Example Lesson Plan (part one)
Teacher’s Name
Class Name
Room
Date
Lesson Start Time
Length of Lesson
Class Profile
Teaching Point (i.e. what you will
be working on in terms of
language items/skills)
Target Language Items
Main lesson aims (i.e. what you
hope the learners will achieve/be
able to do better after your lesson)
Evidence (i.e. how will you know
this has been achieved?)
Assumptions (about what the
students know/can do)
Predicted Problems
Possible solutions
Katerina
45-60 min.
Beginners
In this lesson, students learn about
can and can’t for ability. The
lesson starts with matching the
pictures to the words, and then
pictures to the sentences using can
or can’t. Next, they learn the form
of can in positive and negative.
Finally, the students are going to
learn making a question with can.
Can/can't
To practice the model verbs of can
and can’t
With activities and practice
Probably students have heard
before of can/can’t
The most important student
problem with can and can’t for
ability is the inability of many
learners to tell if a native speaker
is saying “I can do this on my
own” or “I can’t do this on my
own”.
As students have probably recently
been studying Present Simple
forms like “What do you eat for
breakfast?” when they study “can”
for the first time, question forms
like “Do you can juggle?” X are
fairly common at that stage. Even
students who get “Can you…?”
right can sometimes respond to
“Can you…?” questions with the
incorrect short answers “Yes, I

Context (to use in teaching)
Materials Used
do”/ “No, I don’t”. Simple
correction is usually enough to
solve this without the need for any
explanation, which can get a bit
involved
White board, cards

Stage Procedure Tasks Interactio Aims Time

(what the (what the n
teacher students
will do) will do)
1 Warmer/ Elicit T-S To set the 8-10min.
Lead in T that the lesson
Shows Ss right-side context of
each can-do abilities
picture things, and
and elicits and the engage
what it is left side students
about, can’t do.
then
sticks it
on the
WB (can
on the
right side
and can’t
on the left
side).
Look at
the
pictures
 and think,
are they
all the
same? All
of them
OK?
2 Exposure: Chest the T-S To draw S 8-10min.
Let the S Ho and attention
look at tell them to the
the to match target
pictures these language(
in pairs sentences can/can’t)
and with the
discuss pictures.
what they Now
can see. match
(2min) these
sentences
with the
pictures.
Elicit
answer
for each
picture.
Drill and
pron.
Elicit the
TL from
this
exercise
on the
WB,
Positive:
She can
play the
piano.
Negative:
I can’t
Chinese.

3 Target Look at T-S To help 2-4min.

Language the WB the S
(can/can’t please. learn and
) Positive: practice
Help the She can the
S learn play the correct
the usage piano. usage of
of Negative: can/can’t
can/can’t. I can’t
swim.
Now
elicit the
form of
the
sentences
Subject +
can +
verb
Subject +
can't +
verb 'can'
and 'can't'
are the
same for
all of the
pronouns
(I, You,
we, they,
he, she,
it). We
sometime
s use well
with 'can'
Now
make
more
sentences
about (he,
we...)
each verb
the
meaning
will be
elicited,
then
Form, and
 Pronuncia
tion.
Remembe
r in
positive
sentences
can is
pronounc
ed very
weekly.
4 Semi- S have a T-S To let S 8-10min.
Controlle HO, go practice
d Practice around the TL in
(find the class semi-
s.one and try to controlled
who...) I find who practice
will give can/ of can,
them a can't... can't and
HO and This is S question
ask them HO, and
to find in move
the class around
who.... the class
and ask
your
friends,
and try to
find them.
Ask: Can
you...?
Qs, and
give short
answers
(yes/no)G
et FB and
do error
correction
as
necessary.
5 Speaking Talk in S-S To 8-10min.
Activity pairs of practice
of can and two about speaking
can't 3 things about can
 I will get you like and can't
sts in and 3
pairs to things
talk about you don't
3 things like. (3
he/she minutes)
can do, Use the
and 3 pictures
things in the HO
he/she of vocab
can't do. with you.
Monitor
and do
error
correction
.

