ENTL 511 Portfolio

Evidence of Performance
2024
Teaching English Across the Curriculum

Name: _____________________________________________________________________

Student number: ____________________________________________________________

Lecturer: MRS J KRUGER – Office 120 Building A16

 Administration and General Information
Instructional Plan
The instructional plan adheres to the principles of task-based and project-based instruction.
This type of instruction:

● is learner-centred;

● is an effective way to teach a course such as this one, that integrates language, content,
and skills;
● creates opportunities for students to make use of their acquired English knowledge and
skills by interacting and communicating with one another in an authentic context that
realistically represents the problems and situations that they are likely to encounter in a
real-life situation;
● allows the instructor to select and design lessons that address the immediate needs of the
students; and
● provides a solution as to how the hours that remain outside of contact sessions can be
utilised since it requires students to work after class to complete a number of tasks,
independently or in groups.

MEMORANDUM OF UNDERSTANDING
This Memorandum of Understanding (hereinafter referred to as MOU) is an attempt to facilitate
teaching and learning in ENGLISH FOR EDUCATION, and to clarify expectations, obligations,
responsibilities, and duties. Students are requested to read and sign the document. The MOU is
consistent with the policies and principles of North-West University.

1. Completion of assessments
All assignments must be completed as per the module programme. If there are circumstances that
stand in the way of your completing a task, proof of this must be produced. Note that a claim may
or may not be accepted; each instance is considered on its own merits. You must complete
assignments in order to reach the outcomes of your modules. Formative assessments facilitate
the successful completion of summative assessments, and should therefore be completed
meticulously, even if no marks are awarded in some cases. Please note that being enrolled for the
module and completing assignments does not guarantee a pass.

2. Study and completion of EPs

The EP is a core resource in any module. You are expected to study it, and to conduct the requisite
research, follow all links, watch visual materials, and read all suggested materials. It is also
compulsory to use the blank spaces provided for your answers and thoughts on the topics in the
EP. Whenever there is a dispute about a student’s marks or if the student is a border-line case, the
EP will be requested to verify whether the student worked continuously. Study the EP from cover
to cover, and communicate with your lecturer if there is anything you do not understand.

3. Due dates and extensions

Deadlines for the submission of assignments are stipulated by lecturers and these should be
adhered to strictly. Extensions may be granted in cases with merit and when arranged with
lecturers prior to the date of submission. It remains the prerogative of lectures to grant or deny
requests for extension. There may be unforeseen delays, so sometimes we will have to shift due
dates.
4. Missed assignments
If you fail to complete an assignment, be aware that because of schedules and (often) large
classes, the lecturer will in all probability not have the time or space to set an assignment
exclusively for the few students who have not completed the assignment as required. At the end
of the semester there will be a second opportunity task. If your module mark is between 40% and
49%, you will have the option of doing the second opportunity assignment. This assessment is for
students who have not passed, and not for students who are unhappy with their mark (if it is 50%
and over) and want to improve it. It is best to put as much as you can into your first attempts in all
the tasks, to guarantee the mark you are aiming for.

5. Assessments uploaded to platforms as instructed

Submit assignments as per instruction, on the platform the lecturer asks you to use. Work
uploaded to the wrong platform may incur a penalty or may not be marked at all. For example,
many of the tasks need to go through Turnitin, so if you upload them to Dropbox they are not
processed in Turnitin, which means that they have not been checked for plagiarism or copying.
Read instructions carefully and submit in the right place.

6. WhatsApp groups
WhatsApp groups are to be utilised for work related issues and should not be used as platforms
for making derogatory remarks about fellow students, staff or the university. Use the group as
directed by your lecturer.

7. Dissemination of (inaccurate) information on WhatsApp and other groups

It is best to leave the sharing of module information to your lecturers. Very often, inaccurate
information is passed on, with negative consequences. Please avoid in particular the copying and
pasting of communications out of context, in WhatsApp groups. Every student must check eFundi
as often as possible (at least once a day) and read announcements for themselves, to avoid the
“broken telephone” effect.

8. Communication with lecturers

The first thing to do is to find out who your module lecturers are as early in the semester as
possible. Use the email address your lecturer has asked you to use, and no other. Keep emails
courteous and professional. Do not contact lecturers on other campuses not your own. Refrain
from calling lecturers’ private numbers unless the lecturer has given you permission to do so.

9. Grievance and query procedure

First, contact your own lecturer if you have a query or complaint. If after you have made every
effort to communicate with your lecturer, but you feel the matter is not resolved, then follow this
procedure:
Contact the Subject Group Leader: Dr S. Romylos (Potchefstroom: [email protected]);
Deputy Subject-Chair: Ms J. Kruger (Vaal).
If you are still not satisfied, contact the Director of SLE: Prof. Kaiser (Potchefstroom), Deputy
Director: Prof. LM Hove (Mahikeng) or Dr E Kung (Vaal). Other lecturers should not be burdened
with complaints. If you skip the line of inquiry and contact for example the Dean, your query is
ultimately referred to your lecturer. Save time, and follow the grievance procedure.

10. Time elapsed between query/grievance and response

There cannot always be an immediate response to your query or grievance. It will be addressed
when the relevant parties can manage to deal with it, so your patience would be appreciated.
 11. Turnaround time for feedback on tasks and assignments
Lecturers will always endeavour to give timeous feedback after submission of assignments. This is,
however, subject to class size and type of assignment. The normal turnaround time is two weeks.

12. Problems with electronic devices and access

If your device is not working optimally, make sure that by the time a task is due to be submitted,
you have done everything possible to sort out the problem. Screenshots of technical glitches
should be sent to lecturers on WhatsApp groups as proof of difficulty experienced. Be aware that
claims will be checked with eFundi staff.

13. Studying full time and working

If you are a full-time student, whether contact or distance, you are responsible for meeting all the
requirements of your modules. The fact that you are employed cannot be used as a reason for the
late or non-submission of assignments, or for failing to follow announcements and discussions.
Students should keep in mind that they opt for either full-time or part-time. This implies that you
have familiarised yourself with the content, assessment schedule and all other aspects of this
choice. The workloads remain the same for all campuses.

14. Interaction with eFundi

If you experience issues with your access to eFundi, contact eFundi staff on the following:
http://services.nwu.ac.za/ctl/student-efundi-support
The various eFundi Helpdesk numbers below are available between 8:00 AM and 16:45 PM.
Central Helpdesk: 018 285 5930
Mahikeng Campus: 018 389 2312 018 389 2447
Potchefstroom Campus: 018 299 2003 018 285 2295
Vanderbijlpark Campus: 016 910 3035 016 910 3038
It remains your responsibility to ensure that you do everything in your power to ensure
connectivity. Some factors such as load-shedding are beyond your control, but others are not.

15. Use of nicknames, aliases and alternative names on official documents

Please use the names on your official documents (ID, passport, etc.) rather than a nickname or
alias. The use of alternative names leads to administrative confusion.

16. Plagiarism
Plagiarism is a serious academic offence and has dire consequences. Read and digest every
communication regarding plagiarism.

17. Participation
Every student should participate in discussions and group work and attend sessions as required.
Your lecturer will inform you if there is a percentage weighting for professional conduct in the
module.

PLEASE SIGN

I have read and understood the MOU. I undertake to abide by its terms.

Name and title: ________________________

Student number: _______________________
Signature: _____________________________
Date: _________________________________
Module outcomes
On successful completion of this module the student should be able to demonstrate the following:

● detailed knowledge of English as a medium of instruction.

● ability to evaluate, select and apply appropriate methods to teach English across the

curriculum within a defined context;

● ability to provide, organise, present and communicate complex and new information reliably

and coherently using appropriate academic and professional discourse in English;

● ability to evaluate performance against given criteria, and accurately identify and address his

or her task-specific learning needs in a given context;

● ability to establish and maintain relationships to work effectively in a team or group;

● ability to prepare content subject lessons/specialisation subjects through the medium of

English.

Marks
This module’s marks are 100% continuous assessment.

The assessment layout can be found on the eFundi site.

Oral Assignments
Please note that you will be expected to submit video recordings of oral assignments from time to
time in order to allow your lecturer to assess your oral proficiency. These recordings should be
submitted on eFundi.

Grammar Development
You will be expected to complete a grammar programme. You will also be tested on your
grammar during the semester.

