Task 2: Adapting Materials

Names

CHAVARRIA LUIS AFREDO

LOOR EVELYN TATIANA

PARRAGA ANDREA

RIVERA KATIUSKA

ZAMBRANO ANDREA

High Passin TOTA Teacher’s Comments

Not
passin g 8-7 L
Criteria passin
g
g 0-6
10-9
Correctly use terminology that
relates to language skills and sub-
skills

Relate task design to language

skills development

Find, select, and reference

information learned about skills
development from one or more
sources.

Use written language that is clear,

accurate, and appropriate to the
task.

Date: July 23rd Teacher: Grade Converted grade:

/40 /10

Task

Part 1:

Text 2 is about a school that is located in the centre of Southampton, it is traditional because it was
established in 1976 and it welcomes students of 50 countries. The school offers comfortable rooms and
spaces in order to satisfy the needs all the students. There are 16 classrooms, a centre study and computer
room, a coffee room with mini kitchen, a player room, a garden with table tennis, and free Wi-Fi. Also, in the
social spaces, the students can relax and do outdoor activities such as: have a picnic or drink a coffee. The
school is near to a famous shopping centre, so they can go shopping and take a walk for a few minutes. One
of the most important thing is that the school is prepared to receive students with different culture and
nationalities and it is a good opportunity to make friends and use English interacting with others.
The text could adapt to students with a level of comprehension in basic and intermediate level of grammar
grammar and vocabulary related to school rooms and resources that it has. Also, the vocabulary is easy to
understand and comprehend in the context.
According our reality, we would use the text in an intermediate level B1: 1st or 2nd bachillerato.

Part 2:

Adapted from: CELTA Materials, 2018.

 We would raise our students´ interest in the topic explaining them that the facilities that the school offers
are essential to develop the English skills, and the social interaction as well because the students have the
opportunities to speak with students from different countries and learn about their cultures. The text
explains in details each resource and rooms that the school has in the building. The text can promote the
interest of the students to speak and write about the school that they would like to have and with the
resources that encourage them in the learning process. Additionally, the text has pictures and helps the
students with visual leaning to be interested in the topic.

Part 3:

The specific lexical obstacle to perform the task for a B1 level learner could be the lack of adequate
vocabulary or limited knowledge of words and expressions in this case it is convenient to mention the
following words:

 18th-century buildings: the adjective "18th-century" as it refers to a specific historical period and may
require additional knowledge about dates and eras.
 Established: Verbs in the past tense can be a bit tricky for students to establish definitions due to the poor
command of verb tenses.
 Graph: The noun "graph" may be a little less familiar to some B1 level students, especially if it has not been
covered in previous vocabulary lessons.
 Main street: The term "main street" may present difficulties for some B1 learners, as it refers to the main
street in the city and may not be a completely familiar expression.
 Wide variety: The combination of "wide variety" can be a bit more complex, as it involves the use of
adjectives to describe a wide range of stores, cafes and restaurants.
 Homestay accommodation: might be less common for some B1 level students, as it refers to the option of
staying with local families.
 Vibrant city: these may be slightly more abstract words and require a greater knowledge of descriptive
vocabulary.
To deal with it and resolve this type of barrier in the pre-activity, provide the learner with a thematic vocabulary
list that consists of grouping words by specific topics or situations, such as recognizing historical periods,
recognizing tourist sites or travel, shopping or leisure activities, which can facilitate the learning and
memorization of this type of vocabulary.
Part 4:

The sub-skill that could be practiced first using the given text is skimming.

Task: Skim the text and answer the following questions.

Our School
Established in 1976, we welcome students from over
50 countries every year to our school, and we look
forward to welcoming you too.

Adapted from: CELTA Materials, 2018.

