TESOL ASSIGNMENT 2 SAADIYA NASEER

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. You need to mention relevant activities to assess each stage. (500 words)
company) is based on Kirkpatrick’s work in the 1960s.
A1.Evaluating the success and effectiveness of courses is crucial for continuous improvement
and ensuring that learning objectives are met. One widely recognized model for evaluating
training programs is Kirkpatrick's Model, developed by Donald Kirkpatrick. This model is built on
five level of evaluation:
1. Reaction
2. Learning
3. Transfer
4. Results
5. Return on Investment(ROI)

1. Reaction: Level 1 focuses on student’s immediate reactions to the lesson taught. It assesses
their satisfaction and engagement during the course. Few activities, to evaluate this level
include:
a. Provide students with smiley faces to indicate their feelings about the course, such as happy,
neutral, or sad.
b. Encourage students to give a thumbs up or down to express their overall enjoyment and
interest in the course.
c. Ask students to write or draw about their favorite part of the course or something they
learned and enjoyed the most.

2. Learning: This level assesses the knowledge and skills acquired by students during the course.
Relevant activities for this level could include:
a. Create interactive quizzes to assess students' understanding of the course material.
b. Ask students to give short presentations on a topic they learned in the course, allowing them
to demonstrate their knowledge
c. Provide worksheets or coloring pages related to the course content, allowing students to
apply what they learned is a fun in a creative way.
3. Transfer: Level 3 emphasize on assessing changes in participant's behavior or performance in
the workplace as a result of the training. This level evaluates the transfer of learning into
practice. Some activities to evaluate this level include:
a. Engage students in role-playing scenarios related to the course material, where they can
demonstrate how they would apply the knowledge and skills learned.
b. Assign group projects that require collaboration and application of course concepts, allowing
students to showcase their newfound abilities.

4. Results: Level 4 evaluation is typically focused on organizational outcomes, in an educational

context, it can be adapted to measure the impact of the course on students. Relevant activities
could include:

a. Assessments at the beginning and end of the course to measure student's progress and
growth in understanding the subject matter.

b. Ask students to create presentation showcasing their work, projects, or achievements

throughout the course, demonstrating their progress.

c. Seek feedback from parents regarding their observations of changes in their child's
behavior, knowledge, or skills after completing the course.

5. Return of investment (ROI): The first four levels of Kirkpatrick's Model (Reaction,
Learning, Transfer, and Results) provide a comprehensive framework for evaluating the
success and effectiveness of courses in an educational context. By applying the relevant
activities and assessments mentioned in the previous responses for each level,
educators can gather valuable insights into the students' reactions, learning progress,
behavior changes, and overall results.

2. Create one lesson on “your favorite festival” incorporating the four skills and a grammar
component.
Name of the topic Favorite Festival – Christmas

Duration 60 Minutes

Number of students 15

Age 10 – 12 years

Level Intermediate

Language spoken English and Hindi

by students

Terminal Objective:
1. Students will be able to understand and use relevant vocabulary and grammar
structures related to festival.
2. They will be able to identify the features of the festival.

Enabling objective:
At the end of each stage of the lesson, students will be able to
 (Warmer) —feel comfortable and be energized and have fun
(Context setting) —Elicit the topic by playing a video. Students to understand the clue and
guess the topic
Listening - listen to an audio based on the topic and ask students questions.
Speaking -Speak the dialogues in a role-play using a model script.
Reading - Answering correction questions and completing questions by reading the text
Writing - Describe and write a paragraph about their favourite festival
Grammar component – Introduce simple past tense and complete the grammar exercise

Material Required: Board, markers, audio, video clip, worksheets, Projector, and
computer

Warm up Greet every child and play the song jingle bells
(10 minutes) https://www.youtube.com/watch?v=3CWJNqyub3o

 Display images of Christmas decorations, Santa Claus, and other Christmas-related

items on the board or using a projector.
 Ask students if they celebrate Christmas or if they are familiar with the festival.
 Invite students to share any previous experiences or memories related to Christmas.

Listening (15 minutes)

https://www.youtube.com/watch?v=DdAeYRh83nI
 Play the above clip about Christmas traditions and customs.
  Students listen and take notes on important information.
 Ask questions like
 “WH” When is the day of lights and candle?
 Where is the13 meter tall goat located?

Speaking (15 minutes):

 Divide students into pairs.
 Play the above sample dialogues (AUDIO)

Amy: Hey Lisa, did you have a traditional Christmas celebration?

Lisa: Hi Amy! Yes, we had a traditional Christmas. We decorated the house, put up
the Christmas tree, and sang carols together.
Amy: Sounds lovely! Did you leave cookies and milk for Santa Claus?
Lisa: Of course! We left some freshly baked cookies and a glass of milk for Santa. In
the morning, we found a thank-you note and empty plate.
Amy: That's so sweet! I'm glad Santa enjoyed the treats.
 Ask each pair to repeat the same conversation.
 Ask each child to speak few lines on the topic Christmas celebration.

Reading (10 minutes)

Christmas is a cherished holiday celebrated worldwide. It commemorates the birth of
Jesus Christ and brings joy and warmth to families and communities. It is a time for
exchanging gifts, sharing meals, and spreading love and goodwill. Whether religious or
cultural, Christmas holds a special place in the hearts of people around the world.

