Workbook 13 - Teach English for academic purposes v220606

pdf

School

University of New South Wales *

*We aren’t endorsed by this school

Course

6704

Subject

Electrical Engineering

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by ycchenjc

© Language Training Institute (LTi) | Page 2 of 27 © Language Training Institute (LTi) v220701 | Page 2 of 27 Introduction NAT11020013 - Teach English for academic purposes develops the skills and knowledge required to plan for teaching a range of English language skills necessary for successful studies in academic contexts. It also includes the ability to break down academic tasks to identify the English language skills required to complete the academic task successfully. Learning objectives:  Identify spoken and written academic texts and their structural and linguistic features  Teach listening skills necessary for participation in academic contexts  Select or design activities to prepare students for effective listening and note-taking in lectures, discussions and tutorials  Teach speaking skills necessary for participation in academic contexts  Select or design activities to prepare students for participation in discussions, tutorials, presentations, as well as asking and answering questions in class  Teach reading skills necessary for participation in academic contexts  Select or design activities to develop scanning, skimming, critical literacy skills, note-taking and research skills  Teach writing skills necessary for participation in academic contexts To complete this unit Read Chapter 13 of TESOL Made Practical for All Situations Complete the Workbook tasks in this document. If working electronically, remember to save your document regularly! Submit your completed workbook once you are happy with your answers. This unit is assessed holistically. This means that some of the requirements of this unit are assessed by tasks in other units. In order to fully complete this unit, you will also need to complete the assessment for the other core units of the Course.

© Language Training Institute (LTi) | Page 3 of 27 © Language Training Institute (LTi) v220701 | Page 3 of 27 Assessment Method and Description The assessment is competency based. This means that you will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. You need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit in order to be deemed ‘competent’ for the unit. If a you are graded ‘not yet satisfactory’ or ‘not yet competent’ you will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See your Registered Training Organisation (RTO) for more information on appeals. All assessment tasks will be retained by your RTO. If you wish to keep a copy of the assessment task then make sure to keep a copy for your records. You must provide clear, concise and reasonable answers / submissions for all of the assessment tasks within a unit. The purpose of the assessment is to see that you: • can communicate understanding and knowledge of unit the content • can apply knowledge and skills you have learnt • can demonstrate that you meet the requirements of the unit (see mapping at the end of this document) Assessment Declaration – Student to complete By signing or typing your name below and submitting your completed Workbook to your Trainer, you agree that: • you understand how the assessment will be conducted (as described above) • you understand that you can discuss any individual needs or difficulties that you have in relation to the assessment with your Trainer or the RTO at any time; • you declare that the assessment tasks you are submitting are entirely your own work. Student Name: Signature*: Date: *Typed name may be used in place of your signature if you use your own account / login details for submission.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 4 of 27 © Language Training Institute (LTi) v220701 | Page 4 of 27 Assessment Record – Trainer to complete This section is used by the Trainer to show how a student has met the unit requirements. Each of the tasks in this unit has been mapped to the course requirements (see mapping at the end of this Workbook) . When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. ASSESSMENT OUTCOME Note : Trainer to add rows if a task is assessed more than once (i.e. if it is assessed as NYS and resubmitted). NYS = Not Yet Satisfactory S = Satisfactory Task Date assessed: Assessment Outcome: i.e. Satisfactory or Not Yet Satisfactory Feedback to Student: Workbook Task 13.1 Workbook Task 13.2 Workbook Task 13.3 Workbook Task 13.4 Workbook Task 13.5 Workbook Task 13.6 General Feedback / Comments to Student: (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) Overall Assessment Outcome: (Satisfactory or Not Yet Satisfactory) Assessor Name: Assessor Signature*: Date of Assessment: * Typed name may be used in place of your signature if you use your own account / login details for storing this document.

