Assumptions Reasons Exercise

1. Learning language chunks is It encourages students to Key language 1

very valuable.
2. Cognitively challenging tasks
are good
3. Exposing the format of the
presentation is a good idea.
4. Authentic task is a good idea.
5. Task-based learning is a good
idea.
6. Receptive skills before
producing is a good idea.
produce language accurately Case study 1
and fluently without thinking
too much about grammar.
it motivates students and helps key language 1
them remember the target
language
It enables students to be aware key language 1
of the sequence of a business
presentation and the
appropriacy of the language.
it mirrors the real situation that case study 2
students might confront outside
o the class
it encourages students to be Case study 2
aware of the gap in their
language.
It reflects how people acquire Key language 1 Case Study 1
the language. Case study 2

Key language 3 introduces the structure of an expression in key language 1

introduces verb+ preposition collocation
extends the vocabulary from key language 1
prepares the language to be used in case study 2
Case study 3 gives checklist for students to give peer feedback
gives checklist for students to focus on when giving a presentation
gives a reason for students to listen to their peer’s presentation
encourages students to prepare for a meaningful interesting
presentation
follow up enables students to reflect on their own presentations and what they
have learned
gives further guidance for students to refer their future presentations
encourages students to be more independent in their future
presentations

1. It takes time to prepare a writing lesson and mark students’ works

2. It is not an immediate need for students.

3. Most students learn a language to communicate verbally.

4. It is a boring stressful task for students.

5. It needs a lot of scaffolding and exposure of target language before producing a written work.
6. Teacher thinks it is a waste of the class time and he/she should focus on the other skills in the class.

7. In real life, people don’t write a lot except emails, text messages and shopping lists.

8. Writing skill is usually taught in specialised courses for example IELTS preparation course

9. It is difficult to manage a writing task/ lesson in a mixed ability class.

10. students are lack of interest in writing.

11. In YL classes, the motor skills might not be fully developed to do a writing task.’

12. Intensive writing tasks are not suitable in YL classes.

13. Writing lessons might demotivate some students as it is not very related to their needs.

1. It provides a solid evidence for individual students’ progress and weakness

2. It encourages students to develop the other skills for example, reading and expand their grammar and
vocabulary range.

3. It encourages students to focus on the accuracy of the language

4. It provides an evidence of the fossilized errors for the students and the teachers to work on

5. It is a good vocabulary and grammar practice.

6. It is a good opportunity for students to recycle the language they have learned in the class.

7. It is an integrated test to assess students writing sub-skills and their ability to use the language
appropriately and accurately.

8. It is a valuable skill to practice if the students are preparing for proficiency tests, e.g tofel , ielts

9. It enables the teachers to give individual feedback

10. it enables the teacher to build up a connection between the students and the teacher