Course: 150 Hour TESOL – Unit 7

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:

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.

I agree to this work being subjected to scrutiny by textual analysis software if required.

I understand that my work may be used for future academic/quality assurance purposes
in accordance with the provisions of the General Data Protection Regulations (EU)
2016/679’

Learner Signature:

Assessor Declaration:

‘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.

1/5
Course: 150 Hour TESOL – Unit 7
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 7 – MATERIALS AND AIDS FOR TEACHING ENGLISH

LEVEL 5 CREDITS 2 GLH 9

This assignment addresses assessment criteria 1.1, 1.2, 1.3

1. Prepare a set of flashcards for use with a beginners class. Each card is to show a different
nationality. Either make a simple line drawing of a face on each of 8 cards and write a
typical name to go with each face eg French - Pierre, Japanese - Sho OR If you cannot show
the nationality (or it could be confusing or cause offence) by your drawing, draw the
national flag on the card instead. Your set of 8 may consist of French, Spanish, Chinese,
American, English, Greek, Italian, German or any interesting and useful combination of
other nationalities. Illustrations taken from textbooks or from the Internet are acceptable.
You are NOT required to send in the set of flashcards, we need to see the designs on paper.
Good presentation will gain better marks.

https://drive.google.com/drive/folders/1Pibx1DhxOu-xalzv63ny6BvAksVPEyo5?usp=sharing

2/5
Course: 150 Hour TESOL – Unit 7
Type: Portfolio
Signatories: Student, Assessor, IQA*

This assignment addresses assessment criteria 2.1

2. How could you use the following to help you teach English? Be as imaginative as you can.
- Toy cars
- Your brother
- Banana
- Newspapers/Magazines
- Umbrella
Toy cars: Use toy cars to practise core words because playing with toy cars is a favorite activity for
many children.
+ Go – Model and teach this word while making the cars move or to initiate a race.
+ Stop – Allow your child to direct you to make the cars “stop.”
+ Up – Have your child use this word while pushing a car “up” a ramp or move up in a toy
garage.
+ Down – Use this word while allowing cars to race “down” ramps or racetracks.
+ Come – Teach this word to encourage your child to ask you to “come” and follow him/her
when pushing toy cars.
Your brother: https://drive.google.com/file/d/1j-VsmpApNkG7az8UE4oOAv_QqnMc594v/view?
usp=sharing
Using the reading text to teach elementary level students. This short story can be used in any
English language lesson. A girl is talking about her baby brother. Students are asked to read
through the short passage and then answer the multiple choice.

Banana: Warm up game “Peel Banana” with the video https://www.youtube.com/watch?

v=VHE3Rsl4dyE to let students learn action verbs like “peel”, “shake”, “chop”, “drink”
Newspapers/Magazines: Use Newspapers/magazines for teaching adults in intermediate level.
Speaking: Break students up into groups and read a short article. Students should then write
questions based on this article, and then exchange articles with another group providing
questions. Once groups have answered the questions, get students into pairs, one from each
group, and have them discuss their answers. Focus on ads. How are the ads pitching their
products? What messages are they trying to send?

Umbrella: Use Umbrella Coloring page by number to teach about “colour”. Colouring by numbers
is a great way of assessing how confident children are with number and colour recognition. Also,

3/5
Course: 150 Hour TESOL – Unit 7
Type: Portfolio
Signatories: Student, Assessor, IQA*

picking up and gripping different pencils is a great way for children to practise their fine motor
skills and hand-eye coordination.

4/5
Course: 150 Hour TESOL – Unit 7
Type: Portfolio
Signatories: Student, Assessor, IQA*

1) BIBLIOGRAPHY:

a) Books I referred to...

b) Websites I referred to...

5/5