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- 1. Department of Curriculum and Instruction / ELT Unit College of Education Sultan Qaboos University Teaching Diversity Done by: Fatma AlGhafri / 112028 Course code and name: CUTM4500 - Teaching practice Dr. Nada Al Washah
- 2. Introduction There are many different methods, techniques and ways that the teacher can use in teaching. Diversity in teaching and using different method is one aim of MOE. The students like the lesson when it is explained in more creative and unusual way. Every teacher should diversify his/her methods to make the students more active and engaged in the lesson. TaskRequirement Title/ course of the task: The task of this section is a unit plan for the forth unit of EFM curriculum for grade 5A. The title of this unit is "Going Places ". This task was conducted in the first semester of 2018. Aims of the task: This task has different aims. Some of them are the practical activities and tasks that help the students to practice the language and develop their communication skills, for example, draw and write about famous places around the world, ask and answer questions about favorite places and tasks that require to teamwork and some tasks require specific skills, to know the different ways of asking questions using (let's, why don't and how about) and making suggestions, also to read longer, more complex reading texts and to respond to different questions after reading a text about famous places also using the reading techniques which are skim and scan. Moreover, this unit encourages students to appreciate teamwork since there are many activities that require group work and by the end of this unit, the students will know how to write a full paragraph that has introduction, two bodies and conclusion. Summary of the task: It is very interesting and useful unit and it presents many different places around the world such as Ayers Rock in Australia, famous places in Oman, and famous places around the world. It contains different types of skills such as listening, speaking, writing and reading. All the goals and the objectives of this unit are in line with the ACTFL standards, which are communication, culture, connection comparison and communities. For
- 3. example, in this unit students will engage in conversations, asking, and answering questions about different places around the world. Moreover, the students will obtain new information about these places. The students will talk about their towns and the special things about them. Through these conversations, the students will be able to express their ideas and thoughts also to express their feelings about what they likes and dislikes. Since there are students from outside Oman such as Egypt, Iraq, USA and Sudan so the students will gain and exchange information about these places and their country Oman. Moreover, this unit gives the students a chance to compare between countries for example the students will read a text about Austria and another text about Oman and compare between the famous places in these two places. This unit will attract students' attention towards the famous and interesting places around the world also it will gives them hints about the history and features pf these places. The important thing, it will enhance their writing, speaking and listening skills since it has many activities. For the speaking skill, the students will give a mini presentation about their cities and the special things in their cities. For the writing skill, the students will write a short paragraph about any country. For the reading skill, the students will read short and complex texts. task:thischoosingofReason Thistwo.sectionoftopicthetorelatedisitbecausetaskthischoosingofreasonThe eachinusecanteacherthethattechniquesandmethodsdifferentthediscussestask diversity.teachingtheachievewhichlesson, section:thisunderstandtoyoutogiveprojectthisdoesWhat methods,differenttheandteachingindiversitytheabouttalkssectionthisSince theservesprojectthisteaching,inusecouldteacherthethatwaysandtechniques usecouldIthattechniquesandmethodsdifferentknowtomehelpsItpropose.same helpsitaddition,Inuseful.andinterestingmorelessonthemakeandlessoneachinit tohelpsitandperformancestudents'improvetoorderintasksthediversifytome andambition,assionatepfun,boutaisitjob;routineanotisteachingthatunderstand .patience
- 4. Assessment methods of this unit: It is very important to use different ways and techniques of assessment in order to improve students' performance and to meet students' diversity. In addition, it is also important to assess students' strengths, weaknesses and progress to see if we achieve the goals or not. The assessment of this unit will be both formative and the summative assessments. For the formative assessment, the students learning progress will be assessed during the learning process, which will help me to identify their strengths and weaknesses and give me some hints about what students needs and what I should focus on. Therefore, I will provide feedback that will help my students in improving their future performance. The formative assessment could be done using different ways such as short quizzes, questioning, and self- assessment. Students will have a short quiz at the end of this lesson. This quiz will assess students the reading, writing and speaking skills as well as the grammar and vocabulary. This short quiz will has a short text about a place and then they will answer questions about students or more inriate way because when I have 36appropI think this is anthe text. analyze in what areas students areMoreover, this way will help me to.one class