. . . . . . . . . . . . . . . . . . .Based on the Canadian Language

Benchmarks 2000

Develops language skills to access content ESP

Uses content to contextualize language skill development Settlement EAL

Language event analysis is a planning tool NOT a teaching plan

Reveals possible tasks and the skills involved and possible authentic texts you can analyze for aspects of communicative competence.

More analysis is needed before you are ready to lesson plan or teach.

MB takes a theme-based approach to module planning unifying structure contextualizing language

tasks Inter-related language tasks Recycling of systemic and cultural info,

language, etc.

Broad, major topic areas that provide a general context for instruction, such as: Health and safety Consumer On-the-job employment

Units of instruction focused on a specific topic within a theme. Incorporates: A series of lessons Inter-related language tasks

N.B. a module PLAN specifies what will be taught in the module (the language tasks and context info). It is not the actual series of lessons. Those are lesson plans.

Background information about the social situation in which communication occurs, including systems, institutions, organizations, groups)

Necessary in order to carry out language tasks effectively

Specific, purposeful communicative language tasks that someone needs to carry out in a particular context/situation√ Ask for a transferX Get on the bus

The goal of your teaching At the end of your instruction, you want your

Ss to be able to carry out these tasks with people in the community/at work/ at school

The language used in an oral (L and/or S) or written (R and/or W) task

Authentic text – actual, uncontrived language of a task; used in/for a real purpose Used for analysis to determine teaching items Used to practise language skills

May need to be modified for CLB level (performance conditions)