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8102019 Guidelines for Assignment 1
httpslidepdfcomreaderfullguidelines-for-assignment-1 12
Guidelines for Assignment 1 Focus on the learner
The following document is a set of guidelines for Assignment 1 It should be read in conjunctionwith the Assignment 1 Rubric as the guidelines will refer to different sections of the rubric Thisdocument is designed to help you prepare for the assignment but if you have further questionscontact your Online Course Tutor There will also be an Assignment Forum where you can postquestions and comments
Introduction
This assignment focuses on learners as individuals and looks at how to assess their languagedevelopment and address their needs After some research you will be required to write a reporton your chosen individual or group of learners As a practising teacher it is often necessary towrite reports about individuals or classes for example when passing on information to a colleagueor providing a reference for a learnerrsquos employer It will also help you to understand the needs andmotivations of the learners in your teaching practice groups during the course and students thatyou will teach beyond the course too
It is important to refer back to the unit More about the Learner when preparing for theassignment as this unit analysed factors which affect learning explored different types of learnermotivation and considered different learning styles It also looked at how to analyse student errorsand provide solutions to these problems
Part A Write a learner profile
Look back at the section on learner profiles in the unit More about the Learner when Ahn andNihan were interviewed about their backgrounds and needs You could use the same list ofquestions in your interview
Here are some possible methods you could use to collect the information for your profile
bull observe learner(s) and make notes during teaching practice
bull interview learner(s) during unobserved teaching practice or after class
bull record an interview with your learner(s) or record part of a lesson
bull ask learners to complete a written questionnaire
bull ask learners to give you examples of their written workbull write a letter to the learner(s) and ask them to write you a reply
bull
share data with members of your teaching practice group
Part B Identify language problems and provide suitable activities from publishedmaterial
Refer back to the sections on identifying errors and providing solutions in the unit More about theLearner Ahnrsquos and Nihanrsquos errors were categorised into grammar lexis or pronunciation errorsand then analysed
eg Grammar ldquoItrsquos so saferrdquo Itrsquos so safe Itrsquos so much safer Nihan struggles with usingcomparative structures
There are several different resources you can use for this part of the assignment for example
coursebooks and their accompanying resource books grammar books or websites You may haveto spend some time searching for the most appropriate activities but here is a list of usefulresources
GrammarEastwood J (2006) Oxford Practice Grammar Intermediate Oxford Oxford University PressForsyth W amp Lavender S (1995) Grammar Activities 2 Upper Intermediate Oxford HeinemannVince M amp Emmerson P (2003) Intermediate Language Practice Oxford Macmillan
LexisGairns R amp Redman S (2006) Oxford Word Skills Oxford Oxford University Press
8102019 Guidelines for Assignment 1
httpslidepdfcomreaderfullguidelines-for-assignment-1 22
Flower J (1993) Phrasal Verb Organiser Hove Language Teaching PublicationsMcCarthy M and OrsquoDell F (2008) English Vocabulary in Use Upper-Intermediate and Advanced Cambridge Cambridge University Press
PronunciationCunningham S and Bowler B (1999) New Headway Pronunciation Intermediate (StudentrsquosPractice Book) Oxford Oxford University PressHancock M (1995) Pronunciation Games Cambridge Cambridge University Press
Hancock M (2003) English Pronunciation in Use Cambridge Cambridge University Press
983122983141983142983141983154983141983150983139983141983155
According to the assessment criteria for the Focus on the Learner assignment candidates need todemonstrate their learning by finding selecting and referencing information from one or moresources Therefore it is important to reference at least one methodology text to support yourobservations Be sure to include the author year of publication and page number when quotingdirectly Below is an example of how to refer to reference books in the body of your assignment
Motivation is a big factor for successful learning as Jeremy Harmer explains helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip rdquo(Harmer 200717) These motivations are primarily extrinsic which may cause issues for theteacher intrinsic motives are more closely linked with successful outcomes It is beneficial