© Language Training Institute (LTi) | Page 5 of 27 © Language Training Institute (LTi) v220701 | Page 5 of 27 Workbook Tasks – Student to complete Task 13.1 Develop listening skills necessary for participation in academic contexts. a. What discourse markers should an NESB student be aware of in order to listen effectively? Give examples. (min. 50 words) b. Design two activities, one controlled and the other free, which would help a student recognise discourse markers while listening to a lecture or tutorial. (min. 50 words) Controlled activity: Free activity: c. What can students from NESB do before a lecture, to activate existing knowledge and anticipate lecture content, to prepare themselves for listening? Give three (3) examples.

© Language Training Institute (LTi) | Page 6 of 27 © Language Training Institute (LTi) v220701 | Page 6 of 27 d. Research and describe note-taking strategies in lectures, classrooms and tutorials as described by the Cornell Method. (Minimum 200 words)

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 7 of 27 © Language Training Institute (LTi) v220701 | Page 7 of 27 e. Describe two activities (one controlled and one free) you could use in an EAP class to develop note-taking strategies and post-lecture use of notes. Controlled activity: Free activity: f. Participating in small group discussions and tutorials is very challenging for a second language speaker. Describe three (3) strategies the student can use in these situations to increase effectiveness in listening. Task 13.2 Develop speaking skills necessary for participation in academic contexts. a. Based on your observation of students from different cultural backgrounds, name one cultural background that could find discussion difficult and explain why. (min. 50 words)

© Language Training Institute (LTi) | Page 8 of 27 © Language Training Institute (LTi) v220701 | Page 8 of 27 b. Which aspects of western culture would these students need to adjust to, in order to participate effectively in discussions? (min. 50 words) c. Locate a web based video of a discussion suitable for viewing by an advanced level ESL class. (e.g. Q & A discussion; The Project etc.) Using the list of discourse strategies given in your textbook (see Chapter 13), design a checklist suitable for your class to use, so they can mark off the strategies as they view the video and identify them in use. Include a comments column, the internet link and the title of the discussion. Listen to the video, provide an analysis of the text (audio), fill in the checklist and make comments relevant to the strategies. Provide your trainer with a copy. URL Link: Add your completed checklist table below or as a separate document. d. As a result of the previous task, write three (3) questions you could ask your class that would facilitate class discussion about how the people in the video interact and participate in the discussion. Tip: Note that you are focused here on discussion itself, not the topic that is being discussed by the people in the video. 1. 2. 3.

© Language Training Institute (LTi) | Page 9 of 27 © Language Training Institute (LTi) v220701 | Page 9 of 27 e. Identify two (2) resources excluding video/youtube/DVD that could be helpful for stimulating class discussion about how people interact and participate in discussion groups. 1. 2. f. Describe an activity you could do in an EAP class to practise participating in discussions. g. What is the general structure of an oral presentation? (min. 50 words) h. What process would you use for developing an oral presentation? Provide details (min. 50 words).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 10 of 27 © Language Training Institute (LTi) v220701 | Page 10 of 27 i. How could you support your students as they go through the process of preparing for an oral presentation, keeping in mind that they may be from a cultural background where they are unaccustomed to this? Provide a detailed response that includes all stages of a presentation, from choosing the topic, researching and relevant information to presenting the oral presentation. (min. 100 words) j. Design one controlled and one free activity to prepare your students for the skills of asking questions after an oral presentation and answering questions they may be asked after giving an oral presentation. Controlled activity: Free activity:

© Language Training Institute (LTi) | Page 11 of 27 © Language Training Institute (LTi) v220701 | Page 11 of 27 k. Design an accuracy activity to enable your students to practise asking grammatically correct questions. Tip: The focus of this activity will be using correct grammar when asking questions. l. International students often are unfamiliar with participating in academic tutorial groups. Identify five (5) key student behaviours that lead to successful tutorial participation that you would discuss with NESB students preparing for academic study. 1. 2. 3. 4. 5. m. Design an in-class activity that would allow students to develop skills that would enable them to participate confidently in tutorials. n. What kind of activities could students expect to participate in during a tutorial?

