Cambridge DELTA Module 3 Assignment
Teaching Monolingual Classes
Name: Emad Hamdy Mohammed Mahmoud
Centre No: TR 154
Candidate No: 0021
Word Count: 4415
Statement of Originality
Plagiarism is defined as submitting as one's own work, irrespective of intent to deceive, that which derives in part or in
its entirety from the work of others without due acknowledgement. It is both poor scholarship and a breach of
academic integrity.
University of Cambridge statement on plagiarism (2011), retrieved 24.10.2014
from:http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html
I confirm that I have read and understood the University of Cambridge definition of plagiarism. I confirm that this
submission is my own work and that all sources used are properly referenced.
Name: Emad H. M. Mahmoud
Date: 29/06/2020
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Table of Contents
1. Introduction: Key Issues ................................................................................................................................................. 4
1.1. Introduction ............................................................................................................................................................ 4
1.2. Monolingual class defined ...................................................................................................................................... 4
1.3 Characteristics of Monolingual Classes ................................................................................................................... 4
1.4. The role of the L1 in L2 learning ............................................................................................................................. 4
1.5. Culture and syllabus decisions ................................................................................................................................ 5
1.6.. Maximising L2 exposure: ....................................................................................................................................... 5
1.7. The Use of Translation ............................................................................................................................................ 5
1.8. Motivation to use the target language ................................................................................................................... 5
1.9. The role of learner autonomy in MON ................................................................................................................... 6
2. Needs Analysis ............................................................................................................................................................... 7
2.1 Group Profile ............................................................................................................................................................ 7
2.2 Needs Analysis ......................................................................................................................................................... 7
2.3 Needs Analysis procedure and key findings ............................................................................................................ 7
The Questionnaire ......................................................................................................................................................... 7
The Questionnaire Results (QR):.................................................................................................................................... 7
2.4 Diagnostic Test Procedure and Results.................................................................................................................... 8
Diagnostic Test Results (DT)........................................................................................................................................... 8
2.5 Priorities ................................................................................................................................................................... 8
3. Course Proposal ............................................................................................................................................................. 9
3.1 The Course Objectives ............................................................................................................................................. 9
3.2 Course structure and organisation ........................................................................................................................10
3.3 Approach and Material ..........................................................................................................................................10
3.4 Constraints and requirements ...............................................................................................................................11
4. Course Assessment ......................................................................................................................................................12
4.1 Introduction ...........................................................................................................................................................12
4.2 Formative Assessment ...........................................................................................................................................12
4.3. Summative assessment ........................................................................................................................................12
4.3 Scoring....................................................................................................................................................................13
4.4. Principles of Assessment ......................................................................................................................................13
4.5. Course Evaluation .................................................................................................................................................13
5. Conclusion ....................................................................................................................................................................14
Bibliography .....................................................................................................................................................................15
Appendix 1 Course Proposal ...........................................................................................................................................18
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Appendix 2 Needs analysis and diagnostic test findings ...............................................................................................35
Appendix: 2A: Collated results from the needs Analysis Questionnaire ...................................................................35
Appendix 2B Diagnostic Test Marking Rubric ..............................................................................................................72
Appendix 2C Diagnostic Test Results ...........................................................................................................................73
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
1. Introduction: Key Issues
1.1. Introduction
Teaching Monolingual Classes (MON), in my 22 years of EFL experience in Egypt and Saudi Arabia, has been
challenging, enjoyable and satisfying, and I may be teaching such classes in the future, which is the first reason for
my choice of this topic. I have limited experience of teaching Multilingual Classes (MUL), which helped me
understand the differences between the two contexts. Additionally, I would like to extend my knowledge on
designing effective courses for monolingual classes by completing this assignment.
1.2. Monolingual class defined
A Monolingual Class (MON) is defined as one where the students all have a common language other than English and
often a common culture too (Atkinson 1993:1), which may or may not be shared by the teacher; for example,
teaching English to students in Egypt where all students speak Arabic and share the same culture. By contrast, in a
Multilingual class (MUL) students come from a variety of backgrounds and can only communicate with each other
and the teacher through English (Atkinson, ibid).
1.3 Characteristics of Monolingual Classes
Monolingual classes mainly differ from Multilingual classes in the following ways:
1- The availability of a shared first language (L1), which can be a useful resource if used appropriately or a
problem if too much use of the L1 is made (Council, 2020),
2- Decisions must constantly be made about whether and how the L1 will be used (Scrivener, 2005).
3- The teacher is familiar with the learners’ shared culture, which can also influence decisions about content
and methodology (Atkinson 1993:6)
1.4. The role of the L1 in L2 learning
For many years, use of the L1 even in MON was discouraged, probably as an over-strong reaction to traditional
methods like Grammar-Translation which made use of the L1, resulting in little or no use of English by learners
(Scrivener 2005:308). However, more recently, the role of the L1 in L2 development has been re-evaluated and the
positive contribution of the L1 has been recognised alongside the negative influence known as interference
(Freeman and Freeman 2009, Sultana, 2018)
In designing a MON course, the role of the L1 in scaffolding learning cannot be ignored. Use of the L1 in explanations
may be recommended in certain cases and comparisons between the L1 and L2 can usefully be made.
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1.5. Culture and syllabus decisions
Since the students (and possibly the teacher) share the same culture and similar backgrounds, in a MON context the
choice of topics and materials to include when designing a course can be more sensitive and appropriate to the
learners’ culture. MON classes tend to be more homogeneous than MUL ones, therefore allowing for courses to be
designed that are more relevant to the students and their knowledge. For example, having taught MON classes of
male students in Saudi Arabia, I am aware of a number of limitations regarding culturally insensitive or inappropriate
topics and materials, such as the depiction of women in certain situations.
1.6.. Maximising L2 exposure:
The fact that the L1 is available in the MON context should not result in significant reduction in the amount of L2
input that the learners are exposed to; students still need natural and extensive exposure to the L2. Wong (2010)
highlights the role of maximum exposure to L2, since it is their objective to achieve proficiency in it, while other
researchers warn that overuse of the L1 may lead to speaking deficiency (Richards and Rodgers 2001).
In addition, MON classes are usually taught in countries where English is not the official language, so exposure to
English outside the classroom may be limited.
To maximise exposure, therefore, it is essential that English is adopted as the main classroom language with the L1
used peripherally to support learning; it is also essential that teachers encourage and guide students to study or
practice outside class time by using all available channels e.g. radio, audio, video and above all the internet for
additional exposure to native speaker English in the classroom (Atkinson, 1993).
1.7. The Use of Translation
According to Atkinson (1993), translation is a ‘real life activity’ for L1 learners since they are expected to spend some
time translating. Translation also has an impact on how people learn a new language (Duff: 1989) and can help
learners develop an awareness of the similarities and differences between L1 and L2. For me, translation can also
serve as a short-cut for explaining meaning tasks, tests and grammar instead of wasting valuable class time,
especially with low-level students.
In designing a MON course, translation tasks can be included to help students compare the structure of the two
languages, to check understanding and to get meaning across.
1.8. Motivation to use the target language
The fact that learners in a monolingual context already share a language of communication means that they may
often be tempted to use their L1 to complete tasks which are intended to be completed in the L2; in a MUL class,
learners who only share the TL are clearly more motivated to use the TL to communicate with one another.
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Therefore, a challenge that the MON teacher faces is motivating the students to use the TL even though the L1 is
available.
It may be necessary to negotiate and agree on rules and guidelines for L1 and L2 use at the beginning of the course,
probably as part of an orientation unit. In addition, a system of rewards for using the L2 may need to be introduced
and frequent reminders given to the learners.
