Posted: March 17th, 2023

Identifying receptive/productive skills that could be practised in relation to the text

Assignment 3 2020
Language/Skills related tasks

Name:
Assessment Criteria
1st sub 2nd sub
1. Identifying receptive/productive skills that could be practised in relation to the text

2. Correctly using terminology that relates to language skills and sub-skills

3. Designing tasks in relation to the text with a rationale

4. Finding, selecting and showing evidence of background reading in the topic area i.e. at least one sourced quote in the body of the assignment.

5. Using written language that is clear, accurate and appropriate to the task

Yes / No Date 1st marker 2nd marker
Pass
Resubmission Needed
Pass On Resubmission
Fail On Resubmission
Overall Comment

This is my own work. Signed ______________

Aim

For this assignment, you are expected to demonstrate and develop your ability to help learners improve their receptive and productive skills.

Task
Preparation
• The chosen texts are taken from B1 level reading skills books. Please see page 5 for a description of the level and the class and page 6 and 7 for the texts.
• 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.

First submission
Rationale for choosing the text:

Resubmission
Rationale for choosing the text:

First submission
While-reading task 1 (receptive skills – include one sub-skill here, identify it and describe the procedure):

Resubmission
While-reading task 1 (receptive skills – include one sub-skill here, identify it and describe the procedure)

First submission
Rationale for while-reading task 1: (receptive skills – include one sub-skill here, identify it and describe the procedure):

Resubmission
Rationale for while-reading task 1:

First submission
While-reading task 2 (receptive skills – include one sub-skill here, identify it and describe the procedure)

Resubmission
While-reading task 2 (receptive skills – include one sub-skill here, identify it and describe the procedure)

First submission
Rationale for while-reading task 2:

Resubmission
Rationale for while-reading task 2:

First submission
Post-reading (productive skills):

Resubmission
Post-reading (productive skills):

First submission
Rationale for the post reading activity:

Resubmission
Rationale for the post reading activity:

Word count (750-1000 words): ________

Bibliography:

Appendix

• Appendix 1 – Level and Class Profile
• Appendix 2 –Text A
• Appendix 2 –Text B

Appendix 1 – 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.
Common European Framework of Reference for Languages Council of Europe as cited in:
Thornbury, S. and Watkins, P. (2007) The CELTA Book, CUP

Class profile

 The class consists of 10 learners – 4 men and 6 women.
 It is a multi-lingual class with students from Greece, Poland, China and Colombia.
 They have been together for 6 months and are in contact through a WhatsApp group and socialize outside of classroom hours.
 They have recently learnt the future tenses.
 They are interested in a range of topics and have recently studied a unit about culture.
 Most of them plan to live abroad after they finish studying.
 Some of the learners find reading boring while some of the others want to know the meaning of every single word. Some of them tend to translate words into their own language and are dependent on their phones and apps to help them find the meanings.
 They all enjoy discussion and are fairly autonomous.

Appendix 2 –Text A (Cunningham, S. 2005:69, Longman)

Appendix 3 –Text B (Roberts, R. 2011:42, Pearson)

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