LANGUAGE SKILLS RELATED TASKS

Name: Cheryl Assignment 3: Language skills related tasks

Course: O3/2020 Date submitted: 15th August
In this assignment you will be exploring the area of teaching skills through the use of authentic materials
The aim of this assignment is for you to:
 Evaluate a piece of authentic material for language skills development.
 Show evidence of your background reading in the topic area (skills).
 Identify the receptive skills and sub-skills that could be practised and developed using an authentic
text.
 Identify the productive skills that could be practised and developed in relation to the same text.
 Design tasks in relation to the selected text with brief rationale for each.
Assessment criteria (from Cambridge English Syllabus and Assessment Guidelines)
Successful candidates can demonstrate their learning by:
Correctly using terminology that relates to language skills and sub-skills.
Relating task design to language skills development.
Finding, selecting and referencing information from one or more sources.
Using written language that is clear, accurate and appropriate to the task.
+-750/1000 words.

Each assignment may COMMENTS

be submitted twice
RESUBMIT You need to choose a more relevant text. The text about coronavirus written
1. on January 13 is completely outdated. How engaging do you think it is? B
more accurate about identifying reading sub-skills (your second reading task
is not reading for detail).

PASS on
2. Resubmission

FAIL

FIRST MARKER SECOND MARKER

NV TR
 Level: Upper-intermediate
Source of authentic https://theconversation.com/mystery-china-pneumonia-
material: outbreak-likely-caused-by-new-human-coronavirus-129729

Part 1 (200 words)

Based on your observations and teaching to date, briefly:
1. Describe your current My upper-intermediate group is quite strong in terms of
group’s weaknesses in reading and listening skills. However, some weak students
reading\listening (with relatively need more time for gist reading tasks according to
direct evidence from TP) – one reading lesson about space tourism. Some of them are not
please refer to sub-skills. that strong in skimming skill.

2. Describe your current The majority of the students are not confident enough in
group’s weaknesses in writing. Some of my group’s students have the need of writing
speaking and/or writing argumentative essay for the exam and when they write, they
(with direct evidence from need more ideas for their writing. Therefore, topics for the
TP) – do not base this on lesson should be suitable for critical thinking. Besides that, the
their weaknesses in accuracy, cohesion and coherence of the writing seem to leave
grammar or vocabulary. room for improvement.

3. Why would the text I choose the text about COVID-19, SARS and MERS. This text
you’ve chosen interest your reflects real-life. On the one hand, my group of learners are
group of learners? adults and they care about the world and international issues.
On the other hand, this topic can help them to boost ideas and
show them the coherence of an article.

4. How would specific In this reading lesson, students will have developed their
learners’ needs (related to scanning skill (reading for gist task) and skimming skill (reading
skills development) be for details task). Besides that, at the end of the lesson, the
catered for in this lesson? students will have developed their writing skill, especially the
cohesion and coherence of writing.

Part 2 (800 words)

1. How would you generate Lead-in:
interest in the topic of the I will show them some pictures and a short video about current
text? Why is this situation of COVID-19.
important? Then I will ask them to discuss in pairs:
1. What is going on in these pictures?
2. Have similar things happened before?
3. What might happen in the future?
This is important because this lead-in part is to set the context
for the students and generate their interests in the topic. This is
also a good opportunity to see if students know the related
language, for example, epidemic, in the reading article.

2. Which items of Pre-teach vocabulary:

vocabulary from the text pneumonia; respiratory; syndrome; epidemic; symptoms.
would you pre-teach and
why? (Not how!) These words are chosen for pre-teaching is because it is related
to the topic and students may not be familiar with them since
they are quite advanced. The vocabulary is essential for
 detailed reading. As Scrivener (2011) stated, vocabulary is one
of the main problems when reading a text in a foreign
language. Even though students are strong in reading, these
words could help them to do the reading tasks.

