Assignment #2: unit of work (70%)

Imagine you have to design and develop a language course for an ESL/EFL or LOTE program. You have no textbooks to draw on, so you have to develop materials and activities for the language program from scratch. Your challenge is to present the unit of work in such a way that any teacher could independently implement it as you had intended.

Design a unit of work which represents approximately 2 hours of your curriculum. This 2 hours will likely be broken down into smaller instructional blocks (e.g., 4 × ½ hour).

Note that, in this assignment, the focus is on issues related to syllabus design and materials development, rather than on teaching methodology per se.

The unit of work consists of three parts. Please provide a separate word-count for each part.

 

(1) Course specification (10%)

Write 500 words (+/- 10%)) for this section. No sources need to be used. Do not overuse point form.

 

 (2) Lesson plans and materials (30%)

Write 1500 words (+/- 10%)) for this section.

The word count for this section covers all of the text in the lesson plans and materials, regardless of where this text is located. For example, you must include in the word count the content of any tables (used for lesson plans, for instance), or any text embedded in images. State the word count for this section somewhere conspicuous within the assignment.

If any of your lessons focus on either listening or reading skills, you may include transcripts for these lessons as an appendix to your assignment. However, please keep this appendix under 1000 words (no 10% leeway). (There’s no need to state the word count.)

 

(3) Essay (30%)

Write 1500 words (+/- 10%)) for this section.

Write an essay to provide a rationale for the course specification, and for the lesson plans and materials. This rationale must be informed by your understanding of the content of LIN5003. As it is an essay, sources will need to be used for this section.

You will need to address the following sorts of issues:

  • why these particular expected learning outcomes
  • why these particular lesson plans and materials, and why sequenced in this particular way
  • why this particular approach to evaluation

On pp. 3-5, we made some comments which elaborate on the criteria in the postings rubric. Where relevant, these comments apply to the rubric for the unit of work as well (with some straightforward adaptation), especially the essay. Here are some additional comments about how to approach this part of this assignment:

(i) You don’t need to give the essay a title.

 

(ii) Do not use anecdotal evidence.

 

(iii) No background is necessary in the introduction. This part should be quiet brief. The thesis statement should simply state the aim of the essay. (It is possible to combine this with a preview of the body.)

 

(iv) In the body, each paragraph must be coherent (i.e., the ideas in the paragraph are well-organised) and cohesive (i.e., the ideas in the paragraph are glued together effectively). It must state and then develop a single controlling idea. It must begin with a clear topic sentence which (a) relates directly to the thesis statement, (b) shows how the paragraph fits into the overall essay structure, and (c) states the controlling idea of the paragraph (e.g., The first issue discussed here is …).

 

(v) The conclusion should not be a short ‘tour’ of the body (e.g., First, I summarised …. Then I evaluated … After that, I examined … ). Instead, the conclusion should be integrative. What are the main points? How do they fit together? (Although it is customary to include a closing comment (e.g., a recommendation for future research, or an evaluation of the importance of the issue at hand) in this section of an essay, you do not need to do this in this case.)

 

(vi) You may use sub-headings if desired; however, please do not use more than four of these in the whole essay (excluding the subheading ‘References’ at the start of the reference list).

 

(vii) If you wish to include notes in your essay, please include them as footnotes rather than endnotes. The total word count for the footnotes must not exceed 100 words (no 10% leeway).

 

(viii) The word count covers the essay text only (including in-text citations, quotes, subheadings, footnotes, and title). It does not include the reference list.

 

A template for assignment #2 is available from the ‘Assignment #2’ area of the Study Desk. Please use this template. Insert your response into the docx in a different style (e.g., bold or italics) or font from the question text. Ensure that the marker can distinguish easily between the question text and your response text.

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Imagine you have to design and develop a language course for an ESL/EFL or LOTE program. You have no textbooks to draw on, so you have to develop materials and activities for the language program from scratch. Your challenge is to present the unit of work in such a way that any teacher could independently implement it as you had intended
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