ENGLISH SELF-STUDY GUIDE DESIGN ASSIGNMENT CHECKLIST

PART 1. INTRODUCTORY INFORMATION

Notes in Spanish for parents, description, Keywords, Preparation (study-time needed, resources
and textbook links), Learning Objectives, and Learning Strategies

No. Item Yes No Partly Comment

I / We have included an overview of the

self-study guide in Spanish, so parents can
1.
understand what children are expected to
do with it.

I / We have written a brief descriptive text

2. in English highlighting the main features of
the self-study guide.

I / We have determined the topic, language

3. focus (grammar) and skill(s) that learners
will practise with this guide.

I / We have specified how the guide relates

to the “English, Please!” or “Way to Go!
4.
textbooks”, as well as indicates time and
resources needed.

I / We have written clear communicative

5. learning objectives that aim at working on a
specific grammar aspect.

I / We have listed some learning strategies

6. to help learners comply with the tasks in the
self-study guide.

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 PART 2. LANGUAGE TASKS
(vocabulary, grammar, functions, pronunciation, or intercultural skills)

No. Item Yes No Partly Comment

I / We have added at least three language

awareness questions (Concept questions)
7.
or tasks to help learners notice a specific
grammar aspect.

I / We have designed at least one activity to

8. help learners practice the use of the
grammar aspect highlighted in the lesson

I / We have provided examples to

9. demonstrate how these activities should be
done.

PART 3. SKILLS TASKS

(reading, listening, speaking, and writing)

No. Item Yes No Partly Comment

For reading or listening activities:

10. - I / We have designed appropriate pre-
reading / pre-listening activities. (e.g.
aimed at setting the scene and/or
developing predicting skills).

- I / We have added while-reading /

while-listening activities to develop at
least two different subskills (e.g.
skimming/listening for gist,
scanning/listening for specific

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 information, inferential reading / listening
to understand the speaker’s stance, etc).

In case of designing speaking

activities:

- I / We have planned suitable

preparation tasks (e.g. preparing ideas
based on prompts or cue cards).

- I / We have planned a real-life

communicative task.
11.
In case of designing writing activities:
- I / We have designed pre-writing
activities (e.g. listing or brainstorming
and planning their writing).

- I / We have asked learners to write,

proof-read and edit their texts.

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 PART 4. ASSESSMENT
(Peer and/or Self-assessment tools)

No. Item Yes No Partly Comment

I / We have included formative assessment

12. tools (rubrics or a checklist for peer and/or
self-assessment) as applicable.

I / We have added a final note for parents,

including some questions they could ask
13.
their children to help them check their
progress and assess their learning.

PART 5. FINAL INFORMATION

(Useful resources, Answer Key, and Authors)

No. Item Yes No Partly Comment

I / We have made sure all the activities can

14. be completed by learners in one hour.

I / We have added links to additional

resources learners could check to expand
15.
their knowledge or have further
autonomous practice.

I / We have included an answer key if

16. applicable.

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 I / We have added a final note to the
17. learner, congratulating him/her on the work
done and motivating him/her to continue.

I / We have included screenshots of the

“Way to Go!” and “English Please!”
18.
Textbook series if these are required by
learners.

I / We have ensured pictures used in the

19. handout are copyright free.

I / We have made sure the whole document

is free of language errors (no grammar,
20.
vocabulary, appropriacy or spelling
mistakes).

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