L3120: Certificate in Teaching English as a Foreign Language Assessment

Assignment Overview

Rationale/ Essay

Write a 700-1000 word rational of your lesson plan. Use the following bullet points as headings – write about each point in detail, ensuring you give a full rationale for your lesson plan.

• Why have you structured the lesson in the way you have? (e.g. What are the strengths and limitations of using a PPP structure?)

• How will your lesson stages contribute to your lesson aims being achieved?

• Why is this topic important for your learners?

• Are there other activities you considered including, but chose not to? Why?

• What would you do if you activities didn’t work in the way you planned?

Lesson Plan & Content Questions

1. In the warmer stage, what specific places are you referring to, and how will you introduce the topic without starting to teach the target language too early?

2. How will you use visuals to make the meaning of the target vocabulary clear to students, rather than just listing the words?

3. What do you mean by "the teacher will here use animation within proper pictures to make the student understand"? Can you explain clearly how you will present and clarify the spelling of the ten target words?

4. Can you complete the matching task so that it covers all ten target words?

5. Can you revise the production stage task by removing "Conversation 1" and using only Conversations 2 and 3 as examples?

Materials Submission Questions

1. Have you prepared and submitted visuals for all ten target words/places, as you did in your previous attempt?

Rationale Questions

1. Can you rewrite your rationale to include all the changes you have made to the lesson plan?

2. How will you provide justification for the structure of the lesson and explain how each activity helps achieve the lesson aims?

3. What would you do if activities did not work as planned, and which alternative activities did you consider but chose not to use?

Assessment Criteria–Focused Questions

1. Have you staged the lesson so that it can achieve the lesson aims with a variety of communication-focused tasks?

2. Have you created, adapted, or sourced materials that fully support the achievement of the lesson aims?

3. Have you written a clear enough procedure so another teacher could follow it and teach an effective lesson?

Technical and Structuring Questions

1. Are appropriate timings included for each stage?

2. Have you used suitable interaction patterns for the tasks, ensuring they are varied throughout the lesson?

3. Have you used correct and appropriate terminology related to both lesson structure and target language?

Aims

1. When you select a suitable production stage activity, have you included this in the outcomes?

Lesson Plan

1. In the warmer stage, are you avoiding introducing the target language too early (e.g., making it a discussion on the topic instead)?

2. How can you involve students more in the presentation stage, rather than having them sit and listen for 20 minutes?

3. What exactly do you mean by "L is the location" ? How will you make this clear to students who don’t yet know the meaning of the words?

4. What visuals are you referring to in the presentation stage, and have you submitted these in the materials?

5. Have you correctly placed syllables in the pronunciation stage instead of the form stage?

6. What visuals are you referring to in the controlled practice stage, and have you submitted them in the materials?

7. Since students would struggle to suddenly use all the new phrases for giving directions, how can you adapt the production stage task to be more suitable?

8. How can you personalise the target language (e.g., by getting students to talk about their home towns)?

Materials

1. Have you submitted copies of all activities and visuals you refer to in the plan?

Rationale

1. Does your rationale meet the word count requirement of 700–1000 words?

2. Have you updated your rationale to include all the changes you made to the lesson plan?

Vocabulary Practice: Places in Town (A2 Level)

Target Words

• Hospital

• Factory

• Department Store

• Pharmacy

• School

• Café

• Museum

• Library

• University

• Garage

Part 1: Fill in the Blanks

Choose the correct word from the box to complete each sentence.

1. My father works in a __________ where they make shoes.

2. I need to buy some medicine, so I’m going to the __________.

3. The __________ has many floors with clothes, electronics, and furniture.

4. When I broke my arm, I went to the __________ to see a doctor.

5. Children go to __________ every weekday to learn new things.

6. I go to the __________ every morning for coffee and a croissant.

7. She studies biology at the __________ in Cape Town.

8. We visited the art __________ to see the new painting exhibition.

9. My car broke down, so I took it to the __________.

10. You must be quiet in the __________ because people are reading.

Part 2: Match the Sentence to the Place

Write the correct word next to each description.

