuals can race each other to follow the instructions and complete the tasks. Different starting clues can be given so that everyone is not at the same place at the same time. Students add details about the game to Resource 1. During the treasure hunt, student comprehension of and responses to written instructions can be observed. Resource 1 can be used as evidence of how well students use key words and phrases to describe games. Explore unique to the target country. Play the games in the target language and compare them with the types of games played in . Children record how they are similar and different to games they play. This could be done in a Venn diagram. Teacher resources The following resources are available for download as assessment-related resources in the target language — Chinese. Resource 1 Games we play Resource 2 Around the world in eight days Resource 3 Rhyme Resource 4 Handball Resource 5 Alphabet song Resource 6 Treasure hunt Syllabus and curriculum resources The target language functions and elements that can be expected for students at the Beginner stage of language learning can be found at: Functions and suggested language elements, Queensland Studies Authority, accessed 6 March 2008, <www.qsa.qld.edu.au/syllabus/830.html>. (Language resources for students at the Beginner stage of language learning. Use in conjunction with the Guide to making judgments.)
Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Resources Section 1. Game play 1 hour Using the target language, design a game to teach to the class. Provide assistance to students where required. Palm cards or notes 10–15 minutes details of the game onto the student roster in the target language. Create a roster to give each student the opportunity to present their game to the class Student roster (Appendix A) Times will vary for each student depending on the nature of their game and engagement of other students with the game. Games can also be played across a several lessons. Use appropriate target language to play a game that they have created in a format of their choice (e.g. active, noisy). Give opinions about the games taught by others. Provide appropriate equipment for students to prepare a game that could be quiet, active, indoor, outdoor, etc. Divide the class into those playing and those observing to help with individual assessment. Observe students’ comprehension of appropriate target language elements when playing games designed by others. Equipment for games Section 2. Reflection: Intercultural communication 10–15 minutes Complete Section 2 of the Student booklet to reflect on an appropriate game, language and behaviour to engage visiting students from the target country. Focus on samples of students’ reflections and guide a discussion that considers the appropriate language and behaviour to use in an intercultural exchange. Resources for the assessment Appendix A Student roster Students record the details of the game they will present to the class, and when they will be presenting.