© Language Training Institute (LTi) | Page 12 of 27 © Language Training Institute (LTi) v220701 | Page 12 of 27 Task 13.3 Develop reading skills necessary for participation in academic contexts. Tip: As well as your textbook, you may wish to research this topic further on the internet. a. Explain the difference between the reading skills of skimming and scanning. b. Select or design two (2) activities, one to develop the skill of skimming and the other to develop the skill of scanning. Skimming activity: Scanning activity: c. What does the reader gain from skimming through the book before reading any passage in detail? The following activities are recommended by Rowntree (1976: 40-64) in his SQ3R approach for efficient and effective reading: 1) S urvey – Skim the document or text and note the layout, first and last chapters or paragraphs, look at the headings used, familiarise yourself with the reading. 2) Q uestion – Ask questions about the way the reading is structured and think about the questions you will need to keep in mind while reading. (What will you need to address in your

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 13 of 27 © Language Training Institute (LTi) v220701 | Page 13 of 27 assignment writing?) Think about whether or not you think the text is relevant or if it’s current and if it suits the purpose of your study. 3) R ead – Read actively but quickly, looking for the main points of the reading – don’t take any notes – you might want to read through twice quickly. 4) R ecall – Write down the main points of the reading and any really important facts, and opinions that help support the main points. Also record the bibliographic details. 5) R eview – repeat the first three steps over and make sure you haven’t missed anything. At this point you might like to finalise your notes and re-read your notes or write down how the material you’ve just covered relates to your question or task. d. The SQ3R method of reading and note-taking is still promoted by educationalists today. What difficulties, if any, do you think students from NESB might have with this process? (min. 50 words) e. Within a chapter, how can a reader identify the most relevant section/s? f. Apart from coping with the volume of reading expected in academic studies, why is slow reading a problem? g. Describe an activity you could implement in an EAP class for developing the skill of identifying the main idea of paragraphs.

© Language Training Institute (LTi) | Page 14 of 27 © Language Training Institute (LTi) v220701 | Page 14 of 27 h. Write a task description that incorporates the activity you have outlined in response to the previous task. i. Provide a short academic text (on any topic) that includes examples of the following list of cohesive devices. Tip: Make sure that each cohesive device is clearly indicated. You may find it helpful to present the text in a wide column and write the cohesive devices in a language features column on the right- hand side, as you did in unit 2/3. (i) Reference (eg. Pronouns): (ii) Ellipsis: (iii) Substitution: (iv) Lexis: (v) Conjunctions Adding information: Time: Cause:

© Language Training Institute (LTi) | Page 15 of 27 © Language Training Institute (LTi) v220701 | Page 15 of 27 Key Words & Phrases Key words and phrases are important when analysing an assessment task. They will help you break down the task into parts so you can better understand what you are being asked to do. The three types of key words are: • Task Words which tell you what you have to do; the action you need to perform, e.g. compare and contrast, discuss, analyse, describe. • Content Words which tell you what the topic area is and what you should write about. • Limiting Words which limit and focus the assignment task, making it workable. In other words, words that indicate which part of the subject you should limit yourself to. j. Write a glossary of terms to explain five (5) of the following task words: Analyse Argue Compare and contrast Describe Discuss Evaluate Explain Prove Summarise

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 16 of 27 © Language Training Institute (LTi) v220701 | Page 16 of 27 k. Referring to “Research Skills” Section in Chapter 13 of your textbook, read the following assignment task on a social topic. Write three (3) of questions that you could discuss with your class that would help them ‘ unpack ’ it before writing their assignment. CASE STUDY - Assessment Task: Tourism is becoming increasingly important as a source of revenue for many countries but its disadvantages should not be overlooked. Discuss. Tip: for some practice in analysing and understanding assignment tasks, go to an online quiz at http://www.prepareforsuccess.org.uk/understanding_course_assignments.html l. Identify the key words: task words, content words and limiting words. Task words: Content words: Limiting words: (explain how it is that these words/phrases indicate the part of the topic "tourism" that you should limit yourself to) m. Assuming your class has internet access, design an activity to develop students' ability to locate appropriate internet sites as sources of academic information.

