Article and discussions about adult learners

Section A1 Lead in/Pre Reading Task

It is essential to generate interest in the task before the actual reading starts. The instructor can provide background information about the article and start discussions with adult learners. but you won’t be teaching young learners  Discussion can focus on the ways that children used to help their parents.  Lead in activities can also be done in the classroom before the reading starts (Riddell, 2003). Personal anecdote can be used where the teachers discuss a one or two minute short story related to the topic. The anecdote involve how the teacher’s education skills helped in dealing with a situation. For this purpose, an activity can be introduced utilizing a picture. The picture might involve a scenery, which includes a view of people who are helping other in destructive times of flooding or raining. This will make the adult learners to explore more about learning. It’s unclear what exactly you will be doing in this section Abdulkadir. Could include the task in the appendix? Also, remember that you are working with adult learners.

Section A2 First Reading Task

The reading task is about reading for specific information. It consists of several questions of true or false. The purpose of the task is to check the way that learners can retain information from the reading.  This is an excellent activity because it involves retaining the information and then practically applying that information. Adult learners can locate and read relevant parts carefully and to answer the questions. It helps to give them a whole and detailed understanding about the reading. (Harmer, 2007). This will also be assessing the understanding that students have after reading the task. It will work to analyze the capability of the students, like in what ways they can process the task. Learners can first identify the information and determine the essential parts of the text that are related to the activity. This will be very helpful for the students to develop certain reading skills in them. For this purpose, the students will focus on the information that is required to be retained while considering different words, phrases, and ideas. The particular information helps to enhance the learning and searching skills of the learners (Harmer, 2007). You are including too many quotes, and the rationale for choosing the task is unclear.

Learners will gain valuable information instead of reading the entire text. Many learners face problems reading significant books which mean that this activity is designed to help them scan irrelevant information and identify the appropriate information. Skimming can be implemented here to make them learn the important parts of the assignment. Each learner has unique learning styles and abilities (Edge, 2008).  So the tutor must make the students learn to apply rapid eye movement in order to get over the important points of the task. By giving them training, the instructor helps to accommodate the needs of skimming and scanning.

Abdulkadir – careful here. For an initial reading task, it’s better to work on skimming or scanning as these are easier tasks which will help build students’ confidence. It’s not a good idea to start with a detail activity.

Also, when you re do this part, please comment on the task you designed and how it relates to the rationale (quotes from authors).

Section A3 Second Reading Task

The task that has been designed to read is a detailed comprehension that applies skimming technique.  another one? . It involves a number of questions that will help learners to understand the main points of the article. They will be able to identify the core meaning of the task and comprehend the information. Moreover, the goal is to develop advanced reading skills that allow learners to analyze and process information rapidly, as it is about scanning. This reading sub task helps learners to scan and analyze specific information (Edge, 2008). The learners will be going through the task by rapid eye moment to capture important points– but this is scanning. Deeper comprehension skills can be acquired through the use of integrated and coordinated strategies.  Reading is successful when students have ability to understand what they read. The goal is to understand lessons, stories, and arguments. Important knowledge can be understood by simply reading again and again (Edge, 2008). This also helps to open the doors for learners as they expand their information and understand various concepts efficiently. The task is also designed to improve learners’ ability to understand important information and their processing capabilities. They might make some mistakes during the initial reading, but practice will help to enhance their skills. Scanning can help them in highlighting the important information, and ignoring the unnecessary information.  – not really. The learners must be given chance by providing them with sometime. Tutor can engage the attention of the students by providing a prior overview about the detailed comprehension. The rationale here is very similar to the one above but not quite. You mixed scanning and detailed reading here Abdulkadir. It would be best to have a reading for detail task here but the rationale needs to be clearer. See my comments on your tasks below.

Section A4 Productive Task Design

The productive task concentrates on speaking and writing because it adds to the reading skills of learners. The rationale behind the statement is that the task will not be only about reading, but it is also about the capability of writing and speaking. how? . They can practice what they have read and learnt by speaking and writing. Furthermore, it helps to enhance their learning competencies and skills. The productive task will consist of two main functions. The first task will be to organize the learners into several groups. Each group will write 100 words describing a situation where they have learned from school and helped people with those skills. The next task will be 10 minutes. In this task, the group will present their experiences to others in the batch for the learning and development of other students. This will be a kind of interaction as one student will be sharing the experiences with other students. These activities are speaking and writing, which are essential for learners because it helps them to produce language – but this task is not very communicative, is it? Sts will take turns to present, but how will they interact. They can recall and process information that they have learned from reading and translate it into their own experiences. By giving them the opportunity to speak, they can successfully develop advanced skills and express efficiently (Wright, 2010).  The rationale of choosing the task is that the students can work on their communication as well as writing skills, as this will be helping them in interacting with each other. For this purpose, the question must be clear and precise for the learners. They should also be given tips by the instructor to speak or write effectively, as this will be helping the students to learn more about the task and its requirements. The instructor should act as a facilitator so that the learners can gain independence and autonomy. This can be achieved by placing them in groups, this will help learners with difficulties to work and develop their confidence (Wright, 2010). It will also assist in the personal development of the students, as in real life, learners they can communicate with others and inform or share ideas. Also it will be helpful as the students have to take notes and write emails, letters, reports or stories in future. (Wright, 2010).

Consequently, these tasks focus on both speaking and writing to impart positive learning outcomes in learners. Too many quotes again Abdulkadir but not clear rationale for choosing the task. You need to design a productive task and put it in the appendix.

References

Edge, J. (2008). Essentials of English language teaching. London: Longman.

Harmer, J. (2007). How to teach English. New Edition. Pearson

Riddell, D. (2003). Teaching English as a foreign language. Teach Yourself.

Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Caslon Pub..

Appendix:

Appendix 1 Section A2  you need to consider punctuation and task design here. Please number the statements.

1. Malak called 911. True or False
2. She put a pillow under the head of her mother. True or False
3. She did not check her mother’s breathing. True or False
4. Mrs Halfaoui was not happy with her daughter. True or False
5. Malak learned what to do in a medical emergency. True or False
6. Malak did not receive any public recognition for her efforts. True or False
7. Mr Chris Walker was the one who instructed children on how to use 911. True or False
8. Mr Jarrod Farell asked parents to teach children about using 911. True or False

Appendix 2 Section A3 Please number the questions

1. How old is Malak Toauk?
2. Where did she practice her life saving skills?
3. Who is the person that taught her life saving skills?
4. What was the first thing that Malak said to the 911 call handler?
5. How was her mother proud of her?
6. What award did Malak receive?

You need to include answers for all the tasks.