TQUK TEFL | 2023
Assignment 9
Lesson Planning for TEFL
Name: Hanin Oransa
1st sub 2nd sub
Assessment Criteria
1. Compare lesson types and approaches to lesson planning by providing the
stage names and rationales to the provided frameworks.
2. Explain the value and give examples of the use of pair work, group work,
teacher centredness, self-reflection, peer teaching, learner feedback.
3. Explain the value to one-to-one classes.
4. Compare the merits of mono-lingual vs multi-lingual classes.
Yes / No Date 1st marker 2nd marker
Pass
Resubmission Needed
Pass On Resubmission
Fail On Resubmission
Overall Comment
NB: If you need to resubmit an assignment, make sure you hand in the original version and the
resubmitted version. Both versions need to be in your portfolio.
This is my own work. Signed _______________
Aim
The assignment must be written in continuous prose. Please use the following template to write
your assignment.
Part One First submission
Compare lesson types and approaches to lesson planning by providing the stage names and
rationales to the following frameworks:
Language Frameworks
PPP TTT Text-based
Presentation
Stage Aim Stage Name Aim Stage Aim
Name Name
Lead-in To generat Lead-in To generate Lead-in to
e students' generate
your
interest into interest in
the topic of candidates’ the topic
the lesson. Interest in the of the
topic of your lesson.
lesson.
Present To provide Test To see how Exposure to ensure
students Ls are
much your
with the comfortabl
clarification candidates e with the
of the Know about text
target your teaching before
language in point. exploiting
context. it for
language
Practice To give Teach To clarify the Highlightin to
studenis an g highlight
meaning,
opportunity Language the target
to practise Pronunciation language
the target And form of [TL] in
language your target context
freely. language.
Produce To provide Test To see how Language to provide
students Clarificatio clarificatio
much your
with more n n of the
focus on candidates meaning,
their know about form and
accuracy. your teaching pronunciat
point. ion of the
TL
Feesback To provide Feedback To tell Practice to provide
students an
candidates
with opportunit
feedback on about what y for Ls to
their you think of use the TL
productive their (*you
activity. discussions might
have two
and answers. practice
stages -
controlled
and freer)
Feedback to praise
good use
of TL To
correct
errors in
TL use.
Receptive Skills Framework
Reading & Listening
Block Stage Name Aim
Pre-reading or listening Lead in to generate interest in the topic of the
lesson.
Previewing to give Ls an idea about what the text
is through the layout, headings and
the text-accompanied pictures.
Prediction to use Ls’ knowledge of the text topic
to guess what it is going to be about.
Pre-teach to prevent Ls blocking on unknown
vocabulary vocabulary in the questions or
answers.
While-reading or listening Gist task to give Ls a reason to read / listen at a
general level.
Detailed task to give Ls a reason to read / listen at a
detailed level.
Guessing words To help Ls work out the meaning of
from context words by the help of the context.
Post-reading or listening Speaking to give Ls the chance to respond to
the text orally.
Writing to give Ls the chance to respond to
the text in writing.
Text Analysis to give Ls the chance to analyse useful
language in the text.
Productive Skills Frameworks
Process Writing Product Writing Speaking
Stage Name Aim Stage Name Aim Stage Name Aim
Lead-in to generate Lead-in to generate Lead in to generate
interest in
interest in the interest in the
the topic of
the lesson topic of the topic of the
lesson lesson.
First draft to see what Reading for to enable Ls to Preparation to give Ls
Ls can
Gist get a general time to
already do
with this understanding prepare ideas
genre. of the text. on the topic.
Genre to develop Genre to develop Ls Useful to remind Ls
Analysis Ls writing Language of, or provide
Analysis writing skill by
skill by them with,
drawing drawing their useful
their attention to language for
attention to features of the the task
features of genre (content
the genre
(content and
and language)
language)
Revise/edit/ to allow Ls Writing Task to enable Ls to Task to remind Ls
redraft to practise of, or provide
practise writing
their writing them with,
skills in this skills useful
genre by language for
upgrading the task
previous
draft
Feedback to give Ls a Feedback to provide Feedback to provide
clear idea feedback on
feedback on
about how content and
they have content and language
improved as language.