1.9. The role of learner autonomy in MON
Learner autonomy is defined as the ability to take charge of one’s own learning and to be responsible for decisions
concerning the goals, learning processes and implementation of one’s language learning needs (Richards &Schmidt,
2002). In the context of MON, where L2 input is not usually as readily available as in MUL classes taught in an
English-speaking environment, it is all the more important to encourage learners to seek L2 input and develop
strategies for discovering information about the language. Atkinson (1993:67) points out that In a MON class learner
need to be trained about learning to learn to make progress, so the course design process should also address this.
Tasks should be included to train students in using tools that enable them to work independently; for example, using
the internet to enhance their learning inside or outside the classroom.
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2. Needs Analysis
2.1 Group Profile
The group consists of eleven young (18 – 26 years old) Arabic speakers I teach at a technical college in Saudi Arabia.
The students are enrolled on an intermediate level general English course and are in their first college year. I am their
writing skills teacher. The main focus of the course is to help them improve their writing skill within the framework
provided by the institution, which requires the learners to produce the following written genres in their final exams:
opinion essays, reviews, cover letters and informal emails (see Appendix 3C).
2.2 Needs Analysis
Richards and Schmidt (2002:389) define Needs Analysis or Needs Assessment (NA) as the process of determining the
needs for which a learner or group of learners requires a language and arranging the needs according to priorities.
Analysing needs is a necessary step to course design (Munby 1978: 15-21) and can provide a ‘direct link’ to course
objectives (Seedhouse 1995:59-65).
Nunan (2013:18) notes that the information collected may be subjective (attitudes and expectations about the course),
and objective (facts about their linguistic abilities and why they need the language), while Graves (1996: 15) points
out that we need to collect data relevant to both the learners’ current situation as well as the target situation. I have
therefore collected subjective and objective data in order to identify the target situation as well as the present situation
of the learners.
2.3 Needs Analysis procedure and key findings
Following Richards (2001:59) I adopted a triangular approach i.e. collecting information from two sources: a
questionnaire and a diagnostic test, to uncover what learners really need using different methods to achieve reliability
of results.
The Questionnaire
The questionnaire, as the easiest and most common instrument of collecting, tabulating and analysing data related to
many different kinds of issues such as language use , communication difficulties , preferred learning styles, was
designed to collect some subjective data about their background, interests, motivation, preferences and approach to
writing. Due to COVID-19 restrictions, the questionnaire, which can be found here, was designed and delivered online
The Questionnaire Results (QR):
The questionnaire (Appendix 3A) yielded the following results:
•
•
•
•
•
QR1: Most of the group expressed different motivation for learning English e.g. for work, study and
communication (Q:10). However, all of them prioritised passing their English exams as a main focus.
QR2: Q:14 /15 showed that the learners are generally confident in their ability to use grammar, vocabulary
and spelling and punctuation accurately, but seem unaware of appropriate procedures to use before, during
and after writing.
QR3: The majority would like to participate in a variety of activities during writing lessons i.e. listening,
reading, speaking, watching videos, pair work and group work (Q:19)
QR4: The majority expressed their high interest in some topics like movies, hobbies and birthday and festivals
QR5: They believe they need help with essays, reports reviews and cover letters, but indicated they are
satisfied with their email writing skills (Q:22)
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2.4 Diagnostic Test Procedure and Results
The main tool used to identify the learners’ strengths and weaknesses was the diagnostic test (Appendix:4). I used two
writing tasks, representative of the two main registers (formal and informal) the learners would be required to produce
in their final exam. The topics I selected were based on the learners’ preferences as expressed in the NA questionnaire:
an essay related to movies and an email about a hobby. I used the mark scheme provided by the institution (Appendix
2B) to mark the test and diagnose strengths and weaknesses, as this mark scheme captures the performance criteria
used by the institution in the target situation.
Diagnostic Test Results (DT)
The diagnostic testing procedure yielded the following results (for details please see Appendices 2B and 2C):
Nearly all students achieved the tasks fairly well, although with weaknesses in the following areas:
•
•
•
•
•
limited development of the topic
limited grammatical and lexical range
lack of / poor organisation and paragraphing
limited use of cohesive devices
limited extent in one of the two tasks (informal email)
2.5 Priorities
Graves (2000:17) points out that we need to prioritise what can be done within the limited duration of a course (in this
case, 21 hours). Based on the overall results of the NA and DT as summarised above and detailed in Appendix 2, I
have identified the following priorities
P1: Focus on the writing process to help learners achieve the task more fully (QR. DT.1&2)
P2: Focus on organisation and paragraphing as appropriate to the target genres (QR. DT 1&2)
P3: Focus on grammar and sentence structure to produce a variety of accurate simple, compound and complex
sentences. (DT1)
P4: Focus on lexical development to increase the required length and size of vocabulary in relation to register and
genre. (DT2)
P5: Helping learners to use correct spelling and punctuation to increase overall scores. (DT 1&2)
P5. Including learners’ preferred activities and topics to help them to get more motivated and familiar with different
texts in practising writing (QR3,4,5)
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3. Course Proposal
3.1 The Course Objectives
The main goal of the course is to improve the writing abilities of learners in certain written genres identified in the
needs analysis. Based on the course priorities already stated (see 2.5 above) as well as the principles discussed in
Section 1, I have arrived at the six course objectives below to achieve the main goal. These course objectives can be
seen as which are, according to statements about how the goals will be achieved’’ (Graves 2000: 76).
1. Familiarising students with and providing practice in aspects of the writing process, such as generating idead ,
planning, drafting, editing, proofreading, giving and receiving feedback and using internet tools to check written
performance autonomously.
This objective is included based on the students’ answers to questions (16.17.18) in the questionnaire, which
indicate that they do not at present implement an appropriate process when writing. This affected their DT results as
well, which show lack of organisation and limited proofreading (see App 2C). Objective 1.6 was included based on
the observations made in 1.5.
2. Familiarising students with and providing practice in using appropriate layout, structure and paragraphing in
the following written genres: opinion essay, review, formal email, informal email.
The choice of genres was dictated by institutional demands (see 2.1). The DT results (see Appendix :2C) indicated
that many students were unable to produce emails and essays with an appropriate structure and layout, making the
inclusion of this objective essential.
3. Improving grammatical accuracy by focusing on tense usage, agreement, prepositional usage, use of articles
and use of complete clauses (DT1 /DT2):
The DT results showed that the majority of the students only used simple sentences and run-on sentences, with
problems in tense usage, prepositions and articles (see samples Appendices 2C, 4B).Consequently, I included the
grammar objectives to help them overcome these issues in their writing.
4. Improving coherence and cohesion by linking paragraphs and ideas, appropriate referencing, using linkers and
transition words to express coordination contrast, cause and result.
DT results (appendices2C,4B) showed that learners needed to raise their awareness on how to link paragraphs, use
referencing words and how to link ideas within a sentence to show ordination, coordination, contrast, and reason
and effect.
5. Enhancing the learners’ lexical repertoire by using affixation, collocations, synonyms, and antonyms,
understanding register and connotation and making appropriate use of bilingual dictionaries.
The range of vocabulary used by learners in the DT was very limited (see App….) I have chosen to work on using
synonyms, antonyms affixation and translation to help them increase vocabulary size. Problems were also identified
in using collocations, so I have included objective 5.3. Objective 5.4. was dictated by the nature of the class (see
1.3.3. above)
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6- Improving the learners’ spelling and punctuation, with a focus on spelling rules for consonant doubling, rules for
using commas, full stops, apostrophes and question marks as well as capitalisation.
This relates to the DT results (part2 P:5). More specifically students needed to focus on spelling rules like adding -ing
/-s/ ed. In addition, simple punctuation rules for example using the full stops, commas and questions marks
appeared in the DT marking, and using the apostrophe with contracted forms or to show possession
3.2 Course structure and organisation
The course will last for 14 weeks (21.5 hours / 1.5 hours a week) and it will be offered as a supplementary writing
course in my institution to help learners to get more focused practice of the selected genres.
