The Distance Delta

Module 3 Proposal Grid

Read the guidance in the EA Guidelines document and then complete this Proposal Grid.
To submit this document to your tutor, send it as an email attachment to their email address.
The name of your CT and their email address will be posted in an Announcement at the end of this week.

NAME: Hadeer Abdelaziz Mohamed

Which specialist area

have you chosen from Teaching monolingual classes
the Cambridge list?

Why have you chosen For the following reasons:

this area? Is it a new
area or one which you
have experience in that
you wish to
consolidate?
1. To consolidate experience of teaching monolingual classes.
2. To broaden my knowledge and learn new methods of teaching
monolingual students.
3. Most of the students who study English as a second language are
monolinguals.
4. It’s applicable to my current job

What background I intend to read the followings:

reading have you done 1- The role of the first language in foreign language learning, Nation, P
already on this (2003)
specialism? Have you 2- Effect of video-based and text-based instructions on enhancing L2
looked at the booklist vocabulary learning, Mohebbi, H (2012)
yet? What reading are 3- Cross-Linguistic Mediation, Mansour,E and Chiappini, R.
you planning? 4- Monolingual Magic, Passarotto AL 2012.
5- English only, un problema. Firth, I.
6- Multilingualism as a Resource in the Foreign Language Classroom, IIman,
V & Petila, P, (2018).

In Part 1 of the EA, you

identify and discuss key  L1 interference
issues in your chosen  Using translation.
specialism.  High need of visual aids to teach the vocabulary, especially to beginners.
From what you have  Using hand gestures and body language while explaining and for
read so far and/or from instructions.
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your experience in this  Inevitable use of MCQs and ICQs in beginners and intermediate classes
area, what do you  High anxiety while speaking or writing English.
identify as key issues.
(“Issues” doesn’t only
mean problems, it
includes any particular
characteristics, positive
and negative of the
specialism).

In Part 2, you will need

access to learners in the I have access to A2,A1, B1 and B2 college students. I give general English and
specialism to carry out business English classes to beginners and intermediate university students.
data gathering for a
needs analysis. This is a
key part of the EA as
parts 3 and 4 rely on it.

What access do you

have to the students in
this specialism for the
course planning case
study? Remember you
don’t have to be
teaching them yourself
(though fine if you are),
but you do need to be
able to undertake a
needs analysis and
diagnostic tests.
Give details here.

Look at the list below of some Needs Analysis and Diagnostic Test Instruments.

Which of these do you think you could use with your learners to gather personal data, find out about
their target situation needs and get information about their current ability in the relevant language
systems and skills? What makes them suitable for your context?

NB: You don’t need to start gathering this data until after you have done some reading about it in Part
2, however, it’s worth thinking about the practical aspects and mechanics of it now.

Make any notes or ask any questions relating to this part.

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Questionnaires

Interviews
Interviews is a real-time fe task that helps to evaluate the speaking skill as well as students confidence
while using L2.

Diagnostic Tests/Samples of Work

 Diagnostic tests help to build on the prior knowledge of the students and make learning
scaffolding.
 They help to evaluate the students levels.
 They also help the teacher to choose the best approach for the students based on their levels and
their needs.

Observation

Other data e.g. from parents, company sponsors etc.

(NB: this is mainly relevant to YL and BE specialisms)

Do you have any specific

questions for your No.
Course Tutor at this
stage?