writers in
this genre
and to
further
motivate
them
Part One Resubmission
Compare lesson types and approaches to lesson planning by providing the stage names and
rationales to the following frameworks:
Language Frameworks
PPP TTT Text-based Presentation
Stage Name Aim Stage Name Aim Stage Name Aim
Receptive Skills Framework
Reading & Listening
Block Stage Name Aim
Pre-reading or listening
While-reading or listening
Post-reading or listening
Productive Skills Frameworks
Process Writing Product Writing Speaking
Stage Name Aim Stage Name Aim Stage Name Aim
Part Two First submission
Explain the value and give examples of the use of the following:
Pair work:
Value: Engaging in pair work activities is a fantastic way to improve your language [Link]
allows you to practice authentic communication in a supportive environment, receive
immediate feedback, and build fluency and confidence in speaking.
Example (1):
A teacher assigning students to discuss a reading passage, perform dialogues or practice
question-and-answer sequences.
Example (2)
After listening for gist questions i pair the students to discuss their answers.
Group Work
Value: When learners interact with their classmates, they have the opportunity to develop not
only their communicative skills, but also their intercultural understanding and interpersonal
competencies. It's a great way to broaden perspectives and build meaningful connections.
Example (1)
A teacher dividing the class into groups to work on a project, create a short play or participate
in a problem-solving activity.
Example (2)
When I group the students during speaking activity.
Teacher to learner teaching (plenary / teacher centredness)
Value: This interaction mode develops students' receptive language skills by building a base of
listening and understanding. TLI enables teachers to set the foundation for language learning,
correct language errors, and establish an organised classroom atmosphere.
Example (1)
A teacher initiating a discussion on a topic, posing questions, and nominating students to
respond.
Example (2)
While teaching vocabulary in the teaching stage students are expected to listen and take notes
only, teacher is only talking and giving information.
Peer Teaching
Value :
Develops communication skills: Students are able to practice speaking and listening which
enhances theri skills such as pronunciation and fluency.
Builds a sense of community:The cooperation between students makes them be more
confident and encourage them to be brave.
Motivates students: Teaching requires a deeper understanding of the material. Peer teaching
participants are more likely to internalize the content, as the teaching role requires them to
engage with the content at a higher level.
Addresses different learning styles: peer teaching can deal with different styles of learning that
meet students’ needs.
Example (1)
That's a great idea! Vocabulary quizzes are a great way for students to reinforce their
understanding and mastery of new words. By creating quizzes for their partners that include
synonyms, antonyms, definitions, and sentence completion exercises, students can actively
engage with the vocabulary and enhance their recall abilities.
Example (2)
Role play: Create scenes relevant to students' interests, backgrounds, and learning goals.
Assign roles to each student and have them develop dialogues for their characters. Encourage
improvisation to promote speaking, listening, and critical thinking skills.
Self-appraisal (self-reflection / self-evaluation)
Value:
Reflective journals: Encourage students to keep journals detailing experiences, challenges,
goals, and achievements during their language learning journey. It help students to improve
themselves.
Self-grading rubrics: Establish criteria for various language skills, such as speaking, writing,
reading, or listening. Give students the opportunity to assess themselves using these rubrics,
encouraging critical reflection on their progress.
Example (1)
Reflective journals: Encourage students to keep journals detailing experiences, challenges,
goals, and achievements during their language learning journey. Periodically review journals
and provide guidance on possible improvements.
Example (2)
Self-grading rubrics: Establish criteria for various language skills, such as speaking, writing,
reading, or listening. Give students the opportunity to assess themselves using these rubrics,
encouraging critical reflection on their progress.
Learner Feedback
Value :
a-Improvement-oriented: Providing and receiving feedback from others, including peers,
fosters improvement and address areas of concern. This process contributes to a more
effective language learning journey.
d. Develops autonomy: Both self-appraisal and learner feedback cultivate a sense of
responsibility for personal progress, as learners become aware of their learning needs and
direct their efforts accordingly. Strengthening a learner's autonomy can result in significant
language development.
Example (1)
Goal-setting activities: Ask students to create short-term and long-term goals for their
learning, including specific and achievable objectives in different language areas. Regularly
review and update goals, celebrating achievements and supporting students as they work
toward their objectives.
