Answer Key: (We made these answers, so there may be some information not included/a few inaccuracies) If the

rubric requires to comment on the teachers approach, points can be made in the 3 areas listed here. Can you identify if the points made refer to one particular stage of the lesson plan or to the lesson as a whole? Methodologies and approaches: - beginning the lesson with a personalized activity reduces the learners affective filter and engages relevant schemata. - general comprehension of a text should be checked before it is used for a systems focus. - scaffolding in handouts is needed because it lowers the learners affective filter. - controlled practice should always come before freer practice where the learners choose the content. - authentic materials can be used even at lower levels and are meaningful sources of systems analysis. SS are motivated because they can process real world texts. - learners should be involved in the correction process: they should be trained to look for FB from their peers or autonomously. - a product approach to discourse analysis is especially valid at lower levels because learners engage with model texts that they can analyze and engage with: helps and eases the process of proceduralization of language features. - using the teachers life is motivating for the learners because the classroom is a legitimate context where the teacher interacts with the learners. Language acquisition theories that inform the above mentioned approaches. - Collaborative learning is purposeful because it encourages cognitive engagement and allows for peer scaffolding rather than teacher led scaffolding. - Tenor is an essential component of the learners communicative competence because it affects the illocutionary force/pragmatic meaning of their utterances. - A socio-cultural perspective should be adopted in the L2 classroom because learners need to transfer or learn new socio-cultural skills and background. - A holistic approach to discourse analysis is meaningful because discourse features are primarily determined by background and formal schemata. - Authentic texts in the ElT classroom should be exploited because provides learners with a relevant, meaningful model of real-life texts. - Discourse is a system of the English language which needs primary focus and attention just as grammar, vocabulary, and phonology. - A genre approach to teaching language systems is to be favored because genres have their own peculiar features that lend themselves to TALO (text as a linguistic object) lessons. - Contrastive analysis is useful even when intralanguage because features of discourse become more salient when contrasted with their opposites. Teachers role - Teacher controls the activities and interaction patterns in the class: the teacher is the More Knowledgeable Other in pedagogical matters in the classroom.

- Teacher monitors learner output and interaction for feedback. - Teacher decides the language input before the class - corrects learners and validates only at the end of a task cycle. - builds on what learners already know Can you turn the following aims and Ts role notes into points to make about the lesson plan? (These are really helpful for how aims can be turned into points to make: useful for task 2 part A and task 4) To activate learners schemata on the topic of the texts that will be used in following stages of the lesson for text and discourse analysis. To activate the learners schemata on neighbours and possible condominium problems. To prepare to employ top-down processing devices necessary to process the texts. To allow for scaffolding in pairs so as to pool the learners lexical procedural knowledge in the target semantic field. To allow for learners to focus on the socio-cultural context that will define the field, mode, and tenor of the texts employed in the lesson. To draw the learners attention onto the field of the target texts To direct the learners attention to the text-type, and thus activate learners schemata on the mode, and tenor of the two emails whose field has been presented in stage 1. To draw the learners attention onto the addressees of the email, and thus onto the tenor, the relationship between the participants. To provide learners with the opportunity to scan the content of the text and thus zoom in on the field. To provide learners with the opportunity to check their reading for specific information subkills. To encourage the learners to notice the different registers in the two emails holistically. To encourage the learners top-down processing of the text and of the target discourse features in order to prepare them for the following stages that employ bottom-up processing. To promote the learners awareness of the macro-coherence patterns in the texts. Learners subconsciously reorder the sentences because of their expectation of schemata they have activated on the field, tenor, mode, and context.. To promote the learners cognitive engagement, thus making acquisition of the macropatterns more memorable. To allow for scaffolding in pair format in order to encourage learners autonomy from the teacher. To provide learners with an opportunity to enhance their autonomous feedback abilities. To guide learners through the analysis of the features that co-occur to create micro-level coherence. To guide learners through the analysis of the discourse features of the texts that determine its register from a bottom-up perspective (atomistic focus) To promote the SS inductive learning in analyzing micro-level features that realize the tenor of the texts. To promote autonomous learning in order to foster SSability to continue the learning process outside the classroom environment. To encourage scaffolding in the inductive learning process. To lower the SS affective filter by allowing pair work. To promote cognitive engagement of the learners in order to maximize their uptake and make the targeted language points more memorable. To consolidate and provide learners with FB on their inductive learning process. To provide learners with a record of the day and encourage deductive learning to continue outside the classroom.

