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POST 1 -1.	According to the difficulty of the content, I would like to implement it as a ESL/EFL high school textbook syllabus. The students have some basic English vocabulary and grammar so that they can understand most of the content in the textbook. The aim of teaching this unit is to develop students’ understanding of why suggestion and advice are an important component in people daily communication. Their learning goal is to get better marks in their examination and be improving English proficiency, using English to communicate fluently.2.	The original activity includes a speaking part and a listening part. As for the speaking part, students can interact with each other’s as well as the teachers. As for the listening task, students can exchange their ideas of which is the correct answer and help each other to find the keywords to make decisions of choosing answers. Learns can improve their linguistic competence by learning the vocabulary and grammar, sociocultural competence by knowing and practicing different ways of making advice and suggestions, and also their culture competence by comparing the similarity and difference between making advice and suggestions in English and other languages. 3.	In the pre-task phase, I would like to give students examples of how to making advice and suggestions, then to teach students the essential vocabulary and explain the grammar rules by taking some sentences in the textbook as examples. In the main task phase, I would ask students to finish the task of listening and speaking. In the post task phase, I would ask students to form a group of two or three to present a conversation using what they have learned in the class. 

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POST 1 -1.	According to the difficulty of the content, I would like to implement it as a ESL/EFL high school textbook syllabus. The students have some basic English vocabulary and grammar so that they can understand most of the content in the textbook. The aim of teaching this unit is to develop students’ understanding of why suggestion and advice are an important component in people daily communication. Their learning goal is to get better marks in their examination and be improving English proficiency, using English to communicate fluently.2.	The original activity includes a speaking part and a listening part. As for the speaking part, students can interact with each other’s as well as the teachers. As for the listening task, students can exchange their ideas of which is the correct answer and help each other to find the keywords to make decisions of choosing answers. Learns can improve their linguistic competence by learning the vocabulary and grammar, sociocultural competence by knowing and practicing different ways of making advice and suggestions, and also their culture competence by comparing the similarity and difference between making advice and suggestions in English and other languages. 3.	In the pre-task phase, I would like to give students examples of how to making advice and suggestions, then to teach students the essential vocabulary and explain the grammar rules by taking some sentences in the textbook as examples. In the main task phase, I would ask students to finish the task of listening and speaking. In the post task phase, I would ask students to form a group of two or three to present a conversation using what they have learned in the class. 

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Shae

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1.Context

In China, when teaching a second language, teachers usually only emphasis on grammar teaching and neglect the importance of using a language, therefore Chinese students may have a high scores in their English test, but have a poor language application ability. That’s why we call English we learned as “dumb English”. In order to improve this phenomenon, I would like to choose international senior high school grade three students  in China aged 17 to 18 years old as my target students. In general,  grade three senior high school students can reach level B because Chinese students usually learn English from primary school and it would be around ten years of English learning ,which means they are supposed to arrive at intermediate-English level.

2. The original task is not very communicative because students are required to discuss the given material in part A, actually learners are not fully engaged in the activity and this kind of method cannot develop their interest in English learning.  However, the second part of original task are committed in turn-taking pattern which is efficient because both students have the opportunity to express their own idea.  In my opinion, discourse competence is developed because students are required to give reasons for their recommendations which means they need to speak a logical sentence to explain reasons. Also, the partner have to understand the each other’s idea to create cohesion.

3.Revision of the task

Pre-task：I would like to show them pictures of different living accommodations such as apartment and houses and I will also show them the interior of different accommodations.

During task: I would like to ask students to role play the tenement and landlord in order to engage themselves into this activity. Students are required to mock the situation that the tenant inspect a house of landlord ,and in this procedure students are required to use proper grammar and language to express their own idea.

Post task:Students who role play tenants are required to post advertisement through internet to find a roommate while the 'landlord' are required to post advertisement to find another tenants.

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I will be adapting this activity to suit the needs of students that I tutor and help in a volunteering capacity. Students are refugees or migrants, mostly from countries affected by war. Their age is about 14-15 years old and they have an intermediate proficiency of English, but many affective factors come into play such as anxiety, personality etc. The primarily learning goal in the classroom is to improve English proficiency while being gradually introduced to some discourse analysis techniques, however the overall goal for students is to improve English proficiency so they can be placed in an English-speaking state high school. The classroom has about 15 students with one teacher conducting the lesson and 2 or 3 volunteers helping with instruction or working one-on-one with a student. The most relevant factor of adapting the task, is the affective factors that can influence the students’ communication proficiency and confidence.

