Assessment 1 – Scope and sequence/unit of work

The aim of this task is to develop a unit of work comprising a series of lesson plans and tasks that could be used in your practicum (if you are doing TESOL prac this year; otherwise, hopefully you can use it in the future!) in an IEC or a high school. From your curriculum area, select a topic relevant to a group of Level 1, 2 or 3 learners in an IEC or high school, referring to the IEC Curriculum Framework and ESL Scales. Ensure the topic is interesting, challenging and engaging for students.

You should do the following for the assignment:

ONE: Write a rationale (1,000 words) for your unit that covers:

• Class description (incl. level)

• Your approach/philosophy to teaching TESOL

• Why you have chosen this topic and outcome

• A justification for your approach

• References to readings (and beyond)

​TWO: Design a spoken or written rich task outcome for the group that will engage and challenge (note – the IEC Framework can be a bit dry), and:

• Describe the language, understandings and skills needed to achieve the outcome

• Provide a model answer in your assignment:

• If you choose a written outcome you must provide the complete written model answer

• If you choose a spoken outcome you must provide a series of dot points outlining what you expect the student to be able to produce​

THREE: Provide a simple proforma for assessment that is accessible by students.

FOUR: Describe a series of scaffolded lessons and tasks (beginning with field-building and incorporating all four macro-skills with sufficient built-in practice) - Include a variety of activity types such as cloze, information gap, collaborative tasks etc.

FIVE: Confirm your rich task with lecturer before beginning.

Note: A sample of what is expected will be shown and discussed in class. 

Assessment 2 – Learner assessment

For this assignment, you are required to interview and record an EALD student at an IEC or mainstream high school for the purpose of conducting an assessment of their oral language abilities. You will first need to get permission from the class teacher, head teacher and parents to do this (letters will be provided).

The recorded interaction should have three parts, and you should:

1. Conduct a conversation with simple questions
2. Get the student to recount the story of a film they have seen or a book they have read (or any story they know)
3. Ask the student to describe a photo or a picture that you show them

Listen to the recordings and then for the task you must:

1. Provide a short description of the learner and the tasks you had them do
2. Identify the strengths and needs of the student (grammar / vocab / pronunciation etc.)
3. Assess the student according to the ESL Scales, giving evidence from the recording that justifies the assessment
4. Make sure you comment on the use of language features such as verbs, tenses, noun groups, clauses, connectors etc.
5. Provide a summary of recommendations for learner development (this should include specific teaching strategies and learning activities)
6. Write a short reflection on this task outlining if and how conducting this learner assessment helped solidify the different variables involved in understanding the proficiency of a student’s English
7. Transcribe the recording and include this as an Appendix in your assignment
8. Include at leat 5 references to scholarly literature

Please see rubric on CANVAS for marking crieteria. Also, note that we will look at a sample assignment in class.