Student Assignment and Feedback Form

Name of Alexandra Power

Trainer/Assessor:
Learner (s) name: Rahat Saleem
Candidate no:

Level/Qualification: Level 6 Diploma in TESOL

Module/unit no: 3

Assignment(s):

Learning outcomes:

Instructions: Complete all questions Feedback:

Question 1: Essay

Minimum word length: 500

Define the teaching aims - the general course aims - for a particular teaching
situation you know. Now fill in the table on page 3 for that situation. Can you see
any inconsistences?

Should the aims be modified in any way?

Question 2: Task

Minimum word length: 500

Take two textbooks with roughly equivalent aims (e.g. an Intermediate general course
or one aimed at improving writing skills). Evaluate each on its own merits and then
compare them, noting their strong and weak points.
Question 3: Task

Minimum word length: 1000

3 Examine the way the present perfect tense is presented in as many

coursebooks and syllabuses as you can:

whether the item occurs - selection

where the item occurs - grading; at what level; after or before which other items, e.g.
is it introduced before or after past simple and past continuous tenses; how long
before related items such as past perfect appear; is it introduced on its own or in
conjunction with yet, just, already, ever, for or since; when is the tense presented in
conjunction with these items; what vocabulary is introduced; does it accompany a
particular function?

Finally, look at the different ways of presenting the item - by dialogue, text, getting
students to perform actions, teacher demonstration and so on.

Question 4: Task

Minimum word length: 800

Examine other language items as in task 3, e.g.

comparison of adjectives

passives

reported speech

or functions such as

expressing likes and dislikes

expressing disagreement

apologizing
 In the case of functions, examine the language used.

Question 5: Task

List all the uses of the present continuous tense. Giving examples.

There are several uses of present continuous tense and it is used to refer to the
current period when the action is still happening. Following are some examples:

1. I am doing my homework.
Present continuous tense is used to describe the on-going action.

2. I am moving to Dubai for further studies.

It is also used to express intent for an action that will be carried out in future.

3. The yellow team is aiming for victory.

Present continuous tense is also used to express commentary.

4. I am currently completing my bachelor’s degree.

Present continuous tense may also be used to express current life updates.

Question 6: Task

Minimum word length: 200

To what extent does the syllabus outlined in 3.1.2 take account of the different
meanings of

the present simple tense

the present continuous tense

The syllabus outlined in 3.1.2 takes account of the different meanings of the present
simple tense and the present continuous tense as well.

Even though present simple tense and present continuous tense are the most basic
of all tenses, some learners may find it difficult to comprehend tenses and its usage
in overall conversations, or writing practices. For this purpose, a syllabus must be
formulated keeping such anticipated problems in mind beforehand. The syllabus
outlined in 3.1.2 takes account of the different meanings of the present simple tense
and the present continuous tense as well, an overview of which is mentioned below:

Present simple tense: According to the syllabus, present simple tense is used to
express daily habits, routines, to describe facts, to express person’s likes or dislikes.
The syllabus also covers that present simple tense is used to write conditional
sentences and imperative sentences.

Present continuous tense: According to the syllabus, present continuous tense is

used to express intent for an action that will be carried out in future and to describe
an on-going action. The syllabus also focuses on how present continuous tense is
used as transitive and intransitive verb, formulating questions using present
continuous tense.

Overall, the syllabus covers the maximum usage for present simple and present
continuous tenses making it convenient and understandable for the beginners who
might have recently enrolled for the syllabus.

Question 7: Task
What do these questions (from Broughton: Know Your English) try to test?

Which of these do we not say? a) a pile of leaves

b) a pile of houses

c) a pile of rubbish

d) a pile of newspapers

e) a pile of old clothes

The words extraction, filling and drilling all have something to do with

a) roads b) medicine c) oil wells d) dentists e) woodwork

Which two words sound the same?

a) soar, sour b) sure, sour c) saw, sear d) soar, sore e)

saw, sear

We do not speak ‘a pile of houses’ as this collective noun does not represent a group
of houses. This question aims to test the fluency of speaker and his/her knowledge
about collective nouns.

The word extraction, filling and drilling are associated with dentistry. This question
aims to test the vocabulary of the learners and with which field is it related to.

Option d; soar and sore sound the same. This question aims to test the pronunciation
of the learners and their knowledge regarding homophones.

