Subject: Approaches to ELT curriculum and materials development

Group: 3 - Bùi Tú Anh, Lê Ngọc Hân, Bùi Xuân Hiếu, Phạm Thị Phương, Lê Thị Thúy Nga, and  Trương Thị Ngọc

Work in groups of 3–4 and select one lesson from your current teaching materials. Using the framework of task analysis provided in Figure 8.4, analyze the chosen lesson. Consider:

1. What is the learner expected to do?

   
   

   • Turn-taking

   • Focus

   • Mental operation

   
   

2. Who with?

   
   

   • Interaction pattern (individual, pair, group, whole class)

   
   

3. With what content?

   
   

   • Input to learners (form, source, nature)

   • Output from learners (form, source, nature)

After analyzing, evaluate the effectiveness of the materials and share your group’s findings in Padlet.

⏰ You have 30 minutes to complete this task.

1. What is the learner expected to do?

• Turn-taking:

  Since this is primarily a writing task, turn-taking happens during peer feedback or class discussion. Students may take turns presenting their interpretations of the chart or sharing sample sentences.

• Focus:

  Learners need to focus on identifying key features of the static chart (e.g., highest/lowest values, comparisons, trends) and on using appropriate academic language.

• Mental operation:

  • Interpreting numerical and visual data.

  • Comparing and contrasting figures.

  • Summarizing information by selecting significant details.

  • Organizing information logically in a report (introduction, overview, body).

  
  

2. Who with?

• Interaction pattern:

  • Individual: Learners draft their own Task 1 report.

  • Pair: Students compare their reports and exchange feedback.

  • Group/Whole class: Teacher-led analysis of a sample answer or class discussion of chart features.

  
  

3. With what content?

• Input to learners:

  • Form: Static charts (bar graphs, pie charts, tables).

  • Source: Teaching slides and sample IELTS prompts.

  • Nature: Visual data requiring interpretation, plus sample model answers from authentic IELTS sources.

  
  

• Output from learners:

  • Form: Written report (150+ words) in academic style.

  • Source: Learners’ interpretation and analysis of the chart.

  • Nature: Summarized comparisons, description of main features, accurate use of comparative structures, and academic vocabulary.

  
  

• They provide authentic input (realistic IELTS charts).

• They encourage higher-order thinking (analysis, synthesis, evaluation).

• The tasks align with IELTS scoring criteria (Task Achievement, Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy).

• The integration of individual, pair, and group work allows for scaffolding: learners first practice independently, then refine through peer feedback and teacher guidance.

Potential improvement: More guided activities could be included for weaker learners, such as sentence starters for comparisons or vocabulary banks for describing proportions and differences.