1. A place where people go to learn. → __________

2. A place where workers make products. → __________

3. A place where you can buy medicine. → __________

4. A place where you can shop for clothes, furniture, and more. → __________

5. A place where doctors and nurses help sick people. → __________

6. A place where people go to eat food and drink. → __________

7. A place where people visit to see cultural or historical materials. → __________

8. A place where students go to read and learn from books. → __________

9. A place where students attend lectures on campus. → __________

10. A place where you take your vehicle to be repaired. → __________

Assessment Requirements Summary

The assessment focused on designing and rationalising a lesson plan for A2-level vocabulary practice, specifically targeting "Places in Town." The assessment required three key components:

1. Rationale/Essay (700–1000 words)

   • Justify the structure of the lesson (e.g., PPP: Presentation, Practice, Production) and explain strengths and limitations.

   • Explain how each lesson stage contributes to achieving lesson aims.

   • Discuss the relevance of the topic for learners.

   • Reflect on alternative activities considered and reasons for excluding them.

   • Describe contingency strategies if activities did not work as planned.

2. Lesson Plan & Content Questions

   • Detail the warmer, presentation, controlled practice, and production stages.

   • Use visuals and animation effectively to teach target vocabulary without overwhelming students.

   • Demonstrate tasks and examples clearly, including matching and fill-in-the-blank exercises.

   • Adapt tasks to suit learner levels and personalise activities (e.g., discussions about hometowns).

3. Materials Submission & Technical Considerations

   • Submit visuals and activities supporting all ten target words.

   • Include accurate timings, interaction patterns, pronunciation guidance, and lesson structure terminology.

   • Ensure clarity so another teacher can follow and implement the lesson effectively.

Learning objectives addressed:

• Mastery of lesson planning and rationale writing.

• Effective use of visuals and task-based teaching methods.

• Ability to adapt and personalise lesson activities.

• Understanding of communication-focused tasks and structured progression from presentation to production.

Step-by-Step Approach by Academic Mentor

Step 1: Understanding Assessment Requirements

• The mentor first ensured the student clearly understood each section of the assignment and the word count requirement for the rationale.

• Key questions were highlighted to guide the student in structuring their responses for maximum clarity and relevance.

Step 2: Structuring the Lesson Plan

• The mentor guided the student to adopt a PPP structure:

  • Presentation Stage: Introduce target vocabulary using visuals and animation to avoid early exposure to complex terms.

  • Practice Stage: Controlled exercises like fill-in-the-blanks and matching tasks to reinforce learning.

  • Production Stage: Real-life conversation tasks (e.g., giving directions, talking about hometowns) to ensure active use of vocabulary.

• The mentor advised avoiding overloading students and suggested how to adapt the production stage to learners’ proficiency.

Step 3: Designing Materials

• The mentor reviewed and supported the creation of visuals for all ten target words: hospital, factory, department store, pharmacy, school, café, museum, library, university, garage.

• Guidance was given on using visuals effectively: animations, real-life pictures, and staged examples to clarify meaning without explicit translation.

Step 4: Drafting the Rationale

• The mentor helped the student draft the rationale, ensuring all required bullet points were addressed.

• Each activity’s purpose and alignment with lesson aims were explained, including alternatives considered and contingency strategies.

• Feedback was given to ensure the rationale remained within 700–1000 words and reflected all changes in the lesson plan.

Step 5: Finalising Lesson Plan & Tasks

• Adjustments were made based on mentor feedback:

  • Removed “Conversation 1” from the production stage.

  • Corrected placement of syllables in the pronunciation stage.

  • Ensured all visuals were submitted and clearly linked to activities.

• Interaction patterns and timings were refined to ensure effective engagement throughout the lesson.

Outcome and Learning Achieved

• Assessment Outcome: A complete lesson plan and rationale were submitted, fully aligned with the assessment criteria. All materials were prepared, and activities supported lesson aims effectively.

• Learning Objectives Covered:

  1. Structuring lessons using the PPP model.

  2. Creating clear and supportive materials for vocabulary teaching.

  3. Justifying lesson planning decisions and reflecting on alternatives.

  4. Developing strategies to adapt lessons when activities do not go as planned.

  5. Ensuring learner engagement through interactive and personalised tasks.

Conclusion

The student, guided by the academic mentor, successfully developed a comprehensive, structured, and adaptable lesson plan. The step-by-step approach ensured all criteria were met, the rationale was well-supported, and the lesson could be implemented by other teachers effectively while covering key vocabulary learning objectives.

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