Lecturer details
J Kruger, A16 Office 120
 Weekly Planning (Subject to change)
ENTL planning 2024
Week Unit Self-directed learning on Grammar Activities to be explained for
eFundi tests on assessment: DATES will be
eFundi communicated.
Week 1 Unit 1: Orientation section Spelling Explain the lesson booklet
12 - 18 Feb and Study unit 1.1 rules
Week 2 Study sections 1.2 AND Grammar test 1 about grammar
Unit
19 Feb – 25 Feb 1.3 Frequently in unit 1 (19-26/2)
1
misspelled
Week 3 Study section 1.4, 1.5 and words
26 Feb – 3 Mar 1.6
Week 4 Study section 2.1 and 2.2 Words Assignment 1: eFundi test about
4 - 10 Mar often all work in unit 1 (11-17/3)
confused
Week 5 Unit Study sections 2.3 and Grammar test 2 About grammar
11 -17 Mar 2 2.4 in unit 2 (18-24/3)
Punctuatio
n

Week 6 Unit Study sections 3.2 and Assignment 2: interview Video -

18 – 20 March 3 3.3 Taxonomy (7/04)

21 – 31 Mar Recess
Week 7 Study sections 3.2 and Concord Grammar test 3 about grammar
2 – 7 Apr 3.3 Root in unit 3 (2-7/04)
Unit
words,
3
Week 8 Lesson booklet explained prefixes, & Assignment 3: Word bank
8 – 14 Apr and Lesson Wheel suffixes 23/4 – In class)
revised
Week 9 Study sections 4.1, 4.2, Assignment 5: MARKS of all
15 – 21 Apr 4.3 & 4.4 grammar tests

22 Apr – 17 May Unit Practical Teaching – WIL at schools

Week 10 4 Last consultation about Assignment 4: Lesson booklet
20 May – 28 lesson booklet in person (28/05)
May
Finalising of marks
First examination opportunity (30 May – 25 June)
Second examination opportunity (26 June– 9 Jul)

Assessment: 100 % Continuous assessment ENTL 511

Assignment 1: 15% 30 Marks Unit 1 (eFundi test) and Professional Conduct/Participation (20)
Assignment 2: 20% 40 Marks Unit 2 (Taxonomy video assignment)
Assignment 3: 20% 20 Marks Unit 3 (Word bank)
Assignment 4: 30% 80 Marks Unit 4 (Lesson Booklet (60)
Assignment 5: 15% 60 Marks Combined Grammar tests
Student Assignment notes:
 Study Unit 1: English Across the
Curriculum
Study Section 1.1: The South African Situation
Pertinent Questions:
What are the implications/ benefits of endorsing English as a medium of instruction in South Africa?

Why do South African PGCE teachers need to be prepared to teach English across the curriculum?

Why do we have English as a Language of Learning and Teaching (LoLT) in South Africa?

Activity 1.1.1: Preparation

Click on the link on eFundi to read the excerpt from a blog titled “Native English-speaking teachers:
always the right choice?” by Marek Kiczkowiak

(You can read the entire article on: https://www.britishcouncil.org/voices-magazine/native-english-

speaking-teachers-always-right-choice)

Complete activity 1.1.1 on eFundi.

Study Section 1.2: The difference between an L1 content teacher and an

EMI content teacher
Pertinent Question:
Do you think there is an added advantage to native English teachers in comparison to the EMI
content teachers? Explain why/why not.

Activity 1.2.1: Differences between an L1 content teacher and an EMI content

teacher
Watch the PowerPoint on the differences between an L1 content teacher and an EMI content
teacher (Study Section 1.2) and complete the table below (based on the work by Uys et al., 2006) to
compare these two teachers.

PRIOR KNOWLEDGE AND TRAINING

The L1 content teacher brings the The EMI content teacher brings the following skills to the
following skills to the content content classroom:
classroom:

● Content expertise and subject

knowledge
 ● Methodological expertise

● Philosophical belief regarding

teaching (Cross, 1995)

Not necessarily any language teaching
training
PLANNING AND PRESENTATION OF LESSONS

The L1 content teacher has to The L2 content teacher has to formulate:

formulate:
Clearly stated content objectives:

● Sometimes complex and

comprehensive (from syllabus).

Phrasing usually involves
academic discourse on higher
cognitive levels.

● In L1 these objectives are often

implied rather than stated.

Although it is good practice to
write these down, many
teachers do not feel the need
to do so.
The L1 content teacher may The L2 content teacher has to formulate:
formulate:
Language objectives, as they may be
implied but not stated

● First language speakers may

intuitively pick up rules for

language during conversations
or if an error is pointed out.

● Vocabulary development is

closely related to the subject

material that students are
studying. Vocabulary material
 is related to graded content
material.

● Key terms are identified.

Although content is new,

teacher accepts appropriate
language skills that are already
in place. (Johnson, Yin and
Bunton, 1996)

● Vocabulary is contextualised

within graded content.

● Language of textbook may be

progressively context reduced.

● Teacher uses asides,

digressions, free conversation,

suitable for a specific age
group.

● Level of language related to

class’s age and intellectual

ability.

● Academic discourse is implied.

● Repetition of key words and

phrases more natural. First

language speakers become
bored if too much repetition is
used.
The L1 content teacher may have: The L2 content teacher has to formulate:
Clearly stated task objectives.

● A new (unfamiliar) task may be

explained orally or with an

example;
 ● BUT the academic language

skills required for mastering

the task are usually assumed.
The L1 content teacher may provide The L2 content teacher has to create COMPREHENSIBLE
COMPREHENSIBLE INPUT in the form INPUT in the form of:
of:
● Prescribed textbooks that are

graded according to the age

and abilities of a specific group.
Learners’ reading ability may
differ but will usually be
developed according to
standard/grade requirements.

● A homogenous group

background knowledge that

may be a common factor for
students coming from similar
backgrounds.

● Free conversation as a

teaching strategy.

● Language appropriate to

learners’ level of intellectual

development as indicated by
grade. Depending on the age of
the learners, language may
include idiomatic phrases,
irony, sarcasm, asides.
The L1 content teacher may provide The L2 content teacher has to create CONTEXTUAL CLUES in
CONTEXTUAL CLUES in the form of: the form of:
● Scaffolding like additional

examples. Vocabulary and

language structures required
for understanding content are
 incidental and implied in many
cases.

● Additional visual aids and

media, which are usually

introduced as enrichment
rather than support.

● A context-reduced

environment.

● Lectures and pencil and paper

activities which are relatively

easy to follow.

● Traditional instructional

strategies.
The L1 content teacher creates The L2 content teacher has to create PURPOSEFUL
PURPOSEFUL INTERACTION in the INTERACTION in the form of:
form of:
● Activities that are planned to

promote conceptual and

content knowledge.

● Authentic situations. Pupils

respond from own background

and the language used is
intuitive and spontaneous.

● Instructions that are followed.

Most of the vocabulary

required for completing
instructions may be familiar.
Teachers usually do not need
to demonstrate what is meant
and can orally explain what is
required.
The L1 content teacher ASSESSES The L2 content teacher has to ASSESSES:
 ● Conceptual knowledge. The

teacher is usually concerned

with content outcomes and
how well they have been
attained

● By asking questions or giving

tasks.

● By determining what content

needs to be revisited.

● Using a variety of methods.

Study Section 1.3: How do learners learn language?

Pertinent Question:
How do your ideas about how learners learn affect your teaching?

Do learners learn the same way in all subjects? E.g. do they go through the same learning processes
in the Mathematics, English, and History classroom? Why do you say so?

Activity 1.3.1: BICS and CALP

Read the following article https://www.ednewsdaily.com/understanding-the-difference-between-
bics-and-calp-in-english-language-acquisition/ on the difference between BICS and CALP and watch
the PowerPoint (Study Section 1.3), and complete the table below to compare the two types of
proficiencies.
Explaining BICS and CALP

by Judie Haynes

Classroom teachers need to understand the difference between social language and
academic language acquisition. Here is a simple description of BICS and CALP as theorized by
Jim Cummins.

Basic Interpersonal Communication Skills

Experts such as Jim Cummins differentiate between social and academic language
acquisition. Basic Interpersonal Communication Skills (BICS) are language skills needed in
social situations. It is the day-to-day language needed to interact socially with other people.
English language learners (ELLs) employ BIC skills when they are on the playground, in the
lunch room, on the school bus, at parties, playing sports and talking on the telephone. Social
interactions are usually context embedded. They occur in a meaningful social context. They
are not very demanding cognitively. The language required is not specialized. These
language skills usually develop within six months to two years.

Problems arise when teachers and administrators think that a child is proficient in a
language when they demonstrate good social English.

Cognitive Academic Language Proficiency

CALP refers to formal academic learning. This includes listening, speaking, reading, and
writing about subject area content material. This level of language learning is essential for
students to succeed in school. Students need time and support to become proficient in
academic areas. This usually takes from five to seven years. Recent research (Thomas &
Collier, 1995) has shown that if a child has no prior schooling or has no support in native
language development, it may take seven to ten years for ELLs to catch up to their peers.

Academic language acquisition isn't just the understanding of content area vocabulary. It
includes skills such as comparing, classifying, synthesizing, evaluating, and inferring.
Academic language tasks are context reduced. Information is read from a textbook or
presented by the teacher. As a student gets older the context of academic tasks becomes
more and more reduced.

The language also becomes more cognitively demanding. New ideas, concepts and language
are presented to the students at the same time.

BICS CALP

What the acronym stands for

 Basic definition

Typical skills

The role of context

Time required to acquire

Activity 1.3.2: Theories of Learning

● Draw a picture/diagram/mind map on the adjacent blank page to illustrate how you think
learners learn in your subject.
● Now read the following article from https://edgy.app/theories-of-language-development
http://languagedevelopment.tripod.com/id15.html and indicate which of the approaches is
closest to what you discussed in Activity 1.3.1.
● Follow the instructions on eFundi to answer questions related to the Interactionist Theory of
Language Learning. Use the space below for your answers:

How does this learning theory apply to how learners learn in your subject?

