TEFL016/101/3/2023

Tutorial Letter 101/3/2023

Teaching English as a Foreign Language

to Adults (Theory)
TEFL016

Semester 2

UNISA Centre for Lifelong Learning

(The Povey Centre For English Studies)

This tutorial letter contains important information

about your module.

BARCODE
 TEFL016/101/3/2023

CONTENTS

Page

1 INTRODUCTION ........................................................................................................... 4
2 PURPOSE AND OUTCOMES ....................................................................................... 6
2.1 Purpose ......................................................................................................................... 6
2.2 Outcomes ...................................................................................................................... 6
3 LECTURERS AND CONTACT DETAILS ...................................................................... 6
3.1 Lecturers ....................................................................................................................... 6
3.2 Department.................................................................................................................... 7
3.3 University....................................................................................................................... 7
4 RESOURCES ................................................................................................................ 7
4.1 Prescribed books ........................................................................................................... 7
4.2 Recommended books .................................................................................................... 8
4.3 Electronic reserves (e-reserves) .................................................................................... 8
4.4 Library services and resources information.................................................................... 8
5 STUDENT SUPPORT SERVICES ................................................................................. 9
6 STUDY PLAN .............................................................................................................. 10
7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING.................................... 10
8 ASSESSMENT ............................................................................................................ 11
8.1 Assessment criteria ..................................................................................................... 11
8.2 Assessment Plan ......................................................................................................... 12
8.3 Assignment numbers ................................................................................................... 17
8.3.1 General assignment numbers .................................................................................. 18
8.3.2 Unique assignment numbers .................................................................................... 18
8.4 Assignment due dates ................................................................................................. 18
8.5 Submission of assignments ......................................................................................... 18
8.6 The assignments ......................................................................................................... 19
8.7 Other assessment methods ......................................................................................... 23
8.8 The examination .......................................................................................................... 26
9 FREQUENTLY ASKED QUESTIONS ......................................................................... 27
10 SOURCES CONSULTED ............................................................................................ 30
11 IN CLOSING ................................................................................................................ 30
12 ADDENDUM A – PLAGIARISM DECLARATIONS ..................................................... 32
13 ADDENDUM B – QUESTIONNAIRE (FOR INCLUSION IN PORTFOLIO) .................. 33

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1 INTRODUCTION
Dear Student,
Welcome to the TEFLA (Teaching English as a Foreign Language to Adults) Online Programme.
We are committed to offering you the best service that we can. In return, we hope that you will work
hard and participate fully in the written, spoken and online interactions that make up this course.
Please note that there are two (2) components to this course, in the form of the modules TEFL016
and TEFL028. It is very important that you read through the TUT Letters for BOTH modules and,
furthermore, that you complete and submit all of the assignments for both of the modules.
The first action that is required from you is to read through this tutorial letter, as well as the tutorial
letter for TEFL028, very carefully in order to find out exactly what is being offered and what is
required of you. Feel free to contact your course co-ordinators if you have any enquiries, by posting
all questions, comments and enquiries on the discussion forums on the TEFL016 and TEFL028
myUnisa sites or by sending them an email.
This course comprises a large self-study component. You will therefore spend a good proportion of
your study time working at home: reading through the study material, working on the activities, doing
your assignments and planning lessons. Use this time as practice for when you will fulfil your
objective of becoming a teacher of English as a Foreign Language.
Teaching English as a Foreign Language requires dedication and commitment. Many first-time
students of the programme harbour the illusion that just being able to speak the language fluently is
sufficient to teach the language to foreign learners. Although this is something that counts in your
favour, it can also create a false sense of confidence and act against you, as you enter the classroom
with preconceived ideas and notions. You need to remember that the learners you will be faced
with have either never come into contact with the language or have very limited exposure to English.
You will therefore need to have answers to ‘why do I say, the cat sat on the mat and not cat sat mat
in English’ at your fingertips; merely saying that ‘it sounds right’ will not suffice. So, although you
may speak the language correctly, you need to understand the grammar of correct English and how
to impart this grammatical knowledge to your students.
In the TEFL016 programme, you are required to submit three (3) assignments. This is the
theoretical component of the programme where you will explore the grammatical and syntactical
side of teaching English as a Foreign Language. In addition, you are required to submit three (3)
assignments for the practical component of this course (TEFL028). In total, you will submit six (6)
assignments during the semester, in order to complete this course. As there is no formal venue-
based examination for the programme, you will be required to submit a Teaching Portfolio of
Evidence (one for each module) as a final assessment at the end of the semester, which is a
reflection of the practical teaching sessions and the online resources that you will work through
during the semester. If you do not submit the portfolios, you will not have completed the
programme and will therefore not receive a certificate.
In addition to the self-study portion of the course, you are required to complete 20 hours of teaching
practice by the 25th of October 2023.
It is important to note that the Centre is NOT responsible for the placement of students in
Centres or Institutes. It is your responsibility to find an appropriate centre / institution or
school in which to complete your practical. Once you have identified a centre/institution or school
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at which to do your practical teaching, you will need to send a letter of acceptance as well as
information on the institution to us. Information and templates will be made available to you on the
TEFL028 myUnisa site. The practical teaching component plays a major part in your final
assessment; after all, this is a teaching certificate and you need to prove your skills in the teaching
of English as a foreign language!
As this is an online programme, it is important that you consult both TEFLA sites on myUnisa on
a regular basis. These sites contain all the discussion forums you will need to engage in during the
course, as well as regular announcements and information posted by your lecturers. This is also
where you will find the course material.
You will notice that it is a requirement for both modules that you participate in the online
discussion forums on the TEFLA myUnisa sites, as marks will be awarded during the semester
for this participation.
We are delighted that you have decided to do the TEFLA course with us, and we look forward to
getting to know you in the months ahead. Please make sure that you read all the material posted on
myUnisa and feel free to contact your course co-ordinators for any assistance with the course
material, practical sessions and assignments, by regularly posting on the discussion forums.
Best wishes,
The TEFLA Team

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2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of Teaching English as a Foreign Language to Adults (TEFLA016 module) Short
Learning Programme is to build competence and accuracy in English language proficiency in our
students so as to facilitate the teaching of grammatical concepts in English as a foreign language.
We (the TEFLA team) hope, in this module, to allay some of your fears about learning and teaching
grammar by:
• promoting familiarity with grammatical terms;
• applying the theory to practical activities;
• demonstrating how the knowledge of grammar can affect the teaching of grammar;
• demonstrating that the teaching of grammatical concepts can be fun and empowering to
teachers and students.

