Assignment A – Teacher Language

Instructions
 This part of the assignment is set to enable us to assess your language grading, eliciting and
concept checking.
 You must show:
a) the language you would use for presenting 3 of your selected vocabulary items that could
not be explained using only pictures.
b) the instructions you would give for one of your two reading tasks.
 Present what you would say in dialogue form to include some expected student responses.

Example of Eliciting

T = Teacher S= Student
- T: Does anyone know a word that means very, very interested in something in a kind of mad way?
- S1: fascinated?
- T: That's a good suggestion, yes. But the word I'm thinking of also means in a slightly crazy way, like when
someone is really, really interested in a famous person – more interested than normal. Always thinking about
them. (Teacher puts on an obsessive face.)
- S2: Obsessing?
- T: Great! that's it! But not obsessing – different ending. Anyone?
- S2: Obsessed.
- T: That's it. Well done. To be obsessed and what preposition comes after it? Lina?
- Lina: With?
- T: Great. To be obsessed with someone or something (writes on board). Everyone repeat 'obsessed with.'
- Class: obsessed
- T: good. How many syllables in obsessed?
- S3: Two
- T Yes, and where's the stress, first or second syllable? Obsessed
- S1 Second.
- T- Great! Again, everyone: obsessed with

N.B. If you do not use direct speech, you will be required to resubmit the whole assignment.

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 Task

Give word for word the language you could use for:

A) Presenting 3 of your selected vocabulary items which would need to be concept checked.
Show how you would elicit, explain, concept check and teach the pronunciation of each of the
three items. Each item should be approximately the same length as the example given.

B) Instructions for ONE of your planned reading comprehension tasks, either the 1st (skimming
and/or scanning task), or the 2nd (detailed comprehension task).

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