What does this mean for you as an EMI teacher?

How does this compare with your initial illustration of how learners learn?

Do you need to adapt your view? How?

 17

Study Section 1.4: How do we teach English across the curriculum?

Pertinent Question:
Look at the following cartoon. What advice would you give to the professor in the cartoon below to
explain his subject better?

Cartoon by Sidney Harris

Activity 1.4: Different approaches to teaching English across the curriculum

Watch the PowerPoint Presentation (Study Section 1.4) on the different approaches to teaching
language across the curriculum and discuss the following questions afterwards:

What do all of these approaches have in common?

Which approach would be best suited for the South African situation? Why do you say so?
 ENTL 511

Activity 1.5.1: Understanding and describing the context of a lesson

Look at the images on eFundi from two different schools. Would you be able to teach the exact same
lesson in both classrooms? Why/Why not?

Activity 1.5.2: Understanding and describing the context of a lesson

Think about your own experience with lesson planning and presentation so far and answer the
following questions:

● What types of lessons have you seen or planned?

● What makes a lesson effective?

● What makes a lesson fail?

● How is an EMI lesson different from any other lesson?

MAJOR ASSIGNMENT ALERT

(Take note for later in the semester)

By the end of the semester, students are expected to plan an entire EMI lesson based on their
content subject/subject of specialisation. Remember, in ENTL we focus on backward design. Thus,
you need to implement this when planning your lesson. Refer to Study Unit 1 for revision of how the
lesson wheel works. Take note, the context is vital to how you will be able to plan your lesson.
Therefore, this and your learner profile (i.e., who your learners are) needs to be considered first,
before you start planning the lesson.
 ENTL 511

Grammar for Unit 1: Spelling rules and Misspelled words

PLEASE work through the activities on eFundi as well.

● The illogical history of spelling

Until the early seventeenth century spelling was very much a hit or miss affair where English was
concerned. Right from the Norman Conquest until the arrival of the Tudor kings and queens in the
sixteenth century, English was in the melting pot, so to speak. Moreover, there were a number of
very different dialects in Great Britain in the Middle Ages of England, each with its own individual set
of vocabulary and way of spelling a particular version of a word. Furthermore, right up until the
Victorians introduced education for all in the nineteenth century, the vast majority of the British
existed with an oral culture.

It was not until scholars called lexicographers or dictionary compilers began in the seventeenth
century to set down in book form the meanings of words in alphabetical lists, that the variety of
spellings of identical words began to settle down in favour of a single, universally accepted spelling.
Unfortunately, there did not exist any logical, consistent rules for spelling at this time. Consider the
pronunciation of the following, for example:

plough, through, though, borough, trough, tough

Here no less than six quite different pronunciations are served by the -ough spelling. Alternatively,
the following words illustrate how varied can be the ways in English in which an identical sound may
be spelled:

peek, peak, pique, shriek

As these brief examples illustrate, the spelling of words in what is deemed their correct form in
English, has upon occasion very little to do with logic or a rational approach.

● Spelling plurals

The vast majority of English words form their plural simply by the addition of an s to their singular
form: boat/boats government/governments hill/hills.

However, there are exceptions to this simple rule.

Words ending in -ss, -x, -ch, -zz, -tch, -sh, -s* in the singular add -es to form their plural. *unless it is
the final letter of a word of Latin origin like basis, where the plural is bases, the i being dropped.

Examples: pass/passes, box/boxes, touch/touches, fuzz/fuzzes, patch/patches, wish/wishes.

Note that with such a plural rule, the word in question is almost certain to have a single vowel
preceding the ss, x, zz etc. and that very often, the words are of one syllable.

Words ending in y in the singular

The next group of words which very largely conforms to a rule comprises those which end in y. The
vast majority of such words form the plural by dropping the y and adding -ies
 ENTL 511

baby/babies, country/countries, lady/ladies, melody/melodies

Where a word ends in y preceded by a consonant drop the y and add –ies to form the plural
However, if the letter immediately preceding the y is a vowel, then the plural form is likely to be
correctly achieved simply by adding an s:
valley/valleys, delay/delays, play/plays, toy/toys, honey/honeys

● Words of foreign origin

Words which often cause difficulty are those which have arrived from foreign languages and found a
place in everyday English. Sometimes they retain the foreign language plural form, and sometimes
they have become fully anglicised and simply add an s to the singular. In a typically English way, they
may sometimes be used in the plural in either form. Examples include:
formula/formulae/formulas
stadium/stadia/stadiums
alga/algae
stimulus/stimuli
bureau/bureaux
However, today where two plurals exist the use of the foreign language version of the plural of such
words has largely become fussy and pedantic.

● Some rules and guidelines for spelling vowels

● The letter i usually comes before e, except after c:

ceiling, conceit, deceive
BUT beware of other identical sounds:
conceal, recede, scene, etc.

● When a vowel sound is pronounced long, then very often it is followed by a single consonant:
matey, matter, hoping, hopping
And likewise, when pronounced short, by a double consonant.

● Very common vowel sounds among suffixes at the ends of words are:
-ary -ery -ious -ous- ion -ience –ient -ible -able ful -ist
stationary stationery religious ruinous legion patience lenient legible remarkable fearful
realist
Some have an identical pronunciation, so whenever in doubt, consult your dictionary.
 ENTL 511

● Consonants

Consonant sounds are easier to learn to spell correctly than vowel sounds. However, one of the
major spelling problems with consonants is being able to tell whether the consonant sound is being
represented by a single or double letter.

summers, all-comers, beggar, regular,

lament, command, assist, aside

The other major problem is knowing whether the consonant sound is being made by an s or a c, by
an f or ph, by a k or a q, by an s or a z, since very often such letters stand for identical sounds.

science, cite, sight, back, plaque, misery, mizzen(mast), latch, attach

● Silent letters

One of the most irritating features of English spelling occurs in those words which include letters
which are printed and form part of the word but which are not sounded. The following checklist
includes the most commonly occurring words which include silent letters, although the list is by no
means exhaustive.

B debt debtor climb limb

C acquaint acknowledge acquire acquittal

D midget fidget gadget

E lathe bathe swathe scythe

G gnaw gnat gnarled gnome

H gherkin ghetto ghost ghastly

K knack knead knee knew

N condemn damn

P pneumonia psychology psychiatry psychosomatic

Ph nephew telephone Phoenician

W wriggle wrench wrestle wrinkle

Misspelled words

Here are the top 10 most misspelled words in the English language, according to the Oxford
Dictionary, write the correct spelling in the space provided.
 ENTL 511

● Incorrect ● Correct

● Definately ●

● Goverment ... ●

● Seperate. ... ●

● Acqueintence … ●

● Untill ... ●

● Recieve ... ●

● Wich ... ●
Accomodate

Acknowlege

Publicaly

● ●

ASSIGNMENT 1: Test on eFundi about the content of the entire Study

Unit 1 (30 marks)

Study Section 1.6: Reading and interpreting the CAPS to determine the
content of a lesson

Pertinent question:
what guides a teacher to teach successfully? Do you know why it is important to follow the proper
plans in place for teaching the syllabus?

Major Assignment Alert 2 - see next Unit

You and your two fellow students must prepare interview questions and then record yourselves
answering the questions. You can only have TWO interviewees and ONE interviewer. These are
questions provided, be sure to include minimum of three of these, you may also add your own
questions.
 ENTL 511

*Lesson wheel: PLEASE BUY your own lesson wheel from Van Schaiks
This tool will assist you when planning your EMI lessons.

Study Unit 2: Bloom’s Taxonomy and the

Assessment Tool
Study Section 2.1: Introduction to taxonomy
NB! NB! You have to bring your CAPS document with to class for this unit!!

Pertinent Question:
Is it accurate to assert that individuals who haven't attained full proficiency in a language
also possess restricted cognitive abilities or thinking skills? If so, what supports this claim?

Preparation
Watch the You Tube Videos below and then answer the questions that follow.

https://youtu.be/OOy3m02uEaE?si=OZSN_jIMfRCoLJe_

https://youtu.be/zLNr-2k9NjQ

Match the verbs listed below to the appropriate levels of Bloom’s taxonomy as depicted on the tool.

VERBS COGNITIVE LEVEL VERBS COGNITIVE LEVEL VERBS COGNITIVE LEVEL

 ENTL 511

summarise name E.g. Remembering design

explain recall rearrange

solve list invent

calculate define assemble

dramatise tell formulate

illustrate identify argue

describe compare examine

Activity 2.1.1: Bloom’s Taxonomy

Complete the chart with activities that match each level of Bloom’s Taxonomy for your subject

Bloom’s Taxonomy Activity

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Activity 2.1.2: Using Bloom when planning learner activities for your subject.
2.1.2.1 Consult the CAPS document for your major subject (Chapter 4). Copy the cognitive levels
(taxonomy) used below (or on the opposite page depending in the space needed):
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2.1.2.2 Write down five words from the cognitive levels that could be problematic (difficult to
understand) when you are busy with an assessment task.

Example: Subject-History. Compare and contrast interpretations and perspectives within sources. If a
learner does not understand the term “contrast” he/she will NOT be able to understand the
question even if they know the content very well.