learning gaps. Thus, that willsuccessful and in what areas they have demonstrated help me to select an appropriate learning strategy for each student. In this unit, short quizzes will be more interesting because there are some exercises with pictures like read short text about famous places in Australia, so that will be easy for me to design quiz full of beautiful pictures about different with short questions under it. Questioning is one type of formative assessments that can be used at any time to assess the students understanding. Therefore, I have to ask the students more comprehending question that require thinking in order to get a reflection of what the students have understood and what they still need. Moreover, I should ask different types of questions such as yes/no questions and WH- questions. For example, asking questions after reading the text about Austria such as “Have you been to Austria?”, “Do you know the famous places in Austria?”, or “Where Austria allocated?”. As peer-evaluation assessment, I will use different forms of peer-evaluation in order to allow students to gain experience working in a team, make students more comfortable with using teams, and to see their skills in communication and
- 5. organization. I think this is an appropriate way because group work can be more successful when students are involved in developing the assessment process, encourages student involvement and responsibility, and students can learn from other's mistakes. In this unit especially, teamwork will be very useful and helpful for them because reading too long texts for example, about kangaroo, will take more time. However, if the students work in-group, they can divide the work. Short Quiz Names:……………………… Date:……………… Read this short text about Qatar and then answer the following question: The capital city of.Western AsiaQatar is a beautiful country in Qatar is AL-Doha. The president of Qater is the Prince Tamim bin Hamad bin Khalifa Al Thani. Qatar's flag contains of two colors, which are white and red. Qatar has famous places such as Museum of Islamic Art, the Pearl- Qatar, Katara beach and Banana Island. Question: 1- Where is Qatar located?................................... 2- What is the capital city of Qatar?.............................. 3- How many colors does Qatar's flag has? And what are they?.............................................. 4- What are the famous places in Qatar?........................................................................................................ .....
- 6. WRITING Name:…………………………………….… Class:…………………………. Peer Evaluation Form Names:……………………… Date:……………… Write the name of your group members in the numbered boxes. Then, assign yourself a value for each listed attribute. Finally, do the same for each of your group members and total all of the values. Values: 1= Strongly agree 2= Agree 3= Disagree 4= Strongly disagree 4.3.2.1.YourselfAttribute Helped others with their work when needed. Did work accurately and completely Was dependable in attending group meetings Contributed positively to group discussions Worked well with others group members Tittle/ Topic Topic sentence Interesting fact Specific information about the place Final sentence
- 7. Peer Evaluation Form Names:……………………… Date:……………… Write the name of your group members in the numbered boxes. Then, assign yourself a value for each listed attribute. Finally, do the same for each of your group members and total all of the values. Values: 1= Strongly agree 2= Agree 3= Disagree 4= Strongly disagree 4.3.2.1.YourselfAttribute Helped others with their work when needed. Did work accurately and completely Was dependable in attending group meetings Contributed positively to group discussions Worked well with others group members
- 8. Present Simple Name:……………………………. Class:……………….. Make sentences in the simple present tense using appropriate verb forms. Choose your answers from the options given in the brackets. 1- My father …………………………………….. a teacher. (is / am / are) 2- My mother …………………………………. music. (teach / teaches) 3. You ……………………….. English very well. (speak / speaks) 4. He …………………………… at a bank. (work / works) 5. I ……………………………….. up early in the morning. (get / gets) 6. Noof ……………………………. well. (sing / sings) 7-. ……………………………… you like reading? (do / does) 8. ……………………………… she like maths? (do / does)
- 9. Elective task Title/ course of the task: This task, which is "The Relationship between Motivation and Students Achievement", is a term paper for writing course. This task was conducted in the first .May 4, 2017semester of the third year on Aims of the task: This task has different aims and objectives. The important one is to find the relationship between motivation and students achievement. Other aims are to know the key role of motivation in the academic area, particularly for the students, to identify the two types of motivation, which are intrinsic motivation, and extrinsic motivation and to know the different between the two types and how they contribute to improve students' achievement. Moreover, to examine the factors that motivate students as well as the role of personality traits on improving students' academic achievement and to argue that the intrinsic motivation is more effective in achievement than extrinsic motivation. Summary of the task: This project examines the relationship between motivation and students' achievement. It highlights the importance role of the two types of motivation in the academic field. In addition, it explores the different factors, which have an influence on students' interest in the subject and theenvironment,classroom,such as instructorsmotivation have an impact oninstructortheofcharacteristicsdesire to learn the material. The hiswithrapportstrongabuildtoabilitystudents' motivation to learn for example, the studentsthewhereatmosphere-openancreateshumor,ofsensethehasstudents, students,hisofexpectationshighhasandopinionstheirexpresstofreedomthehave vementimprohighcausesthatandlearntomotivatedintrinsicallybewillstudentsthe the intrinsic motivation is more effective inthatarguesalsoItachievement.theirin achievement than extrinsic motivation and it gives many evidence from different becometostudentsencourageshouldteacherresearchers. It emphasizes that the thatclassroomtheinsideenvironmentlearningcreateandmotivatedintrinsically motivation.intrinsicpromote
- 10. motivation, whichIt talks about two theories that emphasis the importance of intrinsic . These two theoriesheorytmotivationintrinsicandtheorymotivationmasteryare bewilltheylevels,theirmatchesandabilitiesstudent'smeetstaskconclude that if the sensethegainsuccess,experiencetoorderinitunderstandandcompletetomotivated abilitiestheirthanratheraskttheonfocuswillThey.failureavoidandprideof performance.theironimpactpositiveahasitandchallengetheenjoytheybecause andproblemssolvingofstrategiestheandknowledge,skills,thegainwillThey ment.achievetheirimprovingincontributewhichmakingdecision task:thischoosingofReason projectThis.sectionthisoftopicthetorelatedisitbecauseprojectthischooseI meettoteachingofmethodsandwaysdifferentmanyusingofideathediscusses differencesthedifferentiatesIfclearly.verythemmotivatetoanddiversitystudents' thethatsmethodofkindwhatknowtoorderinmotivationoftypestwothebetween thejointowantsteachertheIfmore.achievetostudentsmotivatetodocanteacher studentgivingassuchmethodshisdiversifywillhethenmotivationoftypestwo thatisasonreotherThethem.motivatedintrinsicallyormarksextraortimefreegifts, assuchmotivationstudents'influencethatfactorsdifferenttheexaminesprojectthis usecanteacherthesotaskstheandteachertheofpersonalityatmosphere,classroom maketoandodtheythattaskthelovestudentsmaketomethodsandwaysdifferent useful.andinterestingmoreatmosphereclassthe section:thisunderstandtoyoutogiveprojectthisdoesWhat methods,differenttheandteachingindiversitytheabouttalkssectionthisSince theservesprojectthisteaching,inusecouldteacherthethatwaysandtechniques assuchstudentsmotivatingofwaysdifferenttheknowtomehelpsItpropose.same tostudentsthehelpthathowandatmospheretheandclassroomofarrangementthe differentthepredicttomehelpionmotivatoftypestwotheknowingMoreover,learn. Inmore.achievetostudentsencouragetousewillteacherthethattechniques students'affectsithowandpersonalityteacher'thediscussesprojecthistaddition, teacherathanmorebeshouldteacherthethatrealizetomehelpthatperformance, thebeshouldheexample,Forneeds.students'meettoorderinclassroomtheinside helpthatofAllssessor, tutor, observer, and participant for his students.prompter, a section.thisofrequirementtheunderstandtome
- 13. Department of Curriculum and Instruction / ELT Unit College of Education Sultan Qaboos University ResponsibilitiesandValues Done by: Fatma AlGhafri / 112028 Course code and name: CUTM4500 - Teaching practice Dr. Nada Al Washah
- 18. Department of Curriculum and Instruction / ELT Unit College of Education Sultan Qaboos University anyofsolutionkeytheisResearch problem Done by: Fatma AlGhafri / 112028 Course code and name: CUTM4500 - Teaching practice Dr. Nada Al Washah
- 19. Introduction Research is a very useful tool that we can use to solve all our problems. Before we solve any problem, we must search about it, its reasons, components and results and then analyze the results. If someone goes through the experience of doing research and benefit from it he will be a lifelong learner. He will acquires the steps of doing research, how to write a research question, which data collection metods to use, and how to discuss the results. Requirement Task (1) Title/ course of the task: The task of this section is a research for a research course and it was in fall 2017. The title of the research is "How do students at SQU perceive the effects of teacher's personality on students' achievement, participation and attitude". Aims of the task: The research has different aims such as to examine the relationship between teacher's personality and students, achievement, participation and attitude, to explore the factors that affect personality, to know the different types of personality, and to know the classification of personality and the characteristics of each personality. Summary of the task: This study examines the perceptions of students and teachers about the impact of teacher's personality on students' achievement, participation and attitude by 200 undergraduate students and 60 teachers at the Sultan Qaboos University (SQU) in Oman. This study investigates the relationship between teachers' perception of the influence of teacher's personality and gender, age and academic experiences . It also examines the relationship between students’ perceptions towards the influence of the teacher's personality on their achievement, participation and attitude and gender, years of study and GPA . The results showed that most of the students and teachers believe that teacher's personality affects students' academic life. Moreover, the result of the teachers' questionnaire showed that gender and academic experiences do not affect teachers' perception, while age affects their perception. In
- 20. the students' questionnaire, gender and GPA do not affect their perception, however, their years of studying affect their perception. Requirement Task (2) Title/ course of the task: The task is test analysis for Assessment & Measurement course in second semester of 2017. Aims of the task: The aims of this task are to know how to analyize the results of a test, to know how to use (SPSS) program to calculate the results and the mean, mode, and median, and to know how to evaluate each part of the test like multiple choice and trure and false. In addition, it aims to reach how to discuss the results and expalin them. Summary of the task: This task discusses the results of achievement test analysis. This test was distributed among 120 students, 60 of them are from Aysha Al-Amria (5-10) School for basic education and the other 60 are from kubara School for basic education (1-12). Using (SPSS) program to analyze the test. This task includes: reliability and content validity, item discrimination, item difficulty and the effectiveness of distracters. In addition, the task presents the objectives of each parts for example, the grammar section and the vocabulary section. It also include the test itself. The test is designed to measure students‟ knowledge, understanding, and ability to apply the Grammar rules (WH-words, used to( infinitive or gerund, and have to) as well as the vocabulary of the units, as it is clarified in the table of specification. The test is generally an objective item test that is divided into three parts. The first part is a multiple choice section which has a total of 10 questions with four alternatives for each. The second part is a True or false question which has 10 questions. The third part is a matching question contains 5 questions.
- 21. Reason of choosing these tasks: thisoftopicthematchcontenttheirbecausetaskstwothesechoosingforreasonThe ofcomponentstheallpresentsresearch,theiswhichone,taskexample,Forsection. methodology and data,literature review,introductionabstract,research:the conclusion. Moreover, there are sections, tablesandresults and analysis,collection and numbers for the result discussion. In addition, there are two sections for limitations of this study and recommendations of this study. The second task is also has the component of research as the way of discussing and analyzing the results. Therefore, the two tasks serve the same purpose of the section, which is having knowledge about how to conduct research and the lifelong learning. The relation between this section and three tasks: Since this section talks about research, how to conduct research and how to be lifelong learner, the two tasks share the same aim. Both of them present the components of research, results, part for results discussion and limitation and recommendation at the end. They represents these components in a very clear and organize way, the results are discussing very clearly, and they mention the factors behind each result. Explanation of how the tasks help you making teaching decisions: Each task helps me in a way or another; each task gives me ideas on how I can make decisions and based on what circumstances. They give me the steps that I should follow in making decision for example; first, I have the topic, the environment, the tool of research. Then, the data and the last component is the analysis of data. Therefore, when it comes to make decision about anything related to teaching I will follow the same order to grantee that the decision will be in the right place. Explanation of how the tasks help to understand the research and lifelong learning: I think these two tasks very useful and help me a lot in knowing how to conduct a research. This was the first time I did a full research by myself and the first time that I analyzed test using SPSS program. The two tasks give me more experiences on how I can do a research so I achieve the idea of lifelong learner here since now I can do a
- 22. full research by myself. I can write the literature review and search about the problem. Moreover, now I can analyze the data in a scientific way. What are the changes if you could do to these tasks: I think I will not change anything in these tasks because I think they teach me enough and make me lifelong learner. They are complete. Conclusion: Research in very important in our life since it is the base for every solution and to be lifelong learner is required a lot. Through my year of studying, I did many tasks and assignment but the research project was the most useful for me until now because it gives me a clear idea about how I can do a research. Appendix: https://drive.google.com/file/d/1v811AcuV5lLUE_x_Ij4JishtKiSmmFEc/view?us p=sharing u1HCPpQ/viehttps://drive.google.com/file/d/15KKLr9CVmFgRo8TxmA_0Cults w?usp=sharing
- 23. Department of Curriculum and Instruction / ELT Unit College of Education Sultan Qaboos University skillsTechnology Done by: Fatma AlGhafri / 112028 Course code and name: CUTM4500 - Teaching practice Dr. Nada Al Washah
