Course: 150 Hour TESOL – Unit 11

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: 22nd 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.

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.

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Course: 150 Hour TESOL – Unit 11
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 11 – USING RESOURCES EFFECTIVELY

LEVEL 5 CREDITS 2 GLH 14

This assignment addresses assessment criteria 1.1, 1.2, 1.3

1. Evaluate a course book you are currently teaching. You should consider how the text
book meets your learners’ needs in the classroom and how it can improve your
learners’ language skills against the common criteria for age of the learners.
For these criteria, you should write an essay. Word

count: 150 minimum.

Let’s Go was one of the first course books for teaching English as a foreign language to children. It was the
first English course to expose children to the Roman alphabet at such a young age. Let’s Go was also the
first English course to include so many verbs. If you know plenty of verbs, you can talk a lot! Also, it’s written
so that children can actually use the dialogues they are learning. It was the first English course to include full
answers and question forms to get kids talking. With Let’s Go, kids don’t just learn one word answers to
teachers’ questions, they learn the words to ask the questions, too. It’s so common now that it’s hard to
believe that it was a pioneering approach back in the 1990s. I’m pretty sure it was the first book to include
chants, and to include movement to help children remember sentences as well as the verbs. For example,
“What’s this?” is a really useful question. There were so many real contexts we could use to help children
understand the meaning of the question, it didn’t make any sense to bring in an alien who didn’t know the
name of objects on this planet. Teachers also may not know that our Let’s Go cats, Sam and Ginger, are

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Course: 150 Hour TESOL – Unit 11
Type: Portfolio
Signatories: Student, Assessor, IQA*

based on my cats, Koh and Ivy. They were kittens when children started the first edition. One thing I find
that surprises teachers a bit is that we’ve worked together on all levels of Let’s Go, but have never lived near
each other, usually not even in the same country. I have used the Let's Go curriculum for over a year now
and I love it! I found it really hard to find materials for teaching young children English as a second language.
After a lot of research I went with Let's Go. I have used this to teach elementary aged students, 7-12 years
old.

There is a teacher's manual available, the student book, audio, flashcards, and a website where you can
download quizzes, tests, and images. I only have the teacher's manual and the student books. The teacher's
book provides a lot of ideas for games and activities that I found helpful and it is simple to use. My students
loved their books.

This assignment addresses assessment criteria 2.1 , 2.2,

2. Prepare a lesson plan based on the one of the topics in the course book you used to
evaluate in task 1. You should integrate the use of the course book in the topic you
choose to teach.

Let’s Go 3, Unit 1, Lesson 7

Time: 50 min

Materials: Projector, LG3 U1 Workbook pages 1-6

Objectives: 1. Ss will be able to complete the workbook exercises independently

2. Ss will be able to correct any mistakes in their own work, or that of others, using any of the
methods chosen by the teacher.

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Course: 150 Hour TESOL – Unit 11
Type: Portfolio
Signatories: Student, Assessor, IQA*

3. Ss will be able to read, write, spell, describe, and/or dictate various words, sentences, and /or
questions from the unit – either orally or in writing.

Activity 1: Completing Workbook Exercises 10-15 min

Objectives: Ss will be able to complete the workbook exercises independently.
Materials: LG3 U1 Workbook pages 1-6

ACTIVITY STEPS Teacher Talk Student Output

1. Have Ss complete LG3 U1 Please complete LG3 U1

Workbook pages 1-6 Workbook pages 1-6.

2. Alternatively, have Ss Please do the first exercise,

complete the exercises one-by- then we’ll correct it together.
one and then correct.

Activity 2: Correcting Workbook Exercises 15-20 min

Objectives: Ss will be able to correct any mistakes in their own work, or that of others, using any
of the methods chosen by the teacher.
Ways of Checking Ss’ Workbook Answers:
1. Have Ss complete LG3 U1 Workbook pages 1-6 Please complete LG3 U1 Workbook pages 1-6.
2. Alternatively, have Ss complete the exercises one-by-one and then correct. Please do the first
exercise, then we’ll correct it together. 1. Show the ANSWERS on screen and have Ss check their
answers individually.
2. Show the EXERCISES on screen and have individual Ss complete them with markers (Only if
interactive whiteboard is available).
3. Call on individual Ss to say their answers to the class.
4. Have Ss correct the T’s answers – Read out wrong answers to each question on purpose and have
Ss correct the T. 5. Have Ss check answers in pairs orally.
6. Have Ss exchange workbooks and check for each other’s work – Ss should check for spelling,
punctuation, capitalization, etc., mistakes. To increase S motivation, the checker should write their
name on the page. (Alternatively, have a 3rd S check the answers again and have his/her name
written on the page as well.) Show the answers on the screen.
7. Have Ss in groups work out the answers together. Then ask them to read the answers chorally or
choose individual S to read out their answers.
8. Have a competition – The group which first finishes correcting their answers raise their
hands/say the answers aloud (when called on) or write them on the board. They earn points ONLY
if their answers are perfect in every way – including spelling, punctuation, capitalization, etc..