2.2 Outcomes

In light of the purpose as stated above, the following outcomes are envisaged for students
registered for this module:
• a firm grasp and proficiency in English grammar;
• evidence of application of grammatical theories and rules to practical teaching activities;
• evidence of reflection on transferring grammatical knowledge to the teaching of grammar to
learners in the classroom;
• evidence of an understanding and application of teaching of grammar in a fun way that is
empowering to teachers and students.

3 LECTURERS AND CONTACT DETAILS

3.1 Lecturers

Some Do’s and Don’ts when corresponding with us:

• Always have your student number to hand.
• Always use your student number in all correspondence with the university, the department
and your lecturers.
• Only use your Unisa @mylife.unisa.ac.za email address.
• Always specify your course code (TEFL016).
• Refrain from addressing enquiries concerning administrative matters to the Department of
English Studies.
• Do not enclose enquiries in assignments, as the letter is likely to be delayed or may even go
astray.

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Please email us before resorting to calling, as we monitor our inboxes closely, can easily identify
times and dates of communications, have records of all communications and will attempt to always
respond within 24 hours (excluding weekends). Remember, if you need to call, that we have
thousands of students and, therefore, cannot return all your phone calls. If you phone and the
person you are looking for is not available, you will have to phone back at another time or send an
email.
The myUnisa system also gives you the opportunity to contact your lecturers as well as fellow
students through the forums and direct messages.
For all academic matters, you may contact the following co-ordinators:
Ms Keamogetse Moganedi Tel: 012 352 4008 email: emogankt@unisa.ac.za
Mr Russell Goldman Tel: 012 352 4009 email: egoldmr@unisa.ac.za
Mr Moses Ralushai Tel: 012 429 6280 email: ralusm@unisa.ac.za

3.2 Department

For general course matters and administrative enquiries, please contact the Administrative
Office of the Unisa centre for Lifelong Learning:
Mr Tebatso Phukubje Tel: 012 352 4324 email: phukut@unisa.ac.za
To avoid disappointment, should you wish to come and see us, please ensure that you have
made an appointment with the person you wish to consult.

3.3 University

For general enquiries, please use the contact details below:

The Registrar: Academic

PO Box 392
Unisa
0003
For assignment-related queries: assign@unisa.ac.za

For examination-related queries: exams@unisa.ac.za

4 RESOURCES

4.1 Prescribed books

There are no prescribed books for this course.

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4.2 Recommended books

We believe that it is essential for teachers of English to have a sound grasp of English
grammatical concepts. We also agree that since this is an introductory course, we do not
expect students to demonstrate a wealth of knowledge of every grammatical concept in
the English language. This course, and your prior knowledge, can and should only be the
beginning of an on-going investigation. You will need to dig much deeper into the areas only
touched on in this course. As such, it is advisable to acquire one or two reference books for
yourself. After all, Teachers constantly need to check up on grammar points before teaching a
lesson. The following books all come highly recommended, but it is important for you to find
the book(s) that will best serve your needs:

• Eastwood, J. 2006. Oxford Practice Grammar (Intermediate). Oxford: Oxford University

Press.
• Eastwood, J. 2005. Oxford Learner’s Grammar: Grammar Finder. Oxford: Oxford
University Press.
• Greenbaum, S.1991. An Introduction to English Grammar. Harlow: Longman.
• Murphy, R. 1994. English Grammar in Use. A self-study reference and practice book
for intermediate students. Cambridge: Cambridge University Press.
• Parrot. M. 2005. Grammar for English Language Teachers. Cambridge: Cambridge
University Press.
• Swan, M. 2005. Practical English Usage. Third edition. Oxford: Oxford University Press.
• Willis, D. 1998. Collins Cobuild Student’s Grammar, classroom edition. London: Harper
Collins.
• Yule, G. 2010. The Study of Language. Fourth Edition. New York: Cambridge University
Press.

These books are available at many university booksellers or direct from their various publishing
houses. You can also search for them through websites such as http://www.amazon.com or
http://www.takealot.com.

4.3 Electronic reserves (e-reserves)

There are no e-reserves for this course.

4.4 Library services and resources information

For all the information you could want about our library services, please go to the myUnisa website
and click on the Library tab on the righthand side of the top ribbon.
The UNISA library has also compiled a number of useful guides to help students, links to which can
be found below:
• Finding recommended reading in the print collection and e-reserves –
http://libguides.unisa.ac.za/request/undergrad
• requesting material – http://libguides.unisa.ac.za/request/request
• postgraduate information services – http://libguides.unisa.ac.za/request/postgrad
• finding, obtaining and using library resources and tools to assist in doing research –
http://libguides.unisa.ac.za/Research_Skills

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• how to contact the library/finding us on social media/frequently asked questions –

http://libguides.unisa.ac.za/ask

5 STUDENT SUPPORT SERVICES

For information on the various student support systems and services available at Unisa (e.g. student
counselling, tutorial classes, language support), please consult the publication MyStudies @ Unisa
that you received with your study material.
Free computer and internet access
Unisa has entered into partnerships with establishments (referred to as Digital Access Centres) in
various locations across South Africa to enable you (as a Unisa student) free access to computers
and the Internet.
This access enables you to conduct the following academic related activities:
• registration;
• online submission of assignments;
• engaging in e-tutoring activities and signature courses; etc.
Please note that any other activity outside of these are at your own expense, e.g., printing,
photocopying, etc.
For more information on the Digital Access Centre nearest to you, please see the Digital Access
Centre tab, under Tuition Support, on myUnisa.
Gaining access and navigating the myUnisa website
You can either navigate directly to myUnisa by entering the following address into the address bar
on your browser: https://www.unisa.ac.za/sites/myunisa/default/ or you can navigate to the main
Unisa site at: http://www.unisa.ac.za, then click on the orange myUnisa tab on the top right of the
page.
Downloading Tutorial Letters from myUnisa
Keep ahead of the crowd and download your study material from the myUnisa site. Login to the
myUnisa site, go to the course TEFL016, click on the left-hand-side tab that says ‘Additional
Resources’ and download your Study Guides and Tutorial Letters
Refer to myUnisa on a regular basis and keep up to date with any new material that may be posted
online.
Discussion forums
The discussion forums are a great way to interact with fellow students and your tutors. Once you
have entered the Forum page you will see that there are various discussion subjects. Please make
sure to choose the correct forum for your query or discussion. You can interact with the teaching
team on the discussion forums. Please use this resource to enhance your learning experience.

