Workbook 11 - Design and teach English as a second language syllabus v220601

pdf

School

University of New South Wales *

*We aren’t endorsed by this school

Course

5441

Subject

Electrical Engineering

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by ycchenjc

© Language Training Institute (LTi) | Page 2 of 23 © Language Training Institute (LTi) v220701 | Page 2 of 23 Introduction NAT11020011 - Design and teach English as a second language syllabus develops skills in planning syllabus documents and lessons. A syllabus can also be known as an outline, learning program, curriculum or summary of a unit or course. It recognises that the starting point for planning instruction should be the learners’ need s. These needs are related to the particular context in which the ESL students wish to perform communicative tasks. Your syllabus is your outline or summary from which you can work to develop lessons and build towards a learning goal or outcome. Your syllabus is usually for a block of lessons which may cover four weeks, ten weeks or longer. A syllabus can also be used to develop a document that can be distributed to students to provide them with an overview of their unit or course and practical requirements. It is usually distributed on the first day of class. Learning objectives:  Analyse ESL training requirements  Identify syllabus type appropriate to ESL training requirements  Develop an ESL syllabus  Identify ESL learning outcomes required to meet language learning needs  Develop a series of cohesive and sequential ESL lessons  Design ESL learning and assessment strategies  Review and evaluate ESL syllabus To complete this unit Read Chapter 11 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. During your Practical Placement you must complete Practice Teaching Task (PTT) 11 . See the Practical Placement Guide for more infromation. 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 23 © Language Training Institute (LTi) v220701 | Page 3 of 23 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 23 © Language Training Institute (LTi) v220701 | Page 4 of 23 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 stu dent 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 11.1 Workbook Task 11.2 Workbook Task 11.3 Workbook Task 11.4 Workbook Task 11.5 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 23 © Language Training Institute (LTi) v220701 | Page 5 of 23 Workbook Tasks – Student to complete Tip: You may find it useful to read websites that provide information about syllabus design and lesson planning. Task 11.1 Read the following case study and answer the questions. CASE STUDY You have recently moved to Japan and have been hired by an English language school. Your first assignment is to teach elementary English to a group of female Japanese trainee nurses. The group will complete a four week intensive program in English for Nursing, with classes for five (5) hours each day, Monday to Friday. The classrooms in the school are each equipped with a laptop, a data projector, screen, whiteboard and CD and DVD player You have been given the following list of performance criteria which covers the four macro-skills of Speaking / Listening, Reading / Writing. A textbook written specifically for the course is available. PERFORMANCE CRITERIA – ESL FOR HEALTH CARE WORKERS: ( Source: Lone Star College, ESL for Nursing Skills Analysis ) A. Oral communication skills – Health care workers know how to gather, interpret and relay information, when working with patients and as part of a team: A.1 Ask questions A.2 Use active listening skills A.3 Seek clarification A.4 Check information A.5 Make suggestions and recommendations A.6 Give advice A.7 Give explanations and justify opinions A.8 Give short presentations A.9 Show an appreciation of the appropriate use of formal and informal language (including idiomatic expressions), and jargon A.10 Use appropriate telephone skills and etiquette B. Writing skills - Health care workers know how to write with accuracy, clarity and conciseness B.1 Take biographical details and write case histories B.2 Describe symptoms B.3 Complete forms B.4 Compile medical reports: summarize, paraphrase and synthesize B.5 Use paragraphing, punctuation and layout effectively B.6 Use appropriate style, tone and register

© Language Training Institute (LTi) | Page 6 of 23 © Language Training Institute (LTi) v220701 | Page 6 of 23 C. Reading, listening and discussion skills – Health care workers use articles relating to current medical issues taken from journals, newspapers, radio and television programs: C.1 Read for gist and for detail C.2 Express and defend opinions C.3 Suggest ideas, offering alternative interpretations C.4 Obtain information from graphs and tables Each student will be assessed after two (2) weeks, and again at the end of the four (4) week period. Each assessment period will include a written and an oral exam. The school has requested that you submit your syllabus outlining your learning plan for the month that you will be teaching, as well as the handout you will give to students on the first day of class documenting course requirements and other relevant information. a. What sort of syllabus type would you use to teach this program? ☐ Task based ☐ Functional ☐ Topic based ☐ Text based ☐ Skill based ☐ Situational ☐ Mixed model b. Explain why you would use this type of syllabus. (25 words) c. What sources of information will you access, in order to conduct a needs analysis as you begin preparing your syllabus? Tip: You need to refer to the section on needs analysis in this chapter of your text. You are not asked in this task to write a needs analysis, just to name where you would gather information to write one.