2.1.2.3 Do you think it is necessary that the content teacher (YOU) explain the English words used in
the assessment task? Motivate your answer.

Study Section 2.2: Assessment when teaching English across the

curriculum
Activity 2.2.1: Assessment vs. Evaluation
2.2.1 Write down a definition for assessment and a definition for evaluation:
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2.2.2 Complete the table to indicate the differences between assessment and evaluation

Assessment Evaluation

Purpose of

Orientation/Focus

Uses of

Study Section 2.3: Designing assessments for both language and content

Pertinent Question:
Teachers always complain about inadequate time to assess and give constructive feedback to
learners. How can this problem be alleviated?

WHY is language important when designing assessments?

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Study Section 2.4: Designing and assessing SMART tasks

Pertinent Question:
How do you get learners to WANT to learn the content and language that YOU HAVE to teach them?

2.4.1 Introduction to the SMART Task:

In order to formulate a successful lesson objective the teacher needs to consider a SMART task.

Why a “TASK”?

The SMART-Task concept used in the L2MI class is derived from the Task-Based approach which is
used extensively in both subject and language learning classes all over the world.

A task is seen as the focus point of learning and it is characterised by, among others, that learners
are occupied in a meaningful, relevant way (i.e. a real world task).

The word Tasks as used in the English Medium of Instruction framework is not the same as
communicative language tasks described in second language acquisition literature.

In this module we refer to the SMART Task – a task which the learners should complete at the end of
each lesson based on the objectives and content in most language lessons. To make the planning
of such a task easier, the wheel prompts the teacher to design a task that can be tested against the
criteria of being Specific, Measurable, Attainable, Relevant and Traceable (an adaptation of the well-
known SMART acronym).

SPECIFIC: the task is set on specific content with specific instructions. A specific product or outcome
S is anticipated: e.g.: An essay about what and how long?; a report to whom about what and how
long?; a speech about what? How long?; a concept map, what concept?; a graph about what?

MEASURABLE: a verb that describes a specific process that results in a product that can be
M measured or assessed by means of specific criteria. A measurable verb delivers physical evidence of
the students’ understanding or ability. (Compare draw and understand. Which verb results in a
measurable product?)

ATTAINABLE refers to the abilities of the learners, as well as the resources and time available.
A
RELEVANT refers to a real-life, meaningful task that is relevant to the students’ situation,
R background, abilities and circumstances.

TRACEABLE refers to a process that can be traced and which results in a measurable product. It
T refers to the series of activities that culminate in the SMART Task.

Please keep in mind that a worksheet may contain a number of activities or questions. The
worksheet may, therefore, contain the SMART task but the worksheet is NOT the Smart task.
Worksheets are usually used at the end of a series of lessons as an assessment tool.
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2.4.1.1 Write down your OWN - SMART task based on the CAPS topic that you
were given (remember to include language assessment).

At the end of the lesson

2.4.2 How to integrate SMART Content and Language tasks.

Designing Content and Language tasks.

Language objectives are lesson objectives that specifically outline the type of language that students
will need to learn and use in order to accomplish the goals of the lesson. Quality language
objectives complement the content knowledge and skills identified in content area standards and
address the aspects of academic language that will be developed or reinforced during the teaching
of grade-level content concepts (Echevarria & Short, 2010). Quality language objectives culminate
in a SMART task.

These objectives involve the four language skills (speaking, listening, reading, and writing), but they
can also include:

● the language functions related to the topic of the lesson (e.g., justify, hypothesize)

● vocabulary essential to a student being able to fully participate in the lesson (e.g., axis,
locate, graph)

● Language learning strategies to aid comprehension (e.g., questioning, making predictions).

Language objectives:
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● tell learners the academic language functions and skills that they need to master to fully
participate in the lesson and meet the grade-level content standards (Echevarria, Short, &
Vogt, 2008).
● are beneficial not only for language learners but for all learners in a class, as everyone can
benefit from the clarity that comes with a teacher outlining the requisite academic language
to be learned and mastered in each lesson.
Language Tasks can be integrated into the Smart TASK or can be separate but should still be aligned
with the content task. e.g.

● Draw a graph and then deliver a short speech on it

● Read an article on Business Economics and draw concept maps of FIVE of the new words

● Draw a flow chart that shows development in business procedures. Then write a report of
200 words to the chairman of the company.

Activity 2.4.2.1: Identifying SMART Tasks

Watch the PowerPoint Presentation on designing a SMART task. Consider each of the following
lesson objectives and explain what is missing when considering the SMART criteria.

Outcome: What is missing?

At the end of this lesson my pupils will

understand the importance of model
aeroplanes in the aircraft industry.

At the end of this lesson my pupils will know

how to build a model aeroplane.

At the end of this lesson my pupils will be

able to build a model aeroplane using match
sticks and paper.
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ENTL 511 2024: Assignment 2: Interview: video recording

After familiarising yourself with the cognitive levels of your subject and Bloom’s taxonomy, compose
an interview of no longer than 5 minutes. The interview should NOT consist of more than 3 members:
one interviewer and two interviewees. Include at least TWO of the questions below. Place your
video on Assignments on eFundi before the due date and time.

Take note that all members in the recording should show clear knowledge of the cognitive levels in
the subject. Your English proficiency will also be assessed individually in this activity.
Work through the rubric below to ensure that you are prepared for all the aspects being
assessed.

Interview Tips:

 The Interviewer introduces him-/herself and the interviewees.

 The Interviewer should make a statement or read a quote before asking a question, to show
that he/she also has a clear understanding of the taxonomy.
 Your presentation should demonstrate clearly that you are familiar with this part of the
module. Merely reading your questions and answers is not enough.
 At all times speak clearly and audibly.
 Look at the ‘audience’ when you speak.
 PLEASE clearly indicate who the participants are with a place a name/student tag/label; the
surname must be in writing large enough to be read clearly.
Questions
 Do you think the current school system supports learners to develop higher order cognitive
skills? Motivate your answer.
 Think back on your school career. On which levels of Bloom’s taxonomy were you mostly
expected to perform tasks? Now consider your tertiary education career – on which levels
were you mostly expected to perform tasks?
 Do you think the assessment tool and Bloom’s taxonomy could be valuable in your subject in
the FET classroom? Motivate your answer.
 Do you think teachers are familiar with Bloom’s taxonomy? Motivate your answer. Do you
think teachers know how to apply Bloom’s taxonomy in their classrooms? Thoroughly
motivate your answer.
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 If you use higher order action verbs, such as create, evaluate, design, etc. it ensures that the
task that follows is on a higher cognitive level. Do you agree with this statement? Thoroughly
motivate your argument.

The rubric below will be used to assess your video.

Student: Exceeds expectation [4-5] Meets expectation [3] Below expectation [0-2]

PART 1: Group marks

Knowledge of From the student’s responses, it The student’s knowledge of The student’s knowledge about
Bloom’s is evident that he/she thoroughly Bloom’s taxonomy is sufficient, Bloom’s taxonomy is limited
taxonomy and comprehends the theoretical as but some theoretical or practical and there is almost no
cognitive well as practical aspects of aspects are misinterpreted. evidence that the student has
levels Bloom’s taxonomy. engaged with the module
content.

Critical The student clearly understands The student clearly understands The student lacks
thinking and the questions and can approach the questions. There is some understanding regarding the
understandin the questions critically. The evidence of critical thinking, but questions and how to respond
g of the responses are not merely the responses are mostly to them. The responses do not
questions surface-level, but it is clear that expected. The student has not answer the questions
asked and the student thought deeply necessarily approached the sufficiently.
answered about his/her responses and question from various angles
questions. before deciding on a response.

Justification The student is able to provide The student attempts to provide No attempt has been made to
examples to substantiate his/her examples and proof of his/her provide examples and proof of
responses and questions. view, but these are, in some his/her responses. The student
cases, insufficient. provides answers, but with
nothing to back them up.

PART 2: Individual marks

Pronunciation The student has no more than The student has no more than The student has more than
and fluency one pronunciation error in the three pronunciation errors. The three pronunciation errors and
recording. The student shows student speaks mostly fluently. does not speak fluently
confidence and speaks fluently. throughout most of the
recording.

Student 1

Student 2

Student 3

Eye contact The student exudes confidence The student mostly maintains The student has trouble
and body and maintains eye contact maintaining eye contact and
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language throughout the presentation. eye contact and confidence. has a lack of confidence.

Student 1

Student 2

Student 3

TOTAL: 25

Major Assignment Alert 3

Select one of the topics that have been assigned to you based on one of your major subjects:
Please note: You MAY NOT choose your own topics. LANGUAGE students MUST choose LO if they
do not have another subject choice except a language as a major.

Study Unit 3: Teaching Language Skills

Across the Curriculum
Study Section 3.1: Teaching vocabulary across the curriculum
Pertinent Question:
How can I enable my L2 learners to perform better in the content classroom?

Vocabulary Teaching Strategies in the EMI classroom

Watch the PowerPoint presentation on teaching vocabulary in the EMI classroom and answer the
following questions:

1. What is explicit instruction?

2. What is implicit instruction?

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3. Which type of instruction do EMI teachers mostly use? In your view, why do they
choose to do so?

