Student Assignment and Feedback Form

Name of Karimova Maftuna

Trainer/Assessor:
Learner (s) name: Izekeeva Gaukhargul

Candidate no:

Level/Qualification: Certificate in TEFL level 5 QCF

Module/unit no: 9

Assignment(s): Reflective learning journal, questions and essay

Learning outcomes: LO1 Understand the contents of a lesson plan

and the stages of a lesson

LO2 Understand the value of the various

interactive modes available between learners and
teacher

LO3 Be able to produce lesson plans

appropriate to the language ability of the target
group

Instructions: Type your answers below the appropriate questions. Feedback:

Questions on Unit Nine

1. Which level of students is a teacher most likely to encounter?

a) Know-it-alls
b) Those unwilling to accept presentation of language
c) Those without previously learned bad habits

2. What is the term for learners who all share the same mother tongue?
Monolingual Classes

3. Is the majority of EFL teaching around the world by native or non- native
speakers of English?
Non-native speakers

4. What do ESP and ESL stand for?

ESP students are usually adults who already have some acquaintance with
English and are learning the language in order to communicate a set of
professional skills and to perform particular job-related functions. An ESP
program is therefore built on an assessment of purposes and needs and the
functions for which English is required .

5. What do you understand by the term ‘information gap’?

An information gap activity is an activity where learners are missing the
information they need to complete a task and need to talk to each other to find it.

6. State six elements which you would expect to be included in a lesson

1.Objective
2. Materials
3. Background knowledge
4. Direct instruction
5. Guided teaching
6. Closure and assessment.

7. In traditional PPP lessons, what does the final “P” stand for?
Production

8. Does the ARC format require the stages to be carried out in a particular
sequence?
Yes

9. Why is it useful to get feedback?

Effective feedback, both positive and negative, is very helpful. Feedback
is valuable information that will be used to make important decisions. Top
performing companies are top performing companies because they consistently
search for ways to make their best even better.

10. Why is it better to use a form rather than to ask the students to comment
on a lesson?
This gives them some writing practice.

Portfolio Tasks

1. Write a lesson plan for each of the following topics including a description
of all activities and how they relate to the aim of the class:

• Introducing the Past Simple tense to a group of 15 elementary students

aged 13 (40mins).

LESSON PLAN
Class Details Level : Elementary
Age : Students aged 13
Number of students : 15
Lesson Duration : 40 minutes

Context: Students have learned what is Past simple

Learning Objectives: In this past tense lesson plan, students will

learn simple past tense verbs and sentences while playing fun classroom
games.
Once students learn how to use the past tense
then they can use this language to talk about themselves and what they did
yesterday, before the lesson, at the weekend, during the vacation, etc.
To help students use the past tense fluently,
after teaching this lesson, talking about the past tense can become part of your
classroom routine.

Materials Board and Markers

Power point
Worksheets
Conversation

Assumptions Students know tenses

Lead in (5-6 minutes) To generate interest in the context of reading

passage
Language practice (10-13 minutes) 9+
.
Anticipated Problems Students might have difficulty thinking of
questions to maintain conversations.

Solutions Question prompts on the board,e.g. Where

…/When …/ How … etc.
Present Lesson
Presentation (3 min) 1.Teacher : ‘We will learn how tell directions
and use a map. The teacher asks the students what expressions and questions
they used in
the warm up, and writes them on the board, and elicits other expressions.

(3 min) Useful Expressions

(1 min) To use a map

( 5 min) All the students have to tell the directions to their home
1.In pairs the students are given situation cards.The students practise
their

Activities (7 min) Worksheet

Extra example dialogue.
Standby Activities Role play activities

Homework (2 min) Write a short story “My last birthday party”

• Shopping vocabulary for a group of 20 adult pre- intermediate students

(1hr).

LESSON PLAN
Class Details Level : Pre-intermdiate
Age : Young Adults
Number of students : 20
Lesson Duration : 60 minutes

Context: Students have learned shopping vocabulary in

this lesson.

Learning Objectives: To understand words for different shops

To ask for items sold in different shops
To make sentences about different shops

Materials Board and Markers

Power point
Worksheets
Shopping Student worksheet 1 – Different
shops
Shopping Student worksheet 2 – Shopping
lists
Shopping Student worksheet 3

Introduction This lesson reviews vocabulary relating to

everyday shopping and introduces different shop names. Students practise
speaking and listening using these items in a meaningful context. They then
write short sentences about different shops

Lead in (5-6 minutes) Elicit names of shops and buildings that

students already know and make a list on the board
Give clues until students have suggested
shops to be focused on in this lesson (Explain that chemist and pharmacy are
both acceptable).
Speaking task (5-6 minutes) Review how to ask for things in shops. Ask
for suggestions but focus on 'Can have ... please?' 'Excuse me, have you got
any.
..?' Drill the
questions if necessary.
• Nominate one student to run the bakery, one to run the café, one to run the
newsagent and one to run the chemist.
• Seat each one at a separate table, with the café at the biggest table, and ask
them to make a sign for their shop.
• Give them the pictures of items for their shop (from student worksheet 2 -
shopping lists), cut into individual cards.
• Give all other students one of the 6 shopping lists on (also from student
worksheet 2)
• Demonstrate that each student should visit the different shops and ask for the
items on their list. The shopkeeper should give them a picture of the item they
ask for.
• All students should finish at the café and can check each others' lists and
items.

.
Anticipated Problems Students might have difficulty thinking of
questions to maintain conversations.

Solutions Question prompts on the board,e.g. Where

…/When …/ How … etc.

Activities (7 min) Worksheet

Extra example dialogue.
Standby Activities Role play activities

Homework (2 min) Students can complete the crossword for homework to

reinforce what they have learnt in the class
.

