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BABEd (LangEd) English

BBED 4321 Pedagogical Content Knowledge for Teaching English in Primary
School
Assignment 2: Design and implementation of language-focussed activities (individual) (60%)
This assignment aims to enable you to engage your pedagogical content knowledge in your own
classroom, to bring together theory and practice of teaching English to young learners. During TP
you will design, implement and reflect upon four language-focussed activities, putting into
practice the principles, theories and classroom strategies related to the teaching of pronunciation,
vocabulary, grammar and discourse/text type. You will give a rationale for the design of your
activity/ies and learning sequence, collect evidence of students’ responses and work, and reflect
upon the effectiveness of your teaching and activity design, and make recommendations for
improvement to the activity design and/or implementation.
PROCEDURE
During your 8-week teaching practicum, plan, teach and reflect upon the following four activity,
which put into practice the concepts and principles of PCK discussed during the course. You may
integrate work on pronunciation into one or more of these activities. You should integrate these into
the scheme of work you have been assigned by the school, and you should take into consideration
the needs of your learners and other contextual factors:
1.
2.
3.
4.

A grammar noticing or noticing/hypothesising activity
A vocabulary presentation, including checking understanding
A vocabulary decision making activity
A text reconstruction or ‘grammaring’ activity

For each activity you should complete an activity plan using the attached template. The template
requires you to present the following for each activity:
a. Background: the class of learners, the date, the unit, and the lesson the activity was a part of.
b. The activity objectives, worded precisely so they are specific and reflect principles of
learning/teaching language.
c. Analysis of the language focus of the activity, ie the vocabulary, grammar, and/or discourse
the activity focusses on, displayed as categorized, tabulated, and labelled where relevant to
show the language or textual form. You may also include key aspects of pronunciation, if
relevant to your activity.
d. A 150-200 word pedagogic rationale for the activity design. Explain how the activity
facilitates the language learning processes with reference to theories of noticing,
restructuring etc. discussed in the course and taking into account learners’ needs.
e. The procedures for the activity, showing step headings, timings and interaction, what teacher
and students will do. Note: you do not need to provide other stages of the larger lesson, only
the activity.
f. Materials used in the activity
g. Evidence of learners’ response during the activity (photos of students’ work during the
activity, students’ written work collected, audio recordings, video recordings),
h. A 350-400-word reflection and analysis of the effectiveness of the activity and your teaching
including how you would improve the activity and your teaching if you had the chance to
teach it again, giving reasons and drawing on relevant theories and principles.
i. References used, not more than 3 for each activity. Please format your reference list
according to academic conventions, e.g. see this site for the APA format

M.M.Lo and B Moorhouse, Faculty of Education, University of Hong Kong

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single spacing. using the template (see guidelines above and on the template) Your assignment should be typewritten using 12-pt Times New Roman.B. two pedagogic rationales.  You are strongly encouraged to submit your assignment on the Turnitin activity for this assignment on our moodle site. N. original size 8”x10”. but include two sets of objectives. You can then review the originality report and revise your submission as necessary to avoid plagiarism. Completed BABEd coversheet (available on BABEd general course moodle) B. Please use appropriate capital letters. printed in colour and labeled with “Flash Cards. instead.M. If you decide to do this. For example. therefore the entire submission must not exceed one slim binder or file. Your submission should be reader-friendly and accessible. The activities must not be from any lesson observed by your tutor for the teaching practicum component of the programme Format requirements Please submit your assignment in the following order: A. The four activities.BABEd (LangEd) English In addition. and other bulky materials should not be included.B. 150 words) C. University of Hong Kong 2 . parents and school. The cover sheet can be found on the general BABEd Information moodle site. N. colour-photocopies of these items. Printing should be on single-sided A4 paper. Introduction: information about the school and classes/students (approx. Please do not use clear pockets.Lo and B Moorhouse. Original materials such as laminated flash cards. 150 words). 8 laminated flash cards could be reduced onto a single A4 page.  You must attach a signed BABEd Assignment Cover Sheet to the front of your assignment. Other points:  Do not submit any original student work. Staple the assignment together. M. the first page of your assignment should provide information about the school and the students/class(es) with whom you have used these activities (approx. before the due date. Deadlines Please submit a hard copy of your assignment in the assignment box with a completed cover sheet outside the Programme Office. only submit high quality photocopies. with 1-inch margins on all sides and page numbers. Paragraphs should be indented 1 tab space or block format should be used. and two reflections. You should. You may do two of the four activities within one coherent lesson. props. you may use one activity plan. provide reduced size. 21 December 2016 Please also submit a soft-copy of your assignment in MS Word to our moodle site by the same date.  References listed on your reference list should have been cited in your activity analysis and vice versa. RMS 219. Faculty of Education. The word limit must be strictly observed. bold and/or italics for headings. The originals belong to the student.

