TESOL END TERM ASSIGNMENT

1. It is important to evaluate the success and effectiveness

of your courses so that you could make improvements
on an on-going basis”. Justify the statement with
reference to Kirkpatrick’s Model

The Kirkpatrick Model of Evaluation was developed by

Donald Kirkpatrick in 1959, is the most popular model for
evaluating the effectiveness of a training program. The model
comprises four levels of evaluation :

LEVEL 1 : REACTION
LEVEL 2 : LEARNING
LEVEL 3 : BEHAVIOUR
LEVEL 4 : RESULTS

LEVEL 1 : REACTION

In this level, the analysis of the participants' reaction to the

training experience is recorded. Specifically, it refers to how
satisfying, engaging, and relevant they find the training.

This is the most common type of evaluation technique.

Training professionals often hand out 'smile sheets' (or 'happy
sheets') to participants at the end of a workshop or eLearning
experience. Participants rate, on a scale of 1-5, how satisfying,
relevant, and engaging they found the training program.

Level 1 tells how the learners feel about the experience, but
the data cannot speculate the exact impact of the training
program.

The purpose of the training is to improve the performance of

the learner, so while an indication that learners are enjoying
the training program may be nice, it does not tell us whether
or not we are achieving our performance goal.

With that being said, efforts to create a satisfying, enjoyable,

and relevant training experience are worthwhile, but this level
of evaluation strategy requires the least amount of time and
budget.

EVALUATION ACTIVITY :
The most common way to conduct LEVEL 1 evaluation is to
administer a short survey at the conclusion of a training
experience.
A short survey is done with a set of Questionnaires and the
Learners are asked to rate the answers on a scale of 1 to 5,
1 : Poor
2 : Fair
3 : Good
4 : Very Good
5 : Excellent

Some questions that can be used in the Questionnaires set be:

How relevant they found the training to their academics,
How engaging they found the training for their knowledge,
How satisfied they are with what they learned.
There's also a question or two about whether they would
recommend the training to a peer.

This is a kind of self feedback for the learners and also for the
Training Professionals also. It's a both way process which
helps to overcome our shortcomings.
LEVEL 2 : LEARNING

Learning data tells us whether or not the people who take the
training have learned anything. LEVEL 2 evaluation is an
integral part of most training experiences. Assessment is an
integral component of training design: multiple choice
questions and final exams.

This data is often used to make a decision about whether or

not the participant should receive credit for the course; and
many training programs have a final test that you are required
to pass to continue to the next level of the training program.

Finally, while not always practical or cost-efficient, pre-tests

are the best way to establish a baseline for the training
learners. When assessing a learner's knowledge and skills
both before and after a training program, it helps to
understand more clearly which improvements were due to the
training program.
EVALUATION ACTIVITY :

In this level, the evaluation is based on assessments which can

be Multiple Choice Questions(MCQ) to understand the level
of knowledge acquired by the Learner.
Assessment is a very necessary tool for a fair evaluation. MCQ
is a tool which focuses on detailed learning and
understanding of knowledge. As MCQs are mostly application
based questions with each and every minute details of the
knowledge is assessed.

LEVEL 3 : BEHAVIOUR

In LEVEL 3 of evaluation, high-value evaluation data that

helps us make informed improvements to the training
program.

LEVEL 3 evaluation tells us whether or not learners are

behaving differently in their academics arena as a
consequence of the training program. Since the purpose of
training is to improve performance and produce measurable
results for their academic career, this is the first level where
we are testing whether the training efforts are successful.

EVALUATION ACTIVITY :

The evaluation technique used is generally “ROLE MODEL” ,

The learner is asked to take the charge of the Training
Personnel and the learner then explains the training ideas and
concepts to the peer groups.
The feedback of the peer group helps to evaluate the learner
by the evaluator.
This is a self evaluative procedure, where the learner cum
trainer is able identify his shortcomings or flaws, as well as
the peer Group is able to overcome the doubts or
misconceptions if any.
A graduation system of evaluation is followed in this Level.

LEVEL 4 : RESULTS

LEVEL 4 is the most important stage covered by the

Kirkpatrick model; it measures how the training program
contributes to the success of the institute as a whole. This
refers to the institutional results themselves, such as
academics, learners feedback and satisfaction, and holistic
development of the learner.
By devoting the necessary time and energy to a level 4
evaluation, you can make informed decisions about whether
the training budget is working for or against the institute.

EVALUATION ACTIVITY :

In this level, evaluation is based on results or performance

achieved by the learners at the end of the training program.
This is a test whether the training program does really benefit
the learners in the long run in their field of academics and
knowledge building.

The evaluation here is done by a descriptive exam, and the

marks are recorded. Then the marks are compared with a peer
group which has not undergone the training program.
If there is a significant difference in marks obtained by the
two groups, then we conclude that the training program was
successful and has helped the learners in their all round
development process.
 2. Create one lesson on “FAVOURITE FESTIVAL”
incorporating the four skills & grammar components.

Topic : Favourite Festival

Level : B1

Age Group : Young Learners (13 -14 years)

Time : 40 Minutes

Objective :
To develop the important skills - Reading, Writing, Listening
& Speaking.
To learn & practice the vocabulary for describing Festivals.

