First group up! Instructional design video

Changes to the programme of work:

In light of the two (now confirmed) workshops being added into our programme, the following alterations have been made:

• Developing reading comprehension exercises will now be spread over 9, 16, and 23 March.
• Teaching literature workshop: Mrs Venter scheduled for class time on 13 March.
• Reading longer and extended literary texts moves to 3 April.
• Mid-semester take-home test moves to 6 April.
• Teaching grammar workshop: Dr Venter scheduled for class time on 24 April.

Please make the necessary adjustments to your documents.

Best wishes,

FWMK

New lesson plan format

STUDENT:   ____________________________

PROGRAMME:  ____________________________

LEARNING OPPORTUNITY SCHEME

DATE:      ________________________

SCHOOL: ________________________

GRADE:   ________________________

LEARNING AREA/SUBJECT: _________________________________________

FOCUS OF THE LESSON:

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GENERAL OUTCOME:

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	SPECIFIC LEARNING OUTCOMES	ASSESSMENT OF OUTCOMES
L E S S O N P R O G R E S S I O N	By the end of this phase/ lesson learners will have (demonstrated) …

	CONTENT, METHOD AND MEDIA	List of materials and media required.
L E S S O N P R O G R E S S I O N

Student's reflective comment:

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Lecturer’s comments:

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DATE:

LECTURER’S SIGNATURE:

MARK OBTAINED:

[editable template linked here]

Peer assessment form: Grammar

The presentations will be peer-assessed according to the following criteria:

	Good	Average	To be re-done
Quality of the presentation:    /10	Legible, properly spaced, well-structured. Effects (if used) support the content. Presenters talk to the slides and don’t read the slides. (8 – 10)	Font too small, use of colours makes reading difficult, dysfunctional fussiness. Presenters seem unsure of content, inaudible. (5 -7)	Presentation not ready, structure not clear, group members disorganised or absent. (0)
Quality of the explanation:             /10	Clear, logical and sufficient: explanation is succinct and covers the main points. (8 – 10)	Explanation unbalanced, partial explanation, misunderstanding/ incorrect elements. (5 - 7)	Serious misunderstanding evident. (Below 5)
Language use in presentation:    /3	Presentation was proofread, no distracting errors. (3)	Grammar/ spelling errors distracting. (2)	More than 5 grammatical or spelling errors in the presentation. (1)
Quality of exercise:    /2	Exercise tests the particular grammar point; some fill-in elements but also contextualised exercises. (2)	Fill-in, decontextualized exercise, not addressing the topic. (1)	Exercise does not deal with the topic. (0)

(Printable version linked here)

Timetable for grammar presentations

The purpose of these 5-minute presentations is to revise grammar rules and to provide easy access for your fellow students to exercises and resources on a particular topic. Your presentations should, therefore, focus on the rules and one exercise that would test learners’ ability to apply the rule(s). See Rose and Purkis or Lutrin and Pincus (English Handbook and Study Guide).

Group	Date	Topic
1	02 March	Nouns and pronouns
2	09 March	Adverbs and Adjectives
3	16 March	Verbs: Focus on auxiliary verbs and transitive and intransitive verbs.
4	23 March	Phrasal verbs
5	30 March	Active and passive voice
6	06 April	Direct and indirect speech
7	20 April	Conjunctions
8	04 May	Conditionals/ Subjunctive mood
9	11 May	Comma splice and run-on sentences

Cover page for grammar presentations

COVER SHEET: GRAMMAR PRESENTATION

Please attach a print out of the presentation and your exercise to this cover sheet.

Job in the group	Names and student numbers
Organiser and time keeper
Researchers
Presenters
Exercise hunters
Final checker

Source of the exercise(s): Please indicate where you found the exercise(s):






(Printable version linked here)