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US_27983_Gandhi - vocab modified .docx

US_27983_Gandhi - vocab modified .docx
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By Lauren Walton Comments (2)


  • Annette Vartha

    A great topic!! :)  

    Perhaps the students could be helped with the word 'boycott'? The sentence could be extended to read: 'He organized boycotts (for example people were asked not to buy British goods and buy Indian goods instead).'  Though in saying that you would be doing a unit of work that includes Ghandi in it and the word boycott would possibly come up - would this then bring your 89% up to the 90% 1000 vocab required ? 

    A photo of Ghandi could be included in the text - makes the task look a little friendlier and gives a visual clue to the students.

  • Athlyn Watt

    Hi Lauren

    I agree with Annette.  This is a great topic and students can relate well to Gandhi.  I recommend a rewrite of Q3 however.  I don't think that it meets the intent of ER 1.3.  The items you used assess the students' ability to identify the functions of using three different cohesive devices - pronoun (possessive adjective) reference, phrasal verb form (went back)and conjunctions - rather than connections.   I've pasted a quote from the clarification for this standard from the NZQA website (which probably came out after your attempt): The focus is on understanding connections between essential details in the text, rather than a mechanical identification of language features. For example, ‘why’ and ‘when’ questions would require learners to use their understanding of connectives and verb forms respectively. Understanding of pronoun reference could be assessed with ‘who’ questions. Learners are not required to list the language features used to make the connections.

    Hope this helps.