Name: Nguyễn Như Hảo

Discussion questions – Chapter 7

1. Go online and look at the ACTFL Proficiency Guidelines 2012 for English
([Link]/publications/guidelines-and-manuals/actfl-proficiency-
guidelines-2012/english/speaking), and read the descriptions for any level of
one of the four macro-skills. Where would you place yourself on the scale for
any foreign language you speak?
According to The ACTFL Proficiency Guidelines 2012 – Speaking
I can refer my foreign language speaking scale from Advanced Low to Advanced Mid.

2. How would you explain the notion of macro- and micro-level units of course
organization to a novice teacher? Give examples from several different kinds
of courses.
- At a macro level, a syllabus outlines the overal scope and sequence of a course
- At a micro level , a syllabus includes specific units, topics, tasks and the
organization of texts and exercises.

- Eg: For a content- based course on Environmental Science

+ Macro- Level: Content (eg: climate change, bidodiversity, pollution)
+ Micro0 level: Reading skills to understand sciencetific articles/ Writing skills: to
prepare writing reports/ Speaking skills: discuss and present the topics/
Vocabulary related to enviromental science and relevant grammar: will/begoing to
for predictions….

3. You have been asked to plan a unit on climate change for an intermediate-
level speaking class. What skills and grammar could you link to this topic?
Level: Intermediate
Approach: Content-Based
Skills: Reading: Read an artical which describes causes and effects of climate change
(e.g., “because of…”, “this leads to…”)
Grammar: First Conditional (to talk about possible future consequences)

4. Are CBI and CLIL identical? How do you understand their similarities and
differences?
- CBI (content based instruction) and CILL (Content and Language Intergrated
Learning) share significant similarities:
+ using content as a primary organizing element for a course ( rather than focus on
primarily on grammar, function, situations or skills)
 + language is viewed as a tool of communication through the process of learning
about specific subject (math, science, history,..)
+ both use authetic and adapted materials (textbooks, audio-visuals) to facilitate
learning
- Diferences:
+ differ in their historical development (CBI – North America, CILL- Europe)
+ CBI – a language teacher involment who teaches content in the target language
VS CLILL – a content teacher teaching their subject through a second language

5. You are developing a competency-based course for restaurant staff

(waitpersons). How would you identify the competencies they need to master
in English? Give examples of what the competencies would look like.
Learner: Waitperson
Context: Restaurant
Competencies he or she need to master in English:
Situations Competency
Greeting guests can greet customers in a friendly and
polite manner using appropriate
phrases
Taking orders can take customers’ food and drink
order accurately and able to modify
special orders from guests
Describing menus can clearly describe menu items,
ingredients and specials in the
restaurants

6. Give an example of a pedagogic task and a real-world task that could be used
in designing (a) a reading course and (b) a listening course.
+ Pedagogic tasks: tasks are designed to facilitate second language learning
+Real-world taskes: are designed for leaners to accomplish or carry out in the real
world
(a) a reading course
- pedagogic task: gap-filling exercises (focus on specific grammar points or
vocabulary within a text)
- real-worl task: reading news reports to get information (involve using various
real world texts)
 (b) a listening course
- pedagogic task: Listening to a short audio clip and ticking boxes to indicate
which specific words or phrases students can hear
- real-worl task: listening to an annoucement at an airport or train station for travel
information.

7. In what circumstances do you think a task-based approach would be (a) most

effective, (b) least effective?
(a) most effective when
+ leaners need to communication in real contexts
+ prioritze fluency and interaction
+ learners are at an intermediated level or higher
+ leaner-centered focus
+teachers can facilitate communication and manage open-ended activities
(b) least effective when
+focus on grammar and language forms (exam or accuracy)
+ teachers lack sufficient tranining
+ large-scale class sizes

8. Choose a group of learners that you are familiar with. What kinds of spoken
and written texts do you think they most frequently encounter? What kinds
of difficulties are these texts likely to pose for them?
My learners: Flyers A2
Spoken texts: short dialogues (in listening activities: conversation about birthdats,
schools, food….) , stories or picture-bases listnening
 Difficulties: fast speech, unfamiliar words
Written texts: short reading passages (description of people, animals, places), writing
the stories
 Difficulties: limited vocabulary, grammar, understanding implied meaning

9. Prepare a sample lesson plan based on each of the four syllabus models
discussed in this chapter, and compare them. What features do they have in
common?

