Step 1
Step 1
✔ In this assignment, you are given three different reading texts at different levels, and you must
prepare ONLY the activities indicated for each level.
✔ See the assignment templates for class descriptions.
✔ You do not need to plan full lessons; you are only required to develop the stages of the
lesson specified for each text.
✔ For some tasks, a maximum word limit is stated. Please do not exceed the word limits by
more than 10%.
✔ The tasks you need to do for each text and level are explained in detail below.
✔ For this text, you need to plan stage 2 of the lesson – Vocabulary pre-teaching.
✔ You need to show what vocabulary you would pre-teach and how you would present some of
it. You don't need to prepare the practice activity referred to in the lesson outline.
✔ Select vocabulary from the text for pre-teaching.
✔ Show what supporting materials you would use for the vocabulary presentation.
✔ Show the language you would use to present two of your selected items which need concept
checking.
There are three sections in this part:
1. Vocabulary Pre-Teaching Planning Table
✔ Select and analyse 10 items for pre-teaching. Present these in the vocabulary table provided in
the template.
✔ Two examples are given in the table. Please delete these before entering your own items.
✔ This table is designed to show us your vocabulary selection, your analysis of the items you have
chosen, and to help you think about how you would teach these items. Please make sure you
complete all sections for all 10 vocabulary items.
✔ It is not intended as a handout for the students.
Vocabulary Selection
✔ Re-read the sections in Unit 5 on selecting vocabulary and using a profiler.
✔ A link to a profiler is provided in that section of the course, but you can use a different profiler
if you prefer.
Points to Remember:
✔ Profilers cannot recognise phrases, so you need to look at the text to identify whole phrases and
collocations (such as to remind someone to do something, and happily married) which would
be useful to teach as a single vocabulary item.
✔ If a word has more than one meaning, you only need to teach its meaning in this context.
✔ The students are B1. This means that they are studying lessons at B1 level. You can assume
they already know all the items below this level and will already know some at B1. Focus mostly on
items above B1 and phrases. Please note: there may be one or two key items at B1, so it is essential
to check.
✔ Look for items that will help the students to understand the text and items that will be useful to
them in the future. There is not much point in spending ages on teaching an item that is very
specific to the text, but students are unlikely to use in the future (for example, V-bucks).
✔ Useful words you think the students would probably already know (e.g., celebrities) could be
incorporated into the warmer; they do not all need to be included in the pre-teaching stage.
✔ It is sometimes worth checking a different form of a word. For example, 'killing' is listed as a B1
word, but 'kill' is A2, so you would not need to pre-teach this word.
✔ 'Off list' does not tell us anything about the level of a word. It just means that the word is not
included in the database on this website. You need to use your own judgement on whether the
students would need to be taught any words from the off-list category.
✔ We are assessing your ability to make sensible decisions about what vocabulary to pre-teach,
so please do not send a ticket asking us to tell you!
✔ In this section, you should show the task that you would set for the first reading.
✔ This should include 2 or 3 skim and/or scan questions aimed at promoting rapid reading of the
text for gist. Skim questions are more useful.
✔ You should also say how you would set the task (e.g., write it on the board, include it in a
handout, etc.).
✔ In this section, you should show the task you would set for the second reading.
✔ You should devise 7-10 comprehension questions that require full understanding of the
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language and ideas in the text. These should be open-ended questions that allow the student
to respond in full sentences.
✔ Include 1 or 2 questions to encourage readers to think about their own responses to the text.
See Devising second reading tasks and devising your own comprehension questions in Unit 5.
✔ You should also say how you would set the task (e.g., write it on the board, include it in a
handout, etc.).
✔ These do not need to be the actual size you would use in the classroom.
Refer to 'How Assignment A will be Assessed' to see the assessment criteria and use the
checklist to ensure you have covered everything required.