https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb ACTIVITY 1: ADAPTING LANGUAGE LEARNING ACTIVITIES en-us 2018-03-26 05:36:08 UTC 2025-09-26 19:20:32 UTC hello@padlet.com https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252005073 1.Briefly specify the context: the the English level of students is pre-intermediate and they are high school students. They can communicate in simple expression and sentences.

2.Briefly
1) It is the simple communication, which only includes Yes/NO questions and less responses.
2)The strategic competence would be development.
3)The original task mainly focuses on linguistic form but less on meaning and there is a communicative gap. Due to connecting to their experience, the activity relates to real world.It is a focused task which the expected outcome can be got. 

]]> 2018-04-16 06:31:51 UTC https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252005073 https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252005337 Context- Advanced level students; high-school seniors; China
Analysis- Focus on Meaning. The SS can’t participate in the discussion activity if they can’t understand the Reading.  
Quite communicative for a Reading activity because of the pre- & post- discussions
Linguistic Competence, Sociolinguistic Competence, & Discourse Competence
Most characteristics of CLT are incorporated into the activity

Revision of activity- A similar article (pertaining to women in the workforce) from the Chinese context. The SS will be able to relate better to the reading.  
The SS are being made to use their Speaking, Reading, Negotiation, Comprehension, & Writing Skills—— the perfect task
Topic is engaging & relevant to the students’ lives after graduation, when they’ve to work in a corporate office environment.
The vocabulary is highly specific, so it can’t be used by the SS in real-life.  In their discussions, they would definitely be using real-world examples.
In terms of the Order, the first can be a pre-task; the SS can scan the article & do the paragraph matching task. The second one can be done during the reading. 

]]> 2018-04-16 06:32:40 UTC https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252005337 https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252008107 1, Context:  ESL, Intermediate students who are new immigrants to Australia  and learning English  in Australia Migrant English Program with different first language. 

2, Analyze the chosen activity: 
A) it is considered communicative to some degree based on the four criteria from Ellis, but it is limited in terms of the third criteria - largely rely on learners' own resources in completing the activity. 
B) Linguistic and Strategic Communicative Competences could be developed through the activity.
C) characteristics of TBLT involved: goal orientation; naturalistic language use; learner-centred; focus on form; BUT, not involved 'task used to achieve natural language use'.

3, Revision of the activity:
A) Filling in the chart based on exchanging information between students.
B) Adding two more categories into the chart (when/keys words of the experience)
C) the task satisfies the four criteria by Ellis regarding what is a task and is based on students' real-life experience.]]> 2018-04-16 06:44:05 UTC https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252008107 https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252012101 Context: EFL Grade 8 students in China. Low intermediate.

Analysis of the activity: Not communicative enough although it focuses on meaning, has gap and requires for outcome, because it forces students to use certain linguistic resource. It can develop linguistic competence (present perfect), but the content is too far from the students' real life, for example, going to a bullfight, and words are too blizzard for students of such proficiency level, for example, Grand Prix race.

Revision: 
1) additional columns can be added to expand the content., trying to let them tell a whole story about the trips or experiences by the previous model without being explicit about the grammatical  form.  

2) Content can be edited into some more localized contexts to cater the real experience of students, such as Spring Festival, and can be simplified to suit students' language level. Ask them to create their own questions about their partners' experience

3) Moreover, paired activity can be organized for them to practice the story-telling part.

4)  Later on, presentation of story-telling can be made to reinforce the awareness of output process. 

Therefore, they can somehow notice the target form without being directely told.]]> 2018-04-16 06:58:40 UTC https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252012101 danxia_huang https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252014726 context: EFL Senior 1 students in China
intermediate.
Analysis of the activity:
It's communicative, focusing on linguistic structure. Social-linguistic competence needs to be developed through the activity. Learner-centered and goal orientation are involved in the activity.  Focus-on-form is not mainly involved.


Step 1 Pre-listening activity 
Students work in pairs and discuss things they spend money on
Step 2 Watch and do activity
A. check the things that Stella spends a lot of money on;
B. Watch again. Discuss the following]]> 2018-04-16 07:07:59 UTC https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252014726 https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252015487 Danqing Wu & Lingbo Xu

Context: Chinese students who are beginners
Analysis: it is not communicative. Focus on meaning. Students do not have more information if they just do the writing themselves without communicationThe activity give the model so students do not relay on their own resources. 
 Revise: delete the modle; give student the topic of dream job by providing them some stories and ask students to make some dicussion.; ask students the question: what is your dream job; give them some time to discuss with partners. ]]> 2018-04-16 07:10:59 UTC https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252015487 https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252021014 2018-04-16 07:30:42 UTC https://padlet.com/f_deoliveirawendhausenramos/81cln2tirsdb/wish/252021014