1. Describe the context where you will be implemen

1. Describe the context where you will be implementing the activities you are developing for this assignment. (500-750 words)

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Activity Sheets in TBLT Curriculum Assignment Paper

INSTRUCTIONS:

i will upload additinal failes
Task Description: 
1. Task 
This assessment demonstrates how students are understanding and implementing ideas of four basic types of communicative competence (i.e., sociolinguistic competence, strategic competence, grammatical competence, and discourse competence) as well as key concepts of CLT and TBLT. It further seeks to challenge the student to review two activities, and then revise the two activities which will be used in a Task-Based Language Teaching (TBLT) based curriculum of your local context. (TBLT – a strong version of CLT)
Note: Once all assignments are assessed, returned, and possibly edited, the activities will again be collected and then distributed among all students via email for the creation of an activity folder.
You will be required to
1. Describe the context where you will be implementing the activities you are developing for this assignment. (500-750 words)
2. Choose two communicative activities (focusing on one of the four competences, one activity for each competence) which you have used or which are available from commercial materials (both hard or online resources) and review them answering the following questions: (300-500 words for each activity) 
a. To what extent can each activity be described as communicative? Justify your response.
b. How will learners’ competence be developed through this activity? Justify your response.
c. Discuss what principles of CLT or features of CLT methodology are or are not involved.
3. Revise the activities so to be used in a TBLT based curriculum in your context (one activity each for each competence). Use the coversheet attached.
4. Summarise your revision of the activities and explain how your adapted activities will enhance the particular competence and how the other three competences will be developed as well. (500 words for each activity)
2. Style and presentation guidelines 
a. Your description of the context, review and justifications for the activities
• Font and Font size – Times New Roman, 12 point
• Margin – 2.5cm for all (left, right, top and bottom)
• Referencing – Please consult APA style
• Space – 1.5 or double space
b. Activity sheets
No style guidelines except formatting in pdf.
c. Submission materials - a + b above and a copy of the activities you reviewed.
Criteria & Marking: 
1. Description of your local context 10%
2. Clarity and comprehension, application, analysis and synthesis of the coursework materials 20%
3. Review of the activities (10 marks for each activity) 20%
4. Content of the activities (10 marks for each activity) 20%
5. Rationale of your revision (10 marks for each activity) 20%
6. Style and presentation 10%

CONTENT:

Activity sheets in TBLT curriculum Context The context in which I would implement the activities being developed for this assignment is teaching English as a second or other language. These language learners are studying the International English Language Testing System (IELTS) with a score of 6. The goal of these language learners is to learn a new language—English—so that they can communicate in it. The objective of second language teaching is not just teaching vocabulary and grammar, but providing language learners with skills for effective communication (Celce-Murcia, Dornyei & Thurrell, 2011). The language course will have the overall goal of communication competence. IELTS is designed to evaluate the language aptitude and capability of candidates who want to work or study in a country in which English is the language of communication (Cambridge English Language Assessment, 2016). IELTS is requisite before a candidate can be allowed to enrol in universities in Australia, the United Kingdom, New Zealand, South Africa, Canada, the United States, and Ireland, all of which have English as the language of communication. It is also widely recognized by employers, professional bodies and government agencies in these countries. Every year, in excess of 1.5 million candidates take this test (Costin, 2015). Therefore, communication lessons or practice are necessary for candidates who wish to enter a college or university in an English-language country. These...

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