To organise my material, I used topics as the main organizing principle, as they allow for easier integration of
language and skills work, with genres as my second organizing principle; the themes allow for greater cohesion
within units, while the genres allow in-depth exploration of textual features (Graves 2000: 130-131). Given this
structure, I have sequenced the material using the criteria simple to complex and part to whole as described by
Richards (2001:150-151). Thus, individual features of grammar, lexis and cohesion are introduced in different units
and then recycled when practicing extended writing. This topic-based structure makes it is easier to provide a
comprehensive and coherent input for the writing practice at the end of each unit, while the genre-based
organisation allows topics and language to be recycled. Each objective is visited at least twice; for example, essay
writing is the focus of units 3 and 5 and is revised in units 4 and 7.
The course consists of 8 units; 6 basic units topic-based units with themes derived from the needs analysis and 2
revision units, namely; Unit 4 and Unit 8. Each unit has 1 or 2 lessons to be covered depending on the genre used
around the topic itself. For example, in Unit 3 (Appendix :5), I decided to use the same topic to cover essays and
reviews providing more input for students to be used when writing either. In addition, students will be able to realise
the similarities and differences between these two types of genres in terms of layout and paragraphing. Unit 6 also
has two lessons and it provides a good input for formal and informal emails in a way that helps learners differentiate
between them in terms of register and tone.
I followed a cycle organisation (Graves 2000:141) of the material within units, so the elements appear in a
predictable sequence beginning with an input, content focus, language focus and ending with a writing task. I have
also added speaking and listening to provide further input for writing.
3.3 Approach and Material
A typical unit (appendix:5) will start with a lead-In: to prepare students for the topic and generate their schematic
knowledge. The vocabulary section follows to provide some related lexis because students’ results in the DT showed
that they need to maximise their lexis. In the reading section students can have some ideas to help them in the
writing stage and to collect more vocabulary too or get exposed to the layout of the target genre. The grammar
section was designed to achieve the grammar objective and to help them practise grammar points that may be used
for the intended topic. So far, the design of the lesson is influenced by a genre-based approach. The final part of
each lesson, influenced by the process approach, includes speaking activities to motivate learners, to help them
brainstorm ideas and organise their thoughts; this is followed by drafting, editing and redrafting. Thus, writing itself
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is seen as ‘the exercise of linguistic skills’ (Badger and White, 2000: p. 155). I adopted this approach to facilitate the
practice of writing and to increase students’ motivations unconsciously.
Students in a MON are less exposed to L2 and needed to be guided on how to maximise their exposure for this
reason (see 1.3.6), students are always guided in the course on how to work on their own for example they can use
checklists (appendix:5) themselves to assess their work, they can use some internet tools during the course to
achieve this objective (1.6) was addressed in each lesson.
3.4 Constraints and requirements
Due to the current situation of COVID-19, the course may be totally delivered online. My organisation uses Microsoft
Teams so a teacher will not be allowed to use a different virtual platform. Also, students will have to get familiar to
using some websites which I included in the orientation unit.
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4. Course Assessment
4.1 Introduction
‘’Assessment is defined as an approach to collecting information and making inferences about the ability of a student
or the quality or success of a teaching course on the basis of various types of evidence (Richards &Schmidt,
2002:p.44)’’ The main goal of assessment is to measure learners achievement of certain learning objectives. They
can be assessed in various ways before, during or after a course. Brown (2003: p.6) distinguishes between two types
of assessment in terms of functions: Formative and summative. In my course I have included both types of
assessment taking into consideration the principles of assessment which I outline below (4.4).
4.2 Formative Assessment
This type of assessment involves assessing students on the process of ‘’forming’’ their competencies and skills
(Brown 2003:6), aiming to help them to continue their growth. It also provides information on course planning and
remediation. The formative assessment activities have planned for my course are as follows:
1- A final draft of each writing task will be submitted and assessed in each lesson. This will be prepared by the
students after receiving feedback from their peers and the teacher on previous drafts. There are 12 writing tasks in
total, which will be assessed with reference to the course objectives, using the mark scheme in Appendix (6. The
mark scheme contains six assessment categories, of which 2-6 correspond to course objectives 2-6, with category 1
being task achievement or overall communicative efficiency. This first assessment category indirectly focuses on
successful implementation of the writing process as outlined in Course Objective 1 (especially generating ideas,
focusing and reviewing); evidence of success in implementing other aspects of the writing process can also be found
under the remaining assessment categories (outlining under 2, editing and proofreading under 3, 4 and 5)
2- In addition to the more holistic assessment provided via the integrated writing tasks, discrete tasks focusing on
objectives 3-6 (grammar, vocabulary, cohesion, spelling and punctuation). Some of these assessment tasks will be
used during the lessons, aiming at informal assessment (see for example, Task X in Unit Y). Discrete tasks, however,
are also included in revision units 4 and 8 (see appendix 1B and Appendix 6C for sample assessments).
Both the discrete tasks and the extended writing tasks will be uploaded to the learners’ writing portfolios on
Edmodo, along with peer and teacher feedback. Portfolios ill have the advantage of tracking the learners progress
during the whole course, giving them the chance to reflect on everything they will be doing, and evaluate their own
and their peers’ writing (Olds:1997). Using a portfolio can help motivate learners (part1: 1.3.5) and reduce the
negative ‘washback’ effects (Hughes:2003). Students’ evaluations of the course will also be incorporated in their
portfolios (see 4.5 below).
3. To assess the learners more formally, I have included two progress achievement tests, one focusing on opinion
essays and one focusing on informal emails, immediately following the corresponding revision units (Units 4 and 8),
which review material studied in the preceding blocks (Harris and McCann 1994p:28). These are direct integrative
writing tests which will be assessed using the mark scheme shown in Appendix (6A, B), also used in the extended
writing tasks. For details of the two progress tests, please see (Appendix 6D).
4.3. Summative assessment
The final Achievement test will be the summative assessment used for this course aiming to measure or summarize
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what students have grasped at the end of the course (Brown 2003). It will be similar in format to the progress
achievement tests, i.e. a direct test of writing consisting of two tasks covering both formal and informal language.
The test time will be 1 hour and will be by focusing on two representative genres (an informal email and an opinion
essay). This test will be administered under exam conditions, invigilated by two teachers and marked by two markers
using the mark scheme provided. (see appendix 6E)
4.3 Scoring
Tests of writing ability are often subjective because they require an examiner to give an opinion on the level of
writing (Council,2020). Hughes points out that objectivity is required to achieve reliability emphasizing that the less
subjectivity is the scoring the, the greater agreement will be achieved between two scorers, (Hughes 1992: 19). To
address the problem inherent in the subjective nature of writing tasks, I have used a mark scheme common to all
formal and informal assessments and double scoring of the final achievement test.
4.4. Principles of Assessment
In designing the assessment tools to be used on the course as well as the marking process, I have sought to ensure
that they are valid, reliable and appropriate.
To enhance the tests’ validity, I have ensured that the content is relevant to what they studied during the period of
the course blocks being covered; for example, progress test 1 focuses on opinion essays, which have been covered
and revised in the previous four units, while progress test 2 focuses on the material covered in the next four units.
The aspects of grammar, lexis, cohesion, organisation and mechanics assessed in each test are those that are
covered in the preceding units. The topics are also drawn from topics already covered. Emails and reviews tests will
be authentic tests because they will be enacted in the real-world writing tasks, for example writing a formal cover
letter to apply for a job is a real-life writing before it is a test (see appendix 6D)
To enhance reliability, I have ensured that the achievement tests (progress and final) are invigilated and marked
according to a detailed mark scheme, with the final achievement test being marked by two markers.