3. Describe the first Reading Task 1: Read for gist

reading/listening task you Read the article quickly and choose the best title for it:
would design, stating the a) Coronavirus- the situation today
target sub-skill. Attach any b) Coronavirus – lessons from the past
materials you would hand c) Coronavirus – what the future will be
out (and include an answer ICQs: do you need to read every word carefully for this task?
key). Explain clearly how (no) How much time do you have? (2 min) Do you work alone
the task will help your or in pairs? (alone)
learners practise the target The answer is: b
sub-skill. Quote from your
background reading. This stage asks students to skim-read the article in 2 mins and
Describe the full staging of the teacher provides open class feedback.
the activity and your
instructions for it. This task is a general question to ask students to choose the
best title and it provides three options. students can predict
the main idea of the article based on three options. As Nuttall
(1996) stated that prediction may activate schemata and help
students to understand the article more easily and prepare for
harder task. In addition, by starting with this simple task, the
task-feedback circle can help students to practice skimming skill
(Scrivener, 2011). Skimming skill is a ‘top-down’ skill. By using
this approach, this task gives students an accurate general view
of the article without reading every word.

4. Describe the second Reading Task 2: Read for details

reading/listening task you Read the article carefully and complete the table:
would design, stating the
target sub-skill. Attach any COVID-19 Sars-CoV Mers-CoV
materials you would hand Year 2002-2003
out (and include an answer Where to start
key). Explain clearly how Number of identified cases Ongoing
the task will help your Number of death Ongoing
learners practise the target Traced source camel
sub-skill. Quote from your
background reading. ICQs: How much time do you have? (8 min) Do you work alone
Describe the full staging of or in pairs? (pairs)
the activity and your
instructions for it. The answer is:
COVID-19 Sars-CoV Mers-CoV
Year 2019 2002-2003 2012 This stage asks students to read
Where to start Eastern China South China Middle East the article carefully and complete
Number of Ongoing 8089 2500 the table, then peer check in 8
identified cases mins. Finally, the teacher
Number of death Ongoing 774 858 provides open class feedback.
Traced source A market in Wuhan, Animals sold as camel
which sold live food in markets This task contains a lot of detailed
animals information, including year and
number, to check students’ understanding. Students have to
 read the article thoroughly to find the information. Detailed
reading is essential for upper-intermediate students and the
authentic article requires a close and detail-oriented reading.
Thus, it helps students to develop their scanning skill.

The task also provides some key words, for example, year and
number to help students to uncover and accurately understand
details in the article to improve the skill necessary for reading
the authentic texts (Scrivener, 2011). Then students will check
answers in pairs, it can encourage students to better
understand the article by helping each other and it can also
help students to build confidence. Finally, open class feedback
can show students the original texts in the article and the
answers. It can also help students to develop reading skills.

5. Describe the follow-up Follow-up Task: Writing

production task (speaking or Use linking words and write two paragraphs for this question:
writing) you would design – How is the COVID-19 similar and different from other epidemics
attach any materials you like SARS and MERS?
would hand out. Explain Useful linking words:
how this task will help your Addition Moreover, in addition, furthermore, besides……
learners practise the target Contrast However, on the contrary, while, though……
skill (not language). (Quote Comparison Similarly, equally, likewise, comparable……
from your background
reading.) Describe the full This stage asks students to write the similarities and differences
staging of the activity, your among the three epidemics by using linking words and then do
instructions for it and the peer check in 10 mins.
type(s) of feedback you
would manage. I would use a writing task for productive skill since writing
activities are less often found in the classroom and students
have the need for formal writing (Scrivener, 2011). This task
helps student to practice the cohesion and coherence of the
writing by writing alone. Cohesion and coherence are needed
for writing to be truly accessible (Harmer, 2004). Therefore,
linking words are provided for reference. Then, students will
check each other’s writing to check if there are some mistakes,
especially if the linking words are correct. This task is rather
challenging; thus, peer check will help the students to build
confidence and improve writing skill.

If students are very strong, they can start writing an

argumentative essay which is set for homework.