therefore for students to enjoy classes so that some measure of intrinsic motivation can be addedto their other reasons for attending As Harmer puts it ldquohelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliprdquo(Scrivener 200528)
Here is a list of useful methodology books You could include a bibliography at the end of yourassignment
983112983137983154983149983141983154 983114 (983090983088983088983095) 983112983151983159 983156983151 983124983141983137983139983144 983109983150983143983148983145983155983144983098 983105983150 983113983150983156983154983151983140983157983139983156983145983151983150 983156983151 983156983144983141 983120983154983137983139983156983145983139983141 983151983142 983109983150983143983148983145983155983144 983116983137983150983143983157983137983143983141 983124983141983137983139983144983145983150983143
983090983150983140 983109983140983145983156983145983151983150 983112983137983154983148983151983159983098 983120983141983137983154983155983151983150 983116983151983150983143983149983137983150 (983125983150983145983156 983089)
983112983137983154983149983141983154 983114 (983090983088983088983095) 983124983144983141 983120983154983137983139983156983145983139983141 983151983142 983109983150983143983148983145983155983144 983116983137983150983143983157983137983143983141 983124983141983137983139983144983145983150983143 983112983137983154983148983151983159983098 983120983141983137983154983155983151983150 983116983151983150983143983149983137983150 (983107983144983137983152983156983141983154 983091)
983122983145983140983140983141983148983148 983108 (983090983088983089983088) 983124983141983137983139983144983145983150983143 983109983150983143983148983145983155983144 983137983155 983137 983110983151983154983141983145983143983150 983116983137983150983143983157983137983143983141983084 983124983141983137983139983144 983129983151983157983154983155983141983148983142 983116983151983150983140983151983150983098 983112983151983140983140983141983154 983109983140983157983139983137983156983145983151983150
(983125983150983145983156983155 983089 amp 983090983095)
983123983139983154983145983158983141983150983141983154 983114 (983090983088983088983093) 983116983141983137983154983150983145983150983143 983124983141983137983139983144983145983150983143 983119983160983142983151983154983140983098 983117983137983139983149983145983148983148983137983150 983109983140983157983139983137983156983145983151983150 (983107983144983137983152983156983141983154983155 983092 983089983090 983137983150983140 983089983091)
983123983159983137983150 983117 983137983150983140 983123983149983145983156983144 983106 (983141983140983155) (983090983088983088983089) 983116983141983137983154983150983141983154 983109983150983143983148983145983155983144 Cambridge Cambridge University Press
983105983155983155983145983143983150983149983141983150983156 983139983144983141983139983147983148983145983155983156
It is sometimes necessary to resubmit assignments often because parts of the rubric have beenomitted or the criteria have not been met In fact re-doing the assignment can be a useful part ofthe learning process However some common mistakes can easily be avoided and the list belowshows the main reasons why candidates have to resubmit Assignment 1
bull the level of the learner(s) is not included
bull there is not enough information about learner motivation and learning styles
bull the profile focuses on either strengths or weaknesses Provide a balance of both strengthsand weaknesses
bull
learner strengths and weaknesses are not specific enough ndash saying students are not goodat listening is not precise enough Be specific with sub-skills and give a concrete exampleof this eg students find it difficult to listen for specific information when they arelistening to authentic texts such as a news broadcast
bull suggestions for remedial work are not specific enough ndash saying revise past simple verb
forms or improve intonation is not enough Include a task from published material and justify your choice
bull activities have not been submitted with the assignmentbull examples and quotations from interviews with the learner(s) have not been included
bull there are not enough references from methodology texts
8102019 Guidelines for Assignment 1
httpslidepdfcomreaderfullguidelines-for-assignment-1 22
Flower J (1993) Phrasal Verb Organiser Hove Language Teaching PublicationsMcCarthy M and OrsquoDell F (2008) English Vocabulary in Use Upper-Intermediate and Advanced Cambridge Cambridge University Press
PronunciationCunningham S and Bowler B (1999) New Headway Pronunciation Intermediate (StudentrsquosPractice Book) Oxford Oxford University PressHancock M (1995) Pronunciation Games Cambridge Cambridge University Press
Hancock M (2003) English Pronunciation in Use Cambridge Cambridge University Press
983122983141983142983141983154983141983150983139983141983155