a. Content-Based Syllabus
Theme: Environmental Issues
Topic: Deforestation
Level: Intermediate
 Objectives:
o Understand key vocabulary (e.g., biodiversity, carbon emissions)
o Identify causes/effects of deforestation
o Discuss solutions
 Materials: Article, images/videos, vocab handout, discussion prompts
 Procedure:
1. Introduction (10 mins): Brainstorm about forests
2. Reading (20 mins): Read article + vocab matching
3. Discussion (20 mins): Discuss causes/effects/solutions
4. Wrap-up (10 mins): Summarize key ideas
 Language Focus: Environmental vocabulary, cause-effect expressions, opinions
b. Competency-Based Syllabus
Competency: Giving Directions
Level: Elementary | Time: 60 mins
 Objectives:
o Use prepositions of place
o Give directions using imperatives
o Ask for/give clarification
 Materials: Map, picture cards, prompt cards
 Procedure:
1. Introduction (10 mins): Review common places and prepositions
2. Modeling (10 mins): Teacher models giving directions
3. Guided Practice (20 mins): Pair work using map and prompt cards
4. Independent Practice (15 mins): Write and give directions
5. Assessment (5 mins): Observation + feedback
 Language Focus: Prepositions, imperatives, clarification phrases

c. Task-Based Syllabus
Task: Planning a Class Party
Level: Upper-Intermediate | Time: 60 mins
 Objectives:
o Brainstorm and negotiate ideas
o Make suggestions, express preferences
o Delegate roles, write a plan
  Materials: Whiteboard/flip chart, paper
 Procedure:
1. Introduction (10 mins): Discuss what to consider when planning
2. Group Work (40 mins): Plan party, assign roles, make decisions
3. Reporting Back (10 mins): Share plans with the class
 Language Focus: Suggestions, preferences, negotiation, delegation

d. Text-Based Syllabus
Text Type: Informal Email of Invitation
Level: Pre-Intermediate | Time: 60 mins
 Objectives:
o Identify structure and features of informal email
o Analyze informal language
o Write a personal invitation
 Materials: Sample email, analysis worksheet, prompts
 Procedure:
1. Introduction (10 mins): Discuss how to invite someone
2. Text Analysis (20 mins): Read and analyze email features
3. Focus on Language (15 mins): Highlight informal language and structure
4. Guided Writing (10 mins): Write own invitation using prompts
5. Wrap-up (5 mins): Share or read part of their email
 Language Focus: Informal tone, inviting phrases, giving details

10. Read Case study 10 by Lindsay Miller at the end of this chapter.
 How were language and content integrated throughout the course?
- The course integrates language and content through a structured 13-week
semester
- Three weeks of this course is taken up with a Reading Week, which allows
students time to catch up with their readings and complete one of the course
assignments (This is how students have opportunities to engage with
written texts, enhancing their reading comprehension and exposing them to
context and look into difficult terms and concept about sports by
themselves)
- Each week focuses on a specific theme related to sports. These themes
provide the content foundation, introducing students to specialized
vocabulary and concepts in sports studies.
 - The course uses mini-lectures, followed by in-class discussions and project
presentations.

 encourage students to use the language actively while exploring

content.
 communicate their findings effectively while integrating content
knowledge with presentation skills

 Language is a tool to gain the knowledge/ content

 What language skills do you think the learners were likely to develop?
- Reading comprehension
- Speaking
- Discussions
- Oral presentation
- Listening ( to mini lectures)
 What other areas of content do you think could be used in a similar way with this
group of learners?
Business in Sports, Healthcare , Media, Sports wellbeings

11. Read Case study 12 by Rosa Bergadà.

 How do the goals of her course and Lindsay’s course differ?
 Lindsay Miller's "Sports Culture and Society" course
+ Aims to help any undergraduate student interpret both local and
global perspectives on sports
+ Intends to develop students' critical competencies in the L2
classroom through the medium of sports communication
 Rosa Bergadà's "The Thinking Lab Science" course
+ Teaches science content through English in a primary and lower
secondary school context using CLIL (Content and Language
Integrated Learning) modules
+ Main goal is for students to discover the world of science through
these modules while learning English
 How does the course link content to language development?
- Language support is integrated into all stages of the learning process within
the modules. The science topics provide the context and purpose for
 language use, and activities require students to use English to explore and
understand science
 How does the course reflect a learner-centered approach?
- It focuses on learner-centered instruction in most activities
- The teacher acts as a guide throughout the learning process
- Collaborative work is a key goal in most activities
12. Read Case study 13 by Phil Chappell.
 How does the course reflect a text-based approach to curriculum design?
- Using authentic information reports as the central element of the
curriculum.
- The curriculum focuses on preparing them for academic literacy tasks using
authentic information reports
- The course planning involved the analysis of marked reports
- Development of Skills Related to Texts: paraphrasing, citing and
referencing; structuring information reports; critically evaluating a range of
sources
 How does the course reflect learners’ needs?
- The course is specifically designed for international students in Australia
who are undertaking a Diploma in Business Studies
- While the case study doesn't explicitly mention a formal needs analysis
using questionnaires, the fact that the course was planned by experienced
tutors in the academic literacy section of the college