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 23 © Language Training Institute (LTi) v220701 | Page 7 of 23 d. What other school staff will you need to consult, as you get organised to run your program? Tip: Think of all the staff in the language school with whom you may have to talk so that you will be able to run your class. e. Write a profile of your student group. Tip: Use the information given in the case study to fill in as much information as you can. If you wish, make reasonable assumptions based on the information given, but if you do so, indicate the assumptions you have made in your response. Language backgrounds Cultural backgrounds Educational backgrounds Literacy level in L1 of students Ages Gender(s) Current occupations Goal occupations Reasons for enrolling in this ESL course Previous ESL study

© Language Training Institute (LTi) | Page 8 of 23 © Language Training Institute (LTi) v220701 | Page 8 of 23 f. Explain one (1) cultural problem and one (1) other problem that you anticipate could interfere with the delivery of the program. Include a brief explanation of how you would overcome this problem should it occur. (50 words each) Tip: Think of all the things that could interfere with your teaching. Think about the actual physical premises, e.g. available facilities, and the students themselves, e.g. cultural issues. Cultural problem: Other problem: Task Analysis and identifying language learning needs Task 11.2 An example of a patient admission form (see below) has been provided for the program. You want to develop learning tasks to do in class that will reflect the functional use of English for completing admission forms. After you have looked over the admission form, answer the following questions in relation to the learning needs of the students. Tip: Think about what English language the nurses would need in order to fill in a patient admission form. Think about what the nurses would need to be able to say, hear, read and write. Your text book TESOL Made Practical For All Situations has information to help with this task (see Chapter 11).

© Language Training Institute (LTi) | Page 9 of 23 © Language Training Institute (LTi) v220701 | Page 9 of 23 Patient Admission Form Personal details Family name Title (please tick one) First name/s Mr Mrs Miss Ms Sex Male Female Address Date of birth Postcode Age Occupation Telephone Home Marital status Work Mobile Language spoken at home Treatment details Date of admission Reason for admission Date of operation Length of stay Hospital insurance Do you have hospital cover? Yes No Name of fund Membership number Is there excess on your table? Yes No Amount Next of kin Name in full Address Phone Home Work Mobile Relationship Medicare card Do you have any concession, pension or safety net cards for pharmacy prescriptions? Yes No Card number Expiry date Patient reference number Other details Treating doctor Referring doctor Have you been a patient in this hospital before? Yes No Year

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 23 © Language Training Institute (LTi) v220701 | Page 10 of 23 a. Referring to the list of performance criteria and the supplied text item (hospital admission form) with which you have been provided, analyse the given task according to each macro-skill (speaking, listening, reading and writing). Tip: Remember to keep the performance criteria for the macro-skill within the capabilities of learners at an elementary level . You may list more than one Performance Criteria for each macro-skill. Speaking Performance Criteria Example - A1 Ask questions Task Fill in a Patient Admission Form Analysis of task Vocabulary Grammar points Sentence structures Listening Performance criteria Task Fill in a Patient Admission Form Analysis of task Vocabulary Grammar points Sentence structures

© Language Training Institute (LTi) | Page 11 of 23 © Language Training Institute (LTi) v220701 | Page 11 of 23 Reading Performance criteria Task Fill in a Patient Admission Form Analysis of task Vocabulary Grammar Points Sentence structures Writing Performance criteria Task Fill in a Patient Admission Form Analysis of task Vocabulary Grammar points Sentence structures b. In addition to the textbook provided by your school, consider what materials and resources you could use in the delivery of your program. List five resources and/or materials you can use to complement and enhance your teaching (e.g. grammar worksheets, role play dialogues, specific nursing resources etc.). 1. 2. 3. 4. 5.