Activity 3: Quick Extension Activities 20 min

Objectives: Ss will be able to actively output the language in both oral and written forms as needed
in the various extension activities.

Y/N Questions – I’m thinking of something…

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Course: 150 Hour TESOL – Unit 11
Type: Portfolio
Signatories: Student, Assessor, IQA*

ACTIVITY STEPS Teacher Talk Student Output

1. Have Ss work in pairs. Work in pairs. S1: I am thinking of

2. One S has to think of a word One of you think of a word or something.
or something from the something from the S2: Is it a color?
courseware; the other may ask courseware. S1: No!
up to 10 Yes/No questions to The other of you ask Y/N S2: Is it an animal?
guess the word or the name of questions to find out what it is. S1: Yes!
something. You can ask up to 10 S2: Is it black?
(Note: Ss can define their own questions. S1: No!
category, either general or S2: Is it gray?
specific, e.g., “I am thinking of S1: Yes!
something/an animal/ a color/a S2: Is it big?
school object/ a word S1: No!
beginning with letter C…,” S2: Can it fly?
etc.) S1: No!
S2: Can it swim? S1: Yes!…

3. Have Ss switch roles Then switch roles.

Minute Guessing of Vocabulary

ACTIVITY STEPS Teacher Talk Student Output

1. Have Ss each write down 10 Please write down 10 words on

words. a piece of paper.

2. Have Ss work in pairs with
their partner and take turns
describing the words to each
other.
3. See who can work out more
words within 1 minute.
Describe each word to your S1: It’s bigger than a monkey.
partner and let him/her guess It can’t fly. It has a long neck.
what it is. What is it?
Everyone has 1 minute. S2: Giraffe?
S1: Yes!

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Course: 150 Hour TESOL – Unit 11
Type: Portfolio
Signatories: Student, Assessor, IQA*

This assignment addresses assessment criteria 3.1 , 3.2, 3.3, 3.4

3) Choose a topic to teach a student online using Skype or any other online tools. The timing
of the lesson should be at least 15 minutes. You are required to explain how this online
teaching is different from classroom-based teaching.
For these criteria, you should write an essay. Word

count: 150 minimum.

There's a school in Cardiff, the capital city of Wales, where

more than twenty languages are spoken. That's a truly

multicultural school! The lesson raises students’ awareness of

the UK’s cultural diversity by watching a short video on

LearnEnglish Teens. Students practise listening skills while

watching the video, they discuss related topics in small

groups, and then they read and talk about comments posted

on the LearnEnglish Teens site. The aims are to help talk

about cultural diversity in Britain and in their own country and

to develop student’s English skills. To fully understand the

significance of multiculturalism in the classroom, teachers

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Course: 150 Hour TESOL – Unit 11
Type: Portfolio
Signatories: Student, Assessor, IQA*

must first thoroughly examine their own cultural beliefs,

values, and biases. Then they will be ready to begin learning

about other cultures – to become familiar with their values,

traditions, communication styles, learning preferences,

contributions to society, and the relationship patterns of

multinational students. While some of this education can be

achieved by simply reading about cultural diversity, it is

difficult to find a real substitute for genuine interaction and

discourse with students from different cultures. Multicultural e-

learning environments allow people from all walks of life to

freely discuss topics. They can share their ideas and opinions

without the fear of being judged. As such, they are able to

collaborate with their peers and benefit from one another’s

experience. Through multinational courses online learners can

develop their skills and enhance their understanding by

interacting with their peers. Cultural diversity and awareness

helps online learners feel confident about who they are and

what they have to offer. They understand that their unique

backgrounds and talents will benefit the group as a whole.

This empowers them to be their most authentic selves and to

actively participate in the process. Face-to-face classes are

with the same teacher class after class. In an academy, you

can sometimes have a variety of teachers (although, as I said

before, private classes in academies are very expensive).

With online language academies you have the option of

having two or three (or more) different teachers. You can have

a class with an English teacher in London one day, an

American teacher in Chicago the next day, an Australian

teacher in Sydney the day after that… Not only is this a lot

more interesting for the student on a cultural level, but it is

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Course: 150 Hour TESOL – Unit 11
Type: Portfolio
Signatories: Student, Assessor, IQA*

also a very effective way of improving your listening skills as

you do not get used to just one accent.

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Course: 150 Hour TESOL – Unit 11
Type: Portfolio
Signatories: Student, Assessor, IQA*

1) BIBLIOGRAPHY:

a) Books I referred to...

b) Websites I referred to...

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