4.5. Course Evaluation
To evaluate the course, in addition to the assessment results, which will indicate the extent to which the course
objectives have been achieved, I have also decided to elicit feedback from the students. To do this, I have designed a
questionnaire (appendix 6F) or here focusing on the students’ rating of how they found the course enjoyable, useful
and supportive to their main course study. The questionnaire will be completed anonymously, to ensure that the
learners are honest, and the results will be collected and evaluated by myself as well as the department head.
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5. Conclusion
The course I propose in this assignment provides students with focused practice in writing to support their practice
in the main course and meets their needs which emerged from the priorities in (2.5). The objectives were derived
from needs analysis data (see 2.3) and the course objectives were determined after considering principles of syllabus
design for teaching MON discussed in part 1; for example, I have included activities that allow the learners get more
motivated and autonomous using different resources on the internet to maximise their exposure. I have also
included an orientation unit to set the rules of using L1 in the classroom and some translation activities such as using
bilingual word lists were added for revision purposes.
Adopting a cycle organisation of materials will help the learner to have access to sufficient input that will enable
them to produce a rich input that remedy the lacks that emerged from analysing their DT results. The kind of
information in part 1 and part 2 helped in designing the course this way. The assessment tools used in this course
were designed based on the objectives to measure the learners’ progress during and at the end of the course will
show how the benefit of the course will be reached through valid, reliable and practical tools. To measure the
effectiveness of the course students can submit their opinions using the course evaluation questionnaire. Finally, the
course might be delivered online due to the current situation of covid-19 and it only covers the writing features that
these learners need.
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https://www.researchgate.net/publication/324243581_Role_of_first_language_in_second_language_develo
pment
TESOL, T. a. (2020, March 7). TEFL& TESOL . Retrieved from TEFL & TESOL :
tefltesol.weebly.com/discussions/multilingual-vs-monolingual
16 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Appendices
17 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Appendix 1 Course Proposal
Course Objectives
1.
Familiarising students with and providing practice in the following aspects of the writing process (DT/NA)
1.1 Brainstorming /Generating ideas
1.2 Planning /Outlining
1.3 Drafting
1.4 Editing and proofreading
1.5 Peer review giving and receiving feedback
1.6 Using some internet-based tools to check writing and to achieve learner autonomy (NA)
2. Familiarising students with and providing practice in using appropriate layout, structure and paragraphing
in the following written genres: (DT/NA)
2.1 Opinion Essay (DT)
2.2 Informal Email (DT)
2.3 Formal Email e.g. a cover letter (NA)
2.4 Reviews (NA)
3- Helping learners to practice different kind of sentences and grammatical structure (DT1 /DT2)
3.1 using appropriate tenses in relation to the topic and genre
3.2 subject verb agreement in tenses
3.3 using prepositions appropriately in the sentence
3.4 Using indefinite and definite articles correctly
3.5 Using different kind of sentences and beware of run-on sentences
4-Helping Learners to produce more coherent and cohesive writing (DT)
4.1 To be more able to link paragraphs and ideas cohesively
4.2 Using referencing words for more coherent paragraphs
4.3 Using linkers to express ordination /coordination / contrast / cause, reason and effect
4.4 using transition words to produce more coherent paragraph and link ideas
5.
Helping learners to use different techniques to increase their vocabulary (DT1 /DT2)
5.1 Using affixation to boost vocabulary size
5.2 Raising awareness on register and connotations
5.3 Using collocations, synonyms, and antonyms
5.4 Using translation and bilingual dictionaries to know more about words
6- Enabling students to master the correct spelling and use of punctuation (DT1/DT2)
6.1 Focusing on some spelling rules (plurals / ing /ed )
6.2 Using commas, full stop question marks and Capitalisation rules
5.3 Using the apostrophe for possession and contracted forms
Key to course proposal
18 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
1- Writing Process activities
Layout and paragraphing (genre
approach activities
2- Grammar/structure
3- Coherence /Cohesion
4- Vocabulary/ Lexis
5- Spelling / Punctuation
6- Formative Assessment
7- Summative Assessment
8- Discrete Tests
9- Progress Achievement Test
Day/
Unit/
Topic
Day
1
Co
urs
e
Ori
ent
atio
n
Obj
ecti
ves
Cou
rse
plan
over
vie
w
[ All
Obj
ecti
ves]
Activity Summary
Lesson 1
1-hour
Orientation
Lesson aims:
1- to introduce the course to the students
2- To familiarize students with the content of the course
and help them work
Procedure:
1-warm up: GTKY activity 5min (Ss>Ss)
2. Lead-in students will be given a sheet with their names
and in front of each name a question about the course
they have to think about the answer to the questions about
the course content (Ss>Ss/ 10 min.)
3-Presentation: T>Ss (10 min) [plenary]
The teacher will introduce how the course is designed /
the objectives / topics covered/ writing process/ Grammar
points/ lexis / coherence & cohesion /spelling and
Punctuation
The marking rubric will be discussed in relation to the
content and the writing process
4-Matching activity 10mins (pairs> Group> plenary)
Ss will match some of the terms used in the course and
rubric to their meanings.
T checks / monitors/ gives final feedback
5-Dicussion to achieve learner’s autonomy during the
course [20 min]
Ss will watch this video
Focus on writing process
https://www.youtube.com/watch?v=dUJV_okEACo
They will be asked to take notes and fill in the table
below
19 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Materials/
Handouts
Course plan
with pacing
schedule
Marking
Rubric
And
checklists
Assessment /
Homework
-
Quiz on
quizlet
Link will
be sent
on
Edmodo
1.6
1.Teacher will create a virtual classroom on Edmodo to
share links and receive students’ assignments [ class code
ys4t4a]
2. Teacher will guide ss on how to check their work
before submission using this website
https://virtualwritingtutor.com/
1.5
5.4
3. Ss will be guided to the kind of activities used during
the course and they are also will be guided to using
Cambridge online bilingual dictionary to check
vocabulary
https://dictionary.cambridge.org/dictionary/english-arabic/
4. A WhatsApp group will be created for the purpose of
discussing any emergent issue and get some exposure to
language outside the class time
5- Another link for a virtual live classroom will be used
for class delivery face-to-face on Microsoft Teams to
deliver classes during the lock down [ organizational
restriction to use MS Teams only]
6-Ss will be trained on using google documents for
sharing their ideas and other online websites for peer
check and feedback. (links will be sent via Edmodo and
WhatsApp)
Ss will give their feedback and suggestion using a google
form
7- An Electronic portfolio will be created for each student
to follow his work and assess his progress from the
beginning of the course to the end
Recap
the lesson [5 mins]
Day
2/
Unit
1Hob
bies
2.2
Lesson 2 1.5 hours
Lesson aims:
20 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
1. To be able to write an informal email about
hobbies
1-Lead-in: Ss will see a word cloud with the key
vocabulary of the lesson they should guess the topic and
then write down the vocabulary. [ 5 mins group work]
5.2
3.1
3.2
English
vocabulary in
Use
Elementary
Unit 23
pp.52/53
Upper
https://www.theguardian.com/lifeandstyle/2020/may/01/hav intermediate
e-you-found-a-new-hobby-or-skill-during-the-lockdown
pp.14/15
/https://www.pinterest.com/pin/369224869435358714/
Gist>Scanning> Details
Post reading Discussion
P.23 home work
p. 53 homework
2-Vocabulary: [ 15 mins/ individual/ pairs / groups]
T helps Ss to study p.52 and do exercise on p.53
Raising awareness on formal and informal Vocabulary
U.7 P.14/15
3-Reading 15 min.
Ss will read this text
4-Focus on grammar 10 min.
1-Ss will do the quiz
https://www.grammarbook.com/grammar_quiz/subject_verb
_agreement_2.asp
Grammar Exercise (present tense / subject verb
agreement
2-Using guided discovery, the teacher guides students to
focus on subject verb agreement in the text and tenses
used in the text.