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6 STUDY PLAN
The distance component entails the work you cover on your own by means of self-study at home.
This means:
• Working through the 4 Units in Study Guide 1 (TEFL016) and 6 Units in Study Guide 2
(TEFL028) as soon as possible;
• Getting a good grasp and understanding of the material;
• Doing the activities in the study guides as a means of self-evaluation;
• Participating in the online discussion forums on myUnisa;
• Making use of the OERs (Open Education Resources) provided on the British Council:
Teaching English and the British Council: Learn English websites to improve your skills and
knowledge (click on the hyperlinks to go to the websites): Navigate through the various pages
that link from the home pages of the websites and explore the various tools and resources
provided to you, including sample lesson plans, podcasts, reports, EFL news items and
tutorials.
• Identifying areas you may need to get more clarity on during the practical sessions;
• Preparing and submitting your assignments by the due dates.

7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING

In addition to the self-study portion of the course, you are required to complete 20 hours of teaching
practice (TEFL028) by the 25th of October 2023 for semester 2.
Please note that the Centre is NOT responsible for finding you institutions or centres in
which to complete your practical component. You will therefore be required to find an
institution in your own area where you can complete the required 20 hours of teaching
practice. Do not leave finding an institution to the last minute as this could seriously impact
on your completing the course. Should you be experiencing difficulty in locating an institution,
please inform us in advance. More details on this aspect of the course will be posted on the myUnisa
site so please logon regularly to keep apace of new information. The practical teaching component
plays a major part in your final assessment. After all, this is a teaching certificate and you need to
prove your skills in the teaching of English as a foreign language!
The practical sessions are divided into two parts – Teaching and Observation:
You will be required to teach lessons to foreign or domestic second-language English learners to
practise your skills. You will also have to observe your peers present their lessons and participate
in the feedback sessions afterwards. You are required to complete administrative tasks such as
keeping a journal of your teaching experience, completing observation sheets and a self-evaluation
after each of your lessons. You will then be formally assessed during the practical teaching
assessments toward the end of the semester.
Further details of these practical sessions will be posted on the TEFL028 myUnisa website. We
encourage you to take responsibility for your own teaching schedule in order to ensure that you
complete the required number of teaching hours.

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8 ASSESSMENT

8.1 Assessment criteria

Assignments are regarded as part of the learning materials for this module. As you work on your
assignments, ensure that you also study the reading texts, consult other resources, discuss the
work with fellow students and tutors in the discussion forum and do additional research to ensure
that you are actively engaged in the learning process.
Looking at the assessment criteria given for each assignment will help you to understand more
clearly what is required of you. In some cases, additional assessment opportunities might be
available on the myUnisa site for your module.
To help you plan and organise your studies, we have drawn up the following timetable for 2023.
Use it as a guide.
TEFL016 SEMESTER 2 STUDY PLAN 2023

WHEN TO START ACTIVITIES WORK TO BE SUBMITTED DUE DATES

WORKING
UPON REGISTRATION 1. Download and engage
with resources posted on
the TEFL016 myUnisa
website;
2. Post comments and
enquiries on the
discussion forum;
3. Study unit 1 in the Study
Guide for TEFL016;
4. Draft Assignment 01.
Formative Assessment –
compulsory
SEPTEMBER 1. Check regularly for
updates and
announcements posted
on the TEFL016 myUnisa
website;
2. Post comments and
enquiries on the
discussion forum;
3. Study units 2 & 3 in the
Study Guide for TEFL016;
4. Draft Assignment 02.
Formative Assessment –
compulsory
1. & 2. As soon as they
become available.
3. As soon as you have
downloaded your material.
4. Start drafting Assignment
01 only after you have
engaged with the material in
your Study Guide.
SUBMIT: Assignment 01 30 August 2023
and include 2 Peer
Observation forms and 2
Self-Reflection Forms
completed during practical
teaching sessions. (These
forms can be downloaded
from myUnisa)
4. Start drafting Assignment
02 only after you have
engaged with the material in
your Study Guide.
SUBMIT: Assignment 02 20 September 2023
and include 2 Peer
Observation Forms and 2
Self-Reflection Forms
completed during practical
teaching sessions.

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SEPTEMBER / OCTOBER 1. Check regularly for

updates and
announcements posted
on the TEFL016 myUnisa
website;
2. Post comments and
enquiries on the
discussion forum; 4. Start drafting Assignment
3. Study units 3 & 4 in the 02 only after you have
Study Guide for TEFL016; engaged with the material in
4. Draft Assignment 03. your Study Guide.
Formative Assessment – SUBMIT: Assignment 03 06 October 2023
compulsory and include 2 Peer
Observation Forms and 2
Self-Reflection Forms
completed during practical
teaching sessions.
OCTOBER 1. Check regularly for
updates and
announcements posted
on the TEFL016 myUnisa
website;
2. Post comments and
enquiries on the
discussion forum;
3. Study units 3 & 4 in the
Study Guide for TEFL016;
4. Draft Portfolio of
Evidence.
OCTOBER Summative Assessment - SUBMIT: Teaching Portfolio 27 October 2023
compulsory: Finalise and of Evidence
submit Teaching Portfolio

The final mark for this course is based on both your written work and the Portfolio of Evidence,
comprising of evidence obtained during your practical teaching sessions.
The division of work and the weighting is as follows:
Assignments: 40% Teaching practice: 0%* Portfolio of Evidence: 60%
*Please note: While your practicals do not count towards your final mark, they are still
compulsory and the observation forms must be included in your final TEFL028 portfolio, where
you will receive marks for them that will be factored into your overall portfolio mark.

8.2 Assessment Plan

Our Assessment procedure

We have set the assignments and the portfolios in order to allow you to show what you have learned
during the module and to assist you in becoming efficient and effective EFL teachers. We would
like you to use them as an opportunity to explore and engage with what it means to teach English
as a foreign language to foreign language speakers.
The teaching team views assignments as:
• an opportunity for students to communicate what teaching skills they have acquired;
• a chance for students to explore and respond thoughtfully to a range of issues related to EFL
teaching;
• an integral part of the teaching and learning involved in this module.

