Reference no: EM132622145

EDU5DLL Designing Language Learning Experiences - La Trobe University

Assessment - Language lesson design

1. You will plan, teach and review 4 short language lessons. You will teach a language that you are familiar with to a small group of your peers. Groups for your teaching will be decided in the first session.

2. Each lesson will be between 5 and 6 minutes in total. These will all be taught via your own student Zoom account on the days of the scheduled Zoom classes for this subject in Sessions 2, 4, 6 and 7.

3. You need to record the video using the Zoom recording function, saving that to your computer as an mp4 file. (To access the recording function in Zoom you'll need to be on a computer (desk or laptop) rather than an OS or Android device).

4. Following each lesson you will take part in a short discussion with your group about your lesson. Your peers will complete a short written evaluation of your teaching and the lesson and send that to you at the end of the session or shortly afterwards.

5. You need to watch your video and respond to the review questions provided in your PebblePad Workbook. You need to make a summary of the peer feedback that you receive.

6. You need to upload your video (Zoom recording) of your lesson, add your responses to the review questions and summary of your peers' feedback to the PebblePad workbook.

Characterising tasks / definitions of task.

Make a list of the features of the task these writers refer to. Which you think is the most complete definition?

1. "A piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meeting rather than form." (Nunan, 1989).

2. "[Tasks are] activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome." (J. Willis, 1996).

3. "A task is an activity in which
• meaning is primary
• learners are not given other people's meanings to regurgitate
• there is some sort of relationship to comparable real-world activities
• task completion has some sort of priority
• the assessment of the task in is in terms of outcome." (Skehan, 1998)

4. we define a language use task as an activity that involves individuals in using language for the purpose of achieving a particular goal or outcome in a particular situation." (Bachmann and Palmer, 1996).

ACTIVITY: Do these activities have a focus on meaning, language or form?

1. A teacher ask students to compile a list of the top 5 places to visit in Melbourne

2. Learners plan an end of term class party.

3. Students follow a manual to assemble a model of a famous landmark.

4. Students listen for key information from a podcast about global warming.

5. A teacher provides learners with the accurate pronunciation of a key word related to their discussion.

6. Learners are asked to discriminate between the words 'cat' and 'cart', 'mat' and 'mart', 'hat' and 'heart'.

7. Learners are asked to speak about their routines in the past using "used to ...."

8. A teachers asks her learners about their weekend.