6.2
5-Speaking Activity: 10 min
Ss talk about a new hobby they want to learn using
vocabulary from reading and vocabulary from step 2
6- Focus on Writing: 30 min.
1. Focus on Spelling and Punctuation:
1. SS do this quiz on their iPads
https://quizizz.com/join/quiz/5b8f2077ef7f2e001957
3ed5/start?studentShare=true
2. T will give Ss a sample email with some spelling
and Punctuation mistakes. They should correct the
mistakes.
3. Focus on coherence and Cohesion
Ss read the sample again and underline
referencing words in the sample
W1: write an informal email to a friend about a hobby
1.1/ that you have recently learned you should tell him/her the
1.2/ following:
1.3 Greet him/her
/1.4
• What the hobby is
/1.5/
• Why did you learn it?
• How did you learn it?
21 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Informal
email
Checklist
FA1: Ss submit
Final draft email
•
1.2
1.6
on Edmodo
The benefits of learning it
Sign off your email
1. T will discuss the task with learners using CCQs
and ICQs
2. T asks Ss to brainstorm their ideas
3. T asks Ss to organize ideas using this link on
their iPads
http://www.readwritethink.org
/files/resources/interactives
/letter_generator/
4. Ss write the emails and check them using a
checklist provided by the teacher while T
monitors and support Ss
5. Ss swap their emails [ peer check]
T: Feedback 10 min
Ss write
Ind.> edit>check>peer check>T feedback [ first draft]
Day
3
Uni
t: 2
Job
s
2.3
Lesson 3 1.5 hours
Formal Emails
Aim: To be able to write a formal cover letter
Edmodo
Classroom
Warm up: Ss read and share comment from their
Edmodo account on last homework [ 5min Whole class]
1-Lead-in [5 min]
pictures with some job ads Ss discuss which job
opportunity matches their skills [ ind./ pairs /groups]
4. Vocabulary: Focus on suffixes [10 min.]
5.1
English
1. T will guide Ss on how to deal with suffixes to Vocabulary
in use p.16
help them boost their vocabulary size to the
next level to raise their awareness on
recognising and using suffixes.
2. Ss will do this quiz on iPad
https://quizizz.com/join/quiz/5ac29825537b07
001b7b5ba1/start?studentShare=true
3. Ss will do this quiz on iPad
https://quizizz.com/join/quiz/5a5e81c4870708000
fd5e95d/start?studentShare=true
4. T will give feedback
2-Reading [15min.]
Cover letter
Gist reading Ss read and answer 3 questions
Matching formal phrases in the letter with informal one in p. 95 New
22 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
H.W English
Vocabulary in
use p.17
the exercise to raise awareness on the differences
between using formal and informal style [ ind./ pairs
/groups]
Cutting Edge
Upper
intermediate
4-Grammar: Focus on using prepositions
appropriately [15min]
1. Ss will do this quiz on iPad Verbs +
prepositions
https://quizizz.com/join/quiz/5ec639e5dc4c20001b9922
25/start?studentShare=true
2. Ss will do this quiz on adjectives+ prepositions
https://quizizz.com/join/quiz/5ec12133b24c770
01c03c01b/start?studentShare=true
3. Ss will do this quiz on nouns+ prepositions
https://quizizz.com/join/quiz/5a279a28546e001
1005c1fa7/start?studentShare=true
1.1/
1.2/
1.3
/1.4 5. Writing
/1.5/ Presentation T will present the component of a cover
letter using this website
[https://www.ego4u.com/en/cram-up/writing/cover-letter]
1- Ss will watch this video
https://youtu.be/hrZSfMly_Ck
1.2 2- In pairs they will discuss how to write cover letter.
1.6 3- Ss will do ex. 3 p. 95 and write a cover letter
4- Ss will organize their ideas using this website
http://www.readwritethink.org
/files/resources/interactives
/letter_generator/
Formal email
Checklist
FA2: Ss write
[Final draft]
cover
letter/email on
Edmodo
English
H.w English
5-Ss write the emails and check them using a checklist
provided by the teacher while T monitors and support Ss
6- Ss swap their emails [ peer check]
T: Feedback 10 min
Ss write
Ind.> edit>check>peer check>T feedback [ first draft]
Day
4
Unit
3Movi
es (1)
2.1
Lesson 4 1.5 hours
Lesson aim: To be able to write an opinion essay
1- Lead-in T [5min] shows some pictures related to the
23 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
topic and asks Ss to guess the topic
2- Vocabulary Focus: [15min]
1. Ss study movies related vocabulary unit 22 p. 50 and
the exercises on p.51
2. Ss study unit 67 p. 134 and do exercises on P.135
3- Reading [ 10 mins]
Ss will read the article on this website
https://myessaypoint.com/positive-negative-effects-movies
4-Speaking [Debate] [15 mins]
4.1
Ss will be split into 2 groups; The first is for the pros of
using movies in educations and the second one is against
(cons)using movies in education.
5- Focus on Grammar [10min]
Compound sentences Run-on sentences
6-Focus on Writing
Using this website Ss will organize their ideas before they
write
Vocabulary
in Use
Elementary
U.22 Pp.5051
English
Vocabulary
in Use Upper
intermediate
&advancedU.
67
Pp.134/135
https://myessa
ypoint.com/po
sitivenegativeeffects-movies
http://www.readwritethink.org/files/resources/interactives/e
ssaymap/
Ss will guided on how to write an introduction+ 2 body
paragraphs + conclusion
Focus on coherence and cohesion
Linking paragraph ideas cohesively
Ss write
Ind.> edit>check>peer check>T feedback [ first draft]
Day
5
Unit
3
2.4
Lesson 5 1.5 hours
Checklist for
an opinion
essay
Marking
rubric
Reviews
Movi
es (2)
Aim: To be able to write a review about a movie
5.1
1-Lead-in: [5min]
T asks some questions about movies
2- vocabulary [10 min]
• T teaches vocabulary on p.66 and p.72 in Cutting
Edge intermediate
• Focus on prefixes u.9 Pp.18/19
24 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Vocabulary in
Use Upper
intermediate
&advancedU.68
Pp.136/137
Cutting Edge
intermediate
p.66 /p.72
English
FA3: Submit
final draft on
Edmodo [ final
draft]
3- Listening [15min]
1. Ss listen to audio 7.3 p.72
2. Ss study useful language p.73 giving opinion/
recommendations
4- Speaking [10min]
Ss do speaking task 1a p.73
3.4
4.3
Vocabulary
in Use
Upperintermediate
and
Advanced
5- Grammar: [10min]
Focus on definite and indefinite articles
1.T presents the topic
2.Ss do the article quiz
https://quizizz.com/join/quiz/56a5051f8522dda74d6ea94a/st
art?studentShare=true
3. Translation activity: T provides Ss with some English
sentences and asks them to translate into Arabic and notice
the differences between the two languages in using articles
6- Writing: [40min]
1. Focus on coherence: using linkers to express ordination
/ coordination
T presents the topic / Ss do this quiz
https://quizizz.com/join/quiz/5c25e73e8270ae001a6278fa
/start?studentShare=true
2- Using this website Ss will organize their ideas before
they write a review on a movie they have watched
recently
FA4: Submit
final draft on
Edmodo
http://www.readwritethink.org/files/resources/interactives/e
ssaymap/
Ss will guided on how to write an introduction+ 2 body
paragraphs + conclusion
Focus on coherence and cohesion
Ss write
Ind.> edit>check>peer check>T feedback
Day
6unit 4
Revis
ion
(1)
2.2
2.3
Lesson 6 Writing Emails Revision 1.5
hours
Lead-in [5min]
T prepares Ss for the lesson
5.1/
5.4
5.2
3.1/
Vocabulary: [15min]
Revising vocabulary related to emails
5.1 using Prefixes / 5.2 focus on register