References:
Harmer, Jeremy. (2004). How to teach writing. Longman.
Nuttall, Christine. (1996). Teaching reading skills in a foreign language. Macmillan.
Scrivener, Jim. (2011). Learning teaching: the essential to English language teaching. Third
edition. Heinemann.
Submission checklist:

 I have addressed all areas of the rubric, following the template above.
 I have referred to (and quoted / paraphrased from) my background reading where the need
for this has been indicated.
 I have included tasks to develop two receptive sub-skills and one production skill.
 I have included the expected / desired answers for my receptive skills tasks.
 The production task is directly related to the chosen text and is not language-focused.
 I have attached all the materials and tasks as they are to be presented to the students in
class (including oral instructions where appropriate).
 I have included a rationale for all the tasks.
 I have included a bibliography.
 I have included and respected the word count.
 The work is my own.

Word count: ___1,018_____ words

Trainee initials _____Chenyue Zhu___________

Resubmission:
Level: Upper-intermediate
Source of authentic https://successstory.com/people/james-dyson
material:

Part 1 (200 words)

Based on your observations and teaching to date, briefly:
1. Describe your current My upper-intermediate group is quite strong in terms of
group’s weaknesses in reading and listening skills. However, some weak students may
reading\listening (with need more time for gist reading tasks according to one reading
direct evidence from TP) – lesson about space tourism. Some of them are not that strong
please refer to sub-skills. in reading for gist.

2. Describe your current The majority of the students sign up the course because they
group’s weaknesses in want to practice their speaking. They do not have chance to
speaking and/or writing speak English in their rea life. And they need more ideas for
(with direct evidence from improving the fluency. Therefore, topics for the lesson should
TP) – do not base this on be suitable for critical thinking. Besides that, the accuracy with
their weaknesses in words and pronunciation seems to leave room for
grammar or vocabulary. improvement.

3. Why would the text I choose the text which is about a famous inventor – James
you’ve chosen interest your Dyson. Dyson products are famous right now. This topic of this
group of learners? text relates to inventions and inventors. On the one hand, my
group of learners are girls and Dyson products are attractive to
girls. On the other hand, this topic can help them to boost
ideas in the area of describing inventions

4. How would specific In this reading lesson, students will have developed their skills
learners’ needs (related to of reading for gist and reading for details. Besides that, at the
skills development) be end of the lesson, the students will have developed their
catered for in this lesson? speaking skill, especially about how to interview others.

Part 2 (800 words)

1. How would you generate Lead-in:
interest in the topic of the I will show them the picture of James Dyson and ask them if
text? Why is this they know him; And show the picture of his famous product
important? and ask them to discuss in pairs:
 Do you know James Dyson? (If not, you could Google or Bing him.)
 What is his most famous invention?
 How do his inventions impact your life?

This is important because this lead-in part is to set the context

for the students and generate their interest in the topic. This is
also a good opportunity to see if students know the related
language, for example, vacuum, in the reading article.

2. Which items of Pre-teach vocabulary:

vocabulary from the text dual cyclone; vacuum cleaner; maneuverability; frustrated; clogged
would you pre-teach and
why? (Not how!) These words are chosen for pre-teaching is because it is related
to the reading task and students may not be familiar with them.
The vocabulary is essential for detailed reading. As Scrivener
(2011) stated, vocabulary is one of the main problems when
reading a text in a foreign language. Even though students are
strong in reading, these words could help them to do the
reading tasks.

3. Describe the first Reading Task 1: Read for gist

reading/listening task you Read the article quickly and choose the best heading for each
would design, stating the paragraph:
target sub-skill. Attach any Headings:
materials you would hand a) Early Inventions
out (and include an answer b) Career Highlights
key). Explain clearly how c) Early Life and Childhood
the task will help your d) The invention of Vacuum Cleaners
learners practise the target
sub-skill. Quote from your 1. Paragraph 1 –
background reading. 2. Paragraph 2 –
Describe the full staging of 3. Paragraph 3 –
the activity and your 4. Paragraph 4 –
instructions for it.
ICQs: do you need to read every word carefully for this task?
(no) How much time do you have? (2 min) Do you work alone
or in pairs? (alone)

Answer key: Paragraph 1- c; 2-a; 3-d; 4-b

This stage asks students to read the article quickly in 2 mins and
the teacher provides open class feedback.