To encourage awareness and noticing of those features of formality that can be transferred from L1.To provide learners with semi-controlled written practice of the target features of register. To encourage and foster learners error correction skills of the target features of register. To encourage further noticing of correct and incorrect examples of the target features of discourse by promoting the learners cognitive engagement in the given text. To encourage initial production of the target discourse features (graded tasking: from declarative to procedural knowledge). To foster the learners aptitude in restructuring with a focus on the target discourse features. To encourage the learners mutual scaffolding To encourage the learners autonomous feedback abilities. To prepare learners for the following freer practice. To provide learners with freer written practice in the target discourse features in the given tenor . To provide learners with freer practice in expanding sub-skills of writing. To provide learners with freer holistic practice in the target discourse features through the expansion of elementary sentences, in the productive skill of writing.To provide learners with peer scaffolding in the group format in the productive phase of the lesson. To provide learners with a graded task in difficulty. To provide learners with an opportunity for language emergence. To provide learners with peer-led correction and restructuring practice in order to foster autonomy. Lesson plan two: Task-Based Learning Methodologies and approaches:

Beginning the lesson with a personalized activity reduces the learners affective filter and engages relevant schemata. Resources (questionnaire) are needed as scaffolding to push learner's their I+1 The questionnaire serves to reduce learner's affective filter and give them stimulus for speaking. Controlled practice should always come before freer practice where the learners choose the content also to give learners the opportunity to focus on the target language, assumes a product approach to language acquisition; the final product is more important. Language is introduced after the task so that learners focus more on the meaning of the language over the form. Learners will therefore see the communicative value of the language given to them instead of focusing on reproducing the form. Is the opposite of PPP. Starting with freer practice gives learners the opportunity to encounter the meaning of the language before seeing the form, hence they are more likely to include this language into their interlanguage repertoire Focusing on meaning in a communicative environment pushes learners to search for forms in their current interlanguage repertoire to express meaning. Task based learning (TBLT) assumes that a focus on form is important, however it is retrospective instead of proactive. Instead of a direct focus on the form of language, learners are encouraged to look at the form and work it out for themselves, with the helpful feedback of the teacher. Consciousness-raising is said to encourage more active learning and will lead to better retention of target language exponents.

Learners need exposure to a variety of structures that communicate meaning, which is preferred over focusing on grammar rules and their application common with a PPP approach. Using personalised activities such as this encourages learners to engage in real communicative tasks which leads to language retention.

Language acquisition theories that inform the above mentioned approaches.

collaborative learning is purposeful because it encourages cognitive engagement and allows for peer scaffolding rather than teacher led scaffolding. Language is introduced after the task so that learners focus more on the meaning of the language over the form. Learners will therefore see the communicative value of the language given to them instead of focusing on reproducing the form. Is the opposite of PPP. Starting with freer practice gives learners the opportunity to encounter the meaning of the language before seeing the form, hence they are more likely to include this language into their interlanguage repertoire Focusing on meaning in a communicative environment pushes learners to search for forms in their current interlanguage repertoire to express meaning. Orally drilling language aids its retention and gives learner controlled practice of pronunciation. A focus on meaning, form and pronunciation is important as it gives learners more well-rounded knowledge of the target language. It is essential that the teacher focus on pronunciation. Equally important is the focus on meaning before pronunciation so that learners have understood the context and meaning of the language before repeating it. The learning of grammatical structures is an essential part of the language acquisition process. Grammar is best learned in context. A social context is preferable because it resembles natural communication and will help understanding and aid retention. Because the task requires more effort on the learners' behalf, they are much more likely to remember the language having invested so much effort beforehand. Even if learners do not make these phrases a part of their language repertoire the phrases will stay in their minds. When they come across parallel forms in the future those forms will be more recognisable and more accessible as a result. Learners enjoy personalising activities and will be much more motivated

Teacher's role

The teacher is present to act as scaffolding and provide language as and when it is needed. The teacher takes on a supporting role. Some learners may have difficulty adjusting to this, especially if they come from a very teacher-centered educational background. The teacher has the responsibility of dealing with emergent language from a task. For newly qualified teachers with fewer teaching skills in their repertoire this may be challenging. It is imperative that teachers be well-informed on different ways of using emergent language in order to carry out the lesson plan effectively. Students work in groups, the teacher has a less dominant role in the classroom and the process is much more communicative and student-centered. It's important in this case that the students be aware also of what is required of them in the task. The teacher must act as a monitor to help learners through a task.

The teacher must be informed on the target language but also other language areas that may arise from the activity. The teacher is in the position of checking target language.

Different contexts Working in groups or pairs is much easier in multilingual classes than monolingual classes. Lower levels may find the communicative demands of the task too high; preteaching vocabulary or providing more scaffolding may ease the cognitive burden of the task on students. Younger learners may see too much freedom in the task and find it harder to concentrate. Working with a tight syllabus may not provide so many opportunities to work with emergent language; language exponents are clearly set out and students must cover these as part of the course.