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We would like to encourage you to approach the assignments positively. Allow yourself enough
time to prepare and submit your work so that it will show your abilities to your best advantage. Try
not to wait until the last day to submit your assignments. Try to submit at least two days before the
due date. The sooner you submit, the sooner you will receive feedback that could be helpful with
your next assignment. Remember that if you have any queries regarding what is expected of you
in an assignment, contact the course co-ordinator in advance.
Our marking procedure
These are some of the factors that we will take into account when marking assignments:
• clear expression in English
• the ability to convey grammatical constructs and concepts clearly and concisely in you lesson
plans;
• the ability to make lessons interesting through innovative and creative means;
• the ability to follow instructions;
• evidence that you have worked through the exercises in the module;
• evidence of a thoughtful engagement with the concepts and skills taught in the module;
• original work.
The following table is an indication of the criteria associated with each mark range. Please note that
this is just a guide.
MARK CONTENT & LANGUAGE PRESENTATION OVERALL
RANGE STRUCTURE COMMENT
75% - Irrefutable evidence of Excellent command of Outstanding; Excellent -
100% sound interpretation grammatical Painstakingly done; Outstanding
and knowledge of structures; Exceptionally neat
topic; Logical & sophisticated use of and legible; Clearly
excellent development diction and linking defined paragraph
of ideas; Well devices to illustrate breaks;
researched with coherence, purpose bibliography
accurate referencing and register; Mastery meticulously listed.
skills; Insightful and of conventions; Near-
original; Highly perfect writing skills.
selective supporting
details; Captivating
introduction & highly
convincing conclusion.
66% - Sound understanding Very good command Well-structured Good - Very
74% and knowledge of of grammatical essay; Clearly good
topic; Convincing structures; Wide defined paragraphs;
presentation of topic; range of vocabulary, Neat & legible;
Concerted effort at linking devices and Complete &
originality; Relevant sentence structures; correctly listed
supporting details. Sound general writing bibliography.
skills.

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50% - Some understanding Occasional flawed loosely organized; Satisfactory

65% and knowledge of sentences, logical but - Good
topic; Some evidence punctuation & spelling incomplete
of supporting details; errors; Effective use of sequencing and
Reasonable simple sentence signposting.
development of constructions.
information; A few
lapses in content;
Sometimes disjointed
and poorly organized.
30% - Unsatisfactory Major problems in Inconsistently Poor
49% handling of topic; simple/complex defined paragraphs;
Some irrelevant & sentence Need for more
repeated information; constructions; frequent clearly defined
Mundane handling of language issues; paragraphs;
topic; Flawed by meaning confused or Bibliography
generalisations & obscured; small incomplete &
inadequate supporting vocabulary range; incorrectly listed.
detail; Ineffective or frequent issues of
confused logic. word/idiom choice and
usage.
0% - Very little or no Poor command of Poor essay Very poor
29% evidence of vocabulary, sentence structure; Illegible
understanding & structure and handwriting / many
knowledge of topic; punctuation; No typing errors; No
Very little knowledge of grammar bibliography.
understanding of structures.
essay-writing skills;
Fragmented or
disjointed/muddled
ideas; Clear lack of
preparation and
planning.

Marking Code
When assessing your essays, markers use the following codes in addition to written feedback.
abb Abbreviation
Do not use abbreviations or contractions (such as can’t, don't, etc.) in formal writing (e.g. a written
assignment).
agr (s/v) Agreement error
Your verb does not agree with your subject in number. Check whether your subject is singular or
plural. A plural subject takes a plural verb: The students read the book. A singular subject takes a
singular verb: The student reads the book.
amb Ambiguity
Your statement could have two meanings. Rephrase.

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ap Apostrophe error
An apostrophe is a comma that hangs above the line. An apostrophe is used to indicate
possession.
examples
• The boy’s hands are dirty (the hands of the boy).
• Mandela's leadership (the leadership of Mandela).
• The boys' privileges (the privileges of the boys).
An apostrophe is used to indicate when letters are left out (contraction or omission).
examples
• We'll (we will)
• Can't (can not)
• I've (I have)
• It's (it is)
Contractions such as these are unacceptable in formal writing.
NB: 'its' (without an apostrophe) is the possessive form. The dog chewed its bone.
arg Argument
Your argument/explanation is not methodical/coherent/relevant. A clear and logical line of thought
needs to emerge.
art Article error
You have used a instead of the, or the instead of a, or you have omitted to use a or the where you
should have. Alternatively, you have used a or the with a word that should not have an article.
awk Awkward phrasing
Do not use abbreviations or contractions (such as can’t, don't, etc.) in formal writing (e.g. a written
assignment).
cap Capital letter
The word should begin with a capital letter, either because it begins a sentence, or because it is a
proper noun.
c/s Comma splice
You have joined two ideas (i.e. two separate sentences) without using a connecting word or proper
punctuation. Either add a connecting word, or change the comma to a semi- colon, or break the
comma-spliced sentence into two separate sentences.
exp Expression faulty
Your sentence is difficult to understand because of errors too numerous to list.
frag Fragmentary sentence
Your sentence does not have a verb and, therefore, is only a fragment of a sentence.

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inc Incomplete sentence

You have left out part of the sentence.
irr Irrelevant
What you have said has nothing to do with the topic.
L?/ill Logic faulty / Illogical
Illogical, or your writing does not make sense here.
N.P. New paragraph
You have started discussing a new idea, so you need a new paragraph.
Para Paragraph structure
A paragraph consists of a main idea (usually expressed in a topic sentence) and several supporting
sentences that explain the main idea or give examples and/or details concerning the main idea.
Single-sentence paragraphs are not acceptable because a single sentence cannot develop or
expand the main idea.
Your paragraph is too long and needs to be divided where appropriate.
P. Punctuation
You have misused a punctuation mark, or omitted one where it was necessary.
sp Spelling
You have misspelled a word. Try to get into the habit of using a dictionary consistently.
T Tense error
Your verb is in the wrong tense.
Note: Use the present and related tenses when discussing a literary work, such as:
• "Bosman's humour has a strong South African flavour."
• “In her short stories, Nadine Gordimer touches on issues ..."
Voc/ Vocabulary error
You have used the wrong word, or you could have used a better one. (Look up the word you have
used in the dictionary. You will find that its meaning is either not correct or not appropriate in your
sentence.)
wdy Wordiness
You have used too many words to say something that could be said far more simply and concisely.
WO Word order incorrect
The words in your sentence are in the wrong place. Your marker will have used arrows.

