Language Skills Related Tasks
Language Skills Related Tasks
Language Skills Related Tasks
In this assignment you will be exploring the area of teaching skills through the use of authentic materials
PASS on
2. Resubmission
FAIL
2. Describe your current The majority of the students are not confident enough in
group’s weaknesses in writing. Some of my group’s students have the need of writing
speaking and/or writing argumentative essay for the exam and when they write, they
(with direct evidence from need more ideas for their writing. Therefore, topics for the
TP) – do not base this on lesson should be suitable for critical thinking. Besides that, the
their weaknesses in accuracy, cohesion and coherence of the writing seem to leave
grammar or vocabulary. room for improvement.
3. Why would the text I choose the text about COVID-19, SARS and MERS. This text
you’ve chosen interest your reflects real-life. On the one hand, my group of learners are
group of learners? adults and they care about the world and international issues.
On the other hand, this topic can help them to boost ideas and
show them the coherence of an article.
4. How would specific In this reading lesson, students will have developed their
learners’ needs (related to scanning skill (reading for gist task) and skimming skill (reading
skills development) be for details task). Besides that, at the end of the lesson, the
catered for in this lesson? students will have developed their writing skill, especially the
cohesion and coherence of writing.
The task also provides some key words, for example, year and
number to help students to uncover and accurately understand
details in the article to improve the skill necessary for reading
the authentic texts (Scrivener, 2011). Then students will check
answers in pairs, it can encourage students to better
understand the article by helping each other and it can also
help students to build confidence. Finally, open class feedback
can show students the original texts in the article and the
answers. It can also help students to develop reading skills.
References:
Harmer, Jeremy. (2004). How to teach writing. Longman.
Nuttall, Christine. (1996). Teaching reading skills in a foreign language. Macmillan.
Scrivener, Jim. (2011). Learning teaching: the essential to English language teaching. Third
edition. Heinemann.
Submission checklist:
I have addressed all areas of the rubric, following the template above.
I have referred to (and quoted / paraphrased from) my background reading where the need
for this has been indicated.
I have included tasks to develop two receptive sub-skills and one production skill.
I have included the expected / desired answers for my receptive skills tasks.
The production task is directly related to the chosen text and is not language-focused.
I have attached all the materials and tasks as they are to be presented to the students in
class (including oral instructions where appropriate).
I have included a rationale for all the tasks.
I have included a bibliography.
I have included and respected the word count.
The work is my own.
Appendix
The virus has now spread to other cities in China, including Beijing, Shanghai and Guandong. There have also been
confirmed individual cases in other countries, including Thailand, Japan and South Korea.
The new coronavirus outbreak is linked to a market in Wuhan, which sold meat and live animals. Following the
outbreak, the market was closed. There is no clear evidence of the virus spreading between humans, and it is
thought that it originated in animals.
The Wuhan coronavirus outbreak bears similarity to the 2002-03 epidemic of Sars (severe acute respiratory
syndrome) coronavirus (Sars-CoV). The Sars-CoV outbreak, which started in south China, lasted for over nine
months. It spread to 37 countries, causing 8,098 people to become ill and 774 to die.
Sars-CoV was traced to several animals, including civet cats and raccoon dogs, being sold as food in markets. The
infected animals had no symptoms. Closure of the markets with animal culling alongside treatment and
containment of patients led to the outbreak being halted.
There are seven coronaviruses known to infect people, including the novel Wuhan coronavirus and Sars- CoV
already mentioned. Other human coronaviruses are those that cause the common cold like 229E, NL63, OC43 and
HKU1 viruses, as well as the deadly zoonotic Mers virus.
Mers-CoV is a camel common cold virus that often jumps to humans in the Middle East. Mers-CoV can cause
severe pneumonia in people and spread from person to person. Mers-CoV was only identified in 2012 and
continues to be a significant problem in the Middle East. Nearly 2,500 cases of Mers have been identified, causing
858 deaths.
How the new Wuhan coronavirus came to be in humans, and how closely it will resemble the Sars outbreak, will
be a focus of ongoing research.
Lead-in
Look at these pictures and think out loud:
Answer key: b
3. Reading task 2:
Read the article carefully and complete the table:
COVID-19 Sars-CoV Mers-CoV
Year 2002-2003
Where to start
Number of identified cases Ongoing
Number of death Ongoing
Traced source camel
Answer Key:
In December 2019, a cluster of pneumonia cases was reported in Wuhan, eastern China. The pneumonia is
associated with a previously unidentified coronavirus related to the deadly Sars virus.
The virus has now spread to other cities in China, including Beijing, Shanghai and Guandong. There have also been
confirmed individual cases in other countries, including Thailand, Japan and South Korea.
The new coronavirus outbreak is linked to a market in Wuhan, which sold meat and live animals. Following the
outbreak, the market was closed. There is no clear evidence of the virus spreading between humans, and it is
thought that it originated in animals.
The Wuhan coronavirus outbreak bears similarity to the 2002-03 epidemic of Sars (severe acute respiratory
syndrome) coronavirus (Sars-CoV). The Sars-CoV outbreak, which started in south China, lasted for over nine
months. It spread to 37 countries, causing 8,098 people to become ill and 774 to die.
Sars-CoV was traced to several animals, including civet cats and raccoon dogs, being sold as food in markets. The
infected animals had no symptoms. Closure of the markets with animal culling alongside treatment and
containment of patients led to the outbreak being halted.
There are seven coronaviruses known to infect people, including the novel Wuhan coronavirus and Sars- CoV
already mentioned. Other human coronaviruses are those that cause the common cold like 229E, NL63, OC43 and
HKU1 viruses, as well as the deadly zoonotic Mers virus.
Mers-CoV is a camel common cold virus that often jumps to humans in the Middle East. Mers-CoV can cause
severe pneumonia in people and spread from person to person. Mers-CoV was only identified in 2012 and
continues to be a significant problem in the Middle East. Nearly 2,500 cases of Mers have been identified, causing
858 deaths.
How the new Wuhan coronavirus came to be in humans, and how closely it will resemble the Sars outbreak, will
be a focus of ongoing research.
*NB: The underlined words are answers for the detailed reading task.
4. Follow-up Practice:
Use linking words and write two paragraphs:
How is the COVID-19 similar and different from other epidemics like SARS and MERS?
5. Homework:
Write a 350-400 words essay answering the following questions:
What do these comparisons tell us about how dangerous this new virus is?
What can people do to protect themselves?
What can governments do to help prevent the spread of viruses?