(adapted from Scrivener, pp 140

Portfolio Task 1:

Example Lesson Plan (part one)

Teacher’s Name Katerina
Class Name
Room
Date
Lesson Start Time
Length of Lesson 60 min.
Class Profile Beginners
Teaching Point (i.e. what In this lesson, Ss learn about can and can’t for ability. The
you will be working on in lesson starts with matching the pictures to the words, and
terms of language then pictures to the sentences using can or can’t. Next, they
items/skills) learn the form of can in positive and negative. Finally, the Ss
are going to learn making a question with can.
Target Language Items Can/can't
Main lesson aims (i.e. Main aim:To practice the model verbs of can and can’t
what you hope the Sub Aim: To practice fluency
 learners will achieve/be
able to do better after
your lesson)
Evidence (i.e. how will With activities and practice
you know this has been
achieved?)
Assumptions (about what Probably Ss have heard before of can/can’t
the students know/can do)
Predicted Problems The most important Ss problem with can and can’t for ability
is the inability of many Ss to tell if a native speaker is saying
“I can do this on my own” or “I can’t do this on my own”.
Possible solutions As Ss have probably recently been studying Present Simple
forms like “What do you eat for breakfast?” when they study
“can” for the first time, question forms like “Do you can
juggle?” X are fairly common at that stage. Even Ss who get
“Can you…?” right can sometimes respond to “Can you…?”
questions with the incorrect short answers “Yes, I do”/ “No, I
don’t”. Simple correction is usually enough to solve this
without the need for any explanation, which can get a bit
involved
Context (to use in
teaching)
Materials Used White board, cards,

Example Lesson Plan (Part Two)

Stage Procedure Tasks Interacti Aims Time

(what the (what the students on
teacher will do) will do)
Lead- Elicit that the right- T-S To set the 3-
in/Warmer Show S each side can-do things, lesson context 4min.
picture and and the left side can’t of abilities
elicit what is do. and engage
about, then students
stick it on the
WB (can on the
right side and
can’t on the left
side). Look at
the pictures and
think, are they
all the same?
All of them
OK?
Pre-teach Exposure: Chest the Ho and tell T-S To draw Ss 8-
T let the Ss look them to match these attention to 10min
at the pictures sentences with the the target .
in pairs and pictures. Now match language(can/
discuss what these sentences with can’t)
they can see. the pictures. Elicit
(2min) answer for each
picture. Drill and
pron.
Elicit the TL from
this exercise on the
WB, Positive: She
can play the piano.
Negative: I can’t
speak Chinese.

Controlled Target Look at the WB T-S To help the Ss 8-

Activity Language please. Positive: She learn and 10min
(can/can’t) can play the piano. practice the .
T will help the Negative: I can’t correct usage
Ss learn the swim. Now elicit the of can/can’t
usage of form of the sentences
can/can’t. Subject + can + verb
Subject + can't + verb
'can' and 'can't' are the
same for all of the
pronouns (I, You, we,
they, he, she, it). We
 sometimes use well
with 'can' Now make
more sentences about
(he, we...) each verb
the meaning will be
elicited, then Form,
and Pronunciation.
Remember in positive
sentences can is
pronounced very
weekly.
Semi- Semi- Ss have a HO, go T-S To let Ss 8-
Controlled Controlled around the class and practice the 10min
Practice Practice (find try to find who can/ TL in semi- .
s.one who...) T can't... This is S HO, controlled
will give them a and move around the practice of
HO and ask class and ask your can, can't and
them to find in friends, and try to question
the class who... find them. Ask: Can
you...? Qs, and give
short,answers
(yes/no) Get FB and
do error correction as
necessary.

Speaking T asks Ss to Talk in pairs of two S-S To practice 8-

Activity make pairs and about 3 things you speaking 10min
to talk about 3 like and 3 things you about can and .
things they can don't like. (3 minutes) can't
do, and 3 things Use the pictures in
they can't do. the HO of vocab with
you. Monitor and do
error correction.

(adapted from Scrivener, pp 140 – 141)

Portfolio Task 2: Commentary on DVD Lesson
Watch a lesson on the ‘Practice of English Language Teaching’
(FOURTH EDITION) DVD (Harmer 2007) and write comments in each
of the boxes below. You should write a total of around 500 words. When
you have completed the task, save your work with YOUR NAME as the
file name and submit on the TETA 1010 on NYCThess Moodle page.
Teacher’s name Alan