This task is a reading for gist question to ask students to choose

the best heading for each paragraph. Students can predict the
article based on these headings. As Nuttall (1996) stated that
prediction may activate schemata and help students to
understand the article more easily and prepare for harder task.
In addition, by starting with this simple task, the task-feedback
circle can help students to practice reading for gist skill
(Scrivener, 2011). This skill is a ‘top-down’ skill. By using this
approach, this task gives students an accurate general view of
the article without reading every word.

4. Describe the second Reading Task 2: Read for details

reading/listening task you Read the article carefully and answer the following questions:
would design, stating the 1. What course did James study originally when he studies at the
target sub-skill. Attach any Royal College of Art?
materials you would hand 2. Give two examples of James’s early inventions?
out (and include an answer 3. Why did James decide to invent a new vacuum cleaner?
key). Explain clearly how 4. What is the speciality of the new vacuum cleaner?
the task will help your 5. How long did Dyson make a breakthrough in the UK market?
learners practise the target
sub-skill. Quote from your
background reading. ICQs: How much time do you have? (5 mins) Do you work alone
Describe the full staging of or in pairs? (pairs)
the activity and your
instructions for it. Answer key:
1. Interior designing
2. Ballbarrow and Wheelboat
3. He was frustrated with his vacuum cleaners’ bad performance.
4. Bagless
5. More than a decade

This stage asks students to read the article carefully and

complete the table, then peer check in 5 mins. Finally, the
teacher provides open class feedback.

This task contains a lot of detailed information, including course

James studied and his inventions, to check students’
understanding. Students have to read the article thoroughly to
find the information. Detailed reading is essential for upper-
intermediate students and the authentic article requires a close
and detail-oriented reading. Thus, it helps students to develop
their reading skill.

These reading comprehension questions also provide some key

words, for example, Royal College of Art, UK market, to help
students to uncover and accurately understand details in the
article to improve the skill necessary for reading the authentic
texts (Scrivener, 2011). Then students will check answers in
pairs, it can encourage students to better understand the article
by helping each other and it can also help students to build
confidence. Finally, open class feedback can show students the
original texts in the article and the answers. It can also help
students to develop reading skills.

5. Describe the follow-up Follow-up speaking activity: Role play

production task (speaking or Role A: Reporter
writing) you would design – You have a chance to interview the James Dyson. You will be
attach any materials you writing an article about him and his latest invention.
would hand out. Explain Brainstorm with your group for 3 to 5 questions to ask him in
how this task will help your order to get the information you need to write the article.
learners practise the target Role B: James Dyson
skill (not language). (Quote You received an interview request from a reporter. He/ She
from your background wants to know more about your life and your latest invention.
reading.) Describe the full Brainstorm with your group what are the topics the reporter
staging of the activity, your will ask and prepare the answers.
instructions for it and the
type(s) of feedback you This stage asks students to do role play as the speaking activity.
would manage. First, each student will receive the role card that stimulates role
play: one student is the reporter and the other is James Dyson.
Then, students who receive the same role will be together and
brainstorm together.
Finally, Students will speak in pairs as the reporter and James
Dyson.
 This task is a speaking activity. Since Students get to know
James Dyson from the reading and they develop the interest in
the topic, they can use productive skill (speaking) to apply their
insight they gain from their receptive skills (Harmer, 2001). It is
aimed to build and develop fluency and confidence of the
students in practicing newly learnt material.

References:

Harmer, Jeremy. (2001). The Practice of English Language Teaching. Longman.

Nuttall, Christine. (1996). Teaching reading skills in a foreign language. Macmillan.

Scrivener, Jim. (2011). Learning teaching: the essential to English language teaching. Third edition.
Heinemann.

Appendix
1. Lead-in
Look at these pictures and think out loud:

1. Do you know James Dyson? If not, you could Google or Bing him.
2. What is his most famous invention?
3. How do his inventions impact your life?

