You will choose ONE of the texts which you think would be more useful for this group of learners and design tasks to be used with that text

- Level and Class Profile

B1 level

Class profile:  

Text A – How to be a tourist in your hometown. From Jones, H. and M. Berlis (2019) Road

            Map B1 Student’s Book. Pearson.

Text B – Too old to learn? –  Sarah Curtius 2021. 

(see separate pdf document)

Word count (750-1000 words)

Aim

For this assignment, you are expected to demonstrate and develop your ability to help learners improve their receptive and productive skills.

Task  (Two Text’s are available in PDF file as Text “A” & “B”

Preparation You will choose ONE of the texts which you think would be more useful for this group of learners and design tasks to be used with that text. Either one of the texts can be used, but the choice needs to be justified in the rationale parts. Writing the assignment While-reading tasks Decide on two receptive sub-skills (e.g. reading for gist and reading for specific information) that could be developed in relation to the text you have chosen. Design tasks to give your learners practice in each of the sub-skills you’ve previously identified using the chosen text. For each task, give a brief description of what the task involves and how you will manage it in class Rationale Say which sub-skill the task is intended to develop and give a rationale of why you have designed the task. NB: The tasks themselves should be included as appendices! Post-reading tasks Decide on a follow-up productive skills activity (speaking or writing) that you could do with your learners after the reading work above. Design a task related to the chosen text to give your learners practice in the productive skill above. For this task, give a brief description of what the task involves and how you will manage it in class Rationale Explain how the task is appropriate for the text Explain which skill the task is intended to develop and how it accomplishes this. NB (1): This should be a skills-based activity, not grammar/vocabulary work. Bibliography Any sources need to be referenced here. Appendix Include any materials/tasks/answer keys etc.

Requirements (to be read carefully!)

In this assignment:

• Use the terms ‘receptive’ and ‘productive’ to show you understand what they mean (Criteria 1)
• Design tasks and / or find supporting material which should be included in an appendix.   (Criteria 3)
• Give the rationale for your tasks with reference to your class profile.  State the sub-skills (eg. gist reading) which could be developed.  Use the relevant terminology.  (Criteria 2 & 3)
• Include evidence of background reading in this section – include at least one or more quotations.  (Criteria 4)
• You should proof-read your assignment carefully.  (Criteria 5)

Potential pitfalls (to be avoided!)

• Not proof-reading your work.
• Focusing on skills which are inappropriate to the chosen text.
• Designing tasks that don’t really develop your chosen skills.
• Designing a language task as a follow-up, instead of a speaking or writing task.
• Forgetting your appendices.
• Not grading the tasks to suit the level of the learners.
• Not including the answers you would expect students to give to your reading tasks.
• Including questions in your second reading task that have already been covered in your first reading task.
• Productive skills tasks that don’t relate sufficiently to the content of the selected reading text.
• Not grading the productive skills tasks to suit the level of the learners.
• A lack of procedural detail when focussing on the productive skills tasks.
• Not mentioning your background reading in the assignment and failing to provide a bibliography.

Organising your assignment

• The assignment must be written in continuous prose.
• Use the template on the next page to organise your assignment.

The assignment must be written in continuous prose. Please use the following template to write your assignment.

1st submission Rationale for choosing the text:

1st submission While-reading task 1 (receptive skills – include one sub-skill here, identify it and describe the procedure):

1st submission Rationale for while-reading task 1: (receptive skills – include one sub-skill here, identify it and describe the procedure):

1st  submission While-reading task 2 (receptive skills – include one sub-skill here, identify it and describe the procedure)

1st  submission Rationale for while-reading task 2:

1st  submission Post-reading (productive skills):

1st submission Rationale for the post reading activity:

 

Word count (750-1000 words): ________

Bibliography:

Appendix

For the texts, see the separate pdf document

Appendix 1