Activity 3.1.1: Vocabulary teaching strategies

Make notes on the table below on different strategies to teach vocabulary in the EMI classroom, by
filling in the missing information:

Strategy Definition Example from your subject, based on

the topic you have chosen.

1. Explicit instruction

2. Root words

3. Attaching units of meaning to

the beginning and/or end of a
word

4. Correctly deciphering what a

word is by looking at a group of
letters

5. Syllabication
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6. Definition and
glossing

7. Providing words with a similar

and opposite meaning

8. Semantic maps

9. Word walls

10. Personal vocabulary

journals

11. Allowing learners to practice

new vocabulary in a new, fun
and exciting way

12. Polysemy

13. Collocations

14. Connotations and

bias words
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Activity 3.1.2: Teaching Vocabulary

Read the following list of 20 vocabulary teaching ideas (from

http://ebi.missouri.edu/wp-content/uploads/2012/10/Vocabulary-Lesson-Classroom-Ideas.pdf)
form some more ideas on how to teach vocabulary. Highlight at least 3 strategies from the list below
and motivate why you think this strategy would work in your subject.

20 Vocabulary Lesson Ideas

1. Anything Goes (Richek & McTague, 2008)
● This is used as a quick review of words that move students from hesitation to rapid use.

● Teacher presents students with a list of words (board, overhead or word wall).

● Teacher or student points to a word and asks:

o i. What part of speech is _______?
o ii. What is the definition of _______?
o iii. Give another form of _______.
o iv. Spell (a derivative or inflected form of) _______.
o v. Use _______ in a sentence.
o vi. Use _______ and _______ in a sentence.
o vii. What do _______ and _______ have in common?
o viii. Find two words that have to do with _______.
o ix. Find a (the) root (or prefix, suffix) in _______.
2. Brain Power Words (Richek & McTague, 2008)
● Ask small groups of students to preview sections of a text and identify difficult words.

● For long chapters, assign different sections to different groups.

● Students place a Post-it next to the words in the text they identify as potentially difficult.

● After identifying the words, the group goes back and uses context clues to hypothesize what the
words might mean.
o i. Clues of substitution: A known word will make sense in the context and is probably a good
definition.
o ii. Clues of definition: The word is defined in the text (many textbooks do this).
o iii. Clues of opposition: Words “not, unlike” etc. are excellent clues to what a word is not and
thus help define the words.
3. Concept Cube (Montgomery, 2008)
● Students receive six-square pattern that can be folded up and taped into a three-dimensional cube.

● Before folding, students write clearly in each square following directions below.

● Each student is given one challenging word from a recent reading and asked to:
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o i. Write the assigned word in one square.

o ii. Write a synonym (word or phrase) in another square.
o iii. Write an antonym (word or phrase) in another square.
o iv. Write a category or categories it could belong to.
o v. Write the essential characteristics of the concept of this word.
o vi. Give one example.
● Cut, fold, and tape the cube.

● Roll the cube and read what comes up on the “top”; the student must tell the relationship of that word
or phrase to the original word.
● Teachers scaffold as necessary.

● After students know their own cube without any errors, they exchange with a peer.

4. Concept Definition Map

● A graphic organizer that has students draw an illustration representing their text to help them think
about it in terms of definitions, related concepts, and examples.
● Helps them to learn new vocabulary and concepts in a more holistic way.

● May be used for a single concept or for an entire passage.

5. Connect Two (Richek & McTague, 2008)
● Game where two lists of words are put on a blackboard or overhead projector.

● Students are asked to make connections between a word on the first list and a word on the second list
and they must explain the reason for the connection that they made.
6. Dictionary games (Reiss, 2008)
● Set up timed competitions.

● Group students by tables or set one-half of the room against the other.

● Game-like structure motivates and involves students.

7. Find that Word (Richek & McTague, 2008)
● Students are asked to record words they are studying when they encounter them in reading and
speech.
● This enables students to see the words in different contexts and deepens their vocabulary knowledge.

● Teacher gives students a list of target words.

● Students are to write the sentence in which the words appear (students can be given strips of paper).

● One way to add interest is to see how many a class can collect!

● Devote a few minutes each week to reading the sentences – then post them.

● Points can be awarded for:

o 1 point – Student saw or heard the word in speech, print or the media.
o 2 points – Student used the word in speech (peer wrote the sentence).
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o 3 points – Student used the word in writing.

● Activity takes a minimum of instructional time, yet encourages notice and use of vocabulary items.
8. Language Detectives (Reiss, 2008)
● Identify “Language Detectives.”

● ELLs who find academic words with similar roots to their mother tongue.

● What it does: decreases language load so ELLs can access the content.
9. Pair-Define-Explain (Reiss, 2008)
● Teach vocabulary by sprinkling your instruction with interesting words and phrases.

● Pair the word or phrase with high-frequency synonym, definition, explanation or visual depiction.

● Repeat them frequently always pairing with the explanatory source.

o He committed an egregious error – a very bad mistake.
o The liquid becomes effervescent – bubbly, full of bubbles – when we stir it.
o The Pilgrims embarked on a long journey. They began…they started on a long trip.
o She was motivated by vengeance –she wanted to punish him, sort of get back or get even
with him.
10. Personal Dictionaries (Reiss, 2008)
● Have Students Develop a Personal Dictionary.

● English only or bilingual; Can include native language translations; Antonyms and synonyms

● You or students select organizing principle:

o Subject specific
o Alphabetical
o General/technical
o Social/academic
11. Semantic Maps (http://www.learningpt.org/literacy/adolescent/strategies/semantic.php)
● A Semantic Map is one type of graphic organizer. It helps students visually organize and graphically
show the relationship between one piece of information and another. Researchers have identified this
strategy as an excellent technique for increasing vocabulary and improving reading comprehension.
As a pre-reading activity, Semantic Mapping can be used to activate prior knowledge and to introduce
key vocabulary. As a post-reading activity, words, categories, and new concepts can be added to the
original maps to enhance understanding. If the strategy is used during both pre-reading and post-
reading instruction, it is suggested that different coloured pens be used as ideas are recorded.
o The teacher decides on a topic for instruction and the new words that are important to be
taught.
o The topic or concept is briefly introduced, and a key word is written on the chalkboard,
overhead transparency, chart paper, or typed on a device and shown on a screen.
o Students are asked to think of other words that come to mind when they read the key word.
It is also appropriate for the students to write down a list of these words to be shared with
the class.
o The students share their recorded words. If any of the teacher's "new words" are not
suggested, the teacher presents them for discussion.
o After the list of words is completed, the words are grouped by category. Students discuss why
certain words go together. Category names are assigned.
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o A class map of the words is created by putting the information on a large sheet of paper. The
map is discussed. At this time, students are encouraged to add items to the categories or
even to suggest new categories.
o As other new words that relate to the topic are discovered through the reading of the text,
additions are made to the map.
12. Venn Diagrams (http://www.dpsk12.org/departments/secondary/tip5res.htm)
● A commonly used organizer is the Venn diagram. It consists of overlapping circles for listing the
characteristics of each word and shared similarities.
● A variation is overlapping rectangles. Include lines inside the circles or rectangles for students to
record the information. Write the two words being compared at the top of the diagram.
13. Vocabulary Bingo (Reiss, 2008)
● Makes learning new vocabulary fun.

● Hand out preprinted Bingo grids.

● Let students fill out the week’s words in any pattern on their papers.

● Instead of saying the word, pantomime, show, draw or give a verbal description (synonym).

● Winner must not just say the winning words, but use them all in a sentence!

● Increase motivation and participation by using a team approach that invites the team to create the
sentences.
14. Vocabulary Helpers (Reiss, 2008)
● Designate students to be your vocabulary helpers.

● Ask more advanced ELL students to preview text chapters and look for potentially confusing
vocabulary.
o Synonyms for concepts
o Idiomatic uses of words
15. Word Expert Cards (Richek & McTague, 2008)
● Each student in the class takes the responsibility for thoroughly learning a few words – then teaching
them to peers.
● Excellent for teaching tier 3 words (low-frequency, subject-specific words).

● Each student takes 2-5 words from a new unit or chapter.

● Each “word expert” constructs a card for each vocabulary word using a teacher-approved rough draft
of the word’s definition, part of speech and an illustration.
● After a “word expert” is finished with his or her cards, the student presents her cards to a classmate
and they exchange cards.
16. Word of the Week Program (Reiss, 2008)
● Do this as a school.

● Students select the word and submit it for consideration to a teacher.

● This teacher announces the word during the announcements on Monday/ the first day of the teaching
cycle.
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● Everyone commits to making every effort to use the word daily in natural and meaningful academic
classes.
17. Word Up! (Richek & McTague, 2008)
● Teacher identifies words from selected material (novel, short story, news article) and writes them on
cards.
● 1-2 cards are distributed to each student.

