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School of Education
EDUC 5916M: Tasks and Materials for TESOL
Module Leader: Dr Loreto Aliaga-Salas
Module tutors: Dr Loreto Aliaga-Salas, Dr Diana McCray and Dr Uma Maniam
Assessment information
There are three options, from which you must choose one. All options have a word limit of 2500 words.
Submission deadline: 12 noon (UK Time) on Tuesday 19th March 2024
Option 1: Materials design
1. Choose one of the outputs you have completed over the length of the course i.e., either
(1) the tasks and materials you created for introducing/practising new language, for a specific group of
learners; or
(2) the tasks and materials you created for developing productive skills, for a specific group of learners;
or
(3) the tasks and materials you created for developing receptive skills, for a specific group of learners.
2. Present these in a ‘publishable’ format, accompanied by a suggested plan for their use.
3. Write a rationale for the materials, drawing on the literature of materials development and your
knowledge of the group of learners.
If you choose this option, you will have to include:
A brief introduction, which includes an outline of your essay.
The rationale
Your rationale will sketch out the context of use of the materials (with references to the literature),
and offer a rationale for them that draws on both the description of the learners and their context,
and the literature on materials development for TESOL.
The plan
Your plan will not exceed a page in length and is intended simply to give the reader a clear
understanding as to how a teacher should use the materials. This is included in the main body of
your assignment.
No rationale or theoretical discussion is required here and a bullet-point ‘lesson plan’ format is
perfectly acceptable.
A brief conclusion, which indicates what you have learned from this assignment.
Appendix: The tasks/materials
Your materials should be presented in ‘publishable’ format i.e., they should look more or less how
they would in a textbook or skills series. These are not included in your word count.
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Option 2: Textbook evaluation
1. Choose a teaching context with which you are familiar, either as a teacher or as a learner.
2. Assume that you have been given the task of selecting a new textbook for trialling in this context.
Select two contemporary textbooks that you feel might be suitable for use in that context.
Write a comparative evaluation of the two books, drawing on the literature of materials evaluation,
and your knowledge of the context, and concluding with a recommendation.
If you choose this option there will be two distinct outputs:
Scans of the covers, contents pages and any other relevant pages of the two textbooks
The evaluation
You will have to include:
A brief introduction, which includes an outline of your essay.
An account of the teaching context you are familiar with, with references to the literature.
Your evaluation will sketch out the context of use of the textbooks, explore the literature on
materials evaluation to identify a set of criteria for evaluation and offer a comparative evaluation,
concluding with a recommendation.
A brief conclusion, which indicates what you have learned from this assignment.
Appendix: The scans of the textbooks should be included as appendices and signposted in the main
body. These are not included in your word count.
Option 3: Materials adaptation
1. Choose a teaching context with which you are familiar, either as a teacher or as a learner.
2. Adapt a unit of the materials currently in use in this context in order to better meet the needs of the
learners.
3. Write a rationale for the materials, drawing on the literature of materials development and your
knowledge of the group of learners.
If you choose this option, there will be:
A brief introduction, which includes an outline of your essay.
The rationale
Your rationale will sketch out the context of use of the materials (with references to the literature)
and offer a rationale for them that draws on both the description of the learners and their context,
and the literature on materials development for TESOL.
A plan to accompany your adaptations
Your plan will not exceed a page in length and is intended simply to give the reader a clear
understanding as to how a teacher should use the materials. No rationale or theoretical discussion is
required here and a bullet-point ‘lesson plan’ format is perfectly acceptable. This is included in the
main body.
A brief conclusion, which indicates what you have learned from this assignment.
Appendix: Scans of the original unit, appropriately referenced, and of your adaptations (signposted
appropriately). These are not included in your word count.
Assignment support
There are no drafts/outlines for this module.
You will have a small-group tutorial with your tutor the w/c 4
th March. You are strongly advised to bring an
outline and materials to your tutorial.
Artificial Intelligence
You must not use any content generated by Artificial Intelligence in any part of this work
The assignment assesses the following module learning outcomes:
– an understanding of the centrality of task design to TESOL pedagogy
– an awareness of the linguistic, educational and socio-cultural values implicit in TESOL tasks and
materials
– an understanding of the possible structures of TESOL tasks
– an understanding of principles and procedures for creating tasks and materials for TESOL
Skills outcomes
– Evaluating, analysing and designing pedagogic tasks and materials
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