Grammar: [15min]
Focus on tenses used in the emails / subject verb
agreement / prepositions
25 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Bilingual
Vocabulary
lists
Discrete Test
Handouts
3.2/
3.3
4.1/
4.2/
4.3
6.1/
6.2
Coherence and cohesion: [ 10 min]
Revising reference words /expressing ordination and
coordination/ transition words
with
examples and
exercises for
Grammar and
Spelling: [10min]
Coherence
6.1 Review of Plurals/ing/ed endings and spelling change and cohesion
6.2 Using Commas, full stops question marks and
capitalisation
Handouts
with
Writing practice: [ 35 min]
examples and
Class is split into two groups
exercises
FA5: Submit a
formal email on
Edmodo
Group 1 will write a formal email/ cover letter to apply
for a job using this link;
https://docs.google.com/document/d/1RVWsuqSlYTNsC
ubCEVVfXRKd6mMRx0ElmmmgW6aKRo/edit?usp=sharing
1.1/
1.2/
1.3
/1.4
/1.5/
1.2
1.6
They will write collaboratively
T will monitor and provide written feedback
Group 2 will write an informal email/ cover letter to
apply for a job using this link;
https://docs.google.com/document/d/1hEN_DB9NdgS2e
kDTHSR9P5CK5t3pE4CS1l0cnFG78OM/edit?usp=shari
ng
They will write collaboratively
T will monitor and provide written feedback
Swapping links and peer check
Day
7
Revis
ion
(2)
2.1
2.4
Lesson 7 Revising writing an Essay /
Writing a Review 1.5 hours
Lead-in [5min]
T prepares Ss for the lesson
5.1/
5.4
5.2
Vocabulary: [15min]
Revising vocabulary related to Essays and Reviews
5.1 using suffixes / 5.2 focus on connotation
Grammar: [15min]
Focus on tenses used in the emails / subject verb
agreement / prepositions
Coherence and cohesion: [ 10 min]
Revising reference words /expressing ordination and
coordination/ transition words
26 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Bilingual
Vocabulary
lists
Handouts
with
examples and
exercises for
Grammar and
Coherence
Spelling: [10min]
and cohesion
6.1 Review of Plurals/ing/ed endings and spelling change
6.2 Using Commas, full stops question marks and
capitalisation
Handouts
with
examples and
Writing practice: [ 35 min]
exercises
Class is split into two groups
FA6: Submit a
review on
Edmodo
Group 1 will write an essay using this link;
https://docs.google.com/document/d/1cSBN1_yu6VLKp1LBqhQb7MYRYW6jLkWSjcg8bpE8k/edit?usp=sharing
1.1/
1.2/
1.3
/1.4 They will write collaboratively
/1.5/ T will monitor and provide written feedback
Group 2 will write a Review using this link;
https://docs.google.com/document/d/1nk28DwTPKsy3To
fkdgOGpeuP25wVlWf3pNIfbyQKuRU/edit?usp=sharing
1.2
1.6
They will write collaboratively
T will monitor and provide written feedback
Swapping links and peer check
Progress
Achievement
test 1 [PT1]
Day
8
Unit
5
Mon
ey
2.1
Lesson 8
Essay (2) 1.5 hours
Lesson aim: To be more able to write an opinion essay
1- Lead-in T [5min] shows some pictures related to the
topic and asks Ss to guess the topic
2- Vocabulary Focus: [15min]
27 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
English
Vocabulary
in Use
Elementary
5.3
1. Ss study money related vocabulary unit 56 p. 112 and
the exercises on p.113
2. Ss do this quiz game about money :
https://quizizz.com/join/quiz/5e81186a1daed2001b1c7ae
9/start?studentShare=true
3- Ss do this quiz about synonyms and antonyms
https://quizizz.com/join/game/U2FsdGVkX1%252Bl7fBjLor1w
dJX0%252BYS%252BPTvoU43NqLnycydlLOKZQL0bpi0F%252F
Wg8PP7?gameType=solo
3- Reading [ 10 mins]
Ss will read the article on this website
https://myessaypoint.com/money-vs-happiness-which-ismore-important
3.4
U.22 Pp.5051
English
Vocabulary
in Use Upper
intermediate
&advancedU.
67
Pp.134/135
Synonyms
and
anonyms
H.W.
https://quizlet.co
m/323708875/sy
nonyms-andantonyms-flashcards/
4- Focus on Grammar [10min]
Focus on Complex sentences
Ss extract complex sentences from article in the reading
section. T guides them on how to write complex
sentences and avoid run on sentences
Ss answer this quiz :
https://quizlet.com/281037075/complex-sentences-flashcards/
5-Speaking [Debate] [15 mins]
4.3
Ss will be split into 2 groups; The first is for the pros of
money brigs happiness in life and the second one is
against Money brings happiness in life.
6-Focus on Writing [35min]
1.1/
1.2/ 1-Focus on coherence and cohesion
1.3
Using transition words: T guides Ss/ Ss do this quiz
/1.4
https://quizlet.com/169587841/transition-words-flash-cards/
/1.5/
1.6
2-Ss write an essay about money vs happiness
Using this website Ss will organize their ideas before they
write
http://www.readwritethink.org/files/resources/interactives/e
ssaymap/
Ss will be guided on how to write an introduction+ 2
body paragraphs + conclusion
Ind.> edit>check>peer check>T feedback [ First draft
Day
9
Unit
6
2.2
Lesson 9 Festivals and occasions (1)
28 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
FA7: Submit an
Essay on
Edmodo [ final
draft]
Lesson aims:
1. To be more able to write an informal email about
an event
1-Lead-in: Ss will see a word cloud with the key
vocabulary of the lesson they should guess the topic and
then write down the vocabulary. [ 5 mins group work]
5.1
3.1
/3
2-Vocabulary: [10min]
• T teaches vocabulary on p.106 and p.72 from
Cutting Edge elementary
• Exercise on affixation
3-Reading [15 min.]
1. Ss read the passage p.112 from Cutting Edge Elementary
about a festival
Gist>Scanning> Details
Post reading Discussion
4-Grammar [ 10 min.]
Focus on tenses related to the topic [planning an event]
1-Ss will do the quiz
https://www.grammarbook.com/grammar_quiz/subject_v
erb_agreement_2.asp
Grammar Exercise (present tense / subject verb
agreement
2-Using guided discovery, the teacher guides students to
focus on subject verb agreement in the text and tenses
used in the text.
4.1
4.2
4.4
5-Speaking Activity: [10 min]
Ss talk about an event / festival or a personal occasion
using vocabulary from reading and vocabulary from step
2
6- Focus on Writing: [ 35 min.]
1.
Focus on Spelling and Punctuation:
• SS do this quiz on their iPads
https://quizizz.com/join/quiz/5b8f2077ef7f2e0019573ed5
/start?studentShare=true
1.1/
• T will give Ss a sample email with some spelling
1.2/
and Punctuation mistakes. They should correct the
1.3
mistakes.
/1.4
2.
Focus
on coherence and Cohesion
/1.5/
• Ss read the sample again and underline
referencing words in the sample
• T highlights the importance of coherence and
cohesion in writing.
1.2 write an informal email to a friend about an occasion/
1.6 festival/concert/etc.
Greet him/her
29 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Cutting Edge
Elementary
p.106
Cutting Edge
Elementary
p.112
•
What the event is
•
which music artists are going to perform there?
•
Name three special types of food you can find at
the festival.
•
Activities for children/Accommodation
available/entertainment /The nearest railway station
/airport
Sign off your email
1.
T will discuss the task with learners using CCQs
and ICQs
2.
T asks Ss to brainstorm their ideas
3.
T asks Ss to organize ideas using this link on their
iPads
http://www.readwritethink.org/files/resources/interactives
/letter generator/
4.
Ss write the emails and check them using a
checklist provided by the teacher while T monitors and
support Ss
5.