© Language Training Institute (LTi) | Page 12 of 23 © Language Training Institute (LTi) v220701 | Page 12 of 23 c. Out of the equipment that is available to you (refer to case study), which, if any, would be useful in conjunction with the resources you have chosen? Tip: For example, laptop computer and data projector needed to project online questionnaires. Design a syllabus overview Task 11.3 You are required to develop a syllabus document that will provide you with an outline for the lessons you will teach to prepare the group of trainee nurses to competently complete a Patient Admission Form. Use the task analysis you have just completed and incorporate relevant information onto the syllabus template provided. You have decided to devote four (4) two and a half hour lessons (total 10 hours of lessons) to teaching this part of the course, with at least: • One Speaking lesson • One Listening lesson • One Reading lesson • One Writing lesson Each of the above lessons may include training on a spelling rule, grammar point or point of pronunciation. This overview should outline the order or sequence in which you will address the relevant performance criteria for this section of the course. You do not need to include all the performance criteria given by your school; only those relevant to teaching the nurses to fill in the Patient Admission Form. Make sure that you clearly identify the performance criteria you have chosen. Tip: Remember that the syllabus document is an outline of what you will cover in the lesson – not all the details. Refer to the sample syllabus given in Chapter 11 of your textbook, TESOL Made Practical For All Situations .

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 23 © Language Training Institute (LTi) v220701 | Page 13 of 23 Syllabus Plan Template Class: Task: Learning outcome/s, field and activities Grammar, vocab and resources 1 Performance criteria: Learning outcome: Field: Activities: Grammar and vocab Resources Cultural focus 2 Performance criteria: Learning outcome: Field: Activities: Grammar and vocab Resources Cultural focus 3 Performance criteria: Learning outcome: Field: Activities: Grammar and vocab Resources Cultural focus 4 Performance criteria: Learning outcome: Field: Activities: Grammar and vocab Resources Cultural focus

© Language Training Institute (LTi) | Page 14 of 23 © Language Training Institute (LTi) v220701 | Page 14 of 23 Task 11.4 Using the syllabus document you developed for Task 11.3: a. Develop the lessons plans for the four (4) two and a half hour lessons you have outlined. b. Give your syllabus to your trainer who will act as the stakeholder for your syllabus and provide feedback. Review the feedback you receive from your trainer and identify ways you can improve your syllabus Use the lesson plan template provided below and make sure that for each lesson you: • Include an introduction and conclusion to your lesson; • Integrate all four macro-skills; • Use communicative language teaching methodology; and • Move from presentation of new information, to controlled practice for accuracy, to free practice for fluency. • Identify assessment activities As well, ensure that each lesson builds on the previous one.

© Language Training Institute (LTi) | Page 15 of 23 © Language Training Institute (LTi) v220701 | Page 15 of 23 Lesson plan template -Lesson 1 Class: Task: Learning outcomes: Performance criteria covered: Objective Activities Skills Group Materials Time

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 23 © Language Training Institute (LTi) v220701 | Page 16 of 23 Lesson plan template -Lesson 2 Class: Task: Learning outcomes: Performance criteria covered: Objective Activities Skills Group Materials Time

© Language Training Institute (LTi) | Page 17 of 23 © Language Training Institute (LTi) v220701 | Page 17 of 23 Lesson plan template -Lesson 3 Class: Task: Learning outcomes: Performance criteria covered: Objective Activities Skills Group Materials Time

© Language Training Institute (LTi) | Page 18 of 23 © Language Training Institute (LTi) v220701 | Page 18 of 23 Lesson plan template -Lesson 4 Class: Task: Learning outcomes: Performance criteria covered: Objective Activities Skills Group Materials Time

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 23 © Language Training Institute (LTi) v220701 | Page 19 of 23 Give your syllabus to your trainer who will act as the stakeholder for your syllabus and provide feedback. Review the feedback you receive from your trainer and identify ways you can improve your syllabus b. Following the feedback you have received from stakeholders (in this case your trainer), what improvements could be made to your syllabus? Task 11.5 Briefly explain the advantages to a teacher in spending the time to do each of the following (approx 75 – 100 on each): a. Conduct a needs analysis of the class they are teaching. b. Prepare a syllabus document for the unit of work to be taught. c. Prepare a lesson plan for each lesson that is taught. a. Advantages of conducting a needs analysis:

© Language Training Institute (LTi) | Page 20 of 23 © Language Training Institute (LTi) v220701 | Page 20 of 23 b. Advantages of preparing a syllabus document: c. Advantages of preparing a plan for each lesson: (1) strategy in your answer . (100 words)