Warmer :
The learners are shown some pictures and videos of
celebrations of some festivals, like Holi, Diwali, Christmas
etc.
Some videos on how the celebrations are celebrated in
India,the mythological hearings based on events for
celebration.

https://www.youtube.com/watch?v=9Xw2ZfKFFZE

https://www.youtube.com/watch?v=E7NZEtivn0s

https://www.youtube.com/watch?v=nbPyOVfwRhI

Vocabulary Activity :
A mind map on the board and brainstorm with the learners.
What words they know, what new words can be incorporated
for better vocabulary should be emphasized on.
Name some Festivals they love to celebrate.
How are the festivals celebrated like -any kind of procession,
fireworks, singing dancing, or any kind of cultural events etc.
Ask the learners to make a list of vocabulary items about the
customs in the festival(s), and to write simple definitions in
English. If the names of the customs cannot easily be
translated into English, then put the definitions into English.

Reading :
Each learner in the group is given a descriptive writing on
Celebrations in Favourite Festival. The learner is provided
with a dictionary, they will find out the meaning of the new
word from the dictionary.
They will try to understand how a festival should be
celebrated with its all grandeur and glorifying own culture
and heritage.

https://www.indiacelebrating.com/essay/indian-festivals-essay/

Speaking :
Ask the learners how they celebrate their favorite festivals by
grouping them into small groups of 3-4 learners.They will
discuss among groups about the celebration of the favourite
festival.
A volunteer from a group will discuss the points on
celebrating the festival, what is required and how it is to be
celebrated.
The other learners can add more points to the project.

Writing :
Once they have discussed among the groups and accumulated
the ideas of celebrating the Festival.
They are then advised to describe the festival and its
celebration in writing.
When is this festival celebrated
How do people decorate their houses during this festival
What do people eat and drink during this festival
Do people give each other presents for this festival
The best writings will be displayed on the soft board and
group is to be rewarded and appreciated for their hard work
and dedication.
Homework :
The learners are advised to prepare a lesson plan with ideas
discussed in the class and follow the vocabulary activities.

3. Suggest two suitable language learning methods and

their benefits in an EFL/ESL class

THE DIRECT TECHNIQUE OF TEACHING ENGLISH :

The direct technique of teaching English is additionally called

the Natural technique. It’s accustomed to teach a variety of
various languages, not simply English, and also the main plan
of the Direct technique is that it solely uses the target
language that the scholars are attempting to find out.
Its main focus is oral talent and it's educated via repetitive
drilling.

The salient feature of the direct technique of English

teaching as follows:

➔ Stress on oral language

➔ Intensive speech follows, sometimes with coaching in
acoustics.
 ➔ The exclusive use of a replacement language.
➔ The approach at first inacceptable any option to the
maternal language either for exercise on translation or
for clarification of vocabulary and descriptive linguistics.
➔ The learner experiences the new language within the
same means within which he has fully fledged his
maternal language.

Principles of DIRECT TECHNIQUE OF TEACHING :

● Reading within the target language ought to be educated

from the start of the language instruction; but, the
reading talent is developed through following with
speaking. Language is primarily speech.
● The linguistic communication shouldn’t be utilized in
the schoolroom.
● The teacher ought to demonstrate, not justify or
translate. it's fascinating that students build an
immediate association between the target language and
 which means.
● Students ought to learn to assume within the target
language as before long as potential. Vocabulary is non
heritable a lot naturally if students use it fully in
sentences, instead of memorizing.
● The aim of learning is communication.
● Pronunciation ought to be worked on right from the start
of language instruction.
● Self-correction facilitates learning.
● Lessons ought to contain some colloquial activity, some
chance for kids to use language in real contexts.10.
descriptive linguistics ought to be educated inductively.
There could ne'er be a definite descriptive linguistics
rule given.
Writing is a very important talent, to be developed from
the start of language instruction.

Advantages of Direct technique of Teaching :

➢ Direct technique helps to accumulate correct

pronunciation.
 ➢ It provides higher understanding
➢ It provides fluency of speech
➢ It improves pronunciation

THE GRAMMAR TRANSLATION METHOD :

The descriptive linguistics Translation methodology in

teaching is best referred to as the Grammar-Translation
methodology. It's referred to as the classical methodology of
teaching English. Teaching of English as foreign language,
several lecturers opt to teach English by this methodology.
Translation methodology means that teaching the target
language by translating it into the maternal language. Here
every phrase or sentence of English is tutored by translating it
into the maternal language. The philosophy behind this
methodology is that the foreign language will be best tutored
or learned through translation. The learners, however, got to
create use of set rules and principles of descriptive linguistics.

The Principles of Grammar Translation Method :

➔ Teaching of a foreign language through translation is

 easy, quick and economical.
➔ The structural patterns of the two languages are
compared and this comparison makes learning more
clear and firm.
➔ The fundamental principle of proceeding from known to
unknown is followed throughout.
➔ The knowledge of rules helps the learners to avoid any
type of mistakes.

The Advantages of Grammar Translation Method :

➢ The method is very successful in the present day class-

rooms, where there are a large number of students in
each section.
➢ By telling the meaning of a word or sentence in mother
tongue, the teacher can at once make the students
understand.
➢ The teacher as well as the learners are able to facilitate
the teaching-learning process.

➢ The comprehension of the students can be tested very

easily.