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PLAGIARISM
Regrettably we need to draw your attention to this increasing phenomenon, and the seriousness
with which the University views it.
• If you copy something out of a book, an article, a website or another document without
acknowledging its source, and pass it off as your own, that constitutes plagiarism. In effect,
you are stealing something that belongs to someone else, dishonestly pretending that it is
your own.
• If you paraphrase material (i.e. change the wording slightly) or use ideas or a line of argument
without acknowledging the original source, this also constitutes plagiarism and a severe
penalty will apply.
• It is not enough to cite sources in the Bibliography at the end of your essay. You must refer
to these in the body of your essay, in brackets, next to every statement that is based on
borrowed formulations or ideas.
• The Disciplinary Code for Students (2004) is given to all students at registration. Students
are advised to study the Code, especially Sections 2.1.13 and 2.1 4 (2004: 3-4). Kindly read
the University’s Policy on Copyright Infringement and Plagiarism as well.
• The declaration which appears on the last page of this Tutorial Letter must be appended to
every assignment which you submit while you are a student in the Department of English
Studies. No assignment will be accepted unless the declaration has been completed and
attached. If you are submitting the assignment electronically, via myUnisa, please copy and
paste the declaration into your document and add your initials and name. You need not furnish
a digital signature.
• The following are examples of the type of reference and quotation you are expected to provide:
a. As suggested by J Smith (1998: 64), it would be fruitful to explore further Jane Austen’s
attempt to subvert society’s expectations… Therefore, I propose to investigate this
aspect…
b. I intend to pursue the line of inquiry opened by J Smith (1998: 64-76) regarding Jane
Austen’s attempt to… and I should like to offer further arguments in support of Smith’s
suggestion…
c. After consulting an article on JM Coetzee in Wikipedia (cite the exact website), I have
reconsidered my views on Coetzee’s portrayal of Elizabeth Costello…I disagree, however,
with some of the author’s assertions, namely…
d. In approaching the assignment’s question, I took as my starting point Sarah Werner’s
comment: „To insist on the primacy of character is to miss… the opportunity to contest the
idea of Shakespeare’s universal truth‟ (2001: 36). My argument partly supports and partly
counters hers …

8.3 Assignment numbers

All assignments are numbered consecutively (01, 02, 03, 04…). The consecutive numbering of
assignments is known as the General Assignment Number. In addition to the consecutive
numbering, each assignment is allocated a unique number that identifies the assignment as
belonging to a specific course. This assignment number is known as the Unique Assignment
Number. When submitting your assignments, you will need to indicate both the General
Assignment Number and the Unique Assignment number.

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In this module you will submit three assignments (Assignment 01, 02 and 03) and a Portfolio
(Assignment 04). The portfolio serves as the final assessment and replaces the formal venue-based
exam.
8.3.1 General assignment numbers
As mentioned in the previous section, the General assignment number is the consecutive number
assigned to each assignment. Your first assignment will therefore be Assignment 01, your second
assignment, 02 and so on.
8.3.2 Unique assignment numbers
Each assignment is given its own unique number in each semester. This means that Assignment
01 will have its own unique number as will Assignment 02 and 03. This number will need to be used
when submitting the relevant assignment via the myUnisa site. It is important to use the correct
unique assignment number when submitting your assignments.
The unique assignment numbers for the TEFL016 programme are as follows:
General Assignment Number Unique Assignment Number

Semester TWO

Assignment 01 724104

Assignment 02 724153
Assignment 03 724176
Assignment 04 (Portfolio) 724238

8.4 Assignment due dates

General Assignment Number Due Date

Semester TWO

Assignment 01 30 August 2023

Assignment 02 20 September 2023
Assignment 03 06 October 2023
Assignment 04 (Portfolio) 27 October 2023

8.5 Submission of assignments

All assignments should be submitted via myUnisa. Note that you can only upload one file as your
complete assignment, that is, you cannot submit answers to each question in separate
files/documents.
Please ensure that you upload the correct file as we can only award marks for TEFL016
assignments. Do not upload assignments for TEFL028 together with those for this module as they

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will not be marked. TEFL028 has its separate assignment due dates and unique assignment
numbers and therefore must be submitted separately.

8.6 The assignments

SEMESTER 02
Assignment 01
Unique number: 724104
Due date: 30 August 2023
Compulsory: Yes

Function: This assignment seeks to enhance your understanding of the importance of grammar in
the classroom when teaching English language as a foreign language. The aim of the assignment
is to improve your understanding and knowledge of the individual and structural aspects of
grammar, to prepare you better for teaching grammar to English second language speakers.

The assignment must adhere to correct academic writing conventions (good grammar and
expression). Poor language expression will be penalised. Examples of poor language expression
include serious errors in sentence structure, language, diction, spelling, punctuation, and so on.

Instructions:

To prepare for grammar lessons, teachers need to have a sound understanding of how English
grammar functions. Access the Online Educational Resources (OERs) on the British Council: Learn
English site to gain more insight into aspects of grammar.

Question 1

Carefully consider everything you have learned in Study Unit 1 of your study guide. Write an essay
of (one)1 typed page in length, in which you identify the area(s) of grammar you believe foreign
English language learners will find the most challenging to master. Justify your response with
reference to the information contained in Study Unit 1, your own experience, and at least 2
additional sources that you have researched independently. Where secondary sources have been
used, in-text referencing and a full reference list must appear at the end of the essay.

Marks will be awarded as follows:

Content (25)
• Content includes topic interpretation, ideas (relevance, weight, originality) and their
organisation (introduction & conclusion; paragraphing; cohesion; logicality).

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Expression (25)
• Expression rates a candidate's command of standard academic English, particularly as
reflected in sentence structure, diction and correctness.
[50/2= 25]

Question 2
In the paragraph below, identify one example of the following parts of speech:
a) Adjective,
b) adverb,
c) conjunction,
d) determiner,
e) noun,
f) preposition,
g) pronoun, and
h) verb:

"The quick brown fox jumps over the lazy dog. It moves swiftly through the lush
green fields, gracefully leaping over obstacles with agility. The fox's sleek fur
glistens under the golden rays of the sun, and its keen eyes scan the surroundings
for any signs of danger. With every bound, the fox displays its remarkable speed
and nimbleness, captivating all who witness its elegant movements."
Marks will be awarded as follows:

One (1) mark will be awarded for the provision of one correct example of each part of speech
identified in the paragraph (adjectives, adverbs, conjunctions, determiners, nouns, prepositions,
pronouns, and verbs), for a total of eight (8) marks. One (1) mark will also be awarded for correctly
identifying the noun type of your chosen example (common, proper, countable, uncountable,
abstract, or collective). A further one (1) mark will be awarded for correctly identifying the tense of
your chosen verb example. [10]

Question 3

Correct the errors in each of the following sentences:

3.1. I never traveled internationally. I might next year, though.

3.2. I really enjoyed to be there yesterday.
3.3. If you want to be successful, you need to believe in you.
3.4. She’s really selfish. She only cares about her.
3.5. They’ve been married during ten years.
3.6. Is important to be polite and respectful.
3.7. I wish I have more time to finish the proposal.
3.8. I work here since 2010.
3.9. I’ve been studied a lot lately.
3.10. The TV is too loud? Okay, I turn it down. [10]

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Question 4
Background
TEFL016 is an online module, and it is important for students to engage with their lecturers and
their fellow students to ensure that the teaching and learning is delivered successfully.

