Talking, Lesson, Reading, And bibliography Assignment

Advice on Approaching Assignment A

• In this assignment, you are given three different reading texts at different levels, and you must prepare ONLY the activities indicated for each level.
• See the assignment templates for class descriptions.
• You do not need to plan full lessons; you are only required to develop the stages of the lesson specified for each text.
• For some tasks, a maximum word limit is stated. Please do not exceed the word limits by more than 10%.
• The tasks you need to do for each text and level are explained in detail below.

Text 1 Fortnite a pleasure or a problem? Lower Intermediate

• For this text, you need to plan stage 2 of the lesson Vocabulary pre-teaching.
• You need to show what vocabulary you would pre-teach and how you would present some of it. You don't need to prepare the practice activity referred to in the lesson outline.
• Select vocabulary from the text for pre-teaching.
• Show what supporting materials you would use for the vocabulary presentation.
• Show the language you would use to present two of your selected items that need concept checking.

There are three sections in this part:

1. Vocabulary Pre-Teaching Planning Table

• Select and analyze 10 items for pre-teaching. Present these in the vocabulary table provided in the template.
• Two examples are given in the table. Please delete these before entering your own items.
• This table is designed to show us your vocabulary selection, and your analysis of the items you have chosen, and to help you think about how you would teach these items. Please make sure you complete all sections for all 10 vocabulary items.
• It is not intended as a handout for the students.
  Vocabulary Selection
• Re-read the sections in Unit 5 on selecting vocabulary and using a profiler.
• A link to a profiler is provided in that section of the course, but you can use a different profiler if you prefer.
• You do not need to open an account to use the profiler. Just click on the 'profiler' link.
• Look at the text and decide which words and phrases are key essential to an understanding of the content.

Points to Remember:

• Profilers cannot recognize phrases, so you need to look at the text to identify whole phrases and collocations (such as to remind someone to do something, and happily married) which would be useful to teach as a single vocabulary item.
• If a word has more than one meaning, you only need to teach its meaning in this context.
• The students are B1. This means that they are studying lessons at the B1 level. You can assume they already know all the items below this level and will already know some at B1. Focus mostly on items above B1 and phrases. Please note: there may be one or two key items at B1, so it is essential to check.
• Look for items that will help the students to understand the text and items that will be useful to them in the future. There is not much point in spending ages on teaching an item that is very specific to the text, but students are unlikely to use it in the future (for example, V-bucks).
• Useful words you think the students would probably already know (e.g., celebrities) could be incorporated into the warmer; they do not all need to be included in the pre-teaching stage.
• It is sometimes worth checking a different form of a word. For example, 'killing' is listed as a word, but 'kill' is A2, so you would not need to pre-teach this word.
• 'Off list' does not tell us anything about the level of a word. It just means that the word is not included in the database on this website. You need to use your own judgment on whether the students would need to be taught any words from the off-list category.
• We are assessing your ability to make sensible decisions about what vocabulary to pre-teach, so please do not send a ticket asking us to tell you!

2. Vocabulary Pre-Teaching Materials

• In this section, you should insert images/screenshots of any materials (e.g., visual aids, worksheets, etc.) that you would use in this stage of the lesson.
• This can include what you would write on the board.
• If you use images, do not use more than 6.
• The images do not need to be the actual size you would use in the classroom.
• You do not need to devise a practice activity. Show only materials you would use when presenting (introducing) the vocabulary.

3. Teacher Language for Teaching Two Items

• In this part, you should show how you would present two of the vocabulary items you have selected.
• For both items, you must include eliciting, explaining, pronunciation, and concept checking.
• Eliciting assumes that someone in the class already knows the item, which is usually the case. Remember that one student is able to produce it does not mean that the rest of the class knows it, so the meaning still needs to be established.
• This must be presented in dialogue form so that we can assess your language grading and teaching techniques.
• The two items presented must be more abstract words or phrases, not, for example, concrete nouns which can be explained simply by showing a picture.
• By eliciting we mean that you must show how the teacher could get the students to produce the word or phrase before the teacher says it, as illustrated in the example in the template and in Unit 2 and Unit 5.
• There are also links to videos demonstrating eliciting in the Further Reading section of Unit 2.

Text 2 The European Honeybee Upper-Intermediate

• For this text, you need to plan appropriate reading tasks in stages 3 and 4 of the standard procedure (i.e., the first and second reading tasks).
• Note that this is a strong class who are studying for academic or professional reasons. They need to develop strong reading skills and be able to reach a good understanding of the details of a text.

There are two sections in this part:

1. First Reading Task

• In this section, you should show the task that you would set for the first reading.
• This should include 2 or 3 skim and/or scan questions aimed at promoting the rapid reading of the text for gist. Skim questions are more useful.
• You should also say how you would set the task (e.g., write it on the board, include it in a handout, etc.).

2. Second Reading Task

• In this section, you should show the task you would set for the second reading.
• You should devise 7-10 comprehension questions that require a full understanding of the language and ideas in the text. These should be open-ended questions that allow the student to respond in full sentences.
• Include 1 or 2 questions to encourage readers to think about their own responses to the text. See Devising second reading tasks and devising your own comprehension questions in Unit 5.
• You should also say how you would set the task (e.g., write it on the board, include it in a handout, etc.).

Text 3 21 Century Dad Elementary

• For this text, you need to plan two speaking activities for the 15-minute follow-on stage of the lesson. Please ensure that the fifteen minutes are divided between the two tasks and that you have considered how long it will take to give instructions.
• The aim of the follow-on stage is to extend and practice productive spoken use of vocabulary from the text related to family and daily routines.
• The students have recently learned the present simple tense for routines and frequency adverbs. This is not a grammar lesson, but the reading and the follow-on activity provide practice in recognizing and using that language.
• NOTE: While they recognize some past simple forms, the class cannot use them productively.
• At this level, learners need support to make communicative speaking activities successful. They can not just be given a single instruction and expected to speak freely.
• Re-read the relevant sections of Units 1 on planning and 5 on follow-on activities. There are two sections in this part:

1. Follow-on Activities Materials

• You should include (copy and paste) images/screenshots of any materials you would use for this stage. This could include pictures, flashcards, worksheets, what you would write on the board, etc.
• If you use images, do not use more than 6.
• These do not need to be the actual size you would use in the classroom.

2. Describe and Justify

• Fill in the lesson plan template to show the procedure you would use for these two tasks. Complete all the white parts of the template.
• Write a paragraph (100-150 words) explaining your choice of follow-on task.
• Academic referencing is a requirement for level 5 qualifications.
• You need to give links to any images used and provide at least 2 additional references for this whole assignment.
• Please see the 'Referencing' document for details.

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