Course: 150 Hour TESOL – Unit 9

Type: Portfolio
Signatories: Student, Assessor, IQA*

Unit Submission Cover Sheet

This form must be completed for each final unit submission

Qualification / Unit: TESOL

Candidate Name: Vo Thi Ngoc Huyen

Assessor Name: Reza

Final Submission Date: 17th September 2021

Candidate Declaration:

‘I confirm that the work/evidence presented for assessment is my own unaided work.’

I have read WCL’s Terms and Conditions and understand that if I am found to have
‘copied’ from published work without acknowledgement, or from other candidate’s work,
this may be regarded as plagiarism which could lead to failure in the relevant unit.

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in accordance with the provisions of the General Data Protection Regulations (EU)
2016/679’

Learner Signature:

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‘I confirm that all work was conducted under conditions designed to assure the
authenticity of the candidate’s work, and am satisfied that, to the best of my knowledge,
the work produced is solely that of the candidate.

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Course: 150 Hour TESOL – Unit 9
Type: Portfolio
Signatories: Student, Assessor, IQA*

I have judged the submission against the assessment and grading criteria for this task
and award the candidate the grade:

Assessor Signature:

N.B.:

● All evidence and work products must be clearly labelled, referenced in this assignment
and attached to your account to the relevant task. Do NOT copy paste documents and
images into this template.
● Your answers must include clear explanations and address all the assessment criteria for
this unit. Evidence should be sufficient to satisfy the requirements. Do not provide extra
evidence.
● The range of direct evidence MUST include observations of practice, examination of
products of work, questioning.
● Simulations are not allowed.

UNIT 9 – LESSON PLANNING

LEVEL 5 CREDITS 2 GLH 11

This assignment addresses assessment criteria 1.1, 1.2, 1.3, 3.1, 3.2, 3.3

1. Prepare a lesson plan on the topic of your choice. Indicate the language focus, aims and
level of the lesson. Clearly indicate the timing of the lesson. It should be 30 minutes or
more. Show clearly different stages of the lesson and indicate the role of the teacher at
each of these stages.
Include any worksheets, reading texts or other materials that you plan to use, so that these may
be assessed.

LESSON PLAN Ref:       Course Ref:      

Subject / Course:      English reading

Topic:      Snack
Lesson Title:      Snack Facts: Recording Vocabulary
A2, B1, B2
Level: Teenagers and young Lesson Duration:     60 min 
adults

Lesson Objectives:

     Aims: To develop students’ awareness of vocabulary features (chunks, suffixes, etc.)

To help students discover some ways to record vocabulary
To encourage students to keep a record of new vocabulary

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Course: 150 Hour TESOL – Unit 9
Type: Portfolio
Signatories: Student, Assessor, IQA*

To encourage students to work together on a collaborative task.

In this lesson students will discuss different ways of recording vocabulary. They will learn how to notice
patterns in vocabulary and how to speculate about the meaning of new vocabulary based on suffixes and
word-building patterns.

Summary of Tasks / Actions:

  Warmer (10 min):+ Write this short text on the board:

My mum goes nuts when I eat snacks between meals, especially when I choose unhealthy things like
biscuits. She coaxes me to replace them with things like walnuts or apricots.   
+ Put students in pairs or small groups. Ask them to copy the text and to underline any words or
phrases they don’t know. Then give the students 5 minutes to work together, finding out the
meaning of the unknown words or phrases. Encourage students to guess the meanings from the
context, to ask each other and share their ideas, to use dictionaries or to look up words and phrases
on the Internet.
+ When the time is up, underline these 8 sections of the text and write the list of 8 words and phrases
below. My mum goes nuts when I eat snacks between meals, especially when I choose unhealthy
things like biscuits. She coaxes me to replace them with things like walnuts or apricots but I’m not
very keen on things like that.
to go nuts snack unhealthy to coax to replace walnut apricot to be keen on
+ Ask the students to look at the words and phrases and to discuss the best way of recording them in
a vocabulary notebook.
+ Elicit the students’ ideas and write them on the board in a list. Add any other ideas to the list. By the
end of the activity it should look something like this:
Ways of recording new vocabulary:
Write a translation
Write a dictionary-style definition
Draw a picture
Write a synonym
Write a sentence with the vocabulary item in context
Use mind maps to record sets of topic-related vocabulary
+ Explain that students need to find the best way to record vocabulary. What works for one type of
vocabulary, won’t work for another type. You can draw a walnut but how do you draw a verb like
coax? What works for one student, might not work for another. By developing a systematic
approach to recording new vocabulary, students take control of their learning and become better
language learners.
Group Work (20 min): Divide the class into 4 or more groups: A, B, C and D and give each member of
each group a copy of their corresponding text: A, B, C or D.*
* For mixed ability classes, text A is shorter and a bit easier than the others. Texts B and D are longer and
more challenging.

Class Activities (20 min):+ Ask the students to read their texts and work together in their groups to do
these tasks:
1 Sections in bold Write as many synonyms as possible
2 Underlined sections Write the missing word(s)
3 Sections in italics Brainstorm a list of words that collate with the first word. E.g. Post office = postcard,

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Course: 150 Hour TESOL – Unit 9
Type: Portfolio
Signatories: Student, Assessor, IQA*

post box, post-it, etc.

4 Make a note of any other unfamiliar words and find out what they mean.
+ Students read their original text on the LE teens website. They check the answers to (1) and (2)
above. Then they use a dictionary to check their answers to (3) and (4). Note: If you do not have
Internet access, use the Snack Facts original texts provided.
+ Each group chooses 3 or 4 interesting or useful new words or phrases from their text to present to
the other groups. They write the words and phrases on the board and explain what they mean by
giving a definition or synonym, drawing a picture or using the new language in a sentence.
Reading (10min): Students read the complete text online and record any interesting or useful new
vocabulary that they find. Students write a short text about their own snacking habits.

Materials / Equipment:

Snack Facts photocopiable texts A, B, C and D https://drive.google.com/file/d/1nHH-

4T83idGkGQxGdaMQcUMFEq-UA_Hk/view?usp=sharing
Snack facts original texts (A, B, C and D)
https://drive.google.com/file/d/1flp_tAJ8sHGC6IbbLtoNfU2h1bLzeM_v/view?usp=sharing
http://learnenglishteens.britishcouncil.org/uk-now/read-uk/snack-culture
Dictionaries

References:

     

Take Home Tasks:

     Worksheet: https://drive.google.com/file/d/1FwYD9aNumKpi_qpdmObs3cv65CmT-QlF/view?
usp=sharing

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Course: 150 Hour TESOL – Unit 9
Type: Portfolio
Signatories: Student, Assessor, IQA*

This assignment addresses assessment criteria 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7

2) Prepare a lesson plan for teaching speaking through task-based learning. You should
incorporate the teacher introduction and instructions, a pair work activity, a group work activity,
planning a report, reporting to the class, analysis by the teacher, and practice the selected
language areas.
Explain how one to one teaching and peer feedback can be helpful using the TBL method.

LESSON PLAN Ref:       Course Ref:      

Subject / Course:      English speaking

Topic:      Speaking and Studying Skills
Lesson Title:      My Family
Level: Grade 1 Lesson Duration:    60 min  

Lesson Objectives:

By the end of the lesson students will be able to: Ask and respond to questions expressed in Standard
Jamaican English.
Content: In order to get information from someone you need to ask questions
Skills: writing, reading, speaking & viewing
Strategy: Questioning
Previous Knowledge: Students would have been exposed to being questioned and giving responses.
Introduction: Before teaching the key words for the lesson, it is important to put the lesson into context so
that students understand what they will learn. This will also activate the students existing knowledge about
family vocabulary.

Summary of Tasks / Actions:

  Whole class activities 1 (20 min): 1. Teacher and students will view Literacy 1-2-3 Big Book CD (book
entitled Happy Family) and briefly identify some of activities the family participated in.
2. Ask students to suggest some things they would like to know about their classmates’ families.
3. Teacher and students will brainstorm to formulate the set of questions that will guide the

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Course: 150 Hour TESOL – Unit 9
Type: Portfolio
Signatories: Student, Assessor, IQA*

interview/questioning. These questions will be written on the chalk board.

4. Students will be encouraged, not forced, to speak using as much Standard Jamaican English as possible
during questioning and in responding.
5. To model how to interview someone asking relevant questions, the teacher questions a student about
his/her family (he/she will speak in Standard Jamaican English). Examples of the questions to be asked are:
• What is your family name?
• Who are the persons in your family?
• What does your family enjoy doing?
• What do you like best about your family?
6. Teacher will record student’s responses on the chalkboard.
7. Teacher and students will review what was done.
8. Students will be encouraged to think of one other question they would like to ask their classmates about
their families. They will ask their elbow partner the question and share the responses.  

Pair work 1 (5 min): 1. Students will be paired to interview their classmates using the set of questions
developed.
2. They will record the responses on the questionnaire answer sheet supplied by the teacher.

Question Sentences

What is your family’s name? Markland’s family name is ______________

How many members are in your family? There are ________ members in Markland’s family

What does your family enjoy doing together? The family enjoys______________________

Whole Class Activities 2 (15 min): 1 Teacher will observe the work being done by the pairs, and give
feedback to clarify any misconceptions.
2 Teacher will ask for a volunteer whom she will question using the questions on the Question and Answer
Sheet above. These responses will also be recorded on the sheet provided.
3 Another volunteer will be asked to question the teacher. This information will also be recorded.
4 Students and teacher will read the responses that were recorded.

Pair Work 2 (5 min): Give each pair of students a copy of the closed questionnaire sheet. Students will
switch roles; those who were questioned in the previous activity will now be allowed to ask the questions.
Teacher will observe the work done being done by in pairs, and give feedback to clarify any misconceptions.

Whole Class Activities 3 (15 min): 1. Students and teacher will read the questions that were developed
and written on the chalk board.
2. He/she will invite the principal or another teacher to be questioned by a student. The responses will be
orally supplied.
3. One pair of students from each group will be asked to share the information received from each interview
conducted with a peer.
4. Students will again be encouraged to speak in Standard Jamaican English.

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Course: 150 Hour TESOL – Unit 9
Type: Portfolio
Signatories: Student, Assessor, IQA*

Materials / Equipment:

https://reader.bookfusion.com/books/118568-happy-family: Literacy 1-2-3 Big Book CD (Happy Family),

Answer sheet

References:

     

Take Home Tasks:

     

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Course: 150 Hour TESOL – Unit 9
Type: Portfolio
Signatories: Student, Assessor, IQA*

1) BIBLIOGRAPHY:

a) Books I referred to...

b) Websites I referred to...

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