Task worksheet – Intermediate level

As part of the module we were required to create a worksheet for a particular class in small groups. This project was based on an intermediate class at the language school I currently work at. My partner and I both knew the students we were writing the worksheet for and so it was easy to discuss their needs and limitations when learning and using English.

The rest of this post is about how we came to develop our task worksheet and the issues that arose as we were writing it. Also, there is some evaluation of the task worksheet which focuses on the limitation of the tasks and document.

Thinking of the language focus

This was probably the longest part of the project. First we talked about each student individually and developed a profile for each student which included strengths and limitations when using the target language, as well as their goals and reasons for learning English.

It became clear that the students always made mistakes when talking to other classmates in a social setting and when organising out of class gatherings. Once the class is over and they are packing their bags and planning their arrangements, it was as if all their classroom practice and accuracy when speaking had disappeared and they started talking in their own version of English which was full of errors.

The students’ needs

At intermediate level, fossilisation is one of the key areas of danger for EFL students. It is at this point that they are experimenting with the language a lot and correction becomes paramount so that they don’t internalise the incorrect language and make it their ‘default’ use.

It was clear to us that this was a student need, and could even be considered a global need at this point in language development. However, the students we were particularly focusing on had needs that were very specific to their circumstances. They were making many errors when making arrangements and during ‘small talk’. This is where we identified the key needs for the group students we were targeting.

How to base the error correction purely on personal errors

Once we had realised the main aim of the worksheet was to address error correction and a specific language function, we looked at the materials that were available to us at the school. Initially, we reviewed the core textbook and then the supplementary materials. In both cases, none of the materials focused on error correction for the two language functions the worksheet was to focus on.

After this research, it became evident that it was a very personal focus we were looking at. Therefore, we compiled a list of common phrases that are spoken during the lesson. We got an idea of recording their utterances at the beginning and end of lessons; however, we didn’t have sufficient time or equipment to conduct the review in order to collect data. If this was to be done again, we would consider recording data in order to write some of the content for the worksheet.

At this point, we realised that if we could show the students their errors in action, they may take more ownership of their own error correction which is key to their language development outside the classroom. But how could we do it on a worksheet?

The worksheet became a devise but not a central point

Creating the worksheet was the next step. Looking at the literature, we understood the value of the design process and developing criteria before the worksheet: that meant we met the learner aims. However, the hardest part for us was to think of a way to achieve the first learning aim, which was for the students to notice their errors. The situation in the classroom, at the school we teach in, is that we only have a CD player and a whiteboard. Therefore, we felt limited by certain materials we could use but at the same time, we wanted to use devises that focused the students on their own production of the language so that they could notice their errors.

Initially, we considered asking the students to write down typical dialogues either individually or in pairs but realised that the students would probably revert to their ‘classroom’ English which was more accurate.

The students needed to produce the errors in real time and in a situation that was as close to the real circumstances as possible. Therefore, we decided to film them speaking. This first activity was not on the worksheet but on the teacher’s notes. Using two tablets, the teacher would film a relay of utterances of pairs asking and answering questions in two groups. Once the recording was made, the videos would be put to one side while some exercises in the worksheet were completed.

Creating the worksheet

The next step was for students to practise the correct forms of some of the typical sentences that they may use incorrectly. So we created a list of jumbled up sentences on the worksheet for the students to reorder. Some of the sentences were easier than others. The idea was for the students to feel that they were capable of correcting these sentences.

The following exercises were not based around the worksheet; however, the instructions were there for the students to follow. The aim of the rest of the worksheet was for the students to use the footage and correct their errors in pairs or small groups. You can see the worksheet here: Error correction worksheet, GAME CARDS and GAME.

Exercises 5 and 6 were to focus the students on intonation. A game that was intended to be entertaining was developed to show the students the importance of intonation and stress in targeted utterances.

The final activity was a board game. The content for the board game was created from the content in the first worksheet activity but alternatively, the students or teacher could create their own cards based on the language the students produced in the video.

The main aim of the board game was for the students to enjoy the correction process and notice the different types of corrections they could come across as well as strategies to learn the correct forms; for example, intonation, word order and drilling.

Limitations of the worksheet

There were many issues with the worksheet and board game. Firstly, we didn’t know if the students would produce the inaccurate language during the filming and this was a risk to the rest of the lesson.

Secondly, the ‘mumbo jumbo’ game had never been tested and we weren’t sure if it would work with young adults or if the students would be able to focus on the intonation.

Thirdly, the instructions used in the worksheet needed to be clearer. However, this would have been better developed if we were able to test the first draft of the worksheet with the class.

Finally, the layout and visual design of the worksheet was too busy, difficult to follow and generally on conducive to student usability. For example, there wasn’t enough space for the students to write the answers to exercise 1. Also, finding the next exercise was unnecessarily difficult.

If the worksheet was to be designed again, these issues would almost certainly need to be addressed. However, in my opinion, the most important area to look at would be to test out the document and lesson on the students to see if it works. Unfortunately, when this worksheet was written, many of the students we were focusing on were either approaching the end of their course or moving up to upper intermediate level, so now that class doesn’t exist.

Evaluation

Having looked at the process of designing materials both in the literature and through this experience, it is clear that there are many interlinking dimensions during the process that seem interdependent. For example, establishing student needs and criteria or reviewing format and function of the worksheet design.

The literature does offer methods and order to the design process; however, in the particular language focus our worksheet was written for, it felt that the literature could only help so much. We wanted to create something very personal for our students and something that they could take ownership of when they left the classroom. Therefore, I have come to the conclusion that whilst the design process is integral to worksheet development, using frameworks and standard practice cannot completely assist the development of personal and humanistic materials, which is where my time and effort are best spent as a teacher creating worksheets for my students.