1. Building your vocabulary:

dual cyclone; vacuum cleaner; maneuverability; frustrated; clogged
2. Reading task 1:
Read the article quickly and choose the best heading for each paragraph:
Headings:
e) Early Inventions
f) Career Highlights
g) Early Life and Childhood
h) The invention of Vacuum Cleaners

Paragraph 1 –
Paragraph 2 –
Paragraph 3 –
Paragraph 4 –

Answer key: Paragraph 1- c; 2-a; 3-d; 4-b

3. Reading task 2:
Read the article carefully and answer the following questions:
6. What course did James study originally when he studies at the Royal College of Art?
 7. Give two examples of James’s early inventions?
8. Why did James decide to invent a new vacuum cleaner?
9. What is the speciality of the new vacuum cleaner?
10. How long did Dyson make a breakthrough in the UK market?

Answer Key:
6. Interior designing
7. Ballbarrow and Wheelboat
8. He was frustrated with his vacuum cleaners’ bad performance.
9. Bagless
10. More than a decade

4. Follow-up speaking activity: Role play

Role A: Reporter
You have a chance to interview the James Dyson. You will be writing an article about him and his
latest invention. Brainstorm with your group for 3 to 5 questions to ask him in order to get the
information you need to write the article.
Role B: James Dyson
You received an interview request from a reporter. He/ She wants to know more about your life
and your latest invention. Brainstorm with your group what are the topics the reporter will ask
and prepare the answers.

James Dyson Story - Dual Cyclone Vacuum Cleaner Inventor

The modern vacuum cleaner as we know it was the brainchild of James Dyson. He is an inventor as well
as a designer. He rose to fame for the invention of the Dual Cyclone vacuum cleaner. It was the first of its
kind, a vacuum cleaner that did not need a dust bag. He is the creator of the Dyson Company.

Paragraph 1
Dyson was born in 1947 in Norfolk, England. He was the youngest of three children. He attended a
boarding school, Gresham’s School, in Norfolk. His father died of cancer when he was nine years old. He
joined the Byam Shaw School of Art and then went on to study interior designing at the Royal College of
Art and finally switched focus to engineering.

Paragraph 2
Dyson designed the Sea Truck in 1970, whilst he was still a student at the Royal College of Art. He
modified a standard wheel barrow by replacing the wheel with a large ball for increased
maneuverability and named it the Ballbarrow. He also designed the Wheelboat, a vehicle capable of
reaching 40mph on both the land as well as water.

Paragraph 3
Once during the late 1970s Dyson became frustrated with his vacuum cleaners’ poor performance. He
took it apart and discovered that the inner dust bag had become clogged with dust and thus the suction
had fallen. This gave him the idea to create a vacuum cleaner that used cyclonic separation to clean up
dust and would not compromise on suction. He set to work. Five years and thousands of prototypes
later, he invented the world’s first bagless vacuum; he called it the “G-Force” cleaner.

Paragraph 4
Dyson made a breakthrough in the UK market more than a decade after he had conceived the initial idea
of the bagless vacuum cleaner. The Dyson Dual Cyclone quickly rose to become the fastest-selling
vacuum in the UK. It even outsold many of the companies that had rejected Dyson’s idea in the first
place. It is currently the most popular vacuum cleaner manufacturer in the UK.
Appendix

The Authentic Material

Mystery China pneumonia outbreak likely caused by new human coronavirus
In December 2019, a cluster of pneumonia cases was reported in Wuhan, eastern China. The pneumonia is
associated with a previously unidentified coronavirus related to the deadly Sars virus.

The virus has now spread to other cities in China, including Beijing, Shanghai and Guandong. There have also been
confirmed individual cases in other countries, including Thailand, Japan and South Korea.

The new coronavirus outbreak is linked to a market in Wuhan, which sold meat and live animals. Following the
outbreak, the market was closed. There is no clear evidence of the virus spreading between humans, and it is
thought that it originated in animals.

The Wuhan coronavirus outbreak bears similarity to the 2002-03 epidemic of Sars (severe acute respiratory
syndrome) coronavirus (Sars-CoV). The Sars-CoV outbreak, which started in south China, lasted for over nine
months. It spread to 37 countries, causing 8,098 people to become ill and 774 to die.

Sars-CoV was traced to several animals, including civet cats and raccoon dogs, being sold as food in markets. The
infected animals had no symptoms. Closure of the markets with animal culling alongside treatment and
containment of patients led to the outbreak being halted.