Instruction
Briefly summarise your participation in one of the TEFL016 myUnisa discussion forums. Explain
what your comment or question was about and state whether your comments or enquiries were
addressed satisfactorily. Please motivate your answer. [5]

TOTAL: 50 MARKS

Assignment: 02
Unique number: 724153
Due date: 20 September 2023
Compulsory: Yes

Function: This assignment seeks to enhance your understanding of the importance of language
analysis in the classroom when teaching English language as a foreign language. Furthermore, this
assignment will examine the need to teach grammar in language teaching; to plan how to teach
grammatical concepts to students in the classroom; to understand and discuss the “lexical
approach”; to explain the links between the teaching of vocabulary and structures and to apply the
above knowledge gained to develop suitable grammar teaching tools.

The assignment must adhere to correct academic writing conventions (good grammar and
expression). Poor language expression will be penalised. Examples of poor language expression
include serious errors in sentence structure, language, diction, spelling, punctuation, and so on.

Question 1

Analyse the following language structures using the FUMP formula provided in Unit 2 of your
TEFL016 Study Guide:

1.1. Thandi must have practiced a lot because she sang like an angel. (4)
1.2. I booked the flight to Rome for tomorrow afternoon at 3 o’clock. (4)
1.3. Thabo has some sick dance moves. (4)
1.4. Nombulelo is very dedicated to her schoolwork because she studied all night. (4)
1.5. Forbidden fruit is always the sweetest. (4)
[20]

Question 2

Read through the section in Unit 3 of your TEFL016 Study Guide on Grammar in the Classroom,
paying particular attention to the lexical approach to teaching grammar, then go online and see
what other sources you can find about the lexical approach. Write an essay of 1-2 typed pages in
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length and discuss the importance of making use of the lexical approach in teaching English
grammar to foreign language learner. Do not copy from the Study Guide. Write in your own words
and provide references for your research. You may include links to YouTube or Online Educational
Resources (OERs) to substantiate your discussion.

Marks will be awarded as follows:

Content (25)
• Content includes topic interpretation, ideas (relevance, weight, originality) and their
organisation (introduction & conclusion; paragraphing; cohesion; logicality).

Expression (25)
• Expression rates a candidate's command of standard academic English, particularly as
reflected in sentence structure, diction and correctness.
[50/2= 25]

Question 3

Background
TEFL016 is an online module, and it is important for students to engage with their lecturers and
their fellow students to ensure that the teaching and learning is delivered successfully.

Instruction
Briefly summarise your participation in one of the TEFL016 myUnisa discussion forums. Explain
what your comment or question was about and state whether your comments or enquiries were
addressed satisfactorily. Please motivate your answer. [5]

TOTAL: 50 MARKS

Assignment: 03
Unique number: 724176
Due date: 06 October 2023
Compulsory: Yes

Function: The purpose of this assignment is to make you aware of the importance of pronunciation
in the teaching and learning of English as a foreign language. Furthermore, it seeks to help you
develop effective teaching techniques for pronunciation activities when teaching English as a
foreign language; also, to make you aware of the technical aspects of speech, such as phonology,
word stress, sentence stress and intonation.
When marking the assignment, poor language expression will be penalised. Examples of poor
language expression include serious errors in sentence structure, language, diction, spelling,
punctuation, and so on.

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Questions:

Question 1
Read through Section B of Activity 2 in Unit 4 of your TEFL016 Study Guide and write down your
answers. [10]

Question 2
Read through Activity 3 in Unit 4 of your TEFL016 Study Guide and write down your answers.
[10]

Question 3
Read through section 7.1 in Unit 4 of your TEFL016 Study Guide, and also search online sources
to find more information about pronunciation teaching techniques. Write an essay of 1-2 typed
pages in length and discuss techniques for teaching pronunciation to EFL learners. Do not copy
from the Study Guide. Write in your own words and provide references for your research. You may
include links to YouTube or OER resources to substantiate your discussion.

Marks will be awarded as follows:

Content (25)
• Content includes topic interpretation, ideas (relevance, weight, originality) and their
organisation (introduction & conclusion; paragraphing; cohesion; logicality).

Expression (25)
• Expression rates a candidate's command of standard academic English, particularly as
reflected in sentence structure, diction and correctness.
[50/2= 25]
Question 4
Briefly summarise your understanding of intonation in 1-2 paragraphs. [5]

TOTAL: 50 MARKS

Assignment: 04 (PORTFOLIO)
Unique number: 724238
Due date: 27 October 2023
Compulsory: Yes

Function: This portfolio replaces a traditional venue-based examination and is meant to be a

reflection of all that you have learned in the course of the semester. In compiling your portfolio, you
will embark on a self-reflective journey of how you have engaged with the theoretical constructs of
teaching English as a Foreign language, what you have learned about yourself as a teacher, your
strengths and your weaknesses and what strategies you have put into place to improve your
teaching practice.

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When marking the portfolio, the same criteria will be used as with the marking of the assignments,
however, we will also be looking at how you have progressed in your theoretical understanding and
application of English grammar in the classroom.

Section A

Write a reflective essay of approximately one (1) typed page in length, in which you critique the
TEFL016 Tutorial Letter 501 and the tuition support you have received. Your essay should include
the following two elements:

Firstly, identify two (2) sections (units presented as lessons) from your Study Guide that you found
particularly useful in improving your skills in teaching grammar, and provide reasons based on the
content of those sections in the tutorial letter. Then identify one (1) of the live/recorded lessons that
you found to be particularly valuable and engaging, and provide reasons based on the content and
presentation of that lesson.

Secondly, provide at least two (2) detailed recommendations or suggestions for improvements you
would like to see implemented in our course work. Your recommendations or suggestions should
be from the content already present in the module. Provide justifiable reasons to support your
recommendations or suggestions.