● Teacher reads the selection and each student holds up appropriate word card each time targeted
word is read.
18. Word Walls (Gaquin, 2008)
● Word walls can be as effective in upper grade classrooms as they are in the primary grades. With
word walls teachers can help students develop reading and writing vocabularies, enhance content
learning, and support struggling readers and English as second language students.
● As students master a word, it should be retired to a shoebox and newer words added to the wall. The
“shoe box” words can be reviewed before cumulative tests, or used to help students make connections
between past learning and new topics. Word walls work best when they are interactive, with words
that can be easily added, removed or rearranged. Pocket charts, or index cards with peel-and-stick
Velcro, or peel-and-stick magnetic strips work well.
19. Word Wizards (Reiss, 2008)
● Make vocabulary growth an ongoing objective in your classroom.

● Create a word wall.

● Students can write new words they come across.

● Show your appreciation for uncommon and interesting words with comments of praise when students
use them.
20. Marzano’s six steps for direct vocabulary instruction
● Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior
knowledge of students, use imagery).
● Step two: Students restate or explain the new word in their own words (verbally and/or in writing).

● Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic
representation).
● Step four: Students engage in activities to deepen their knowledge of the new word (compare words,
classify terms, write their own analogies and metaphors).
● Step five: Students discuss the new word (pair-share, elbow partners).

● Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Teleph

1.

2.
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3.

Study Section 3.2: Teaching Reading Across the Curriculum

Pertinent Question:
Look at the IT teacher’s explanation of reading below. How can I support my L2 learners who are
struggling to read in the content classroom?

Preparation
Pertinent Question:

Why is reading important?

How can the EMI teacher improve learners’ comprehension when reading?
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Do you consider yourself to be a good reader? Do you read with comprehension?

Activity 3.2.1.
Explain how each of the following strategies may be used in your subject.

Strategy Brief Explanation of how you could apply it in your subject

description of
strategy

Creating a word
map

Teaching text
structure

Anticipation
guides

Making
predictions

Reading
monitoring

Labelling
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Summarising

Making
connections

Another strategy
pertinent to your
subject

Activity 3.2.2: Practising labelling

3.2.2.1 Carefully read through the following lesson. Then label this lesson according to the coloured
segments on your Lesson Wheel.

3.2.2.2 Comment on the effectiveness of this lesson.

Academic-Language Learning Through Content in a Secondary Biology Classroom

Ms. Cheryl Harrington, a teacher of secondary biology, illustrates the interconnectedness of language and
content in a unit based on the enduring understanding "Biotechnology impacts health care decisions”. Among
the concepts that ELLs and others must learn in this biology unit are the molecular aspects of genetics and the
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detection of genetic diseases. Twenty-four students, including eight early-intermediate to transitioning level
ELLs, participate in this class.

When students enter the classroom on the first day of this instructional unit, they notice the Ms. Harrington
has posted the essential question, Genetic testing – who decides? Ms. Harrington activates student schemata
with a short film clip showing the impact of various common genetic diseases. She has developed several
discussion probes, including "What are genetic diseases?”; “Do we want to know if we are at risk for them?"
and "Should everyone be tested to find out if they are at risk?" She provides these to students, who form six
discussion groups, each composed of four students. (The eight ELLs work collaboratively with native-English
[L1] speakers.) The academic discussion facilitates students' receptive and productive language abilities and
elaborates content-area schemata.

Discussion concludes with each group briefly reporting on what they think they know about genetic disease
based on the video and discussions. Ms. Harrington quickly writes student responses on a KWL (What I know,
What I want to know, and what I learned) chart (further elaborating student schemata) and redirects students
to the essential question: Genetic testing- who decides? Ms. Harrington assures students that there is no one
correct response. To develop informed responses, students must learn about genetic diseases, DNA, mRNA,
protein synthesis, and gene codes, and they must learn these well to participate in on-going academic
discussions. The essential question contextualizes instruction and allows ELLs and others to understand how
all the facts fit together. Academic vocabulary and language abilities are learned in context within lessons that
all relate to Ms. Harrington's essential question.

Learning outcomes for the unit require ELLs and other students to demonstrate their understandings by
preparing and presenting a response to this essential question. As a final assessment, students create a group
PowerPoint presentation, in which they take a position, explain their position, and support it with facts from
the readings and lectures (written and oral communicative competence). Ms. Harrington formatively assesses
student progress throughout the unit through observation of small-group discussions, in which students
demonstrate oral communicative competence, and through several short written assignments.

Receiving feedback, including responses from members of the discussion group and Ms. Harrington, on their
Power Point presentations allows ELLs to gauge the accuracy of their productive communication. The on-going
interaction between ELLs, more English-proficient students, and Ms. Harrington also serves to further develop
ELLs' receptive communication skills. Discussions about government-required testing enable ELLs to use
productive and receptive language to deepen their understanding of concepts and to measure and improve
their communicative abilities in academic English.

Study Section 3.3: Teaching Writing Across the Curriculum

Pertinent Question:
How can your learners demonstrate to you how and what they are thinking and prove that they
have mastered both the content and the language of your lesson?
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https://jeanfischer.wordpress.com/2015/09/07/ten-of-the-funniest-cartoons-about-writing/

Activity 3.3.1: Strategies for teaching Academic Writing

Watch the PowerPoint Presentation on how to teach academic writing in the content classroom and
complete the questions below.

3.3.1.1 Draw a mind map below to illustrate all the skills involved in academic writing

3.3.1.2 Complete the following flow diagram to illustrate the process of teaching writing.
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3.3.1.3 What are the typical writing skills that content teachers should focus on when teaching?

3.3.1.4 List the reasons why students need to write in an academic setting:

3.3.1.5 How can the content teacher help students to generate ideas (or brainstorm) their writing?
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3.3.1.6 Which forms could skeleton outlines of writing exercises take in your subject? Draw these
outlines below:

3.3.1.7 Use the table below to explain the PIE method of teaching the writing of effective
paragraphs.

Part of paragraph Role/function

Point
Illustration
Explanation

3.3.1.8 Use the space below to explain the 4-square method of teaching writing.
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3.3.1.9 How should writing be assessed in the content classroom?

Grammar Unit 3: Vocabulary; words commonly confused; appropriate use

of words in sentences; Root words
Complete the following exercise before you tackle your Word Bank assignment. Once you have done
the exercise, read over Unit 3 again. You will find it is easier to grasp the content now.

Grammar 3A: Match the words to the definitions in this table.

Word similar in meaning context

A letter or group of letters added to the beginning of a word to change its meaning concise

Similarity between the features of two things that are deliberately and consciously semantic
compared to make a point

An idea, often abstract synonym

Relating directly to meaning metaphor

Word opposite in meaning prefix

A figure of speech that describes an object or action in a way that is not literally true analogy
but helps explain an idea

A letter or group of letters added to the ending of words to change their meaning or antonym
function

The situation in which something happens, and that can help explain it concept

Expressing a wealth of meaning in a few words suffix

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Grammar 3B: Choose the correct word(s) in brackets.

● A learner-friendly (definition/defination) of a word will be more accessible to students than

a complicated encyclopaedia entry.
● Learning about (Parts of Speech/Figures of Speech) helps us to understand the function of
words and phrases in sentences.
● A dictionary will provide (comprehension/comprehensive) descriptions and explanations of
words.
● Ask each student to (identify/identity) difficult words as she/he reads academic text.

Grammar 3C: What is the root word of:

● Graphic

● Unedited

● Strategically

● Terminology

● Categorically

________________________________________________________________
ENTL 511 2024 ASSIGNMENT 3: Group work - word-bank for effective
vocabulary teaching
At the end of this unit, you should be familiar with vocabulary-, reading- and writing strategies that
you as a content teacher can use in your classroom. Based on the given CAPS topic of your subject,
in a group of 4 – 6 colleagues from your class, create a word-bank that incorporates various
vocabulary teaching strategies to help learners expand their vocabulary in your subject. The word-
bank should be suitable for teaching new vocabulary to learners. This assignment will be marked by
the lecturer using a rubric.

Instructions:

1. On eFundi, find your specialisation subject and the CAPS topic that has been highlighted.

2. Identify target vocabulary: Identify a list of 10 target vocabulary words that your learners should
relate to the chosen topic. These words should be appropriate for the learners' proficiency level and
aligned with their learning goals.
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3. Select vocabulary teaching strategies: Select at least five different vocabulary teaching strategies
that you believe would be effective in teaching the chosen target vocabulary. You will then use one
vocabulary strategy to teach two target vocabulary words. Create word-bank entries: For each
target vocabulary word, create a word-bank entry that incorporates one of the selected vocabulary
teaching strategies. Include the following information in each entry:

- Target vocabulary word

- Definition or explanation of the word

- Example sentence(s) that demonstrate the word's usage

- Teaching strategy used (e.g., context clues, word families, syllabification, picture dictionary,
morphemes, etc.)

- Explanation of how the teaching strategy helps learners understand and remember the
word

4. Organise the word-bank: Arrange the word-bank entries in a logical and user-friendly manner. You
can use categories, alphabetical order, or any other organization method that makes sense for the
chosen topic and target vocabulary.

5. Reflect on the word-bank: Write a brief reflection on the effectiveness of the selected vocabulary
teaching strategies in the context of the word-bank you created. Discuss how these strategies can
enhance learners' understanding in your chosen subject, and retention of the target vocabulary.