© Language Training Institute (LTi) | Page 17 of 27 © Language Training Institute (LTi) v220701 | Page 17 of 27 Task 13.4 Develop writing skills necessary for participation in academic contexts. a. Rewrite this quote in your own words, so that it can be used in a written text, not as a direct quote, but simply acknowledging the source of the idea. Use APA in-text referencing style. “ Almost all job descriptions now stress communication skills. It seems that the way language is being used in the workplace is changing along with the restructuring of work practices and is playing a different role in social control in the workplace. ” (Written by Marie Emmitt, John Pollock and Linda Komesaroff, in Language and learning: An introduction for teaching, published by Oxford University Press in Melbourne in 2003.) Tip: Research APA academic in-text referencing styles. b. Locate and correctly reference an academic text (not less than 250 words) on any topic that contains an element of opinion and persuasion that is suitable for you to use with a class of advanced level Japanese students who need to write persuasive texts (argument genre). Imagine that you have projected this text onto a whiteboard or device, for viewing by the whole class, and that with the use of marker pens you and your students have identified the following structural and linguistic features of the text: • the main points of the paragraphs and transformed them into note form using key words/symbols/abbreviations • how these main points are linked • the words or phrases expressing opinion • the words that persuade the reader of the writer’s point of view • the words that indicate a personal response to the opinion expressed • how any cultural information is conveyed • key points for grammar, syntax and cohesion Using the template below, fill in the sections as it would appear projected onto the whiteboard once you and your class had completed the activity. Tip: There are quite a few things to keep in mind here as you are demonstrating understanding of more than one concept. Make sure the written text you use as a model text fills the criteria - i.e. is

© Language Training Institute (LTi) | Page 18 of 27 © Language Training Institute (LTi) v220701 | Page 18 of 27 suitable academic context for advanced level Japanese students, contains an element of opinion and persuasion and is not less than 250 words in length.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 19 of 27 © Language Training Institute (LTi) v220701 | Page 19 of 27 WHITEBOARD Main points in note form Text Annotations (arrows, circles, colour codes etc as if drawn free hand on white board) indicating where the dot points above appear in the text c. Having analysed your model text, design two (2) follow-on assessment activities that evaluate students’ skills to write a persuasive text of their own. Activity 1: Activity 2:

© Language Training Institute (LTi) | Page 20 of 27 © Language Training Institute (LTi) v220701 | Page 20 of 27 d. Using the internet, or academic writing guides published by tertiary education providers, research the written academic genres shown in the table below and identify key structural and linguistic features of each genre. Tip: If the structural or linguistic feature is common to a particular genre, place an X in the appropriate box in the table. Leave the box blank if the feature is not common to that genre. Each feature listed may be common to more than one genre. Feature Essay Argument Report Literature review Thesis document Research findings Textbook Structural features 1. Contains an introduction, body and conclusion 2. Usually includes title and sub-headings 3. Contains a statement of writer’s point of view (position) 4. Gives evidence to support argument / ideas 5. Contains chapters on specific topics 6. Contains an analysis and critique of readings 7. Contains a bibliography / reference list 8. Includes an abstract 9. Discusses findings/ results of research 10. Provides recommendations 11. May contain figures and tables Language features 12. Quotes are used to support statements 13. Usually written in the third person 14. Contains technical terms 15. Modal verbs are used to show writer’s position 16. Linking words are used as signposts for the reader 17. Key findings / results stated in clear sentences at beginning of paragraphs 18. Writing is factual rather than expressing an opinion 19. Complete sentences are used