 Provide students with the above passage about the history and significance of
Christmas.
 Instruct students to read the passage silently.
 Ask student to find new vocabularies’.

Some vocabularies learned:

1. Commemorate
2. Cherished
3. Worldwide
4. Birth
5. Joy
6. Warmth
7. Families
8. Communities
 9. Exchanging
10. Gifts
These words can be used to enhance vocabulary development and understanding of the
passage during reading

Grammar introduction: Simple Past Tense

 Provide students with the below worksheet and introduce simple past tense in
grammar.
Exercise:
Fill in the Blanks with the Correct Form of the Verb in Simple Past Tense
1. Santa Claus __________ (deliver) presents to children all around the world.
2. We __________ (decorate) the Christmas tree with colorful ornaments.
3. My family and I __________ (gather) for a festive dinner on Christmas Eve.
4. The children __________ (unwrap) their gifts with excitement.
5. Last year, my parents __________ (surprise) me with a special trip for Christmas.
6. We __________ (sing) carols together with our neighbors.
7. The streets __________ (glow) with beautiful Christmas lights.
8. I __________ (bake) cookies for Santa Claus.
9. The church __________ (hold) a midnight Mass on Christmas Eve.
10. The snow __________ (fall) gently on Christmas morning.

 Instruct students to fill in the blanks with the correct form of the verb in simple past
tense.
 Remind them to pay attention to the subject-verb agreement and the regular or
irregular forms of the verbs.
 After completing the exercise, review the answers together as a class to reinforce
the correct usage of the simple past tense.

Writing (15 minutes):

 Display the images on board.

 Ask students to write a descriptive paragraph about their favorite Christmas
celebration.
 Encourage them to use new vocabulary learned, descriptive language, and the past
simple tense to express their ideas.
 After writing, invite students to share their paragraphs with a partner or with the
class if time permits.

Follow-up Homework:
 Assign students to research and write a short essay about Christmas traditions in
different countries.
 Provide students with worksheet and instruct them to decorate using
Art and craft material.

3. Suggest two suitable language learning methods and their benefits in an EFL/ESL class.
Base your answer on research studies, citing relevant examples/evidence. Also mention the
skills/attributes a teacher should possess in order to facilitate an EFL/ESL class efficiently.
(Word limit within 450 to 500 words).

A.The two suitable language learning methods for an EFL/ESL class are the Communicative
Language Teaching (CLT) method and the Task-Based Language Teaching (TBLT) method. These
methods have been extensively studied and proven to be effective in language acquisition.
Communicative Language Teaching (CLT):
 Focuses on communication as the primary goal of language learning.
 Encourages learners to engage in meaningful interactions and use language in authentic
contexts.
  Promotes fluency and accuracy in speaking and listening skills.

Benefits:
 Enhances oral proficiency: Studies have shown that students exposed to CLT
demonstrate higher levels of oral proficiency compared to those receiving traditional
grammar-focused instruction (Ellis & Johnson, 1994).
 Promotes learner autonomy and motivation: By providing opportunities for meaningful
communication, CLT motivates students to use the language and take ownership of their
learning.
 Develops critical thinking and problem-solving skills: Through negotiation of meaning in
real communication situations, learners develop their cognitive abilities.
Example :
In a CLT-based EFL class, students engage in pair or group activities where they discuss a topic,
solve a problem, or complete a task using the target language. For instance, students may
participate in a role-play activity simulating a restaurant scenario where they order food and
engage in conversations with the waiter.

Task-Based Language Teaching (TBLT):

 Focuses on completing tasks as the primary driver of language learning.
 Engages learners in authentic and purposeful tasks that require language skills.
  Develops fluency and accuracy in language use.

Benefits:
 Enhances communicative competence: Research has shown that learners participating
in TBLT activities demonstrate significant improvement in their communicative
competence and language skills (Willis & Willis, 2007).
 Fosters collaboration and interpersonal skills: TBLT promotes collaboration among
students as they work together to accomplish tasks, enhancing their social and
interpersonal abilities.
 Encourages metacognitive awareness: Through task completion and reflection, learners
become more aware of their language use and areas for improvement.
Example:
In a TBLT-based ESL class, students are assigned a task such as planning a trip. They work in
groups to research and prepare an itinerary, make hotel reservations, and discuss
transportation options, all using the target language. This task not only develops their language
skills but also encourages problem-solving and decision-making abilities.
EFL class, teachers should possess specific skills and attributes that contribute to
effective language instruction.
1. Teachers should have a strong command of the English language, including grammar,
vocabulary, pronunciation, and usage. This allows them to provide accurate language
models and explanations to students.
2. EFL classes often consist of students from diverse cultural backgrounds. Teachers
should be sensitive to these cultural differences and create an inclusive classroom
environment that respects and values each student's background and experiences.
3. Teachers should possess excellent communication skills to clearly explain concepts,
provide instructions, and facilitate meaningful interactions in the target language. They
should be able to adapt their language use to the proficiency level of their students.
4. Language acquisition takes time, and students may make mistakes along the way.
Teachers should be patient, supportive, and understanding.
5. Teachers should possess effective classroom management skills to establish a
structured and positive learning environment. This includes setting clear expectations,
managing time efficiently, and addressing behavioral issues promptly and fairly.
6. Teachers should stay updated with the latest research and best practices in language
teaching.

By possessing these skills and attributes, teachers can create engaging and effective EFL classes.