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Group 2

Constructive Alignment (Biggs) implemented through Backward Design (Wiggins & McTighe), delivered by Task-Based Language Teaching (TBLT) with Assessment for Learning (AfL) and CEFR can-do descriptors as the outcome language.

In short:

set can-do outcomes (fluency + accuracy),

design evidence that proves both,

teach through tasks with built-in Focus on Form,

align grading and transcript reporting so communicative gains are visible while the exam blueprint is still met.

1) Stage 1 — Outcomes (Backward Design + CEFR)

Dual outcome set:

Communicative can-dos (CEFR ~A2→B1): e.g., “Can ask for and give opinions in discussions on school/community topics.”

Exam accuracy goals: province grammar list (tense/aspect, modals, relative clauses, reported speech, sentence transformation, error correction, etc.).

Write each unit with a function ↔ form pairing (e.g., expressing past experiences ↔ present perfect vs. past simple).

2) Stage 2 — Evidence (Balanced Assessment)

Create evidence for both constructs and make it transcript-visible.

Summative mix (recommended weights)

Provincial-style midterm (grammar): 25%

Provincial-style final (grammar): 35%

Performance tasks (speaking/writing projects, recorded): 30%

Ongoing coursework/quizzes (retrieval practice, mini-tasks): 10%

If school policy prevents changing weights, keep official totals but add a “Skill Profile” page on the report (speaking, interaction, writing) with A2/B1 banding so parents see progress.

Blueprints

Keep midterm/final section A mapped item-for-item to province bank.

Add section B (school-set) to midterm/final if permitted: short writing/“use of English in context” items that recycle the same grammar through meaning, not isolated drills.

Rubrics

Speaking/writing rubrics with two axes: Communication (task fulfillment, coherence, interaction) and Language (range, accuracy, complexity). Each criterion explicitly references the grammar focus of the unit.

Evidence capture

ePortfolio: one audio (pair task), one video (group report), one written product per unit. Keep artifacts; include QR codes on the report.

3) Stage 3 — Learning Plan (TBLT + Focus on Form)

Weekly cycle (3 lessons + homework)

L1 Pre-task (20–25 min): input flood, models, vocab priming; set the communicative goal.

L2 Task & Report (35–40 min): pair/group problem-solving or information-gap; public share.

L3 Language Focus (30–35 min): Focus on Form from the task output (noticing, guided discovery, mini-practice).

Exam Alignment Block (15–20 min): transform the week’s language into province-style items (error correction, transformation).

Homework (balanced):

Set spaced retrieval grammar (tiny daily sets; cumulative)

Micro-production: 90-second voice note using the week’s forms.

Every 3–4 weeks

Integrated project (poster pitch, survey report, short debate).

Checkpoint: 6–8 minute speaking in pairs (AfL + grade-bearing).

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G1:

The most effective framework is Backwards Design combined with Task-Based Language Teaching (TBLT).

Backwards Design & TBLT Framework

Identify target outcomes: Include both real-life communicative skills and necessary grammar/test requirements.

Design aligned assessments: Create exams and assignments that reflect both communicative abilities (speaking, writing, projects) and grammar knowledge.

Plan lessons accordingly: Classroom activities are topic-based and built around communication tasks; grammar is integrated, not isolated.

Diversify assessment: Use results from speaking, projects, and mini-tests as official grade components—complementing traditional tests.

This framework ensures that classroom activities and assessment support each other, fostering well-rounded development and avoiding the "last-minute grammar drilling before exams" trap.