Language Skills Related Tasks

Language Skills Related Tasks

Read the description of the class below. Then choose ONE text from a selection of three taken from a B1 level coursebooks. You will need to design your own tasks to develop the students’ receptive skills (reading for gist/specific information/reading for detail) and productive skills of your choice (speaking and/or writing).

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Class profile:
This is an intermediate class (B1). There are 10 students of mixed nationality (multilingual): Italian Spanish, German, Turkish and Thai. They are all in their mid 20s. They are interested in studying English to advance their careers, to travel and two students would like to take the IELTS exam next year.
They are all keen to communicate and work together as a group, but find grammar tasks tedious and their spoken accuracy need attention. They are fairly autonomous and often spend time together outside class.

You must attach your material with this assignment (appendix) – remember to credit the source and attach tasks including answer keys. Use the following headings:


• say why you have chosen the material for this class/level (refer to level, interests, needs, strengths and weaknesses, length of text etc.)


• say which receptive sub-skills could be practised (provide two – include a gist activity and an activity requiring more detailed understanding of the text)
• design tasks for practising these skills and say why/how these tasks will help you achieve these aims – remember to grade the activities to suit the level of your students
• make reference to background reading, explain why we develop these skills in class


• say which productive sub – skills (speaking or writing) could be practised in relation to the material
• design tasks for practising these skills and say why/how these tasks will help you achieve these aims

 Make reference to your background reading on this subject.
Suggested Books: (see chapters of Reading/Listening/Speaking/Writing)
 Harmer, J: How to Teach English
 Harmer, J: The practice of English Language Teaching.
 Harmer, J: Teacher Knowledge
 Riddell, D: Teaching English as a Foreign Language
 Scrivener, J: Learning Teaching

 Write in continuous prose with clear headings and paragraphing. Make sure your language is accurate.
Assessment Criteria (Cambridge ESOL)
Candidates can demonstrate their learning by:
a) correctly using terminology that relates to language skills and sub-skills
b) relating task design to language skills development
c) finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task

Assignment checklist (tick as you go along before submitting the assignment):

I have:

 chosen an appropriate piece of authentic material for the level of the students
 provided a rationale for it
 designed appropriate tasks for two receptive subskills, e.g. a gist activity and a more detailed task with a brief rationale and supported with references to background reading
 designed appropriate tasks for productive subskills, e.g. a role play activity or a discussion task with a brief rationale and supported with references to background reading
 submitted the tasks and the authentic material – credited the source
 included a bibliography
 proof read my own work – accuracy of written English
 observed the word limit 750 – 1000 words
 submitted an anti-plagiarism statement






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