Question 8 Essay

Minimum word length: 550

Examine the role of an EFL/ESL teacher in a specific teaching situation (obviously

from your own experience if possible). You can cover the role not only in the
classroom, but in the institution or even further, in the community or society as a
whole.
Examples: British teacher in a secondary school in Germany

Nigerian teacher of 7 year olds using English as a second language.

Teacher of primary pupils in Birmingham whose mother tongue is not English.

Japanese teacher teaching English at upper secondary level in a Japanese city.

Teacher on a holiday course, mixed nationality students, on the south coast of

England.

Question 9: Task

Prepare a scheme of work for about 90 hours of teaching, which may be spread in
one of the following ways:

A two-hour evening class, once a week for 3 terms of 12 weeks.

Four 45 minute classes per week for 3 terms of 12 weeks.

Three 1 hour classes, ditto.

Three hours of English per day, 5 days a week for 6 weeks.

Three weeks intensive English, consisting of 5 days of 6 hours each.

Specify the age and level of the students. Indicate the pattern of activity - one lesson
a week devoted to writing compositions, 10 minutes a week to pronunciation
practice, or whatever is your choice. Include the course aims, the language items
or functions introduced or revised (lesson aims), sample language, and for some of
the items give examples of practice activities which seem particularly appropriate.

I am preparing a scheme of work to prepare students for English placement test

which they need to attempt in order to gain admission in a prestigious university.
I will choose three weeks intensive English approach, consisting of 5 days of 6 hours
each. Thorough practice of all four skills i.e., reading, writing, listening and
speaking along with the grammar practice will be carried out in this intensive
course.

W Sunday Monday Tuesday Wednesday Thursday

Diagnostic Introduction to Speaking skills Writing skills
e Test ESL tests + Reading techniques + techniques +
e Diagnostic Skills listening skills Practice test
k Test Analysis techniques + techniques
Practice test
1

W Sunday Monday Tuesday Wednesday Thursday

e Listening Speaking skills Reading skills Writing skills Practice test

e skills techniques + techniques + techniques + + analysis of
technique + Grammar Grammar Grammar common
k Grammar errors
2

W Sunday Monday Tuesday Wednesday Thursday

Time Grammar Gap analysis Exam format Final practice
e management proficiency + Accuracy of exam +
e and
organisation test training analysis
k
3
Question 10: Task

Prepare a diagnostic test for a class of students you are about to take over. You
should specify the age and approximate suspected level of the students. Briefly
explain the purpose of each section of the test. State any time limits imposed; if
none, state the expected duration.

I have prepared this diagnostic test for my students of grade 4 who are roughly nine
to ten years old. This test will focus on all four skills and will help me to diagnose the
gaps. The estimated time duration for the completion of test is 1 hour (60 minutes).
The diagnostic test is divided into four sections.
Section A, covers the reading comprehension part and the main objective of this
section is to assess student’s level of reading. In section A, a passage is given and
students are required to read the text and answer the questions carefully. Students
will be assessed on their ability to comprehend the text, infer the main idea of the
passage, guess the genre of the text, ability to paraphrase the long paragraphs.
In section B, grammar is included which covers various topics like punctation, parts
of speech, connectives, etc. The purpose of this section is to assess student’s
knowledge and their grip on grammar topics.
In section C, writing part is included. In this section, students are required to write
an informative report about the given topic. Students will be assessed on the basis of
well-written content, sentence structure, appropriate use of language, etc.
In the end section D is given. In this section, an interview will be held between a
teacher and the candidate. The student will be shown an informative video and by the
end of it, the student is required to share his opinions regarding the topic.

Question 11: Task

a) Write lesson plans for three of the situations i - viii.

i To introduce and practise the present simple tense to a class whose age
you may choose.

ii To introduce and practise too + adjective, as in It's too high to reach, to a

class of under 11 years whose age otherwise you may choose.
iii To introduce and practise adverbs of frequency - sometimes, always etc. - to a
class under 15 years old.

iv To contrast a use of the present simple and present continuous tenses with a
class of adults.

v To teach describing motion, using some new verbs of motion and some
already known, to a class under 11 years old.

vi To teach for the first time the function of making suggestions, to a class under
15 years old.

vii To teach the function of expressing disagreement, with varying degrees of

politeness, to a class of adults.

viii To teach the language of a specific social situation to a class of adults, e.g.

at a dinner party, in a pub, at a school open day, at the theatre.