Marks will be awarded as follows:

Content (25)
• Content includes topic interpretation, ideas (relevance, weight, originality) and their
organisation (introduction & conclusion; paragraphing; cohesion; logicality).

Expression (25)
• Expression rates a candidate's command of standard academic English, particularly as
reflected in sentence structure, diction and correctness.
(50/2= 25)

Mark this section of your Portfolio as Section A. [25]

Section B

Refer to Study Unit 2 of your Study Guide, then search online for additional sources discussing
Form-Use-Meaning-Pronunciation (FUMP) analysis. Write an essay of approximately one (1)
typed page in length and discuss the value of FUMP analysis to EFL teachers. Consult at least two
additional sources and do not copy directly from the Study Guide. Write in your own words and
provide references for your research. Where secondary sources have been used, in-text
referencing and a full reference list must appear at the end of the essay. You may include links to
YouTube or OER resources to substantiate your discussion.

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Marks will be awarded as follows:

Content (25)
• Content includes topic interpretation, ideas (relevance, weight, originality) and their
organisation (introduction & conclusion; paragraphing; cohesion; logicality).

Expression (25)
• Expression rates a candidate's command of standard academic English, particularly as
reflected in sentence structure, diction and correctness.
(50/2= 25)

Mark this section of your Portfolio as Section B. [25]

Section C.

Using the experience you have gained from TEFL028 and your teaching practicals, create a
detailed 60-minute lesson plan for teaching a class of intermediate-level learners how to use phrasal
verbs with “get”. You may use the lesson plan template provided in the Additional Materials tab
of the TEFL016 MyModules site, or one of your own devising, so long as it includes the following
elements:

• Lesson Plan title

• Name of teacher
• Proficiency level of class
• Duration of lesson
• Primary, subsidiary and personal teaching objectives
• Desired learner outcomes
• Potential problems the learners may face and your solutions to said problems
• The assessment methods you plan to employ during and at the conclusion of the lesson
• Detailed individual teaching and learning activities totaling the duration of the lesson, and
materials to be used during the lesson, including copies of any posters, presentations,
worksheets, or handouts you will employ.

Remember that this lesson plan should be sufficiently detailed and specific that a reader would be
able to use it to present your lesson to a class with minimal additional preparation.

Mark this section of your Portfolio as Section C. [50]

Section D.

Complete the questionnaire at the end of this Tutorial Letter 101 and include it in your final Portfolio.
Completion of this questionnaire will allow us to improve on our offering of the course and better
serve the needs of our students.

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TOTAL: 100 MARKS

8.7 Other assessment methods

There are no other assessment methods for this module.

8.8 The examination

There is no written examination for this course. Instead, every student has to submit two
Teaching Portfolios of Evidence (one for TEFL016 AND one for TEFL028). This is internally
examined and externally moderated by experts in the field of English language teaching.
Students who get below 60% for the portfolios of evidence will have to re-register in another
semester if they wish to try again. [a total mark out of 200 will be awarded – 100 marks for
each portfolio].
The Portfolio of Evidence should be compiled using the format below:

Teaching Portfolio TEFL016

Your Name and student

number
TEFLA Certificate 2023,
UNISA
(this header should be placed on every page of your
portfolio)

TABLE OF CONTENTS PAGE

A. Critique of the semester 2 TEFL016 Module and Study Materials

B. The importance of FUMP Analysis to TEFLA Educators

C. English Grammar Lesson Plan

D. QUESTIONNAIRE

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9 FREQUENTLY ASKED QUESTIONS

Students usually have many questions when starting on a new course. We have attempted
to answer them in an interview format.
CC: Hello. I am the course co-ordinator for this course. My task here is to introduce you
to the course by answering some of the questions students often ask. In this way, I
hope you w i l l come to understand what you are undertaking and how you can benefit
from the course.

Q: What exactly does this course qualify me to do?

CC: The TEFLA programme is an introductory course and students who complete it will
be qualified to teach English as a foreign language locally or internationally. This
qualification is specifically for foreign language teaching and it does not permit you to
teach in the formal school structure, which is controlled by the South African Department
of Education. The credits you earn for this course will be recognised towards further study
by UNISA and some other universities (please make your own enquiries regarding this).
Q: What is the profile of the “typical” TEFLA student?

CC: Our students come from all walks of life and fall into different age-groups, so it is hard
to generalise. There are a few characteristics I could mention: Students in the 20-30
age-group may be thinking of travelling overseas; those in the 35-45 age-group may want
to extend their skills or make a career change. Those in the 50-60 age-group may want
to try something new or consolidate skills they have built up over the years by getting an
official qualification and, possibly, have a second career when they retire. We have had
people who have been involved in volunteer work for many years and want to extend
the service they offer the community. So, every student comes with their own personal
motivations and goals: the common denominator is the desire to teach.

Q: Does this certificate guarantee I will find a job?

CC: No-one can guarantee that you will find a job. However, having a certificate will
certainly strengthen your application for a job. Most language schools currently look to
appoint teachers who have a degree and some form of EFL training. The market has
become more and more competitive, so possessing an accredited qualification is to your
advantage. More information regarding finding a job is included in Unit 6 of your Study
Guide for TEFL028.
Q: I have never taught before. How well does this course prepare me for teaching?
CC: The whole aim of this course is to train you to be able to teach English as a foreign
language. It is only an introductory course, yet it covers a wide range of skills, provides
you with practical teaching tips and, most importantly, gives you the opportunity to teach
actual foreign language learners. Depending on how much progress you make during the
course, you should be able to hold your own in the classroom. This does not mean that
the learning is over, however – You will need the help and support of colleagues, your
developing experience of teaching, and your own self-awareness and motivation to
improve yourself as an EFL teacher.

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Q: What is the content of the course?

CC: The course consists of several inter-linking components: a basic introduction to English
grammar (TEFL016), the theory and practice of EFL teaching (TEFL028), as well as the
practical teaching sessions, which culminate in a Teaching Portfolio of Evidence
that will serve as your final assessment and can also be a useful document for your job
applications. Areas covered in this course include: Grammar and language analysis;
foreign language versus first language learning; the foreign language learner; teaching
methods and approaches; classroom management; teaching receptive and productive
skills; teaching pronunciation; using and evaluating materials; and professional
awareness.

Q: What is meant by “mixed-mode tuition”?