Level Pre-intermediate

Aims: What the teacher was trying The T set the tone of the
to achieve classroom, built a warm
environment, mentor and nurture
students, listen and look for signs
of trouble. Generally, the role of
the teacher in the classroom is to
teach knowledge to children. Also,
T tried to drill all S so as to make
them think and to make progress
-.
Planning and Classroom The teacher encourages students to
Management: how had the teacher participate in the learning
prepared for this class? How did activities. The teacher was very
the teacher use the classroom? friendly and tried to help all
students. The teacher tried to use
diverse teaching activities.
Overall, the teacher was prepared
really good because,
What teaching equipment and Learning is more powerful and
materials (paper, books, dynamic with tools. I t’s up to
technology) the teacher used and educators to impress this on
your reaction to this. students in the classroom. The
teacher used poster and mobile
devices. When you bring real
things in classrooms, listening
becomes discovering, interest
becomes wonder, and passive
 learning becomes active
exploration. Lessons come to life
with touch, motion and sound. All
of which makes those magical
moments. For everyone. The most
powerful tools are the ones
students love to use, and the above
tools that the teacher had used they
seems to really enjoy them.
Techniques and types of activities The teacher used a lot of pair work
the teacher used (e.g. grammar and the reason is that in pair work
explanation, pronunciation learners are working together so
teaching, pair work) they are learning together. This
allows them to compare answers
and clarify problems together
using English.
Things you noticed about the The teacher was very friendly,
teacher’s behaviour/manner during inspiring and tried to stimulate all
the lesson students.

Your favourite part of the lesson My favourite part of the lesson

Your overall impression of the
lesson
Adapted from Harmer (2007) The Practice of English Language
Teaching, Longman, p.440
was the lead in because the teacher
managed to set the mood for what
is to come next. Its main purpose
was to set the mood for what was
to come next, to arouse student's
curiosity about the topic and
motivate them to want to learn
more. The teacher provides a
meaningful and authentic context
for language learning.
Overall, I really enjoyed the
lesson, the teacher was quite
inspiring and professional. The T
managed to build good rapport
between students, and I truly
believe all students were drilled
with the activities and had a good
outcome from the lesson.
Portfolio Task 2: Commentary on DVD Lesson

Watch a lesson on the ‘Practice of English Language Teaching’

(FOURTH EDITION) DVD (Harmer 2007) and write comments in each
of the boxes below. You should write a total of around 500 words. When
you have completed the task, save your work with YOUR NAME as the
file name and submit on the TETA 1010 on NYCThess Moodle page.
Teacher’s name Alan

Level Pre-intermediate

Aims: What the teacher was trying The T set the tone of the
to achieve classroom, built a warm
environment, mentor and nurture
students, listen and look for signs
of trouble. Generally, he role of
the teacher in the classroom is to
teach knowledge to children. Also,
T tried to drill all S so as to make
them think and to make progress
-.
Planning and Classroom The teacher encourages students to
Management: how had the teacher participate in the learning
prepared for this class? How did activities. The teacher was very
the teacher use the classroom? friendly and tried to help all
students. The teacher tried to use
diverse teaching activities.
Overall, the teacher was prepared
really good because,
What teaching equipment and Learning is more powerful and
materials (paper, books, dynamic with tools. I t’s up to
technology) the teacher used and educators to impress this on
your reaction to this. students in the classroom. The
teacher used poster and mobile
devices. When you bring real
things in classrooms, listening

Techniques and types of activities The teacher used a lot of pair work
the teacher used (e.g. grammar
explanation, pronunciation
teaching, pair work)
Things you noticed about the
teacher’s behaviour/manner during inspiring and tried to stimulate all
the lesson
Your favourite part of the lesson
Your overall impression of the
lesson
becomes discovering, interest
becomes wonder, and passive
learning becomes active
exploration. Lessons come to life
with touch, motion and sound. All
of which makes those magical
moments. For everyone. The most
powerful tools are the ones
students love to use, and the above
tools that the teacher had used they
seems to really enjoy them.
and the reason is that in pair work
learners are working together so
they are learning together. This
allows them to compare answers
and clarify problems together
using English.
The teacher was very friendly,
students.
My favourite part of the lesson
was the lead in because the teacher
managed to set the mood for what
is to come next. Its main purpose
was to set the mood for what was
to come next, to arouse student's
curiosity about the topic and
motivate them to want to learn
more. The teacher provides a
meaningful and authentic context
for language learning.
Overall, I really enjoyed the
lesson, the teacher was quite
inspiring and professional. The T
managed to build good rapport
between students, and I truly
believe all students were drilled
with the activities and had a good
outcome from the lesson.
 Adapted from Harmer (2007) The Practice of English Language
Teaching, Longman, p.440

Portfolio Task 3: Commentary on Learner English

On the course Moodle page, you will find written and spoken
samples from English language learners. The spoken sample is an
audio file of two learners discussing different ways to help students
improve their English language skills. The written sample contains
two short essays written by students on the title Access to satellite and
Internet television does more harm than good. The title had been
discussed in class and students had looked at some ideas to include in
the essay in their coursebooks.

You should choose either the written sample or the spoken sample
and write a commentary on the language produced by the learners.
In this commentary you should discuss your judgement of the level of
the students based on the samples you have studied. You should also
identify examples of good English usage as well as specific problems
with their usage of the language. These may include issues related to
grammar, lexis, punctuation, pronunciation, style, fluency,
communication skills and so on.

Finally, you should recommend further work for both students to

help them both improve their English language skills.

You have to refer to the criteria you are using to assess the learners
(i.e. the IELTS criteria for assessment the public version)

I would like to start by assessing the first candidate who was a girl. Her
fluency while she was speaking was quite poor. She cannot respond
without noticed pauses and she speaks slowly with frequent repetition.
Also, she links basic sentences with repetitious use of simple connectives
and some break downs in coherence. So my grade for her fluency is 4.
For lexical part of her assessment my grade is 3, because, she uses simple
vocabulary to convey personal information and she has insufficient
vocabulary for less familiar topics. What about grammar, she attempts to
make basic sentences form but with.imited success and she makes
numerous errors except in me orised expressions. So, my grade for her
grammar is 3.Finally, her pronunciation is accurate and clear about half
of the time with a few major errors. My grade for her is 3. The overall
grade for her is 3,25 and her level is definitely B.
As for the second candidate who was a boy his level is definitely A. He
has little fluency with frequent pauses and a few fragmented sentences
and mostly single word utterances. So my grade for him is 1, his fluency
is very poor. For the lexical part, Content is related to the prompt but it
lacks clarity and relevance most of the time. Again my mark for him will
be 1. Concerning the grammar part, it is generally poor grammar and
vocabulary usage with a high frequency of errors but they do not affect
coherence. My grade for him is again 1. The last one is pronunciation, his
pronunciation is poor with a high frequency of errors and occasionally
unintelligible . My last grade for him will be 1. His overall grade will be
3,25.

There are so many ways in which these two candidates can be improved.
Many people think that studying grammar is boring. I was the first one to
say that in my classroom when I was younger, but now I understand its
importance. To communicate and understand things effectively, a good
knowledge of the workings of the language is necessary. Also, not
everything that is commonly heard in our daily lives is 100%
grammatically accurate. There-fore, some grammatical rules will help us
understand why we should say this instead of that. Listening to a second
language can give me almost the same benefit as reading it. They all help
you to expand your vocabulary, enhance your knowledge of grammar,
speak properly and so forth. But there is a slight difference between them;
Listening will show you, loud and clear, how the words are pronounced.
This is the key to making yourself understood when you speak. Listening
to a variety of things is also important for boosting your English language
skills. News, radio, movies, songs, cooking programmes, sport.
I would like to start by assessing the first candidate who was a girl. Her
fluency while she was speaking was quite poor. She cannot respond
without noticed pauses and she speaks slowly with frequent repetition.
Also, she links basic sentences with repetitious use of simple connectives
and some break downs in coherence. (example: the continuous use of
emm after every word, also she uses ’and’ all the time). So my grade for
her fluency is 4. For lexical part of her assessment my grade is 3,
because, she uses simple vocabulary to convey personal information and
she has insufficient vocabulary for less familiar topics. Although there
were some examples of good language such as accordingson improve my
skills. The grammar, she attempts to make basic sentences form but with
limited success and she makes numerous errors such as improve my
grammars, we need to be carefully, listen the music. So, my grade for her
grammar is 3.Finally, her pronunciation is accurate and clear about half
of the time with a few major errors. Some examples: English ( /ˈɪŋɡlɪʃ/ ),
why (/waɪ/). My grade for her is 3. The overall grade for her is 3,25 and
her level is definitely B1.
As for the second candidate who was a boy his level is definitely A2. He
has little fluency with frequent pauses and he also uses a lot of ’emm’
between every word,and a few fragmented sentences and mostly single
word utterances . So my grade for him is 3 his fluency is poor. For the
lexical part, the content is related to the prompt but it lacks clarity and
relevance most of the time.Again my mark for him will be 3. Concerning
the grammar part, it is generally poor grammar and vocabulary usage
with a high frequency of errors but they do not affect coherence. Some
examles of grammatical errors ’listens skills, we need watching. My
grade for him is 3. The last one is pronunciation, his pronunciation is
poor with a high frequency of errors and occasionally unintelligible such
as the words: parties (/ˈpɑːrti/), these (/ðiːz/), people (/ˈpiːpl/), vocabulary
(/vəˈkæbjələri/). My last grade for him will be 3. His overall grade will be
3,25.
These two candidates have so many things that they need to improve.
Most people find mastering Grammar is boring. I was the first to say it in
my classroom when I was younger but now I understand its meaning. So,
for both of them, I insist that a good knowledge of the language's
workings is required to effectively communicate and understand things.
Not all that's normally heard in our everyday lives is in grammar 100
percent right. Therefore certain grammatical guidance will help them to
understand why they should say this instead. Hearing a second language
gives them just about the same satisfaction as listening to it. They all help
improve their vocabulary, learn your grammar skills, speak properly and
so on. But the distance between them is slight; listening, loud and clear,
will show you how the words are pronounced. This is the secret to
hearing yourself while speaking. Listening to a variety of things is also
necessary to help develop their English language skills and mostly their
pronunciation. Media, radio, movies, albums, sports and culinary
programmes.

