Analysis and Extension of EAP Coursebook Unit - Assignment Help

Objective(s): a, b, c and d

Weight: 50%

Length: 2000 words, excluding references and appendices

Due: 9.00am Monday 30 May 2022

Task: This task is designed for students to focus on teaching and assessment for a particular outcome/set of outcomes in an EAP curriculum.

Analysis and extension of EAP coursebook unit

• Nominate an outcome/set of outcomes that supports a particular group of EAP learners (NB. It would be useful to choose the group considered in Assessment task 1).
• Explain briefly the context for choosing this as an area of focus and the timeframe for students to achieve this outcome/s.
• Describe and evaluate material from the learners’ coursebook that is intended to address this outcome
• Outline a diagnostic activity to assess students’ existing knowledge/skill that you would need prior to beginning a teaching and learning program.
• Propose modifications/extensions and teaching strategies to optimise delivery of the core content covered in the chosen
• Outline an assessment you would administer to test achievement of the outcome/s. Mention what information this activity would provide for further teaching and learning beyond this program.
• Justify your coursebook evaluation, modifications and extensions, and your assessment designs, with reference to readings from the

Ensure the writing maintains a formal, academic register with a minimum of 5 readings from the subject, all cited correctly. As academic writing and citations are hurdle requirements for this task any work that has not been proofread for spelling, punctuation and grammatical accuracy and/or APA referencing that is not used accurately for in-text citations and the reference list will not be assessed. Work that does not meet the required standard of academic writing will have one opportunity to be resubmitted with corrections within one week of notification. Resubmitted work will receive a maximum grade of a 50% Pass.

Guidelines

Suggested headings

1. Intended learning outcome(s)
2. Rationale for choice of learning outcome(s) and timeframe
3. Description and evaluation of coursebook material (with justification based on subject readings)
4. Diagnostic activity
5. Coursebook adaptations (with justification based on subject readings)
6. Assessment (with justification based on subject readings)

1.      Intended learning outcome(s)

• Provide a brief class profile. It is the same group as for Assessment Task 1, say so (and provide a recap).
• Choose an outcome that is specific and
• Probably better to choose an academic writing or academic speaking
• Study the Contents of the Cambridge Academic English Student’s Book for
• Options include: Understanding/interpreting essay questions; Deciding what to read for an essay; Paraphrasing information and ideas; giving an oral presentation

2.      Rationale for choice of learning outcome(s) and timeframe

• Provide a statement on why you think this is a useful teaching/learning focus for this class how it addresses the learners’ EAP needs.
• You could comment on the timetable fit ie. how this lesson fits into what has come before and what will follow.
• Set a timeframe of 2-3 days, including the

3.      Description and evaluation of coursebook material

• State the overall aims of the sequence of coursebook
• State the aims of the individual Be specific.
• Evaluate the You could comment on:
  • if one activity clearly builds on another
  • if an activity achieves its aim efficiently
  • if the activity is well-designed
  • if there is sufficient explicit teaching
  • if there is sufficient practice
• Refer to relevant subject

4.      Diagnostic activity

Describe/present an quick and easy activity (of your own design, external to the coursebook) that would give you some idea of the students’ current knowledge and skills related to the intended learning outcome.

• Comment on what you would be looking for/at in the activity if the students can distinguish between content and instruction words in an essay question.
• No need to refer to readings

5.      Course book adaptations

Make sure there is a clear link to your evaluative comments in Section 3.

• What activities would you keep as it?
• What activities would you adapt (ie. change the way it is done)?
• What activities would you reorder?
• What activities would you delete?
• What activities would you add? Refer to relevant subject

6.      Assessment

• Describe/present a summative assessment (that is, one where you would give each student a grade/mark).
• State the assessment categories/criteria you will

Possible assessment criteria for oral presentations: Content (relevant points, evidence of reading, analysis and evaluation etc), Structure (logically organized, use of signposting), Delivery (voice projection, eye contact, engagement with the audience, use of visuals), Language (grammatical and lexical accuracy, comprehensibility of pronunciation), Response to questions (relevant and concise answers).

for example: it is not allowed to take a sheet when you do the presentation, and the limited time is 20 minutes.

• Refer to relevant subject