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1.Context：

Intermediate A1-A2 students

Equipped with basic linguistic resources but not many opportunities to practice speaking skills

2

i.) only involve speaking the particular sentences not interaction or negotiation of meaning

ii) linguistic / grammatical

iii) learners have no chance to choose their own linguistic resources to complete the task; there is not clearly defined outcome

3.

i) a. The teacher talked about her vocation (What have she done during the vocation) as an example

b. T ask students to work in pair and talk about their own vocation

c. Through discussion about their vocation experience, Ss come up with a better vocation plan for the future.

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Group c Writing activity1.Target: primary students (6-8 years old English beginners, A2 level)2.There is no gap in this writing activity. We create a gap: write a letter to your friend about your dream job3. Goal: use current grammatical knowledge they have learned to organize their composition 4. Revise: 1. decide the writing topic related to a dream job 2. teacher guide students to make a list of their grammatical knowledge which can be suitable for their letter format. 3. group discussions in pairs 4. prewrite-write-rewrite 5. present each group’s writing in front of the class; peer evaluation

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Group c Writing activity1.Target: primary students (6-8 years old English beginners, A2 level)2.There is no gap in this writing activity. We create a gap: write a letter to your friend about your dream job3. Goal: use current grammatical knowledge they have learned to organize their composition 4. Revise: 1. decide the writing topic related to a dream job 2. teacher guide students to make a list of their grammatical knowledge which can be suitable for their letter format. 3. group discussions in pairs 4. prewrite-write-rewrite 5. present each group’s writing in front of the class; peer evaluation

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Context:

Student background: Middle school student in China, L1 is Mandarin, L2 is English;

16 year-old;

extraverted young girl

Activity analysis:

communicative activity;

mainly focus on discourse competence, the cohesion and coherence of student’s utterance could be improved through finishing this activity.

Characteristics of CLT: focus on meaning

Description:

One student is required to present all areas of her cost, the other students are required to summary what’s the biggest cost-consuming thing of this student.

Techniques: expand the original listening task by adding a summary of it.

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a. They are 6th grade students. There are thirty students in the class. They are beginner learners and they know basic rules to make sentences. They like talking to each other and playing games.

b. It is not communicative.

Linguistic and discourse competences can be developed through this activity.

The activity focuses on meaning and requires learners to use their linguistic resources and to produce defined outcome. However, it does not have any gaps.

3. We can change the activity as follows:

Describing a dream job -> Describing their parents’ jobs.

Teachers give some directions for complete the task.

After the writing they should share the ideas by talking to each other.

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1) Context:  High school students aged from 16-20 study  in a English training school in their spare time. (L1: Mandarin)
2)Evaluation: There is no gap. This listening activity focuses on linguistic contents while it lacks the communicative elements.
3)Revise: After finishing Q2.2, the students are asked to listen to their classmates' description about how they spend their money in real life. Then they compare the negation part of their classmates  with Stella's (similarities and differences).

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1) Context:
Year 3 to year 6 students aged from 10 to 12 years old; Language proficiency: A2; Set up in EFL classroom.

2)
1. Yes, but it is just a pedagogical activity for functional use.
2. Sociolinguistic and strategic competence.
3. Goal is not clearly identified in this activity. The other 5 characteristics were shown.

3)
1. Clarify the goal as introducing themselves to their classmates;
2. Instead of asking for names from classmates, students are provided with different set of vocabulary.
Technique used: Modifying; Principle: localising.
3. A gap was created in the activity (e.g. information gap); Outcome is to learn how to acquire information from friends with the appropriate linguistic forms.

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1) context: International group of students (around 20 years of age) preparing to go to University in Australia - There pre-course level is B2 - They don't know each other yet and their personal context is unknown to the teacher
2.) The activity is communicative - it is meaningful for a speaking activity as it tries to elicit personal information

As the students are encouraged to converse with each other, they might develop some Socio-Cultural competence

The activity is not particularly connected to the students life and has no real life value

3.) Scrap the given activities the students should ask for and add a pre-task in which the students, in pairs have to come up with their own "exciting experience" they had in their life - The main task then is game-like to find someone who had a similiar experience, getting to know each other and each others's language level in the process

Personalize it, Add to it and modify the concept

The learner is using language and has to decode meaning from other students - They might find out something about themselves and their future classmates, learning potential new forms of language and discovering their own ability in speaking - The language chosen to fulfill the task is completely free, as they have to come up with their own exciting experiences - The task is complete when the students finished their discussion and the ice between them is broken - getting to know people and exchanging information, practicing socio-cultural competence is always an important skill

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1) context:
middle school students who are in a summer course to improve daily use English , Chinese native speaker, ESL, A2-B1
2)
i) is communicative but it is just a information inquiry and not meaningful
ii) linguistics, sociolinguistics
iii) not involved:
focus on meaning
3)
i) after collect the name, ask more specific questions such as when, where, what happened, etc. to involve students in conversation to know more about each other with L2 practicing.
ii)Tech:adding, modifying
Principle: Personalising, localizing
iii)

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1) Context:
high school students, Chinese native speaker in China, EFL, A2 CEFR level, able to understand frequently used expressions related to basic personal and family info, daily life), their main purpose of learning English is to prepare for study in foreign countries that mainly use English as the medium of instruction. They learn English 4 sessions a week, each last for 2 hours. The classroom is equipped with a teacher-use desktop computer, projector, round table that allows discussions and interactions.

2) i) the activity is communicative to an extent that it involves discussions in pair with a partner, teacher plays the role of organiser, facilitator and observer, hence it is a student-centred activity. It is also a real-world task that can directly relate to the students experience and daily life. It also includes authentic material that a native speaaker of similar age would use. Moreover, the activity is interesting and engaging, it allows students to have fun while performing tasks.
2) ii) students can develop linguistic competence, strategic competence
2) iii) the task may not have clear outcome

3) adaptation techniques:
reordering:
move the reminder at the top "listening for negation" to the post-task
modifying:
make section A a discussion between the pair instead of checking boxes for answers individually
Localising :
Make it more contextual to the students' background (Chinese)
3) iii) change the outcome to make a budget list