Submission Guidelines:

1. Submit the word-bank as a document or presentation file (e.g., Word, PowerPoint, PDF). ONLY
ONE GROUP MEMBER SHOULD SUBMIT ON EFUNDI. Make sure that all group member details are
on the assignment. Do not submit the rubric separately from the word-bank document; there should
be only one submission.

2. Include your reflection on the effectiveness of the teaching strategies in the same document or
presentation.

3. Be sure to properly cite any sources used. Remember, the purpose of this assignment is to create
a word-bank that incorporates various vocabulary teaching strategies to enhance learners'
vocabulary acquisition in your subject. Have fun and be creative in designing your word-bank!
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Work through
the rubric
below to
ensure that
you are
prepared for
all the aspects
being assessed.
Please complete the student information section and submit the rubric with
your presentation.

ENTL 511 2023: ASSIGNMENT 3: Word-bank

Name and surname Student Contribution
number

Criteria Exceeds expectation Meets expectation Below expectation

Rubric (30) 4-5 3-2 1-0

Target The target vocabulary words Only 5-6 target vocabulary words Most of the target vocabulary
Vocabulary are suitable for the learners' are suitable for the learners' items are unsuitable for the
Selection (5) proficiency level. The selected proficiency level. The selected learners' proficiency level. The
target vocabulary words align target vocabulary words align with selected target vocabulary
with the learners' learning the learners' learning goals and words do not align with the
goals and CAPS topic/theme. CAPS topic/theme. learners' learning goals OR
CAPS topic/theme.
Reflection The reflection discusses the The reflection discusses the The reflection does not
on Teaching effectiveness of the selected effectiveness of the selected adequately discuss the
Strategies teaching strategies in the teaching strategies in the context of effectiveness of the selected
(5) context of the word-bank. the word-bank; however, the teaching strategies in the
The reflection provides reflection does not provide a context of the word-bank; the
thoughtful insights on how thoughtful insight on how the reflection does not provide a
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the teaching strategies teaching strategies enhance thoughtful insight on how the
enhance learners' learners' understanding and teaching strategies enhance
understanding and retention retention of the target vocabulary. learners' understanding and
of the target vocabulary. retention of the target
vocabulary.
Creativity The word-bank demonstrates The word-bank demonstrates some The word-bank lacks
and creativity in design and creativity in design and creativity in design and
Presentation presentation. The word-bank presentation. The word-bank is presentation. It is not visually
(5) is visually appealing, well- visually appealing, well-formatted, appealing. It is difficult to
formatted, and easy to but is difficult to navigate. understand and navigate.
navigate.
Language Word-bank, and overall Only a few spelling/grammar and The word bank is riddled with
(syntax and presentation, is free of any punctuation errors evident. Very spelling and punctuation
punctuation) spelling, punctuation, and good compilation of work. errors.
(5) syntax errors. Flawless
compilation.
8-10 5-7 0-4
Vocabulary Five vocabulary teaching Three to four vocabulary teaching Only 2 to three vocabulary
teaching strategies are incorporated strategies are incorporated strategies correctly and
strategies effectively. effectively. effectively incorporated.
and word Each teaching strategy is Each listed teaching strategy is Insufficient explanations and
entries (10) clearly explained and justified sufficiently explained and justified justifications for chosen
in relation to the target in relation to the target vocabulary strategies. Word-bank entry
vocabulary word. Each word- word. Each word-bank entry lacks one or more of the
bank entry includes the target includes the target vocabulary following: target vocabulary
vocabulary word, word, definition/explanation, word, definition/explanation,
definition/explanation, example sentence(s), and teaching example sentence(s), and
example sentence(s), and strategy used. teaching strategy used.
teaching strategy used. The word-bank entries are clear, The word-bank entries are
The word-bank entries are concise, and well-organized. confusing, unclear and are not
clear, concise, and well- well-organized.
organized.

Major Assignment Alert

You must plan an entire EMI lesson based on your subject of specialisation. You are required
to use the backward design as you were taught in unit 1. Please ensure that your lesson is
suitable for the context of the school you have chosen to use. Remember that you must
consider both the context and learner profile when planning your lesson.
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Study Unit 4: Lesson Preparation

Study Section 4.1: Designing and assessing learner activities to promote
English across the curriculum
Pertinent Questions:
● Are all lesson plan formats alike or do teachers follow different kinds of lesson plan formats?

● Are they all effective?

● What does the commonly used Objectives-Activities-Assessment lesson plan format say
about how students learn?
● Does using scripted/ready-made lesson plans help or hinder the teacher?

● How can the school and the teacher improve planning for classroom sessions?

4.1.1. Lesson planning in a Nutshell

Once you have designed a learner profile, analysed the CAPS document and selected a topic for the
lesson and designed your SMART task and its assessment, you have to consider which activities
could be used as scaffolding for the SMART task. For the lesson plan you will design in this module,
you have to design a SMART task (or rework the task you’ve designed in the previous unit), and
create three activities leading up to the SMART task, but in any other given situation, there could be
many more, depending on how broad the topic of the lesson is.

Remember that each learning activity should be assessed by someone and with an assessment tool.
Please note that a learning activity can also be assessed by mere facilitation (there need not be a
rubric, memorandum or checklist for every single activity). Make sure that the assessors and
assessment methods make sense paired with the chosen activity. Alignment is key.

Please go to eFundi and watch the video about lesson planning.

Activity 4.1.1.1: Designing a comprehensive learner profile and analysing

the CAPS

1. Refer back to study unit 1, as well as the white segment of the lesson wheel and design a
comprehensive learner profile. You may do so by completing the learner profile in your
lesson preparation booklet. Bring this to your next class for peer review.
2. Bring your analysis of the CAPS topic that was assigned to you for the completion of
assignment 2. Complete the analysis of the CAPS topic according to the prompts in your
lesson preparation booklet.
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Activity 4.1.1.2 Designing effective learner activities

1. Do additional research if necessary and explain what the term scaffolding means in the EMI
classroom:

2. Based on the PowerPoint presentation presented by your lecturer on this study section, make
notes of the most important points to remember when designing learning activities that lead up
to the SMART task:

3. Use your answers to the previous question as a checklist to evaluate whether the activities
leading up to the SMART task in the following example are indeed effective learning activities:

3.1 SMART task: At the end of the lesson the learners will conduct a group debate (6 learners per
group) in which they will argue for or against buying products or services on credit, giving at least
2 reasons per learner to support his/her position. Three group members should argue for the
cause and three should argue against it. The debate should be no longer than 8 minutes per
group. They should be able to justify their arguments for/against buying products or services on
credit using appropriate body language and volume. The speeches will be assessed by the
teacher using a rubric.
*Note that the language SMART task and the content SMART task are the same task in this
instance.

Activities leading up to the SMART task:

Activity 1: The learners will read the textbook and articles from the internet and summarise the
advantages and disadvantages of credit in a table. This will be peer assessed by comparing the
different results obtained from the research.
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Activity 2: The learners will work in groups to decide which points they will use to justify their
viewpoints in the debate (SMART task) and assign roles for each person in the debating team.
The teacher will observe and facilitate.
Activity 3: Each learner will have to write a speech as part of the team that will defend the
points they decided on during their group work. The speech should have an introduction, body
and a conclusion. They will first perform their speeches in the group and will be assessed by
their peers with a checklist. The teacher will facilitate and help with body language and volume.

4. You are a Life Orientation teacher for Grade 10 learners. Your topic for a particular lesson is
contemporary social issues that impact negatively on local and global communities. You decide on
the following SMART tasks for the lesson:
At the end of the lesson my learners will be able to write a short children’s book of 300-350
words based on the harmful effects of any ONE of the social issues we discussed in this lesson.
The book should be completed in an A5-booklet with a cover page, title and pictures. This
should appeal to grade 4-6 learners. It is also a requirement that the story has to have a happy
ending. This task will be assessed by the teacher using a rubric. The content will be assessed, as
well as spelling and coherence.
*Note that the content SMART task and the language SMART task are the same activity in this
instance.
Suggest three learning activities to lead up to this SMART task:
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Watch the PowerPoint and read this paragraph in preparation for the activity that follows:
Remember that with each learning activity, your learners will be expected to produce a measurable
product (each activity should be assessed in some way, and one can only assess if there is a product
to assess). Your learners will develop their productive language skills (speaking and writing) when
completing the learning activities. However, for learners to produce something, there needs to be
some form of input. Learners develop their receptive language skills (listening and reading) when
they receive input. This implies that learners should read or listen to a text to produce a product
(note that one text could be used for all three learning activities, or each learning activity could have
a different text, this depends on the lesson and the activities that you have designed). The resources
you select for a lesson are extremely important in ensuring that effective learning takes place.
Remember that you should attach the texts and all other resources that will serve as input for the
learning activities, to your lesson plan.
Activity 4.1.2: Designing resources for activities
1. Do additional research if necessary and explain what is meant by comprehensible input.

2. Use your answers to question 4 of Activity 4.1.1 and select a text that could be used for one or
all of those activities. Provide the link for the text if it is an online text. Clearly explain why you
have selected that specific text and for which activities it will serve as input.

