UNIT

Macmillan
English Hub
A2• Intralinguistic Mediation – Writing 3

Task
You and your friends from your language school have a blog about lifestyles. You want to write
about the day of a typical American teenager for National Teenager Week. You have found the
following information from an American teenager’s blog online.

Write your blog entry.

 Describe what a typical American teenager does at different times during a weekday.
 Write about how they spend their time at the weekend.
 Say how often they do these activities.

Write 80–100 words.

Linguistic Mediation 3 © Springer Nature Limited 2019 1

 UNIT
Macmillan
English Hub
A2• Intralinguistic Mediation – Writing 3

Teacher’s guide
This activity can be used with lesson Reflection
3.2 All day, every day, but is best You can include a follow-up stage that
introduced after students have covered encourages self-assessment or peer assessment.
the Unit 3 Writing Hub on page 162. Provide the students with a simple questionnaire.
For example:
Lead-in Have prepositions of time being used correctly?
Is the blog structured into paragraphs?
To revise some of the vocabulary and grammar Has the information from the infographic being
from the lesson, put students into pairs and ask used correctly?
them to discuss how they think a typical teenager
in their country spends their week. Tell them to Assessment
think about activities for different days and times.
In your feedback highlight examples of good Strategies
language use – particularly prepositions of time Students will have to make use of different
and adverbs of frequency. strategies to perform the mediation task
effectively. In this case, learners will have to:
 adapt information.
Lesson notes
 expand information.
1 Point out the task and give students time to
read it. Make sure students understand  summarise information.
what their blog and the blog entry from the The teacher may assess their production by using
task are about, and what they need to do. the rubric provided, bearing in mind the strategies
2 Ask students to read the information in the and descriptors for the level.
infographic. Monitor and check they For this task:
understand all the activities.
 the register should be informal.
3 Put students into small groups. Ask them to
discuss how they will use the information  the production should reflect the functions
from the infographic. of giving information, expressed with
appropriate grammar and vocabulary for
4 As you get class feedback, elicit in what the level.
order they will present the information.
Ask the class how many paragraphs they Assessing the task
should use for their blog entry. 1 Students should produce a coherent text,
If necessary, point out the model blog entry following the format and structure of a blog
on page 162 of the Student’s Book. post and including the information from the
4 Allow students some time to plan what they infographics.
will write. Encourage them to ask any 2 They should paraphrase and expand on the
further questions about language. visual data given in the blog entry.
5 Ask students to write their blog entry 3 They should adhere to the word count.
individually in class or for homework. You They should use an appropriate register.
could also have students produce their In this case the register should be informal.
entries collaboratively in small groups.
Mediation descriptors
Extra activity (Royal Decree 1041/2017)
Students could produce a similar infographic for There are no descriptors for A2 in the Royal
the class. Alternatively, you could ask students to Decree. However, the CEFR descriptor under
research the habits of Spanish teenagers and mediating a text, specifically processing text in
compare them with the US blog. speech and in writing, is relevant.

Linguistic Mediation 3 © Springer Nature Limited 2019 2

 UNIT
Macmillan
English Hub
A2• Intralinguistic Mediation – Writing 3

Written Intralinguistic Mediation Rubric

PASS
SCORING FAIL PASS TOTAL
WITH MERIT

Range and  Insufficient use of  Sufficient use of the  Wide range of

accuracy vocabulary and vocabulary and the vocabulary and
grammar of the grammar of the grammar of the level
level. level. used.
 Lack of grammatical  Appropriate  Good grammatical
and lexical control. grammatical and and lexical control.
Errors impair lexical control. Very few errors
communication. Errors do not impair occur.
communication.
Organisation  Unclear and  Clear and coherent  Clear and coherent
and cohesion incoherent text with text with appropriate with good use of
insufficient use of though limited use of linking mechanisms.
linking mechanisms. linking mechanisms.  The text is logically
 The text is not  Some attempt to divided into
divided into structure the text paragraphs of an
paragraphs. into paragraphs has appropriate length.
been made.
Mediation of the  Does not take into  Selection of the key  Selection of the key
text account the context information taking information taking
and the needs of the into account the into account the
Micro interlocutor in context and the context and the
strategies: selecting needs of the needs of the
 Selection information. interlocutor. Some interlocutor. No
 Summary Relevant points are relevant points might relevant points are
 Paraphrase omitted, and the be omitted, although omitted.
 Streamlining task is not fulfilled. the fulfillment of the  Clearly
 Extension  Unable to task is not hindered. communicates the
 Interpretation communicate the  Communication, with information using all
 Other information using some difficulty, of the micro strategies
the micro strategies the information by required.
required. using the micro
strategies required.
Cultural  Relevant cultural  Any relevant cultural  All relevant cultural
mediation connotations of the connotations in the connotations in the
source text are not source text are source text are
communicated, communicated, clearly
impeding although communicated.
understanding. incompletely or with
some omissions.
Register and  The register, length  The register, length  A very good
task fulfilment and content are not and content are fulfilment of the task
appropriate for the appropriate for the in relation to
interlocutor and/or interlocutor and the register, length and
the situation. situation. content.
 Unable to mediate  Mediation is carried  Mediation is carried
or significant out with little out with no difficulty.
difficulties doing so. difficulty.

Linguistic Mediation 3 © Springer Nature Limited 2019 3