Example (2)
Group evaluations: Provide opportunities for small groups to perform tasks together, such as
role play or presentations. Following the activity, ask each participant to assess themselves and
provide constructive feedback to group members.
Part Two Resubmission
Explain the value and give examples of the use of the following:
Pair work:
Value:
Example (1)
Example (2)
Group Work
Value:
Example (1)
Example (2)
Teacher to learner teaching (plenary / teacher centredness)
Value:
Example (1)
Example (2)
Peer Teaching
Value:
Example (1)
Example (2)
Self-appraisal (self-reflection / self-evaluation)
Value:
Example (1)
Example (2)
Learner Feedback
Value:
Example (1)
Example (2)
Part Three First submission
What is the value of one-to-one classes?
Advantage (1)
One-on-one classes offer individualized attention, meaning the teacher can focus on you specifically.
This allows for more personalized instruction that caters to your unique strengths and weaknesses.
You can learn at your own pace, and the teacher will adjust the lesson plan accordingly. It's all about
tailoring the instruction to meet your needs.
Advantage (2)
Private classes usually offer more flexibility when it comes to scheduling. This means you can easily
arrange your lessons to fit around your personal or professional commitments. It's all about finding a
schedule that works best for you.
Advantage (3(
These classes allow the teacher to really focus on what you specifically need. So whether you're
preparing for an exam, working on your business English, or trying to reduce your accent, the teacher
will target those specific skills that need development. It's all about tailoring the lessons to meet your
unique requirements.
Advantage (4)
In private classes, the student and teacher have a lot of interaction, which really boosts engagement.
This creates a stronger relationship and enhances the learning process. It's all about getting fully
involved and making the most out of your learning experience.
Advantage (5)
When students bring in their own materials like books, songs, or articles from local
newspapers, it really helps them participate in class and feel like they're a part of the learning
process. Plus, in one-on-one classes, students get the teacher's undivided attention, so they
can listen to and speak more English than they would in a group. It's all about making the
most of your English learning experience.
Part Three Resubmission
What is the value of one-to-one classes?
Advantage (1)
Advantage (2)
Advantage (3)
Advantage (4)
Advantage (5)
Part Four
Compare the merits of mono-lingual vs multi-lingual classes.
Merits of Mono-lingual Classes:
Merit (1)
Shared Cultural Background: When students in a class all speak the same native language, it creates a
shared background that can really boost their understanding of grammar, syntax, and cultural
references. Plus, it provides a comfortable environment for students to practice speaking. It's like
having a language support system right there in the classroom.
Merit (2)
Targeted Teaching Approach: Teachers in monolingual settings can use the students’ native language
to provide explanations or clarifications, facilitating understanding of complex concepts.
Merit (3)
Cultural Sensitivity: When the teacher is aware of specific cultural norms, they can tailor the lessons to
avoid misunderstandings or offenses related to cultural differences. This helps create a more inclusive
and respectful learning environment. It's all about fostering understanding and promoting cultural
sensitivity in the classroom
Merits of Multi-lingual Classes
Merit (1)
Real-Life Simulation: Multilingual classes offer students the opportunity to communicate in English with
individuals from different linguistic backgrounds, closely mimicking natural real-world interactions.
Merit (2)
Cultural Exchange and motivation: In these classes, students not only learn English, but also gain
knowledge about the culture and customs of their classmates. This creates an environment of respect
and understanding. When students communicate in a diverse language context, it can give them a
sense of accomplishment and boost their confidence. This motivation encourages them to keep
learning and improving their language skills.
Merit (3)
Adaptability and Problem Solving: Multilingual environments challenge students to think critically, learn
to adapt their language skills to communicate effectively, and develop problem-solving techniques.
Part Four Resubmission
Compare the merits of mono-lingual vs multi-lingual classes.
Merits of Mono-lingual Classes:
Merit (1)
Merit (2)
Merit (3)
Merits of Multi-lingual Classes
Merit (1)
Merit (2)
Merit (3)
Word count: ______
Bibliography
(e.g. Thornbury, S (1999). How to teach grammar. Longman, UK)
Appendix
Resources:
Tefl Handbook