- 24. Introduction Technology becomes one of the components of our life that we can't live without it. Utilizing technology in teaching is a great idea, which will make the lesson more interesting to the students. Every teacher should use technology one a week at least not only a way of change the routine but also because the students like to watch. Technology makes the lesson more creative and they go so smoothly. Some of the utilizations of technology in the classroom are presentations, showing videos, pictures and games. Teachers can use technology in different way to make their lesson more creative and interesting to their students. Requirement Task Title/ course of the task: The task of this section is a short video of a student talks about what she likes and does not like. The video was recorded in the first semester of 2018. Aims of the task: The aim of this task is to use technology inside the classroom, for example, this video aims to teach students how they talk about themselves and what they like and what they do not like. Another aim is to give students more accurate feedback and to show them their mistakes son they can avoid it next time. It also encourages other students to talk and to have more confidence to express themselves. In addition, through presentations students can practice the language and to communicate using the language and when I recouped them because I want them to see themselves and judge and evaluate their abilities in speaking, communication and also to know their strengths and weakness. Moreover, these presentations give the opportunity for students to learn more words. Summary of the task: The task is a short video of one of my students. It is a mini- presentation. First, she introduces herself then she talks about the topic, which is about likes and dislikes. In this task the student are given the freedom to talk about themselves and the things they like such as activities, food, animals, colors and subjects also the things that they
- 25. do not like. In addition, this task was an additional task to improve students speaking skill. TaskElective Title/ course of the task: The task of this section is a presentation about myself. The task was conducted in the first semester of 2016 for a speaking course. Aims of the task: The task has different aims. Some of them are to talk about myself in term of education, work experience, my skills, activities, achievements, interests and my personal traits, to acquire the confidence when I talk about myself, and to know how I present myself and to know the components of the presentation. In addition, this presentation teach me how to write the CV. Summary of the task: The task talks about myself in two parts. First, it has a short introduction that has my name. Then, I talk about my education and my college and the year when I graduated from the school. Next, I talk about the work experience and the activities that I did and where I trained or worked and explain what each activity gave and taught me. Then, I talks about my skills like the speaking skill, computer skill and the organization skill. Then I move to the activities and explain each activity and what it gave me. After that, I talk about my achievements and the groups that I attended. Moreover, I talk about my interest and explain the reason behind each interest. At the end of part one, I talk about the personal traits. Part two is about questions and I have to answer them, for example, about my future career. Reason of choosing these tasks: The reason of choosing these tasks because both of them utilize technology. The first task is a video and the second one is a presentation. The two tasks serve the purpose of this section, which is using technology in teaching.
- 26. The relation between this section and three tasks: The relation between the two tasks and this section is very clear. This section reflects the use of technology in teaching and the two tasks are presented through technology. The first one is a short video and it is a mini presentation about likes and dislikes and the second task is a presentation about myself. Explanation of how the tasks help to understand the research knowledge: The two tasks help me to investigate and come up with presentation. The first task, which is the presentation of one of my students is a data for me to know the level of the students in speaking skill and to know more about the area where students are strong and weak. Moreover, this video helps me to analyze the speech of each students and notice the words that the students use and the structure that follow. Therefore, my action research is based on these video and on the feedback that I give to my students after watching their videos. The second task also helps me in searching for data to present, to know the order of the presentation' components and to be more confident. What are the changes if you could do to these tasks: I think the changes that I could do to the first task are record students one by one in very calm place in order to give them the chance to talk in more confident way and there will be no destructions, however, it is better for them to present in front of their friends. Another change is the length of the video will be 2 minutes in order to know how to evaluate them also they could bring pictures or cards. The changes that I could do to task two are using video at the beginning to make it more interesting and to record the presentation to see myself. Conclusion: Technology is very important; it makes our life much easier. Using technology in teaching is one aim of the MOE. Technology makes the lessons more interesting and creative and the students will enjoy them more. :Appendix https://drive.google.com/file/d/1unplZSJy3LZm36qxBfggN0Olme_rR_90/view?u sp=sharing
- 27. Department of Curriculum and Instruction / ELT Unit College of Education Sultan Qaboos University ACTFL Standard and my works Done by: Fatma AlGhafri / 112028 Course code and name: CUTM4500 - Teaching practice Dr. Nada Al Washah