Ss swap their emails [ peer check]
T: Feedback 10 min
Ss write
Ind.> edit>check>peer check>T feedback [ first draft]
Day
10
Unit
6
2.4
Lesson 10 Festivals and occasions (2)
1.5 hours
Aim: To be more able to write a review about an event or
a festival
1-Lead-in: [5min]
T asks some questions about festivals / occasions/ events
2- vocabulary [10 min]
• T presents connotation and asks Ss to play this
game quiz
• https://quizizz.com/admin/quiz/5ab2692c567e0f0
01b7c654d
1- Reading [15min]
Ss will read this article
https://www.abouther.com/node/14456/people/events/7top-festivals-saudi-arabia
Gist>Scanning> Details
Post reading Discussion
3.1
3.3
2. Ss study useful language p.73 giving opinion/
recommendations
30 | P a g e
Emad H. Mahmoud – DELTA Module 3 – Teaching MON
FA8: Submit an
informal Email
on Edmodo [
final draft]
4- Speaking [10min]
Speaking about festivals in their cities to promote them [
think-pair-share]
5- Grammar: [10min]
• using related tenses for topic / revising
1.1/
prepositions
1.2/ 6- Writing: [40min]
1.3 1. Focus on coherence: using linkers to express ordination
/1.4 / coordination
/1.5/ T presents the topic / Ss do this quiz
https://quizizz.com/join/quiz/5c25e73e8270ae001a6278fa
1.6 /start?studentShare=true
FA9: Submit a
review on
Edmodo [ final
draft]
2- Using this website Ss will organize their ideas before
they write a review on a movie they have watched
recently
http://www.readwritethink.org/files/resources/interactives/e
ssaymap/
Ss will guided on how to write an introduction+ 2 body
paragraphs + conclusion
Focus on coherence and cohesion
Ss write
Ind.> edit>check>peer check>T feedback
Day
11
Unit
7
2.3
Lesson 11 Technology
Lesson aims:
2. To be more able to write a formal email about a
complaint
1-Lead-in: Ss will see a word cloud with the key
vocabulary of the lesson they should guess the topic and
then write down the vocabulary. [ 5 mins group work]
5.1
5.2
5.3
2-Vocabulary: [15min]
• Formal complaints language/ collocations
• T teaches vocabulary on p.105 section B. Ss
answer exercises p.106
• Ss play these quizzes
•
https://quizlet.com/503529992/computertechnology-flash-cards/
https://quizlet.com/358843947/formal-complaintsflash-cards/
3-Reading [15 min.]
3.1
1. Ss read 2 complaint emails p.95
Gist>Scanning> Details
Post reading Discussion
4-Grammar [ 10 min.]
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Cutting Edge
Advanced
p.95
Focus on tenses related to the topic formal complaint
1-Ss will do the quiz https://quizlet.com/329564669/aformal-letter-of-complaint-flash-cards/
4.3
Grammar Exercise (multiple tenses/ subject verb
agreement
2-Using guided discovery, the teacher guides students to
focus on subject verb agreement in the text and tenses
used in the text.
5-Speaking Activity: [5 min]
Ss talk about the 2 emails and decide which one is more
effective
6- Focus on Writing: [ 40 min.]
1.
Focus on Spelling and Punctuation:
Focus on using the apostrophe
• SS do this quiz on their iPads
https://quizlet.com/211733190/apostrophe-flash-cards/
•
T will give Ss a sample email with some spelling
and Punctuation mistakes. They should correct the
mistakes.
1.1/ 2. Focus on coherence and Cohesion
1.2/ Contrast/ cause / reason and effect linkers
1.3
• Ss read the sample again and find linkers
/1.4
• T highlights the importance of coherence and
/1.5/
cohesion in writing.
Ss play this quiz
1.6 https://quizlet.com/_7xxirf?x=1jqt&i=ejc9x
write a formal complaint email to company complaining
about the services and technical problems
1.
T will discuss the task with learners using CCQs
and ICQs
2.
T asks Ss to brainstorm their ideas
3.
T asks Ss to organize ideas using this link on their
iPads
http://www.readwritethink.org/files/resources/interactives
/letter generator/
4.
Ss write the emails and check them using a
checklist provided by the teacher while T monitors and
support Ss
5.
Ss swap their emails [ peer check]
T: Feedback 10 min
Ss write
Ind.> edit>check>peer check>T feedback [ first draft]
Day
12Un
it 7
Revis
ion
2.1
2.4
Writing Reviews/ Essays General Revision
1.5 hours
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
FA10 Submit a
review on
Edmodo [ final
draft]
(1 )
Lead-in [5min]
T prepares Ss for the lesson
5.1
5.2
3.1
3.2
/3.
3
6.1
6.2
Vocabulary: [15min]
Revising vocabulary related to Essays and Reviews
5.1 using suffixes / 5.2 focus on connotation
Grammar: [15min]
Focus on tenses used in the emails / subject verb
agreement / prepositions
Coherence and cohesion: [ 10 min]
Revising reference words /expressing ordination and
coordination/ transition words
Discrete Test
Handouts
with
Spelling: [10min]
examples and
6.1 Review of Plurals/ing/ed endings and spelling change exercises for
6.2 Using Commas, full stops question marks and
Grammar and
Coherence
capitalisation
and cohesion
Writing practice: [ 35 min]
1.1/ Class is split into two groups
1.2/
1.3 Group 1 will write an essay using a link on google
/1.4 documents
/1.5/
1.6
Bilingual
Vocabulary
lists
FA11 Submit a
review on
Edmodo [ final
draft
Handouts
with
examples and
exercises
They will write collaboratively
T will monitor and provide written feedback
Group 2 will write a Review using a link on google
documents.
They will write collaboratively
T will monitor and provide written feedback
Swapping links and peer check
Day
13
Revis
ion
(2)
Writing Emails / General Revision
1.5 hours
Lead-in [5min]
T prepares Ss for the lesson
5.3
5.4
6.2
Vocabulary: [15min]
Revising vocabulary related to Essays and Reviews
5.1 using suffixes / 5.2 focus on connotation
Grammar: [15min]
Focus on tenses used in the emails / subject verb
agreement / prepositions
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Bilingual
Vocabulary
lists
FA12: Submit a
review on
Edmodo [ final
draft
Discrete
6.3
Coherence and cohesion: [ 10 min]
Revising reference words /expressing ordination and
coordination/ transition words
Spelling: [10min]
6.2 Using Commas, full stops question marks and
capitalization
6.3Using apostrophe and contracted forms
Writing practice: [ 35 min]
Class is split into two groups
Group 1 will write an essay using a link on google
documents
Handouts
with
examples and
exercises for
Grammar and
Coherence
and cohesion
test
Handouts
with
examples and
exercises
They will write collaboratively
T will monitor and provide written feedback
Group 2 will write a Review using a link on google
documents.
They will write collaboratively
T will monitor and provide written feedback
Swapping links and peer check
Progress
Achievement
test 1 [PT2]
Day
14
Achievement Test
1 hour
Summative
Assessment
Topics tested 2
Informal email / Essay
Course Evaluation Questionnaire will be sent
online via jot forms / google forms
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Appendix 2 Needs analysis and diagnostic test findings
Appendix: 2A: Collated results from the needs Analysis Questionnaire
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Appendix 2B Diagnostic Test Marking Rubric
Taken from SPSP Assessment Unit
Marking Table for Section 1
#
Criteria
Code
1
RtT
2
Length
If the content matches the Topic go to ‘Yes’ column
Yes Yes
If the content doesn’t match the Topic go to ‘No’ column.
Marker1
90 words and above
= 1 point
Below 90 words
= 0 points
4 Prompts
marking:
3
Marker2
No
0 = missed or illegible coverage of the prompt
Prompt 1
0
1
2
Prompt 2
0
1
2
Prompt 3
0
1
2
Prompt 4
0
1
2
4
Lexis
Wide range of lexical resources used accurately
Limited vocabulary used accurately
Unsatisfactory range of or inaccurate use of vocabulary
5
Structure
Accurate and consistent use of suitable grammar
Minimal inaccuracy or inconsistency in using suitable grammar
Incorrect choice of grammar for most of the task
If length
target
achieved
S/P
If length
target
not
achieved
4
5
7
9
and fewer mistakes
- 6 mistakes
- 8 mistakes
and more mistakes
8
=2
=1
=0
=2
=1
=0
=
=
=
=
2
0
2
3
2
1
0
If the target length is not achieved, a following conversion
formula should be used to calculate the number of
mistakes:
𝑥 = 𝑎𝑐𝑡𝑢𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑖𝑠𝑡𝑎𝑘𝑒𝑠 ∗
--1
2 = full, accurate & legible coverage of the prompt
1 = incomplete or inaccurate or unclear coverage
6
Max.
score
SCORE
Description of Criteria
3
90 𝑤𝑜𝑟𝑑𝑠
𝑎𝑐𝑡𝑢𝑙𝑎 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑤𝑜𝑟𝑑𝑠
x = converted number of mistakes = _________
TOTAL SCORE:
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16
Appendix 2C Diagnostic Test Results
First Marker (ME)
Topic
1.5
Nawaf Alshammari
408610 yes
2
Faisal Alshammari
408605 NO
3
Alaa Alshehri
408603 Yes
1
0
1.5
1.5
0
1
1.5
4
Ahmed Samir
408764 Yes
0
1
1
1
1
1
5
Bandar Alshammary
408604 Yes
0
1
1
1
1
6
Omar Alanazi
408607 Yes
1
1
2
1
7
Taher Al Zain
408601 Yes
1
1.5
1.5
8
Sultan Al-Ghamdi
408608 Yes
1
1
9
Faisal Ahmed al Turki
408600 Yes
1
10
Salem Alhajri
408602 Yes
11
Osama Alharthi
408611 Yes
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2
Bands
Out of 4
1.5
2
1
1
Total out of 16
2
Spelling
Punctuation
2
Prompt 4
2
Prompt 3
Prompt 2
Prompt 1
Length
Relevance
Candidate’s
Name
Structure
Task Achievement
Lexis
ID
1
1.
2
3
13
3
0
0
3
9.5
2.5
1
1
7
2
1
1
2
8
2
1
1
1
2
10
2.5
1.5
1.5
1
1
2
11
3
1
1
1
1
1
1
9
2
1.5
1.5
1.5
1.5
1.5
1.5
2
12
3
1
1
1
1
1
1
1
2
9
2
1
1
1
1
1
1.5
1
2
9.2
2.5
Diagnostic Test Results
Second Marker
408610 yes
2
Faisal Alshammari
408605 NO
3
Alaa Alshehri
408603 Yes
1
0
1.5
1.5
0
1
1.5
4
Ahmed Samir
408764 Yes
0
1
1
1
1
1
5
Bandar Alshammary
408604 Yes
0
1
1
1
1
6
Omar Alanazi
408607 Yes
1
1
2
1
7
Taher Al Zain
408601 Yes
1
1.5
1.5
8
Sultan Al-Ghamdi
408608 Yes
1
1
9
Faisal Ahmed al Turki
408600 Yes
1
10
Salem Alhajri
408602 Yes
11
Osama Alharthi
408611 Yes
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Bands
Out of 4
1.5
Nawaf Alshammari
2
Total out of 16
1.5
2
1
1
Spelling
Punctuation
2
Structure
2
Prompt 4
2
Prompt 3
Prompt 2
Prompt 1
Length
ID
Relevance
Candidate’s
Name
Lexis
Task Achievement
1
1.
2
3
13
3
0
0
3
9.5
2.5
1
1
7
2
1
1
2
8
2
1
1
1
2
10
2.5
1.5
1.5
1
1
2
11
3
1
1
1
1
1
1
9
2
1.5
1.5
1.5
1.5
1.5
1.5
2
12
3
1
1
1
1
1
1
1
2
9
2
1
1
1
1
1
1.5
1
2
9.2
2.5
Second Topic
Lexis
Structure
Spelling
Punctuation
Faisal Alshammari
1.5
1.5
1.5
1
1.
2
2
10.5
2.5
0
1
1
1
1
1
1
2
8
2
3
Alaa Alshehri
Yes
1
0
1.5
1.5
0
1
1.5
3
9.5
2.5
4
Ahmed Samir
Yes
0
1.5
1.5
1.5
1.5
1
1
2
10
2.5
5
Bandar Alshammary
6
Omar Alanazi
Yes
0
1
1
1
1
1
1
2
8
2
Yes
1
1
2
1
1
1
1
2
10
2.5
7
Taher Al Zain
Yes
0
1.5
1.5
1.5
1.5
1
1
2
10
2.5
8
Sultan Al-Ghamdi
Yes
1
1
1
1
1
1
1
1
9
2
9
10
Faisal Ahmed al
Turki
Salem Alhajri
Yes
0
1.5
1.5
1.5
0
1
1
1.5
8
2
408602 Yes
408611 Yes
1
2
2
2
2
2
1
2
14
3.5
11
Osama Alharthi
0
1
1
1
1
1.5
1
2
8
2
408610
408605
408603
408764
408604
408607
408601
408608
408600
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Bands
Out of 4
Prompt 4
Nawaf Alshammari
2
Length
1
Total out of 16
Prompt 3
0
yes
Candidate’s
Name
Prompt 1
yes
Relevance
#
Task Achievement
Prompt 2
ID
Second Topic Email about a hobby
Second Marker
Lexis
Structure
Spelling
Punctuation
1.5
1.5
1.5
1
1.
2
2
10.5
2.5
2
Faisal Alshammari
yes
0
1
1
1
1
1
1
2
8
2
3
Alaa Alshehri
4
Ahmed Samir
Yes
1
0
1.5
1.5
0
1
1.5
3
9.5
2.5
Yes
0
1.5
1.5
1.5
1.5
1
1
2
10
2.5
5
Bandar Alshammary
Yes
0
1
1
1
1
1
1
2
8
2
6
Omar Alanazi
7
Taher Al Zain
Yes
1
1
2
1
1
1
1
2
10
2.5
Yes
0
1.5
1.5
1.5
1.5
1
1
2
10
2.5
8
Sultan Al-Ghamdi
Yes
1
1
1
1
1
1
1
1
9
2
9
10
Faisal Ahmed al
Turki
Salem Alhajri
Yes
0
1.5
1.5
1.5
0
1
1
1.5
8
2
408602 Yes
408611 Yes
1
2
2
2
2
2
1
2
14
3.5
11
Osama Alharthi
0
1
1
1
1
1.5
1
2
8
2
408610
408605
408603
408764
408604
408607
408601
408608
408600
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Bands
Out of 4
Prompt 4
Nawaf Alshammari
Length
1
Total out of 16
Prompt 3
0
Candidate’s
Name
Prompt 1
yes
Relevance
#
Task Achievement
Prompt 2
ID
Average performance in the Essay
Key:
Band Out of 4 Total out of 16
S/P= Spelling and Punctuation out of 3
Average performance for Email
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Structure out of 2
Lexis out of 2
Task Achievement out of 8
Length out of 1
Key:
Band Out of 4 Total out of 16
S/P= Spelling and Punctuation out of 3
Average Score for both Topics
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Structure out of 2
Lexis out of 2
Task Achievement out of 8
Length out of 1
Key:
Band Out of 4 Total out of 16
S/P= Spelling and Punctuation out of 3
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Emad H. Mahmoud – DELTA Module 3 – Teaching MON
Structure out of 2
Lexis out of 2
Task Achievement out of 8
Length out of 1
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