From Millin’s own LSA grades and tutor feedback: lessons fail on unrealistic timing, dependence on learner output in a weak context, poor set-up and unpredicted problems. Essays fail on signposting, a narrow source range and description without critique.
Her LSAs
LSA1 grammar (conditionals) · LSA2 listening (transactional) · LSA3 writing (discursive essays) · LSA4 lexis (multi-part verbs).
Lesson failure points
- Unrealistic timing.
- Relying on learner-generated output in a weak context.
- Weak task set-up; unpredicted problems. Trial activities on another class first.
Background essay fixes
- Signpost with headings.
- A wider range of sources.
- Critical commentary, not description.
- Make activity descriptions reproducible.
Experimental practice and PDA
- Include scanned learner output (her regret).
- The PDA’s reflection and action stages are “by far the most interesting and useful part of the whole course”.
- Module 3: use every draft and comment opportunity.
Caveats
2013–14 rules; centres now set their own LSA areas. Personal opinion, not Cambridge-sanctioned.
Apply in my context (Claude)
- Several notes in this vault are ready-made LSA background-essay spines: Bottom-up listening instruction alone is not enough (listening LSA), Teach grammar in processability order (Pienemann) (questions as a systems LSA), Fluency rests on memorised word-groups (speaking).