Assessment for Language Learner Motivation and Individual Learner Differences
1). Micro-teaching (30 min):
Teach an activity from a school book with the group as if they were a fictional class in school
(Grades 3 – 12). This activity should be done in a “team-teaching” setting and will be
evaluated based on whether or not it would be motivating for the fictional group. This will
be reflected on in a 15 minute discussion with the class after the teaching activity.
 Your activity HAS to come from one of the school books found in the library (a list of
books for the appropriate age-group is available on my webpage).
 A lesson plan with: objectives (cognitive, linguistic and social), phases of your lesson
and brief didactical arguments should be handed in 3 days before your microteaching session (a template for a lesson plan is also available on my webpage).
2). Editorial (4 pages):
Write an editorial of the course topic you have chosen. You should supplement the pages
from Motivational Strategies in the Language Classroom by Dörnyei (2001) by referencing to
at least ONE other source from the reserved reading shelf. Your editorial should cover the
following:
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Brief account of the issues involved
Brief critical appraisal
Implications/ relevance for teachers and teaching
Further note: An editorial is a personal composition. You should try not to follow the
wording of another text. Your editorial should show how you understand the topic you have
chosen after having read about it and had a classroom session on it.
Do not use verbatim quotations at all in this piece of work! Paraphrase the ideas from your
sources in your own words!
Deadline: All work has to be handed in by the last session of the term. Papers handed in later
will be judged more strictly because of extra time given