Portfolio Task 4: Materials Development

Use one of the following texts to create teaching material for a group of
learners at the level indicated for each text.

TEXT TWO: READING (UPPER INTERMEDIATE)

German town hunts mysterious philanthropist

A German town has been left bewildered by a mysterious

philanthropist who leaves envelopes stuffed with thousands of euros
for good causes but leaves no clue as to his identity. So far, the
anonymous benefactor has given away the euro equivalent of
£158,000 in a series of donations that started back in November in the
Lower Saxony town of Braunschweig.

Sometimes found in mailboxes, other times tucked under doormats

and once, as a priest found, left between the pews of a church the
cash always comes in unmarked envelopes, and sometimes
accompanied with instructions on how it should be spent. In an
indication that the "good Samaritan", as he or she has been dubbed,
has knowledge of German tax law, the donations never exceed the
maximum non-taxable sum of EUR 10,000.
 The first recipient of the Samaritan's generosity was a local who had
thousands of euros in cash stolen in a burglary. Since then a soup
kitchen, a seriously disabled boy and a museum have been among
those to receive an envelope. The philanthropist last struck last week
leaving an envelope stuffed with 20 EUR 500 notes under the
doormat of a hospice. "We couldn't believe it at first," Eva Reuleke, a
care manager at the hospice, told the DPA news service. "We had just
been talking about how great these donations are."

Just who the person is has become a subject of widespread debate in

the Saxon town. Some talk of a guilt-laden criminal trying to shed ill-
gotten gains while others have speculated that the Samaritan is a rich
person who has not long to live. The only clue as to the identity is
that he or she reads the Braunschweiger Zeitung, the local newspaper,
because many of the donations were made to people written about in
the paper.

Daily Telegraph 01/03/2012

The article for this assignment is called ‘ German town hunts mysterious
philanthropist’.‘The article is about a mysterious philanthropist who
donate anonymously an amount of money to those who are
needed.According to the Macmillan online dictionary, words such as
phones, split-second, contortions and congregate are rarely used, as they
are not contained within the 7,500 most frequently used. Moreover, the
topic presented in this article is a quite common one and it would appeal
both to advanced and upper Intermediate learners. The article is an
authentic material that gives students exposure to real English and
motivates them to read. (Watkins 2005). T will be able to get the right
challenge from S. Also ,there is definitely need to pre-teach vocabulary, S
may have difficulty understanding all the new words but this keeps the S
challenged too. (Harmer, 2001:203).

This is followed by pre teaching essential vocabulary to remove the

barrier to understanding (Harmer, 2001:203). T conveys the meaning of
the new words bewildered,benefactor,hospice,recipient, then elicit
/provide the new words. T use CCQ to check S understanding of the
word. T models pronunciation including syllables, stress and part of
speech. S practice saying the words. I will leave other words that the S
can figure it out using the context to make it more challenging for S.

Bewildered /bɪˈwɪldə(r)d/ Adjective

Benefactor /ˈbenɪˌfæktə(r)/ Noun
Hospice /ˈhɒspɪs/ Noun
Recipient /rɪˈsɪpiənt/ Noun

Pre-reading: to develop students’ ability to skim the text for gist

Procedure:
1. T tells S that one of these title is the title of the story, but first T will
show them the photo with the word ’donate’, T will ask my Ss why we
should donate and what they know about donation, T will ask them to
guess the theme of the text that they will read.‘German town hunts
mysterious philanthropist .
1. The good Samaritan.
2. A series of donations.
3. German town hunts mysterious philanthropist.