There are seven coronaviruses known to infect people, including the novel Wuhan coronavirus and Sars- CoV
already mentioned. Other human coronaviruses are those that cause the common cold like 229E, NL63, OC43 and
HKU1 viruses, as well as the deadly zoonotic Mers virus.

Mers-CoV is a camel common cold virus that often jumps to humans in the Middle East. Mers-CoV can cause
severe pneumonia in people and spread from person to person. Mers-CoV was only identified in 2012 and
continues to be a significant problem in the Middle East. Nearly 2,500 cases of Mers have been identified, causing
858 deaths.

How the new Wuhan coronavirus came to be in humans, and how closely it will resemble the Sars outbreak, will
be a focus of ongoing research.

Adapted from: https://theconversation.com/mystery-china-pneumonia-outbreak-likely-caused-by-new-human-

coronavirus-129729

Lead-in
Look at these pictures and think out loud:

4. What is going on in these pictures?

5. Have similar things happened before?
6. What might happen in the future?
5. Building your vocabulary:
Finish the cross-word puzzle of the following words:
pneumonia; respiratory; syndrome; epidemic; symptoms
6. Reading task 1:
Read the article quickly and choose the best title for it:
Coronavirus- the situation today
Coronavirus – lessons from the past
 Coronavirus – what the future will be

Answer key: b

7. Reading task 2:
Read the article carefully and complete the table:
COVID-19 Sars-CoV Mers-CoV
Year 2002-2003
Where to start
Number of identified cases Ongoing
Number of death Ongoing
Traced source camel

Answer Key:

COVID-19 Sars-CoV Mers-CoV

Year 2019 2002-2003 2012
Where to start Eastern China South China Middle East
Number of identified cases Ongoing 8089 2500
Number of death Ongoing 774 858
Traced source A market in Animals sold as camel
Wuhan, which sold food in markets
live animals

In December 2019, a cluster of pneumonia cases was reported in Wuhan, eastern China. The pneumonia is
associated with a previously unidentified coronavirus related to the deadly Sars virus.

The virus has now spread to other cities in China, including Beijing, Shanghai and Guandong. There have also been
confirmed individual cases in other countries, including Thailand, Japan and South Korea.

The new coronavirus outbreak is linked to a market in Wuhan, which sold meat and live animals. Following the
outbreak, the market was closed. There is no clear evidence of the virus spreading between humans, and it is
thought that it originated in animals.

The Wuhan coronavirus outbreak bears similarity to the 2002-03 epidemic of Sars (severe acute respiratory
syndrome) coronavirus (Sars-CoV). The Sars-CoV outbreak, which started in south China, lasted for over nine
months. It spread to 37 countries, causing 8,098 people to become ill and 774 to die.

Sars-CoV was traced to several animals, including civet cats and raccoon dogs, being sold as food in markets. The
infected animals had no symptoms. Closure of the markets with animal culling alongside treatment and
containment of patients led to the outbreak being halted.

There are seven coronaviruses known to infect people, including the novel Wuhan coronavirus and Sars- CoV
already mentioned. Other human coronaviruses are those that cause the common cold like 229E, NL63, OC43 and
HKU1 viruses, as well as the deadly zoonotic Mers virus.

Mers-CoV is a camel common cold virus that often jumps to humans in the Middle East. Mers-CoV can cause
severe pneumonia in people and spread from person to person. Mers-CoV was only identified in 2012 and
continues to be a significant problem in the Middle East. Nearly 2,500 cases of Mers have been identified, causing
858 deaths.

How the new Wuhan coronavirus came to be in humans, and how closely it will resemble the Sars outbreak, will
be a focus of ongoing research.

*NB: The underlined words are answers for the detailed reading task.
8. Follow-up Practice:
Use linking words and write two paragraphs:

How is the COVID-19 similar and different from other epidemics like SARS and MERS?

Useful Liking words:

Addition Moreover, in addition, furthermore, besides……
Contrast However, on the contrary, while, though……
Comparison Similarly, equally, likewise, comparable……

9. Homework:
Write a 350-400 words essay answering the following questions:
What do these comparisons tell us about how dangerous this new virus is?
What can people do to protect themselves?
What can governments do to help prevent the spread of viruses?