3. Explain in which cases it would be important to design one’s own resources instead of just using
already-existing resources.
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Study Section 4.2: Aligning teaching, learning and assessment

Pertinent Question:
How do I avoid the situation where my learners perform a SMART task that is completely off-track or
wrong?

Watch the PowerPoint and read this paragraph in preparation for the activity that follows:

By now you have a good idea of what is meant by comprehensible input. Remember that your
teaching is also a form of comprehensible input. You should be able to identify at least one teaching
moment for your lesson. It is important that your teaching moment/s align with the topic of the
lesson and the knowledge and skills that your learners will need to complete the activities. It is
equally important that the teaching moment/s be presented at an appropriate phase of the lesson.

Activity 4.2: Aligning teaching, learning and assessment

1. Do additional research if necessary and make a list of teaching methods/strategies that could be
used in a lesson (this answers the question of how the content will be taught).
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2. Consider the three activities you have designed in question 4 Activity 4.1.1 and identify one
teaching moment. Clearly explain what will be taught, how it will be taught (PowerPoint
presentation, direct instruction, etc.) and when it will be taught (before activity 1, between
activity 1 and activity 2, between activity 2 and activity 3, or after activity 3 and before the
SMART task).

3. Look at the following two SMART tasks. Identify one language teaching moment for each that will
be required for learners to complete the SMART task effectively. Clearly state what will be taught
and how it will be taught.
3.1 At the end of the lesson the learners will conduct a group debate (6 learners per group) in
which they will argue for or against buying products or services on credit, giving at least 2
reasons per learner to support his/her position. Three group members should argue for the
cause and three should argue against it. The debate should be no longer than 8 minutes per
group. They should be able to justify their arguments for/against buying products or services
on credit using appropriate body language and volume. The speeches will be assessed by the
teacher using a rubric.

3.2 At the end of the lesson my learners will be able to write a short children’s book of 300-350
words based on the harmful effects of any ONE of the social issues we discussed in this lesson.
The book should be completed in an A5-booklet with a cover page, title and pictures. This
should appeal to grade 4-6 learners. It is also a requirement that the story has to have a happy
 ENTL 511

ending. This task will be assessed by the teacher using a rubric. The content will be assessed, as
well as spelling and coherence.

Study Section 4.3: Designing the pertinent question

Pertinent Question:
Do you think the pertinent questions on eFundi (under this study section) elicit curiosity, critical
thinking, and open-ended responses? Provide reasons for your opinion.

Watch the PowerPoint and read this paragraph in preparation for the activity that follows:

Every lesson needs a pertinent question. Your pertinent question will be asked during the
introductory phase of your lesson (it could either be asked at the very onset of the lesson, or as part
of the introductory activity). You can also have more than one pertinent question, but make sure
that these questions adhere to the characteristics of questions that are indeed pertinent (watch the
PowerPoint presentation and make notes on designing pertinent questions).

Activity 4.3: Designing pertinent questions

1. What is a PERTINENT QUESTION?

2. When is a question ‘pertinent’?

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3. What is the value of asking a pertinent question during a lesson?

4. Look at the pertinent questions below and comment on them. Also suggest alternative pertinent
questions based on the same topics.

Subject Topic: Pertinent Question. Comment Alternative

Life Cultural Why do men/countries go
Orientation Heritage to war?
Grade 8
History The French Do you think that
Grade 10 Revolution studying history today
can save your life? Why?
Life Science DNA If you could find a way to
Grade 10 determine what diseases
you may get in the future,
would you do it? Is it even
possible?

Study Section 4.4: Designing an introduction

Pertinent Question:
How do I ‘hook’ my learners at the start of a lesson?
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Watch the PowerPoint and read this paragraph in preparation for the activity that follows:
The introduction is a critical part of the lesson, as it is the introduction that determines learners’
levels of interest in the topic and the activities that are to come later in the lesson. It is important to
remember that the learners should be actively involved during the introduction, which means that
there should be an introductory activity. There should also be some form of input from the teacher’s
side (not teaching new content, but providing a stimulus to activate prior knowledge and introduce
the new topic). Your introduction should be interesting, pique learners’ curiosity, and be directly
related to the topic of the lesson.

Activity 4.4: Designing an introduction

1. Can you recall the best introduction you have ever seen/experienced for a content lesson?

2. Suggest an introduction (stimulus and activity) that would align with each of the following
pertinent questions:

Subject Topic: Pertinent Question. Introduction

Business Creative Why do businesses or
Studies thinking organisations value
Grade 10 and creative employees?
problem
solving
History Colonial Can colonial
Grade 10 expansion expansion after 1750
after 1750 and the impact of
British
control be seen as
positive or negative?
Use examples to
justify your answer.
Arts Drawing a What do you think
Grade 10 self-portrait contributes to the
success of a
photograph/artwork?
Why are some
photographs/artworks
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more successful than

others?

Assignment 4 (Major assignment): Lesson preparation booklet

Work with a peer to design a comprehensive lesson plan on the CAPS topic allocated to your subject.
Please note that you are not allowed to use another topic. Your lesson plan should reflect the
following;

● a comprehensive learner profile that gives a detailed description of the learners you will
teach;
● an analysis of the CAPS topic;
● a SMART task (content and language task);
● an appropriate assessment tool for the SMART task;
● teaching moments and learner activities (the learning activities should include reading
and/or writing strategies that were covered in unit 3);
● appropriate assessment methods for the learner activities;
● a selection of appropriate resources that are aligned with the learner profile;
● an introduction; and
● pertinent question/s

YOU should study the rubric on the next page that will be used to assess this assignment before you
complete and submit the assignment.

Rubric
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Criteria Poor (0-1) Average (2-3) Good (4-5)

Learner profile The learner profile is The teachers have limited This is clearly an EMI classroom.
incomplete. No effort knowledge about who The teachers evidently know
has been made to build his/her learners are OR the their learners as human beings.
connections with the lesson has not been The teachers are able to identify
learners. The teachers planned for an EMI prior knowledge about the topic
lack knowledge about classroom. The school from the learners’ personal
the school context. context might not be lives. The school context has
analysed sufficiently. been analysed prior to the
lesson planning.

Analysis of Incomplete OR the The teachers struggle to The CAPS document has been
CAPS teachers have not make a clear distinction analysed thoroughly. The
identified prior between learners’ prior teachers can clearly identify
knowledge or new knowledge and the new what has already been learnt
knowledge accurately. knowledge they will acquire about the topic and what new
OR in this lesson. knowledge will be learnt about
The student has not the topic.
used the given topic.

SMART task Either one of the SMART The SMART tasks adhere to There is a content SMART task
(Content and tasks has not been most of the SMART that is on the evaluating or
Language task completed. principles and are not creating level. There is also a
OR necessarily on an language SMART task which
The SMART task has evaluating or creating level. links directly to the content
been written as a list of SMART task.
objectives.

Rubric for The rubric is not aligned Some information has been The assessment of the SMART
SMART task with the task OR the left out (e.g. the level task is directly aligned with the
rubric does not include descriptors) OR the task. The assessment includes
any language criteria. language criteria outweighs both content and language
the content criteria. criteria. The rubric is neat,
specific and contains all the
relevant information.

Poor (0-3) Average (4-6) Good (7-10)

Learner Activities are Most of the requirements All activities are organised from
activities haphazardly organised have been met, but least to most difficult according
with no link to Bloom's improvement is necessary to Bloom's taxonomy. The
taxonomy. The activities to ensure an aligned and activities are aligned with the
do not actively involve meaningful learning SMART task, actively involve
learners and are not experience. learners and are meaningful to
aligned with the SMART the learning experience.
task.

Poor (0-1) Average (2-3) Good (4-5)

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Vocabulary No vocabulary, reading One or more vocabulary, One or more vocabulary,

reading or writing strategies reading and writing reading and writing strategies
and/or writing have been included. strategies have been are skillfully added to the lesson.
strategies Or included but are not always Strategies work to enhance
Strategies are included appropriate. language developed and are
but are not aligned to the lesson.
aligned./appropriate to
the lesson.

Teaching There are no teaching The teaching adheres to The teachers have the ability to
strategies moments OR the most of the requirements, identify one or more
content to be taught and but there are areas for appropriate teaching moment/s.
method of teaching are improvement to ensure The teachers have identified
not suitable. that teaching and learning WHAT will be taught and HOW it
are aligned and meaningful. will be taught. The teaching
strategy is aligned with the
learning activity, as well as the
SMART task.

Assessment Incomplete Some assessment The assessor and assessment

specifications are not tools have been identified for
appropriate for the specific each activity and are
activity. appropriate for each activity.

Pertinent A closed question or an An open-ended question A relevant open-ended question

Question open-ended question that might not be as that elicits individual responses,
that is not relevant. relevant or does not arouse arouses interest and has real-
interest. world application.

Introduction The introduction The introduction adheres to The introduction actively

adheres to only one or two, three or four of these involves the teacher and the
none of these criteria. criteria. learners. Vocabulary is
introduced. The introduction is
interesting and fun.

Language use Description of tasks and Description of tasks and Clear and concise description of
and spelling strategies is not clear strategies is clear with 5-10 tasks and strategies with 1-4
with more than 10 language and spelling language and spelling errors.
language and spelling errors.
errors.