• Review of the Past Perfect with a group of intermediate students aged

16-18 (50mins).

LESSON PLAN
Class Details Level : Intermediate
Age : Students aged 16-18
Number of students : 15
Lesson Duration : 50 minutes

Context: This lesson plan includes the objectives,

prerequisites, and exclusions of the lesson teaching students how to use the
past perfect to talk about the news and the news media.

Learning Objectives: Students will be able to

• use the past perfect in the affirmative, negative, and interrogative forms to talk
about things that happened before another action in the past,
• use the past perfect to talk about an action that was always or never true until
another action in the past happened,
• use “had/hadn’t + been” with adjectives/nouns in the past perfect,
• use the past perfect with frequently occurring adverbs, such as already, just,
still, never, and ever,
• use the past perfect in time clauses beginning with after, as soon as, and
when alongside clauses in the past simple (e.g., After she had watched the
news, she went to work),
• Use the past perfect alongside the past simple in time clauses beginning with
before, when, until, and by the time (e.g., Before she left the office, she had read
the newspaper),
• understand that the past perfect is often used with verbs like think, say, and
realise to talk about thoughts or conversations in the past.

Materials Board and Markers

Power point
Worksheets

Assumptions Students know tenses

Anticipated Problems Students might have difficulty thinking of
questions to maintain conversations.
Preparation:
For Activity 2, make copies of the What Happened First? handout for each
student in the class.
For Activity 3, make copies of the I Had Overslept

For Activity 4, Explain It, create sets of “situation cards” for each small group
with one situation written on each card, as follows (or you can create different
situations):

I got an A+ on the test.

I went to school with two different shoes on.
I fell asleep in class.
I stomped angrily out of the restaurant.
I slept until noon.
I burned the cookies.
I won the race.

For Activity 5, Regrets, create a list of problems or issues. Here are some and
you can add more:

I missed the school bus.

I slipped on a banana peel.
I have a cavity.
I failed the test.
I lost the race.
I overslept.
I forgot my mom’s birthday.
I fell asleep in class.
I spilled a glass of milk.
I burned the toast.

Solutions Question prompts on the board, e.g. Where

…/When …/ How … etc.
Present Lesson
Presentation 3 min Ss are invited to read a dialogue and answer
the comprehension. Questions. (the dialogue targets three structures: simple
past, past perfect, and past perfect continuous).
( 5 min) In pairs the students are given situation cards.
The students practise their

Activities (7 min) Worksheet

Extra example dialogue.
Standby Activities Role play activities

Homework (2 min) Review and reflect about information learned from this
lesson.

2. Write a description of what you might do in the following situations.

Minimum word length is 80 words for each situation.

• A teenage student has been consistently arriving late to your class (5-
10mins each time)

I will try to start each lesson with a little test work. The one who is late to the
beginning is unlikely to be able to count on a good grade, because he will not
have time. And if the latecomer came after the end of work, give it to him after
class, delaying for a few minutes. If the lesson is the last, stay after the lesson
with the late person in order to tell him what he missed. If the lesson is not the
last, then put the student's delay in the teacher's workbook with a mark of how
late he is, and let him sign so that then all the missed time can be worked out.
Write down the remark in the diary, inform the class teacher and parents.

• A boy in the class (aged 16) falls asleep at the back of the class. The
other students are engaged in the task.

If students fall asleep in your classes, offer them to do physical exercises and
puzzles. Make sure that the classroom is also well lit.
When students look tired, switch to activities that require movement. Start
working in pairs; read by roles. Offer to participate in "station talks", in which
students are invited to go to different parts of the classroom and discuss
different subjects among themselves. Direct groups to other stations every
couple of minutes. Small energetic breaks ( "energiizers " ) will increase
attention and relieve stress. Here's a list of my favorites : Bubble shooting -
teams try to score as many points as possible for moving soap bubbles into the
enemy's territory.
If a student continues to sleep, then you can just send him or her home to
sleep. If the situation repeats, you need to talk to the student to find out the
reason for this behavior, explain its consequences and try to find a solution. And
it must be a one-by-one conversation.

• When taking part in group work, your intermediate students keep

reverting back to their mother tongue.
Talk to the students openly and frankly in your own language. Preferably,
before the beginning of the lesson or after the lesson, when you have already
done everything you have planned. Try to out what happened. Students
appreciate it when the teacher talks to them on an equal footing and listens to
their opinions. Make sure that there are no parents nearby for closer contact.
Explain why it is necessary to speak a foreign language in class, give examples
from your life ("I studied at a time when they only translated in class, did not talk,
so it was very difficult for me to get used to life abroad / understand foreigners /
listen to songs").
Collect extensive feedback. Use a survey created in Google-forms or on another
site where there is the possibility of interactive, mouse action, displaying the
result after completing the survey.
Such a survey may look like this:
1. Is it easy for you to understand the teacher in English? 2. How often do
unfamiliar words appear in class? 3. Does it happen that you are not interested
in the topic of the lesson 4. What topics would you like to discuss in class (the
right circle, you can choose several options)? 5. Do you like the textbook you
use to take classes? 6. Do you often think you're being criticized? You can ask
to prepare an updated English lesson for the next lesson. The disadvantage of
this method is that students are often very busy with additional sections and
classes, so they do not have time to complete this task. If the student does not
have time, then prepare the project together, do not be lazy to devote time to it,
you will have time to make up for the missed topic.
Bibliography:
TQUIK. Level 5 Certificate in Teaching English as a Foreign Language (QCF),
London Teacher Training Course College 2015.

Action

1.

IQA Signature: Date:

Trainer/Assessor Date:
Signature: