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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

  • Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. 
  • Can produce simple connected texts on topics which are familiar or of personal interest. 
  • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Class profile:  

➢    The class consists of 10 adult learners – 4 men and 6 women. The age range is between 50-65.

➢    It is a mono-lingual class with students from different hometowns.

➢    There is a mixture of homemakers, working people and retired professionals from a range of working backgrounds.

➢    They have been together for 6 months and are in contact through a WhatsApp group and socialize outside of classroom hours.

➢    They want to learn English to socialize with foreigners, especially when travelling.

➢    They have recently studied making suggestions.

➢    They are anxious about their age. They think they may not be able to learn a foreign language successfully at this age.

➢    They are interested in a range of topics and have recently studied a unit about ‘Feeling happy at later ages’.

➢    They all like reading but rely on their old learning habits while reading: Some of them want to look up the meaning of every single unknown word.  Some others tend to translate sentences/information into their own language.

➢    They all enjoy discussion and share a lot of information based on their life experience.

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 


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