While Reading 1: Reading for gist

2. T asks S to read the story and find the suitable title for the story .S will
be given 1 minute to read. This activity assist the development of speed
reading skills which is vital to Scrivener , 2010 : mentioned that speed is
reading of one of the most significant that enables them to achieve a
specific goal . Selecting the title enable the Ss to practice the skills of
reading for general understanding which is essential in their daily lives.
As Harmer, 2001: mentions, when S applies, the speed reading skills they
acquire, they will quickly get an idea of the topic that they will be reading
in the newspaper.
3. S peer check
5. T will display the answer on the OHP during the OCFB.
Rationale: Speed-reading will help generate interaction between the
students’ schemata and the text. Using the top-down approach, it gives
students an accurate general view of the reading passage, without
attending to every detail (Harmer, 2001: 201.In addition it enable S to
find out the main idea from the layout (Scrivener 2005: 184: 435)
 While reading 2: to develop students’ ability
to scan the text for specific information.
Procedure:
1. S will be given 5 minutes to read the text for them and answer the
questions in appendix C .This task enable them to practice their ability to
locate specific details in a text. As Harmer,2001: suggests in contrast
from reading for gist we would sometimes want to locate specific
information which is relevant and of our interest .For instance our
destination of the timetable in station.
2. S circle True or False for the following questions about the article in
Appendix C
3. S peer checks
4. OCFB using OHP
Rationale: It’s a top down approach task that focuses on fast reading in
locating specific details (Harmer, 2001: 217). An engaging task stimulate
curiosity and discloses S understanding and reveals any misunderstanding
(Aronson, 1978) Specific information is located by viewing the text a
whole and decoding the textual layout, then focusing on smaller sections
of the text to recode and pull out the answer. (Scrivener, 2005:185).

While reading 3: Detailed Reading.To enable S to understand the

general meaning of the text.

T will show the S the material (worksheet). T gives the task which is to
answer the comprehension question. T gives 1 minute as wait time for S
to process and look through the questions. T provides the Ss with the text
and they read the text for 7 minutes and answer the comprehension
questions in Appendix D
Rationale: Answering questions will allow the S to focus in on the
specific context of the text. Detailed reading, or intensive reading, is
essential for fluent readers, as most authentic material requires a close,
detail oriented reading. (Scrivener, 2011: 264). This type of reading has
powerful implications on language learners, usually subconsciously. It
increases their overall linguistic confidence, which improves their
language skills in all areas (Scrivener, 2005: 189).

Post Reading: Follow-up, productive task design: Writing, if clauses

and asking for confirmation.

T will ask S to look for a well-known philantropist, in pairs, and after

than Ss will present it to the classmated,. S will have about 15 minutes to
search for information and then they will read it in front of their
classmates.

Rationale
T has created an interest in the topic during lead in and activated
schemata and a logical sequence that scaffolded S to the productive skills.
S will be using productive skills (writing) to enable Ss to apply their
insight they gain from their receptive skills (Harmer , 2001: 251) as they
have a chance to rehearse language production in a safe way ,
experimenting with different language genre that they may use it in future
outside classroom ( Harmer , 2001) . It is aimed at building and
developing fluency and confidence of the students in practicing the newly
learnt material (Scrivener 2005: 149,435).They will also be using
language at their disposal to achieve communicative purpose and serves
as an evidence for teacher and students to assess how well things are
going ( Harmer 2001: 249)
Appendix C
TRUE/FALSE Directions: Read each statement below carefully. Place a
T on the line if you think a statement it TRUE. Place an F on the line if
you think the statement is FALSE. If you have questions, raise your hand
and ask your teacher.
a. Sometimes the donation is accompanied with instructions on how
the money should be spend. T F
b. The first recipient of the Samaritan’s generosity was a victim of a
burglary. T F
c. So far, the famous benefactor has given away the euro equivalent
of 300,000£ in a series of donations. T F
d. The Good Samaritan is a woman. T F

Keys:
a. T
b. T
c. F
d. F

Appendix D
Read the text again and answer the following questions.
a. Who is the ’the Good Samaritan’?
b. What is the maximum amount of his/her donations? Why?
c. Where his/her donations are usually found?
d. Does he/she live any clues except of the money?
APPENDIX E:
In pairs, write a letter to a newspaper which addresses the donator.
Ask him/ her questions and justify them. Anything that you would
like to ask this person. 400-500 words.

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