2. i)
The original activity is quite communicative as students need to express their opinions through collaborative discussion and potentially debate and disagreement. Therefore, there is a sense of communicative persuasiveness required as students need to persuade their partner that their suburb suggestion is correct or better than their partners. Students may also be required to elaborate on their partner’s suggestions, initiating deeper conversation.

ii)
Learners’ discourse competence would be developed through appropriate use of conversational markers and structure, taking turns in conversation and developing ideas appropriately off shared knowledge.

iii)
While the task is certainly communicative and has a degree of applicability in the real world, it is mostly pedagogic, as students are just using writing stimulus to form their answers. It’s also quite un-likely that as non-native English learners my students would be asked to recommend suitable areas of Brisbane to live in, however it is a good exercise for students as they can discuss features and aspects they like about Brisbane and where they live which is useful.

3.
In my opinion, the original task would already fit quite suitably to a TBLT curriculum, however I would probably make the context a bit more specific to the students’ individual situations and contexts. And maybe ask them to include some personal experience in their discussion since they have also had to go through a process of relocation like John, Makiko and Miguel in the activity.

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1. It will be adapted in a senior high school in China, and students are around 16 years old. Therefore, their language level should be secondary, and they are more interested in something happening in the real world. Students are expected to master some new phrases about describing buildings, sceneries, and expressions about stating suggestions and explanations, as well as improving discourses competence. In addition, They are familiar with the city they live in. Therefore, the activity 'talking about the neighbourhood" will be attractive to them. However, recommending the suitable living place may be a little hard, because they may not familiar with the price of the appartment.

2. In the original activity, there is a chance to communicate, but the contents students can say are limited. Learner's discourse competence, strategic competence are improved by the communication. There should be involved all the key characteristics of CLT & TBLT.

3. The topic will not be 'recommend a suitable neighborhood' but will be adjusted to 'some place worth going in your city' .  Therefore, it will be a more suitable topic for these high school students.

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1. Based on the difficult of the text, I would like to choose Secondary school grade one students who have received 6 years of English education in primary school as my group of students to teach. Those students are of pre-intermediate level and at the age between 12-14. They are groups of boys and girls learning in a Chinese public school. The grammar focus of this class is to practice the use of should and shouldn’t, and functional goal is to learn how to use english to give advice and making suggestions.
2. Activity A and F in language focus part and A and B  in speaking part are communicative activities. In these activities, students’ interactional competence like how to open and close a conversation is enhanced. Besides, strategic competence and discourse competence can be developed as well.Activities C and D focus on language use. By doing it, students linguistic competence can be developed. Especially, these knowledge is provided as lexical frames and routines which meaning students’ formulaic competence can be boost.
These activities can be real life activities. The drawback is that the activities fail to show the L2 culture to students.
3. Here is the basic steps of my revision:
Step1:  Brainstorming
PPT: show a picture of the street of our school ( which all the students are familiar with)
Teacher: Do you like to live near our school? what are the things of the neiborhood that you like and dislike.
Step 2: Show students activity A( in language focus part)  to explain and let the students talk in pairs about our school’s neighbourhood based on the points in activity A.
Step 3: Do activity B ( watch and check)
Step 4: Ask students to talk about what kind of words the couple used to talk about where to move. How they asked and how they responded. ( Students speak loudly and teacher write on the blackboard)
Step 5: Ask students to look at part C and explain the how to use by providing example. Then finish part D and E to enhance understanding.
Step 6: In pairs, give one student a card with the description of different neighbourhoods and give another student a card with what he/ she like or dislike. The two students should form a conversation by using the knowledge in Part C and E.
Step 7: Form a group of four, do speaking activity A, students should talk together and think about 1~2 neighbourhood for each of the three people.
After group discussion, ask students to switch groups and share their results to one of their classmates who is not in their group.
Step 8: Conclude and provide feedback on students error during group work.