According to the assessment criteria for the Focus on the Learner assignment candidates need todemonstrate their learning by finding selecting and referencing information from one or moresources Therefore it is important to reference at least one methodology text to support yourobservations Be sure to include the author year of publication and page number when quotingdirectly Below is an example of how to refer to reference books in the body of your assignment
Motivation is a big factor for successful learning as Jeremy Harmer explains helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip rdquo(Harmer 200717) These motivations are primarily extrinsic which may cause issues for theteacher intrinsic motives are more closely linked with successful outcomes It is beneficial
therefore for students to enjoy classes so that some measure of intrinsic motivation can be addedto their other reasons for attending As Harmer puts it ldquohelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliprdquo(Scrivener 200528)
Here is a list of useful methodology books You could include a bibliography at the end of yourassignment
983112983137983154983149983141983154 983114 (983090983088983088983095) 983112983151983159 983156983151 983124983141983137983139983144 983109983150983143983148983145983155983144983098 983105983150 983113983150983156983154983151983140983157983139983156983145983151983150 983156983151 983156983144983141 983120983154983137983139983156983145983139983141 983151983142 983109983150983143983148983145983155983144 983116983137983150983143983157983137983143983141 983124983141983137983139983144983145983150983143
983090983150983140 983109983140983145983156983145983151983150 983112983137983154983148983151983159983098 983120983141983137983154983155983151983150 983116983151983150983143983149983137983150 (983125983150983145983156 983089)
983112983137983154983149983141983154 983114 (983090983088983088983095) 983124983144983141 983120983154983137983139983156983145983139983141 983151983142 983109983150983143983148983145983155983144 983116983137983150983143983157983137983143983141 983124983141983137983139983144983145983150983143 983112983137983154983148983151983159983098 983120983141983137983154983155983151983150 983116983151983150983143983149983137983150 (983107983144983137983152983156983141983154 983091)
983122983145983140983140983141983148983148 983108 (983090983088983089983088) 983124983141983137983139983144983145983150983143 983109983150983143983148983145983155983144 983137983155 983137 983110983151983154983141983145983143983150 983116983137983150983143983157983137983143983141983084 983124983141983137983139983144 983129983151983157983154983155983141983148983142 983116983151983150983140983151983150983098 983112983151983140983140983141983154 983109983140983157983139983137983156983145983151983150
(983125983150983145983156983155 983089 amp 983090983095)
983123983139983154983145983158983141983150983141983154 983114 (983090983088983088983093) 983116983141983137983154983150983145983150983143 983124983141983137983139983144983145983150983143 983119983160983142983151983154983140983098 983117983137983139983149983145983148983148983137983150 983109983140983157983139983137983156983145983151983150 (983107983144983137983152983156983141983154983155 983092 983089983090 983137983150983140 983089983091)
983123983159983137983150 983117 983137983150983140 983123983149983145983156983144 983106 (983141983140983155) (983090983088983088983089) 983116983141983137983154983150983141983154 983109983150983143983148983145983155983144 Cambridge Cambridge University Press
983105983155983155983145983143983150983149983141983150983156 983139983144983141983139983147983148983145983155983156
It is sometimes necessary to resubmit assignments often because parts of the rubric have beenomitted or the criteria have not been met In fact re-doing the assignment can be a useful part ofthe learning process However some common mistakes can easily be avoided and the list belowshows the main reasons why candidates have to resubmit Assignment 1
bull the level of the learner(s) is not included
bull there is not enough information about learner motivation and learning styles
bull the profile focuses on either strengths or weaknesses Provide a balance of both strengthsand weaknesses
bull
learner strengths and weaknesses are not specific enough ndash saying students are not goodat listening is not precise enough Be specific with sub-skills and give a concrete exampleof this eg students find it difficult to listen for specific information when they arelistening to authentic texts such as a news broadcast
bull suggestions for remedial work are not specific enough ndash saying revise past simple verb
forms or improve intonation is not enough Include a task from published material and justify your choice
bull activities have not been submitted with the assignmentbull examples and quotations from interviews with the learner(s) have not been included
bull there are not enough references from methodology texts