e. clarity. *Students having to conduct more than one assignment (from different teachers) in their TP school are advised to present ONE letter covering information of ALL the assignments. Relevance of the background information regarding the school and learners the activities were used with. vocabulary. you should inform your mentor and you should get the principal’s consent first.g. Students who attempt to obtain consent from principals through verbal requests are strongly reminded to assure the principal concerned that the data collected will be (1) used solely for the assignment(s). Quality of the design of the activities. coherence and accessibility of submission. Depth.Lo and B Moorhouse. and usefulness for the students. Clarity. Please send a copy of the consent letter to your tutor (Margaret or Ben). accuracy of written expression.M. clear and consistent layout. c. paraphrasing. using evidence of students’ responses and/or work. soundness and clarity of the pedagogic rationale for the designed activities with reference to principles. quality and pedagogical soundness of the recommendations for improvement to the activity designs and/or implementation. instead of sending several separate letters to the same principal. Schools which require a formal consent letter should use the letter provided on moodle. Assessment Criteria Hurdle Requirements: Informed consent: _____ 4 activity plans: _____ Supporting evidence:_____ KEY: E= Excellent. G=Good. grammar and discourse/text types. Accuracy and clarity of the analysis of the language focus of the activities. Comments Grade____ Examiner_____ Date M. compiling a reference list etc. consistency and appropriateness of academic conventions for quoting. M= Marginal. and (3)discarded after the assignment(s) is/are completed (4) Students’ names will be removed from any work. c. University of Hong Kong 3 . d. including organisation of sub-sections. collecting student work and taking photographs of students’ work during the activity) during the teaching practicum. You should do this as early as possible in your TP. b.. U= Unsatisfactory E G S M U Content a. vocabulary. b. grammar and discourse/text types. S= Satisfactory. Depth of the reflection on effectiveness of your teaching and your activities. attributing sources of information. Some schools accept verbal requests whilst others request official letters. Clarity and completeness of the activity plans and the presentation of teaching materials. spelling and punctuation. according to the guidelines provided. drawing on principles. theories and classroom strategies related to the teaching of pronunciation. f. Form a. theories and classroom strategies related to the teaching of phonology. Faculty of Education. Relevance. citing references.BABEd (LangEd) English Ethics Since this assignment requires you to collect data (e. Relevance of references. (2) viewed by the course teacher(s) concerned.

BABEd (LangEd) English Activity Plan (number 1. you may use one activity plan.M. University of Hong Kong 4 . 2.4) [Title of Activity/Type of Activity] Date and time of lesson: Class: Background: (brief description of how the activity fits into the sequence of learning within the whole lesson and the unit/theme) Objectives of the activity Language Analysis: Pedagogic Rationale (150-200 words) PROCEDURE Step Procedure heading Timing Interaction Materials (list here. and two reflections.Lo and B Moorhouse. Faculty of Education. If you decide to do this. 3. M. two pedagogic rationales. but include two sets of objectives. and attach) Evidence of student response (please attach) Critical Reflection (350-400 words) NB: You may do two of the four activities within one coherent lesson.