Assessment

Athens  2012 – 2013

Assessment

Course work: 60%

Examination: 40%

The examination consists of two essays based on the set text and takes place in May.

The course work consists of:

Portfolio	10%	The portfolio is in two parts. Tasks are set on topic covered week-by-week in the first term. Part A: 23 November Part B: 14 December
Essay	25%	A 1,500 word essay on one of the titles given by your lecturer 22 February
Micro-teaching exercise	25%	A  ten-minute micro-teaching exercise 1 March

Portfolio Part A - Due 23 November

Most of the portfolio exercises are Task File exercises from Harmer. Details of portfolio exercises that are not in Harmer are given below

Ø  Before you start, read the introduction on p. 186.

Ø  Each unit has a corresponding Task File to consolidate the topics covered each week.

Ø  Notice that exercises with a ‘key’ () symbol next to them are to be marked by you (Task File key starts p.223). Self-marking these exercises is a part of the assessment.

Ø  Give yourself a tick (√) when correct. If incorrect, put a cross (x) and write the correct answer beneath your answer.

You will also do some DVD Task File activities from the same book. Read the introduction on p. 245. Again, some of these exercises will show a ’key’ symbol for you to self-mark (from p.251).

All work should be typed (word-processed) and presented neatly, in Arial, Tahoma, Calibri or Times New Roman script no smaller than 12 point, with 1.5 spacing between lines. Start each week on a new page. Exercises should be properly referenced under correct headings.

Week 1: Harmer Task File1, pp. 187-189

1.       Exercises A, B & the Jargon Buster

Week 1: Harmer Task File 2, pp. 190-191

1.       Exercises A, B, C  & the Jargon Buster

2.       DVD Task File 2 p. 246

Week 2: Harmer Task File 3, pp. 192-194

1.       Exercises B, C2, D, F & the Jargon Buster

2.       DVD Task File 4 p. 247

Week 3: Harmer Task File 4, p.195

1.       Exercises B, C. For exercise (B) you should write approximately 180-200 words.

Week 3: Harmer Task File 4, pp. 196-197

1.       D & the Jargon Buster

Week 5: From Scrivener, 2005: 66

Simplify the following instruction using less confusing language or a gesture.

a.       Now, actually, I would really like you, of you could, now stand up, yes everyone, please.

b.      It’s the unit on, er, travel, somewhere – it’s near the middle, pages 35 & 36, can you find that? Have you got it? No, not that one, the next unit, and take a look at the introduction, read it through quickly and jot down your answers to the questions at the top of the page over there, above the illustration.

c.       If I were to ask you your opinion on smoking, what do you think you might say to me in your reply?

d.      Would you like to tell everyone the answer you were thinking of again because I don’t think they heard it when you spoke so quietly, and I’m sure we’d all be interested in hearing it if you could, please?

e.      Well, that wasn’t really what I was hoping you’d say when I asked the question. I was actually looking for the name of the verb tense, not an example sentence, but what you gave me was fine, only does anyone I wonder have the answer I’m looking for?

Portfolio Part B - Due 14 December

Week 4: The PowerPoint slides from your presentation

Week 4: Harmer Task File 5 pp. 199-201

1. Exercises C, D, E

Week 5: Harmer Task File 5 pp. 199-203

1. Exercises B, F, G

Week 6: Harmer Task File 6 pp. 204-207

1. Exercises A, B, C, D1, E – Grammar, the jargon buster

Week 8:  adapted from Watkins 205: pp. 37-38

1. Leaners’ problems and their causes

Look at the following learner errors. Each pair illustrates a different common learner problem. What is it?

            1a. Obama is a political.

            1b. Mario is a really good cooker.

            2a. I made this photograph when I was in Italy.

            2b. I’m not surprised he’s ill – he’s a very hard smoker.

            3a. (In a business letter) I’m sorry I messed up your order.

            3b. (To a friend) My train departs at 7.30.

            4a. (L1 Portuguese) I have many parents.

            4b. (L1 Spanish) My sister has two children and is now embarrassed

                  again.

           

            5a. Let’s meet ourselves at 8.30.

            5b. William was rude to me so I’ve decided to ignore,

2. Harmer DVD Task File 6 p. 248

Presentation - Due 9 November

The presentation will be given in class in week 4 / 5. The presentation itself is not assessed, but the PowerPoint slides must be included in part B of your portfolio.

Give a ten-minute class presentation on an agreed topic from chapter 5 of the set text. You can choose any topic from chapter 5 of the set text. Topics must be agreed with your tutor in week 3. This is a presentation rather than a lesson, so it does not need to involve participation from the rest of the class.

Essay - Due 22 February

Ø  Read the three essay titles very carefully.

Ø  Choose ONE title for your essay.

Ø  The essay should be approximately 1500 words long (+/-10%).

Ø  Include the word count at the end of your essay.

All work should be typed (word-processed) and presented neatly, in Arial, Tahoma, Calibri or Times New Roman script no smaller than 12 point, with 1.5 spacing between lines. Don’t forget to include references and a references section at the end.

Titles:

1.       Describe and evaluate the most important teaching skills.

OR

2.       Outline the main variables which teachers should be able to handle in order to manage classrooms effectively.

OR

3.       What are the main reasons for teaching writing in a foreign language?

Micro-teaching Exercise - Due 1 March

Teach a ten minute mini-lesson on an agreed area of language.

The mini-lesson will be taught in class in week 17 / 18, and you should also hand in a detailed plan. Topics must be agreed with your tutor in week 16. You should choose a small topic that is suitable for teaching in ten minutes, such as the days of the week, simple greetings, or parts of the body.

The language taught in the mini-lesson does not have to be English – you can teach any language that you are sufficiently familiar with, except Greek. The most successful mini-lessons are often those that teach another language that most of the classes do not know, such as German or Italian. The lesson should therefore be designed for complete beginners.

Unlike the presentation in week 4 / 5, this is a lesson. It needs to engage the learners and involve them in practice activities.