© Language Training Institute (LTi) | Page 21 of 27 © Language Training Institute (LTi) v220701 | Page 21 of 27 Task 13.5 The cultural values and practices of teachers and students in Western cultures differs quite significantly from other cultures. Consider the following values and practices of teachers and students given in the table below and determine whether they are typical of Western or other cultures. Tip: For each value or practice, place an X in the appropriate box in the table to indicate its cultural background. Cultural value / practice / behaviour Western culture Other cultures 1.Students analsye and critique information 2.Teacher is seen as the transmitter of all knowledge for learning 3.Students usually are quite passive in the learning process 4.Students are expected to read widely on topics covered in class 5.Teachers present a single point of view 6.Teachers are seen as facilitators of information 7.Students accept responsibility for own learning and demonstrate high levels of self- motivation and autonomy 8. Students read textbook and teachers’ notes only 9.Teachers encourage students to participate in class, e.g. ask questions, discuss ideas 10.Students may give an alternative point of view to that expressed by the teacher 11.Students evaluate, analyse and synthesise ideas 12.Students rely heavily on rote learning 13.Students expect to pass tertiary studies because they have paid high fees to study 14.Students are required to clearly identify and reference ideas they have gained from other sources 15.Teachers provide students with clear criteria against which their work will be marked

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 22 of 27 © Language Training Institute (LTi) v220701 | Page 22 of 27 Task 13.6 In cross-cultural study situations the potential for confusion, misunderstanding and offence is very real. Read the following case studies and respond to the questions. Tip: Ensure that you clearly explain appropriate behaviours for both teachers and students in these situations. Also, remember, that some students have a different cultural perspective from yourself, but it is important that all students understand and adopt the values and practices of the country in which they are now studying. CASE STUDY 1 You are teaching English to a group of hairdressers from different countries. You have asked them to write a paper discussing the advantages and disadvantages of three different hair colouring products. You have discussed the advantages and disadvantages of one product in depth in class. You have also asked your students to reference the sources of their information. When you mark their work you find there are two recurring problems: • Only the product discussed in class has been written about; and • Sources of information have not been referenced. a. How would you address these problems with this assignment? (min. 50 words) b. List three (3) activities you could incorporate into future classes to help your students better understand what is required of them when they write an assignment. Activity 1: Activity 2:

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 23 of 27 © Language Training Institute (LTi) v220701 | Page 23 of 27 Activity 3: CASE STUDY 2 You notice that some of your students from Asian cultures rarely participate in group situations, e.g. they don’t ask questions in class, nor do they discuss their point of view in small group discussions, etc. If asked to answer a question, they only reply with information given in class and will not support it with their own ideas. c. Briefly explain two (2) possible reasons these students may be displaying these behaviours? d. Briefly explain three (3) strategies you would implement to encourage these students to participate actively in class activities? Strategy 1: Strategy 2: Strategy 3:

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 24 of 27 © Language Training Institute (LTi) v220701 | Page 24 of 27 e. Outline two (2) activities that you could incorporate into your lessons that would encourage these students to express their point of view, even if it differs from that of their classmates or the teacher? Activity 1: Activity 2:

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 25 of 27 © Language Training Institute (LTi) v220701 | Page 25 of 27 Assessment Mapping Unit Code & Name: NAT11020013 - Teach English for academic purposes WBT = Workbook Task PTT = Practice Teaching Task Element Performance criteria Assessed by: 1. Develop listening skills necessary for participation in academic contexts 1.1 Identify listening strategies for use in academic contexts WBT 13.1 1.2 Select or design activities to prepare students for listening to lectures in academic contexts, taking into account differences in cultural background WBT 13.1 1.3 Select or design activities to prepare students for effective listening in discussions and tutorials, taking into account differences in cultural background WBT 1.5 & 13.1 2. Develop speaking skills necessary for participation in academic contexts 2.1 Select or design activities to prepare students for participation in discussions, taking into account differences in cultural background WBT 1.5, 5.1 – 5.4 & 13.2 2.2 Select or design activities to prepare students for delivering oral presentations, taking into account differences in cultural background WBT 5.1 – 5.4 & 13.2 2.3 Select or design activities to prepare students for asking and answering questions in class, taking into account differences in cultural background WBT 13.2 3. Develop reading skills necessary of participation in academic contexts 3.1 Select or design activities to develop scanning and skimming skills WBT 7.7 & 13.3 3.2 Select or design activities to develop critical literacy skills WBT 7.4 & 13.3 3.3 Select or design activities to develop awareness of coherence, cohesion and text structure, taking into account differences in cultural background WBT 2/3.10, 2/3.12 – 2/3.14 & 13.3 3.4 Select or design activities to develop reading strategies for note-taking from academic texts WBT 13.3 3.5 Select or design activities to develop research skills for use in academic contexts WBT 13.3 4. Develop writing skills necessary for participation in academic contexts 4.1 Select or design activities to develop awareness of a variety of academic written genres, taking into account differences in cultural background WBT 13.4 4.2. Select or design activities to develop skills in relation to grammar, syntax and cohesion WBT 2/3.2, 2/3.4 – 2/3.10, 2/3.14, 8.2, 13.3 & 13.4 4.3 Select or design activities to develop skills in structuring texts for academic contexts WBT 13.4 Performance Evidence Assessed by: The learner must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit within an ESL context. There must be demonstrated evidence that the learner has completed the following tasks: • identified or designed at least one activity for development of each of the following academic listening skills: WBT 13.1

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 26 of 27 © Language Training Institute (LTi) v220701 | Page 26 of 27 o listening to lectures o listening in discussions and tutorials WBT 1.5 & 13.1 o note-taking strategies WBT 13.1 • identified or designed at least one activity for development of each of the following academic speaking skills: o participation in discussions WBT 1.5, 5.1 – 5.4 & 13.2 o delivering oral presentations WBT 5.1 – 5.4 & 13.2 o asking and answering questions WBT 13.2 • identified or designed at least one activity for development of each of the following academic reading skills: o scanning and skimming WBT 7.7 & 13.3 o critical literacy WBT 7.4 & 13.3 o awareness of coherence, cohesion and text structure WBT 2/3.10, 2/3.12 – 2/3.14 & 13.3 o note-taking from academic texts WBT 13.3 o research WBT 13.3 • analysed text structure of at least six academic written genres WBT 13.4 • identified or designed at least one activity for development of each of the following academic writing skills: o grammar, syntax and cohesion WBT 2/3.4 – 2/3.11, 13.3 & 13.4 o structuring texts WBT 13.4 Knowledge Evidence Assessed by: The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in the elements and performance criteria of this unit within an ESL context. This includes knowledge of: • cultural differences in education WBT 1.5, 1.6, 13.2, 13.5 & 13.6 • English macroskills (speaking, listening, reading and writing) NAT11020005, NAT11020006, NAT11020007 & NAT11020008 • English skills specific to academic purposes WBT 1.5 & 13.1 – 13.4 • basic English grammar and sentence structure WBT 2/3.4 – 2/3.11 & 13.4 • academic genres WBT 13.1 - 13.5 • English grammar, syntax, cohesion WBT 2/3.4 – 2/3.11, 13.3 & 13.4 • text structure and language features WBT 2/3.12- 2/3.14, 13.3 & 13.4

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© Language Training Institute (LTi) | Page 27 of 27 © Language Training Institute (LTi) v220701 | Page 27 of 27 Assessment Conditions The learner must be assessed in accordance with the elements and performance criteria of this unit. Assessment must include (but not be limited to): • written assessment • portfolio of sample activities Additional assessment methods other than those listed above may also be used to ensure that the learner demonstrates the knowledge and skills to complete tasks outlined in the elements and performance criteria of this unit, within an ESL context. All assessment must be completed in English. Assessor Requirements: • No specialist vocational competency requirements for Assessors apply to this unit.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Workbook 13 - Teach English for academic purposes v220606

Related Documents