© Language Training Institute (LTi) | Page 21 of 23 © Language Training Institute (LTi) v220701 | Page 21 of 23 Assessment Mapping Unit Code & Name: NAT11020011 - Design and teach English as a second language syllabus WBT = Workbook Task PTT = Practice Teaching Task Element Performance criteria Assessed by: 1. Analyse learning needs of ESL learners 1.1 Create a learner group profile documenting demographic information relevant to learning needs WBT 11.1 + PTT 11 1.2 Determine speaking, listening, reading and writing learning needs WBT 5.1, 6.1, 7.2, 8.1, 8.2, 11.1 & 11.4 + PTT 4B – 8 & 11 1.3 Determine grammar, structure and vocabulary needs of learners WBT 11.2 -11.4 + PTT 3-8 & 11 2. Develop an ESL syllabus 2.1 Identify ESL learning outcomes required to meet learning needs WBT 11.2-11.4 + PTT 3-8 & 11 2.2 Identify or develop performance criteria based on the identified learning outcomes WBT 11.2 & 11.3 + PTT 11 2.3 Identify syllabus type based on ESL learning requirements WBT 11.1 + PTT 11 2.4 Create a syllabus document which outlines the identified learning outcomes and performance criteria WBT 11.2 & 11.3 3. Select or design ESL learning activities and resources 3.1 Identify genres based on learning needs WBT 11.2 - 11.4 + PTT 5 - 8 & 11 3.2 Identify or create suitable learning resources for use in the ESL syllabus WBT 11.3 & 11.4 + PTT 3 - 8 & 11 3.3 Identify or create learning activities to meet language learning needs, and support the ESL syllabus WBT 11.3 & 11.4 PTT 3-8 & 11 3.4 Identify or create learning activities to evaluate students’ ability to meet performance criteria WBT 11.2 - 11.4 + PTT 3-8 & 11 4. Develop and implement a series of cohesive ESL lessons 4.1 Prepare and deliver a series of ESL lessons in accordance with a syllabus plan WBT 11.3 & 11.4 + PTT 11 4.2 Sequence the series of lessons in a logical order WBT 11.3 & 11.4 + PTT 11 5. Review and Evaluate ESL Syllabi 5.1 Review and evaluate the effectiveness of an ESL syllabus following feedback from relevant stakeholders WBT 11.4 + PTT 11 5.2 Identify and document recommendations for improvements for the ESL syllabus WBT 11.4 + PTT 11

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 23 © Language Training Institute (LTi) v220701 | Page 22 of 23 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: • analysed at least one learner group and accurately determined: o learner profile information o speaking, listening, reading and writing needs o grammar and vocabulary needs WBT 11.1 - 11.3 + PTT 11 • identified learning outcomes, performance criteria and syllabus type for at least one learner group WBT 11.1 - 11.4 + PTT 11 • designed and implemented an ESL syllabus which was responsive to the learning needs of at least one learner group and identified genres, learning resources and activities for that learner group WBT 11.1 - 11.4 + PTT 11 • planned and delivered a series of at least four cohesive lessons which were sequenced in logical order and were in accordance with a syllabus document WBT 11.3 - 11.4 + PTT 11 • reviewed and evaluated feedback from at least one relevant stakeholder about an ESL syllabus and documented recommendations for improvement WBT 11.4 + PTT 11 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: • ESL learning needs WBT 5.1, 6.1, 7.2, 8.1, 8.2, 11.1 & 11.2 + PTT 3 - 8 & 11 • English macroskills (speaking, listening, reading and writing) PTT 3 - 8 • Basic English grammar, spelling and pronunciation WBT 2/3.4- 2/3.11, 4.1 - 4.7, & 11.2 – 11.4 + PTT 3 – 8 & 11 • English genres WBT 2/3.2 – 2/3.3, 2/3.12 – 15 & 11.2 – 11.4 + PTT 5-8 & 11 • basic syllabus design and sequencing WBT 11.2 – 11.4 + PTT 11 • Lesson planning WBT 5.4, 6.3, 7.5, 8.3 & 11.4 + PTT 3 - 8 & 11 • approaches and methods of teaching TESOL WBT 2/3.2 – 2/3.3, 10.1 - 10.7 & 11.1 + PTT 3 - 8 & 11

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 23 © Language Training Institute (LTi) v220701 | Page 23 of 23 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 • practical assessment • portfolio compilation, including, but not limited to: o syllabus plan o sample learning materials and activities Where practical assessment occurs, it must occur within an authentic English as a Second Language (ESL) learning environment. A minimum of 5 learners must be present during practical assessment. 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 11 - Design and teach English as a second language syllabus v220601

Related Documents