- 28. Description of the task (1): The task of this section is a presentation for speaking course in the first semester of 2017 and it serves language proficiency since it is about language and the speaking skill. The presentation was about the advantages and disadvantages of TV. We were 4 students and each student presented one point. I talked about the disadvantages of TV on children and how it affect their achievement level in the school. The other students talks about the advantages and other disadvantages on adult and teens. The aims of the task are to measure students' abilities to talk about different topics, to organize the idea and come up with perfect out plan, to practice the language and to acquire knowledge. I choose this task because it will help me to understand the content of this section because language proficiency is about talking and practicing the language, to use new words, to show your abilities in speaking and to be able to discuss, argue and prove your ideas about certain topic. Moreover, this presentation helps me to think in a different way, to search about new idea and think how I will present my idea in a more interesting way that attract the audiences. The relation between this task and the section is both of them discuss the same idea of how to use language in professional way. In addition, they talk about the interpersonal to show your abilities in sorting and organizing your ideas and thoughts also, they are about interpretive in which you see and judge your information and knowledge about the topic. Moreover, they are about having the presentational skills, which are the structure of your presentation, the design of your slides, the tone of your voice and the body language you convey. This presentation helps me to understand the teaching process since that when I planned to do the presentation I went through different process before coming up with the complete paper. For example, the first step is brainstorming which is to bring your ideas and experiences about the topic and teaching is also about bringing the best of you to your students since you think of new methods and tasks that help them to love the language. Moreover, the presentation helps me to organize my ideas about the topic in a clear out line which is the same in teaching when I design the lesson plans. This task also gives me more knowledge and information about different aspects such as the negative effects of TV on human's brain and how these technology destroy our thinking and it helps me to acquire different skills like working in group, paraphrasing and sorting ideas and communication skills.
- 29. There will be no major changes in this work because I think that this work help me a lot however the changes are each student should allow to talk 15 minutes in order to practice that language more, the topic is not interesting so they are other topics that students can choose, and students should be given chance to change their topic and their point. Description of the task (2): This task is a unit plan for the forth unit of EFM curriculum for grade 5A and it was conducted in the first semester in 2018. The title of the unit is "Going Places". Specifically, this task will focus more in the assessment part since it related to one standard which is about assessment of language and cultures impact on students learning. In the assessment part of the unit, I use both the formative and the summative assessments. For the formative assessment, I assess the student’s learning progress during the learning process, which helps me to identify their strengths and weaknesses and give me some hints about what students needs and what I should focus on. Therefore, I provide feedback that help my students in improving their future performance. The formative assessment could be done using different ways such as short quizzes, questioning, and self- assessment. This part of the unit plan is in line with the assessment of language and cultures impact on students learning standard, which is about how to assess students during the learning process. The assessment includes their works, abilities, skills and participation. When I assess my students, I consider different aspects like their background, the nature of the environment, the nature of the task and students abilities because everything is related and I can separate them or the assessment will be not fair. In addition, the culture is also important factor in the assessment part because it has a great effect on students learning, methods of teaching and topics of the curriculum. I choose this task because as I said before that it is related to the standard of assessing students' learning and because the assessment is very important aspect during the learning process for many reasons. For example, to help the students to see their progress, to know their level, to identify their strengths and weakness and to improve their level and themselves. This task help me a lot in the teaching because it is like a
- 30. practice for me to know to assess my students in the future. Moreover, it helps me to design different tasks to assess my students like short quizzes, presentations and group work. For example, conducting a quiz by the end of the unit will be a useful way to bring students’ attention to their progress. The quiz usually assesses reading, writing, grammar and vocab also questioning is one type of formative assessments that can be used at any time to assess the students understanding and I will usethe peer-evaluation in order to allow students to gain experience working in a team, make students more comfortable with using teams, and to see their skills in communication and organization. This task help me gain the experience of assessment and designing tasks. In addition, it helps me to know the level of the students and what they want to improve their performance in the language and also their strengths and weakness. I think there will be no changes in this task because I find it prefect and it does not need to add or remove something from it.