Portfolio Tasks 1 - 5

The portfolio consists of a series of tasks related to the topics we cover in class each week. The interim submission for part 1 (tasks 1 – 5) is 29 November. The final submission deadline for the whole portfolio is 24 March.

All work should be typed (word-processed) and presented neatly, in Arial, Tahoma, Calibri or Times New Roman script no smaller than 12 point, with 1.5 spacing between lines. Start each week on a new page, headed with the appropriate task number and title.

 Details of tasks 1 - 5 are given below. Details of tasks 6 – 10 will be provided later.

 Week 2 - Portfolio Task 1: Pre-use Coursebook Evaluation

1.      Select a coursebook that you have never used before. Approach the textbook as if you were going to be using it to teach a class. Read the textbook to gain an overview of its content and organization.  

2.      Using either Littlejohn’s ‘General Framework for Analysing Materials’ (in Tomlinson 1998/2011: 182-184) or Rubdy’s ‘Framework for the Selection of Coursebooks’ (In Tomlinson 2003: 45-54) write a short report (400 words) evaluating the general purpose and design of the textbook. You might want to include details about: 

·         presentation/format

·         content/information

·         practice activities

·         evaluation activities/instruments

·         support provided for the teacher


Week 2 - Portfolio Task 2: Detailed Evaluation Using Littlejohn’s Detailed Framework for Analysing Materials (1998/2011), Level 2.


1.       Choose a coursebook that you have never used before (pre-use) or one that you have used before (post-use). Select a chapter randomly and carry out a Level 2 analysis of the unit.  

2.      Write down any observations and comments you have about your analysis based on your reading of Littlejohn (1998/2011) and your own reflections (250 words). At the start of this task give the title and level of the coursebook, as well as the units under analysis.
Littlejohn’s Level 2Task Analysis Sheet: Template  

 Task number:
1
2
3
4
5
6
7
I WHAT IS THE LEARNER EXPECTED TO DO?
A TURN-TAKE
Initiate
Respond
Not required
B FOCUS on
Language System (rules or form)
Meaning
Meaning/System Relationship
C MENTAL OPERATION
Retrieve from LT memory
Build text
Draw on Prior Knowledge
Relate sounds to objects
Compare
Decode semantic meaning
Select information
Repeat with expansion
Deduce language rule
Apply language rule
II WITH WHO
Learner to class
Learners individually simultaneously
Learners in pairs/groups
III WITH WHAT CONTENT
A FORM
a input to learners
Graphic
Oral words/phrases
Oral extended discourse
Written words/phrases
Written extended discourse
Sounds/music
b expected output from learners
Oral words/phrases
Oral extended discourse
Written words/phrases
Written extended discourse
B SOURCE
Materials
Teacher
Learner(s)
C NATURE
Personal opinion
Fact
Fiction
Personal information
Metalinguistic knowledge

 Week 3 - Portfolio Task 3: Adapting Materials

(Adapted from McGrath 2002:66)

Either

1.       Choose an activity from a suitable coursebook for an elementary group of learners of English. Answer the following questions:

    1. What is the objective of the activity?
    2. What does the exercise actually get the learner to do?
    3. What do I want the learner to do?
    4. How can I get the exercise to do what I want it to do for the learner?
Decide whether anything needs to be changed and if so, how. 

OR

2.      Choose an activity from a suitable coursebook for an advanced group of learners of English. Answer the following questions:

    1. What is the objective of the activity?
    2. What does the exercise actually get the learner to do?
    3. What do I want the learner to do?
    4. How can I get the exercise to do what I want it to do for the learner? 
Decide whether anything needs to be changed and if so, how.         

3.      Scan the original activity and add it to your portfolio answers. If you cannot scan it, contact me. 

Week 4 - Portfolio Task 4: Supplementing

(Adapted from McGrath 2002: 101) 

1. Prepare a worksheet for a class you are either teaching, have taught or one you plan to teach. It must contain at least three exercises. It:

  1. May focus on any linguistic system (grammar, vocabulary, phonology, orthography);
  2. Should focus on a genuine problem for learners;
  3. May include exercises from published materials (remember to include references to sources you have used);
  4. Must include at least one exercise that you have prepared yourself.
  5. Must include an exercise you have adapted.

2. Bring your worksheet to the class next week and ask one or two class members if they can spot the exercise(s) you have designed and adapted. Ask them also for suggestions and make amendments where appropriate. 

3. Prepare a revised version of your worksheet based on your discussions and reflections. Add both versions to your portfolio.


 Week 5 - Portfolio Task 5: Target Groups 

Provide short answers to the following questions 

  1. Is teaching beginners different from teaching other levels? If so, why and how?

  1. How should teachers speak to beginners? 

  1. With reference to Carlos Islam in Tomlinson (2003), summarise his main criticisms regarding New Interchange, Atlas and Headstart. Which positive features does he refer to? What is your view? 

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