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POST 9 - Leaners: junior high school students in China without much oral practices, but most of them have a basic understanding of grammar Learning goal: After a 45-minute class, students can know how to provide advise and explain reasons as well as express agreement and disagreement; Adjective words and phrases that describe location are reviewed and used by students correctly. Teaching conditions: a multimedia room; whiteboard will be integrated into class activities; desks are moved into different groups. In the original speaking task, students are free to express their ideas and the material is authentic , because students can talk about the city they live. By using different sentence structures, adjective and preposition, learners’ linguistic competence can be improved. Besides, some misunderstandings may appear among students, and thus the ability of knowing repair communications may be practiced. Namely, strategic competence is improved. Revision: (pre-task) Considering some students may not be familiar with some areas of the city that live in, the picture of the city can be showed to students. Teacher can list some phrases or sentence structure to help students output. (main-task) Each group needs to decide the suitable place for the three persons to live in 20 minutes. After that each group share the results and reasons with other classmates around 15 minutes. If some groups have quite different opinions. The teacher can organize a debate. (post-task) The teacher can review the structure and adjectives used in classes; give feedback on students’ performance. 

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POST 9 - Leaners: junior high school students in China without much oral practices, but most of them have a basic understanding of grammar Learning goal: After a 45-minute class, students can know how to provide advise and explain reasons as well as express agreement and disagreement; Adjective words and phrases that describe location are reviewed and used by students correctly. Teaching conditions: a multimedia room; whiteboard will be integrated into class activities; desks are moved into different groups. In the original speaking task, students are free to express their ideas and the material is authentic , because students can talk about the city they live. By using different sentence structures, adjective and preposition, learners’ linguistic competence can be improved. Besides, some misunderstandings may appear among students, and thus the ability of knowing repair communications may be practiced. Namely, strategic competence is improved. Revision: (pre-task) Considering some students may not be familiar with some areas of the city that live in, the picture of the city can be showed to students. Teacher can list some phrases or sentence structure to help students output. (main-task) Each group needs to decide the suitable place for the three persons to live in 20 minutes. After that each group share the results and reasons with other classmates around 15 minutes. If some groups have quite different opinions. The teacher can organize a debate. (post-task) The teacher can review the structure and adjectives used in classes; give feedback on students’ performance. 

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1. context: first year university students with intermediate level English skills.
age: 18-20
interests: practical English in real life communication
learning goals: improve students performance on English speaking  skills.
In this activity: the learners are able to develop discourse competence and strategic competence. Discourse competence is a main focus on this original activity since it is important to produce coherent spoken language in the descriptions part.  Also, in the last part, the learners can promote their strategic competence because during their discussion they would be remedy the breakdown when they do not understand each other. Besides, it can be found TBLT curriculum in this activity. It is a authentic model on this task. Students would build fluency in speaking skills to achieve their personal academic goals. Moreover, this task is a goal-oriented activity that students focus on giving advice and making suggestions. it is also a learner-centered rather than teacher-centered since students can practice English language speaking skills from this activity.
Alina

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1. Contexts: international freshmen in Brisbane aged from 18-25 who are intermediate English speakers are extroverted auditory learners and introverted visual learners. Their learning goals are to develop daily communication in English.

2. Discourse and strategic competence are developed in the context. As the language focus is giving advice and making suggestions, learners will communicate, negotiate, and discuss with partners in pair work. The motivation of one learner who suggests shows strategic competence and the one of another who consults shows discourse competence. Features of CLT such as language as a tool of communication to get the meaning across and feature of TBLT including learner-centered and focus on form are involved in the activity.

3. Revision: Free talk about accommodations, different house pictures and house property advertisements will be delivered before the activity. The original activity will get started, after which, voluntary learners in pair work will choose a few ideal neighborhoods in Brisbane to share with the class.

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The speaking activity from ‘The Right Neighbourhood’ stimulus can be adopted for use in a primary school aged class for students with a range of language abilities ranging from low to medium.  The students in this class are all quite young, aged around 8-9 years of age and are learning English in their own non-English speaking setting (an English lesson in an overseas state primary school).

In it’s existing format it is communicative, not in the ‘fake’ language provided in the textbook but through the conversations students will have and the agreements they make in determining appropriate neighbourhoods for the characters in question.  This activity can help students to familiarize themselves with language relevant to neighbourhoods and communities but also to the way you express ideas and comment purposefully on the ideas of others. The provision of target sentences (modelled response at the bottom of the page) does not align very well with CLT principles but the way it allows students to meaningfully discuss their own neighbourhoods and make recommendations based on discussions aligns nicely with CLT theory.

For very young children this activity would need to be changed significantly.  Young children do not understand the motivations for moving to a new area and as such the activity could be revised to be about recommending the school itself to prospective students.  Children can examine existing real life materials promoting the school to new students (authentic materials currently targeting prospective parents) and come up with their own way to promote the school.  Using the themes/content on existing materials, students can work collaboratively to develop a new marketing tool for the school targeted at kids themselves. After reviewing existing materials, students can collaboratively create a list of things students might want in a new school setting and can use their own experiences to decide how their school meets these needs. Students can present their findings in a wide variety of ways (a website, a poster, an advertisement, a speech to be delivered on an open day etc).  Focusing on the school itself is a great way to cover similar content in a way that is accessible to all students.  It is a shared, known place, unlike the different streets and suburbs young children may live in themselves.

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POST 8 Activity 3- Marina1.contextage: high school studentslanguage proficiency: medium or higherlearning goals: improve communicative competence(linguistic, social competence ) analizy different cultural context and individual needs and  interestsinterest: house renting, individual preference diviation,...2.pre-task 1)Engaging leaners in non-task activities designed to help them perform the task(such as provide some key words about the rental situation and so on).2)Providing leaners with a model of how the task might be performed.3.main-task(within 15 min)1)write down what kind of the living environment attract you most and what kinds of design are suitable to different needs?2)do some online survey about it.4.post task1)share your survey results with your partner and help each other correct and evaluate their work.2)discuss what they have learnt from the task and the difficulties they have met.3)role play as rental agent staff and tenantDiscuss how to provide the best rental options to different tenants. This part is to develop their social skills and communicative competence)

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POST 8 Activity 3- Marina1.contextage: high school studentslanguage proficiency: medium or higherlearning goals: improve communicative competence(linguistic, social competence ) analizy different cultural context and individual needs and  interestsinterest: house renting, individual preference diviation,...2.pre-task 1)Engaging leaners in non-task activities designed to help them perform the task(such as provide some key words about the rental situation and so on).2)Providing leaners with a model of how the task might be performed.3.main-task(within 15 min)1)write down what kind of the living environment attract you most and what kinds of design are suitable to different needs?2)do some online survey about it.4.post task1)share your survey results with your partner and help each other correct and evaluate their work.2)discuss what they have learnt from the task and the difficulties they have met.3)role play as rental agent staff and tenantDiscuss how to provide the best rental options to different tenants. This part is to develop their social skills and communicative competence)

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I will teach the students at one university in my region in Aceh province, Indonesia. The Teuku Umar University is located in rural area of Meulaboh, West Aceh.  The students will be in the first semester and they are taking the “Speaking for Everyday Communication” course. Generally, the students have learned English form more than 6 years, starting from their elementary school. However, their English communication ability can be said very limited; level A2 if referring to Common European Framework of Reference. The goal of this course is to provide the students to have a good English speaking skill to be able to communicate in everyday life needs.

The original activity provided can be said communicative enough as it gives a context and situation. It requires students to speak actively. It primarily will develop students’ socio-cultural competence as they relate the topic to their real life environment. It will also develop their linguistics competence as to use vocabulary, especially adjectives, to describe a place and strategic competence as misunderstanding may occur in the discussion session with their partner. I think this activity has all the criteria of CLT and TBLT needed.

The adaptation that I will make to suit my future teaching context is probably at the context only. As described, the students live in a rural area, where it is not a place to people to move in. Maybe I will change the topic from looking for accommodation to looking for university to continue study. It is probably relate more to the students’ context, as people from district areas are usually moving to city or other area to continue their study. I will give the description of the three people to have different interest of study, such as Islamic studies, medical sciences, and engineering. The rest of the activity will be the same, that students will discuss with their partner to give a recommendation of the best university to the three people.

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Participants: Intermediate students in The University of Zurich
Age: 18~25
Interests：useful information in Brisbane
Learning goal: develop English proficiency so that they can communicate with NS fluently.
1. Before starting this chapter, students are encouraged to communicate with their peers about the condition of their living places.
2.Ask question "What do you think of your neighbors? Do you like them? How can you be a good neighbor to others?", let students communicate with their classmates.
3. Then, returning to the chapter, Part A will be provided to students and they are required to discuss the advantages and disadvantages of different neighborhoods.
4. Let students share their considerations of their preferred properties and neighborhoods.
5. Asking students to form a peer work and one being the housing agent and another one being the tenant. A list of questions are provided to the housing agent for asking the requirements of the tenant. The answers depend on tenants themselves.

In these activities, students' discourse competence, linguistic competence as well as strategic competence can be developed.

For the original syllabus, the communicative activities are quite enough. However, I consider that some parts in the syllabus are quite orthodox, it cannot draw the interests of the students.