 We’re lucky enough to be right in the centre of Southampton, next to a
university and opposite a beautiful park. We are based in four 18th-century
buildings with garden patios at the back and a friendly atmosphere
throughout!
# 16 classrooms # Prayer room
# Study centre $ computer room# Garden with table tennis
# Coffee room with mini kitchen # Free Wi-Fi

School Facilities
Classrooms & Self-Study
We have 16 classrooms, and most have either a projector or screen with computer + Apple TV. After
class, if you’d like to do more study, we have a Study Centre with a mini library and 12 computers
located in two rooms.

Social Spaces
Just a Short Walk
At the back of the school
there are garden patios
where you can relax in
the sunshine or play table
tennis. In warmer weather of shops,
we also hold barbecue parties there. beautiful
restaurants
parks
Indoors, we have a coffee room and mini- and cafes in university
(one is
kitchen where you can buy snacks and hot or the city next to us!
opposite
cold drinks, or use the microwave. On colder centre (2-
us!)
days it’s the heart of the school! minute walk)
You will also find a prayer room in a quiet area
of the school, and throughout the building there
is a

free Wi-Fi connection.

We welcome English learners of all ages above

16 at our Adult School (younger students can
attend our junior courses). Our typical weekly
number of students is 60-90, rising to 100-130
Our school has a very convenient location.
in July and August. We’re proud of our diverse
mix of nationalities – you will find our school is In just two minutes you can walk to the main street
very international and multicultural, which is in the city centre, with a wide variety of shops, cafes
ideal for practising your English and making and restaurants, as well as bus stops to our
friends from around the world. See our graph
homestay accommodation. The fabulous West Quay
below.
shopping centre is just 5 minutes away, and the
train station and coach station are only a 10-minute
walk.

We’re also opposite a beautiful park – perfect for picnics! Another popular choice for lunch is
Southampton Solent University, which is next door to us.

Visit our Southampton page or speak to us to find out all the things you can do in our vibrant city.

1. When was the school established?

Answer: The school was established in 1976.

2. Where is the school located?

Adapted from: CELTA Materials, 2018.
 Answer: The school is located in the centre of Southampton, next to a university and opposite a beautiful
park.

3. What are the facilities available at the school?

Answer: The facilities at the school include 16 classrooms, a prayer room, a study centre with a mini library
and computers, a coffee room with a mini kitchen, a garden with table tennis, and free Wi-Fi throughout the
building.

4. How many students does the school typically have each week, and how does this number change in July
and August?

Answer: The school typically has 60-90 students each week, and this number rises to 100-130 in July and
August.

5. What is emphasized about the school's environment and student community?

Answer: The school's environment is described as having a friendly atmosphere with garden patios at the
back. The student community is diverse, international, and multicultural, making it ideal for practicing
English and making friends from around the world.

By completing this task, students will quickly gather a general understanding of the text's main points,
location, facilities, and student community. Skimming is an essential skill as it enables readers to grasp the
key information efficiently, which can be particularly useful when they need to read large amounts of text in
a limited time. Once students have a grasp of the text's overall content, they can then move on to scanning,
which involves searching for specific details or information within the text.

Part 5:

Read again and choose True or False.

True false

1. The School has Facilities classrooms and Self-Study to their X

students
2. This school is ideal for practicing any language and making X
friends from around the world.
3. The school has a very convenient location. X
4. At the back of the school there are pools X
5. The students are lucky enough to be right in the center of X
Southampton

We designed this Reading activity because it encourages students to read carefully and allow them not just
to read but also understand and find the main ideas of this text.

Part 6:
SPEAKING ACTIVITY

Talk to your partners and describe your school facilities. Use THERE IS and THERE ARE to explain what can you
find there. Take turns…
Adapted from: CELTA Materials, 2018.
e.g.

In our school THERE ARE two computer rooms. There are 30 computers in each one, a projector, etc…

We would group students to think about the school facilities and generate ideas. This task would improve
speaking skills applying the grammar rules and also vocabulary about school. It could also develop fluency in our
students because they can speak about the topic easily joining ideas.

Adapted from: CELTA Materials, 2018.