CC: UNISA is a distance-learning university so all its courses must allow students to study
from home. Tuition is delivered by means of the written word in the form of Study Guides,
which contain both notes and activities for you to work on. ALL material for this course is
posted on the TEFLA myUnisa website. In addition, a teaching qualification requires
students to demonstrate their skills in the classroom by means of presenting practical
lessons. That means that students must be available to come to Pretoria, (or find an
institution in their area) for these contact sessions. This combination of studying by
distance and attending practical sessions, or teaching, is what is called “mixed mode
tuition”.

Q: How good does my own English have to be? Do I need to know a lot of grammar?
CC: If you want to teach English, you need to have a love of language and a good level of
proficiency. That is, you need to be able to read, write and speak English fluently.
Some knowledge of grammar is necessary in order to understand how the language
functions. This will enable you to help your learners with some of the difficulties they
encounter. That is why we have included a special section to help you brush up on your
grammar. It is also important to know that your written language skills will be closely
assessed during the semester, by awarding marks for the writing skills you display in all
your submitted work.

Q: I have heard that this course is tough and stressful. Is it true?

CC: Yes. This course is both intense and challenging. Although the content is not difficult,
it is putting the theory into practice that is the biggest challenge for students. You will
be working under pressure during the practical sessions; planning lessons is time-
consuming and tough at first, so you need to master those skills; teaching in front
of your peers and trainers can be unnerving; then sitting through feedback on your
lessons adds to your stress levels. That is why we suggest that when you do the practical
sessions, you free yourself of other duties so that you can concentrate on the work at
hand.

Q: What do I have to do to pass?

CC: Firstly, you will have to submit all six of the assignments for both TEFL016 and
TEFL028 by their respective due dates. Secondly, you will have to complete the online
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aspect of the course and meet all the requirements for and pass your teaching practice.
You will also need to submit your Teaching Portfolio of Evidence as part of your final
assessment.
Q: Do I need to buy any reference books or resources for this course?
CC: The content of the two Study Guides for this course is quite comprehensive and covers the
main aspects of the syllabus. You should be able to cope well with the course if you use the
guides and the other resource materials you have access to during the practical workshops.
However, if you are interested in any special aspect of your studies or want to do further
reading, we do offer a short reading list of suitable titles. It is up to you to decide whether
you need additional books and what kinds of books would meet your needs. Most teachers
will tell you how important it is to build up a store of resources for oneself; we would suggest
you acquire at least a good dictionary and a grammar reference book.
Q: I have heard of a CELTA and other TEFL courses. How does the TEFLA compare?
CC: The CELTA (Certificate for English Language Teaching to Adults) is the best known of the
teacher-training courses in EFL/TEFL (English as a Foreign Language/Teaching English as
a Foreign Language). The TEFLA is very similar to the CELTA: they share the same goals
and follow a similar syllabus. The differences lie mainly in the presentation of the courses
and the universities that accredit them. TEFLA is accredited by UNISA while CELTA is
accredited by Cambridge University in the UK. The TEFLA course has been evaluated and
moderated by overseas experts who have found it equal to the CELTA and other similar
courses. Some special features of TEFLA are that you receive two Study Guides which
include a short introduction to grammar, along with written feedback regarding your
assignments from your course co-ordinators. Introductory certificate courses such as these
are valued by language schools when recruiting new teachers.
Q: Whom should I contact if I have any other questions about the course?
CC: You are more than welcome to contact the course co-ordinators if you need help or
Information about the course by posting comments and questions on the discussion forums
on the myUnisa TEFLA websites or emailing them directly. The course secretary will be
able to assist you with financial and administrative enquiries. All the relevant contact details
are included under the heading entitled Lecturers and contact details, earlier in this
tutorial letter. We will assist you wherever we can.

10 SOURCES CONSULTED
None.

11 IN CLOSING
We hope that you find this information helpful in the completion of your studies. However, please
do contact us directly through the channels discussed elsewhere in this tutorial letter, should you
require any further information or assistance. Remember that you should also regularly engage in
the discussion forums and check for updates on the TEFL016 myUnisa module site.
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We hope you find this course the rich, engaging, and educational experience that we believe it to
be and that you enjoy this course with us.
Good luck with your studies!
The TEFLA team

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12 ADDENDUM A – PLAGIARISM DECLARATIONS

PLAGIARISM DECLARATION: TEFL016 ASSIGNMENT 01
Name : ………………………………………………………………………………….

Student Number: ………………………………………………………………………

I declare that this assignment is my own original work. W here secondary material has been used (either from a
printed source or from the internet), this has been carefully acknowledged and referenced in accordance with
departmental requirements. I understand what plagiarism is and am aware of the department‟s policy in this
regard. I have not allowed anyone else to borrow or copy m y work.

Signature: ………………………………

PLAGIARISM DECLARATION: TEFL016 ASSIGNMENT 02

Name : ………………………………………………………………………………….

Student Number: ………………………………………………………………………

I declare that this assignment is m y own original work. W here secondary material has been used (either from a
printed source or from the internet), this has been carefully acknowledged and referenced in accordance with
departmental requirements. I understand what plagiarism is and am aware of the department‟s policy in this
regard. I have not allowed anyone else to borrow or copy m y work.

Signature: ………………………………

PLAGIARISM DECLARATION: TEFL016 ASSIGNMENT 03

Name : ………………………………………………………………………………….

Student Number: ………………………………………………………………………

I declare that this assignment is m y own original work. W here secondary material has been used (either from
a printed source or from the internet), this has been carefully acknowledged and referenced in accordance with
departmental requirements. I understand what plagiarism is and am aware of the department‟s policy in this
regard. I have not allowed anyone else to borrow or copy m y work.

Signature: ………………………………

PLAGIARISM DECLARATION: TEFL016 PORTFOLIO

Name : ………………………………………………………………………………….

Student Number: ………………………………………………………………………

I declare that this assignment is m y own original work. W here secondary material has been used (either from
a printed source or from the internet), this has been carefully acknowledged and referenced in accordance with
departmental requirements. I understand what plagiarism is and am aware of the department‟s policy in this
regard. I have not allowed anyone else to borrow or copy m y work.

Signature: ………………………………

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13 ADDENDUM B – QUESTIONNAIRE (FOR INCLUSION IN PORTFOLIO)

1. Why did you choose to enroll for this specific SLP?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

2. Did the programme meet your expectations? Please supply reasons for
your answer.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

3. What aspect of the programme did you most enjoy? Explain why.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

4. From a scale of 1-10, where 1 is Extremely Poor and 10 is Excellent, rate

the quality of tuition you received from your Tutor.
……………………………

5. Would you recommend this programme to others?

……………………………

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