Detail:
Objective: The objective of this assignment is to be able to design your own activities to teach skills
Instructions: In this assignment, for a chosen group of target learners, you will design activities for TWO 30-minute skills lessons. Choose TWO of the four skills: speaking, listening, reading, writing. The lessons may be linked together or they may be separate.
You MUST design the activities yourself. You MAY NOT use activities or texts (either spoken or written) from course books or from language teaching websites or other on-line language teaching resources.
The assignment should contain the following:
1. Description of target learners
Choose and describe ONE specific group of target learners (e.g., number of students, age, sex, nationality/ies, level, and language needs) and also describe the teaching context (e.g., type of school, country).
2. Lessons
a. State the aim(s) of each lesson
b. Write a short procedure (i.e. list of steps) for each lesson in the assignment. NOTE: DO NOT write a whole lesson plan.
3. Rationale
a. Explain and justify the choices that you have made in developing your skills lessons. Justifying choices means giving reasons why you have made these choices, and wherever possible, linking these reasons to relevant pedagogical principles covered in this unit.
Some examples of aspects of your lessons you can justify are:
• Aims
• Choice of materials
• Structure of lesson
• Specific activities
• Interaction patterns
You are free to explain and justify other aspects of your lessons as well. Some examples of pedagogical principles are:
• Communicative and/or intercultural competence
• Learner-centred teaching
• Negotiation of meaning
• Fluency, accuracy, complexity
• Activation of background knowledge
These are just examples. You are also free to use other relevant pedagogical principles.
4. Materials (activities you design are included in the word count, but texts are not included) Put the materials that you design in the appendix, not in the assignment itself.
Advice for this assignment
• Make sure you clearly describe the chosen group of target learners and the teaching context. The materials that you design must be appropriate for these age, level and teaching context of these learners.
• The materials that you develop MUST be included in the appendixes. Transcripts of any cassettes/DVDs etc. MUST be included.
• Make sure that you refer to the materials clearly in the assignment. The reader needs to be very clear about what you are talking about.
• In part 4, make sure you use literature to support the points you make.
Reference the literature fully and accurately.
* Use Times New Roman font 12-point, double-spaced
* Include an electronic word count. Word count does not include references and appendices.
Assessment criteria:
* Clarity and appropriacy of aims
* Clarity and appropriacy of self-designed activities * Clarity and depth of theoretical rationale
* Presentation
References and readings
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Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.
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Brumfit, C. J., & Johnson, K. (1979). The communicative approach to teaching. Oxford: Oxford University Press.
Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Centre for English Language Teaching and Research.
Burns, A., & Hood, S. (2001). Teaching disparate learner groups, Teachers’ voices, vol. 2. Sydney: NCELTR.
Burns, A., & de Silva Joyce, H. (2000). Teaching vocabulary, Teachers’ voices, vol. 6. Sydney: NCELTR.
Burns, A., & de Silva Joyce, H. (2001). New look at reading practice. Teachers’ voices, vol. 5. Sydney: NCELTR.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
Candlin, C. N., & Mercer, N. (Eds.). (2001). English language teaching in its social context: A reader. New York: Routledge.
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