understand the language learner

understand the language learner

Oral presentation task and criteria sheet

Task Description:

 

You will review empirical research literature to identify common needs and difficulties faced by EFL/ESL learners from a specific linguistic background (L1) and design one learning activity (per group member) to address a specific issue.

 

In your oral presentation you will:

1. Present a summary of relevant research literature in your oral presentation. (You could discuss linguistic, cultural, past educational experiences etc. that may impact on ESL/EFL learners from that specific L1.)
2. Present your learning activities to the class (three activities should be presented one per group member).
3. Provide a written summary of the information and the activities designed by you on the Course Wiki prior to your presentation.

 

Submission of your oral presentation can be presented live in session 11 -12 or be submitted as a recorded file.

 

Task Details:

Group Size: 3 people

Duration: 30 minutes

What is marked: The presentation and the wiki-page

 

 

Marking Criteria:

Wiki summary page (Group) 5 marks

Critical review of literature (Group) 15 marks

Presentation (Individual) 5 marks

Learning activity (Individual)10 marks

Peer mark (Individual) 5 marks

 

 

 

7902LAL Assessment 1 Rubric
Criteria	Outstanding Standard	Very High Standard	Good Standard	Satisfactory Standard	Unsatisfactory Standard	Marks
	5 – 4.25	4	3.5	3 – 2.5	2 – 0
Wiki Summary Page	Well-crafted summary of key points, reads well and supports the learning activities devised. Is fully sufficient and readily accessible to a fellow professional.	Generally reads well and is readily accessible, clear links between the literature and the teaching activities designed. Easy to follow and access.	Review of the literature highlights key points, gives useful and relevant teaching activities, is easy to follow.	Solid overview of the literature and presentation content and contains all teaching activities.	Not posted prior to presentation. Contains inappropriate, inaccurate, or irrelevant information. May contain a response that is too short.	/5
Critical Review of Literature	Insightful discussion of relevant & current literature, relevant connections made to teaching practice. Full use of literature within the scope of the presentation.	Relevant & current literature used, critical discussion of literature, connects literature to teaching practice.Correct APA 6th edition throughout.	Good discussion of literature, critically engages with the literature, generally correct APA 6th edition throughout.	Some critical though but a largely descriptive response to the literature; satisfactory use of APA 6th edition referencing style.	Contains little critical response to the literature, literature use may be inappropriate at times; little or no references.	/15
Presentation	Extremely well presented with excellent eye contact, excellent use of voice, clear and easily understandable. Outstanding use of visual aids.	Well presented with very good eye contact, use of voice, and easily understandable.	Good presentation with good eye contact, use of voice, and generally easily understandable.	Some lapses in presentation in regards to eye contact, use of voice, or clarity of content/and or use of visual aids.	Poor/Very poor presentation. A significant lapse/ or lapses in eye contact, use of voice, use of visual aids, or difficulty in understandability.	/5
Learning Activity	Clear, practical, based on the literature, is innovative and interesting for a language learner.	Is ready to be sued in a classroom, relevant and practical, is a relevant response to the literature.	Some minor inconsistencies with the literature may remain; the activity may not be as innovative or lack practical application.	A solid response to the task. A clear learning activity that responds to the literature review.	Activity may lack clarity, may not draw on the literature, or may be inappropriate in some other way.	/10
Peer Mark	Please complete the OP Peer Mark Sheet as a group!					/5

 

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