Module 3 – Question 11 – Lesson Plan (iv)

Teacher: Rahat Subject: English Grade Level: 4

Saleem

Topic : Duration: 30 minutes

Present simple
and present
continuous tense
 Students will be able to differentiate between the
Lesson’s use of present continuous and present simple
Objective(s): tenses.

Anticipated  Students might face difficulty in recognising the

Problems difference between both tenses.

Methodology ESA technique

Engage Students will individually grab a piece of paper and

[5 minutes] write down their daily routine on it. (present
simple)

Once they’re done, ask them to write what they

 are currently doing on the same paper. (present
continuous)

Study Guide students that present simple tense is used to

[15 minutes] express facts whereas present continuous tense is used to
express the current or on-going action.

Students will watch the given video:

[Link]

Activate Divide the students into a group of two members and ask
[10 minutes] them to have a pair role play.
Situation: Interviewing the celebrity regarding their on-
going film projects.

b) Write three lesson plans of your choice. (Number them ix, x, xi)

Module 3 – Question 11 – Lesson Plan (ix)

Teacher: Rahat Subject: English Grade Level: 4

Saleem

Topic : Duration: 35 minutes

Prefix and Suffix
 Students will be able to spell words with a
Lesson’s range of common prefixes and suffixes
Objective(s):

Anticipated  Students might not be able to recognise root

Problems words.

Methodology ESA technique

Engage  Students will watch an interactive video about the

[5 minutes] word parts.

[Link]
v=H2Z4p0au1yk

Study Guide students that root words are basic words that have a
[15 minutes] meaning of its own.

Explain that this meaning can be altered by adding a prefix

or a suffix to make a new word, for example:
 Discuss the following image with the students:

Discuss that many prefixes have similar meaning and that

many words use same prefixes.

Activate
[15 minutes]

Use this Bingo chart to activate students at this stage.

Images source: Google

 Module 3 – Question 11 – Lesson Plan (x)

Teacher: Rahat Subject: English Grade Level: 3

Saleem

Topic : Duration: 30 minutes

Homophones
 Students will be able to understand the meanings
Lesson’s of different words having same sounds.
Objective(s):

Anticipated  Students might not be able to differentiate

Problems between words with similar sounds, e.g.,
their/there

Methodology TTT strategy

Test Begin by sharing few puns with students and ask them to
[5 minutes] identify the difference.

 What do rabbits use to brush their hair?

A hare brush!

 What do you call two pears?

A pear pair.

Note whether the students were able to spot the difference

in spelling or not.

Teach  Inform students that the words that make similar

[15 minutes] sounds but have different spellings and different
meanings are known as Homophones.

Homo – same
Phone – sound

 Show them the video using this link

[Link]
Test Students will attempt the following quiz:
[10 minutes] The _____________ casted a spell on the Princess. (which,
 witch)
A bird ________ over the eagle’s nest. (flew. flu)
You’re _____________, we need to get vaccinated. (write,
right)
Mount Everest is the highest __________ in the world.
(peek, peak)
The wind ___________ my umbrella away. (blue, blew)
The Mitchell’s will have dinner out since it’s ________
anniversary. (their, there)

Module 3 – Question 11 – Lesson Plan (xi)

Teacher: Rahat Subject: English Grade Level: 4

Saleem

Topic : Duration: 30 minutes

Verb tenses
 Students will be able to learn the transition of verb
Lesson’s forms from one tense to the other
Objective(s):

Anticipated  Students might not be able to understand how

Problems verb changes with the change in tense.

Methodology TTT strategy

Test Teacher will play the song “Happy” by Pharrell Williams

[5 minutes] [Link]

Guide the students that present tense is used in the song,

as it talks about how the singer is feeling at the moment.

Verbs like feel, clap, am, etc. are used which signifies
present tense.

Teach
[15 minutes] Teacher will discuss the following graphic organiser with
the learners and guide students regarding different tenses.
 Test Students will convert the following sentences in their
[10 minutes] manuscripts:

 We worked really hard to earn the degree. (future

tense)
 The cake tasted delicious. (present tense)
 Mrs. Elizabeth teaches us English. (past tense)
 Ali feels sad about moving abroad. (past tense)

Image source: Google

Action

1.

IQA Signature: Date:

Trainer/Assessor Alexandra Power Date:

Signature: