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Learners of a target language often lack complete control of the pragmatic and grammatical aspects of making openings and closings in different contexts, and the degree of directness and indirectness needed

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Learners of a target language often lack complete control of the pragmatic and grammatical aspects of making openings and closings in different contexts, and the degree of directness and indirectness needed. This ECA is designed to test your ability to plan a suitable lesson with appropriate theoretical justification for the teaching of pragmatic/communicative competence, specifically for making openings and closings in two differing cultural or institutional contexts. There are three parts to this question. a) Plan a two-hour lesson to teach a class of your choice on how to perform the speech act of openings and closings in two different situational contexts, cultural or institutional. State the age of the learners and other contextual background factors which are relevant to your choice of materials, short and long-term goals, time constraints, etc. The lesson should attempt to teach learners how to make openings and closings appropriately in different situations relevant to them in their everyday life. Use the Lesson Outline Template provided in class to describe and discuss your lesson. This may be a reading, writing,speaking or listening lesson; or you may incorporate a combination of different language skills. (30 %) b) Design suitable teaching/learning materials (e.g. handouts, worksheets, etc.) for your lesson, and place them in the Appendices. The lesson must consist of one main activity (or perhaps two) for each opening and closing and, optionally, additional pre- and/or post-activities. (30 %) c) Discuss critically and evaluate your lesson materials in terms of their suitability for teaching communicative competence in performing the speech act of openings and closings. Your discussion and evaluation should include references not only to course readings but also to other academic articles. (40 %) Your ECA should be written in continuous prose and will be marked holistically. The weighting of the different parts merely gives an indication of their relative importance. The word limit for your ECA is 4000 words (Times New Roman font size 12 point, double spaced, 2.54cm margins all round) excluding references and appendices. Any text beyond the word limit will not be graded. The ECA must be uploaded to Turnitin as ONE document. Notes: Preparing the Lesson Outline ? Use the Lesson Outline Template provided in class to describe and explain your lesson. ? Place your handouts/worksheets/graphic organisers for your teaching activities (and relevant answer keys, where applicable) in the Appendices. ? Your Lesson Outline should include: o Lesson Objectives Make sure your lesson objectives are specific, observable and quantifiable, whenever possible. Lesson objectives are usually defined in terms of specific language skills/knowledge to be learnt/demonstrated rather than of tasks/activities. o Context/Background Provide a brief context to your lesson. For example, is the current lesson part of a series of lessons on a specific topic/theme? What lessons precede the current lesson and what follows after it, and so on? o Methods, Activities, Materials This section should describe/explain the learning activities/tasks/materials and the procedures to be carried out by teachers and students. Any reference to the materials in the Appendices must be signposted. Answer keys must be provided for all activities/tasks/materials. This section should be sufficiently detailed and clear such that a relief teacher can understand and use it if you are unavailable at short notice to teach it. o Rationale In this section, explain your choice/design of activities/tasks/worksheets by referring to relevant theories/models/approaches/methods/principles/processes. You should not just state/list your choice/design of activities/tasks/worksheets. Preparing the Appendices ? Place your materials/worksheets and answer keys in the Appendices. ? Each material/worksheet must be labelled separately as Appendix 1, Appendix 2, and so on. ? Only materials/worksheets that are referred to specifically in the “Methods, Activities, Materials” section should be included in the Appendices.