TEFL UNIT 2 ASSIGNMENT (Questions and
Answers)
A good lesson plan - ANSWER: Will set out the context and structure of the lesson.
The Context of a Lesson Plan - ANSWER: Who you are teaching (including age,
level, size of class, and students' backgrounds)
Practical information, such as the timings and place of the lesson
How the lesson fits into a syllabus or course of lessons
The aims and outcomes of the lesson
Any anticipated problems and suggested solutions-- these should focus on problems
your students are likely to have with the language you are teaching
The Structure of a Lesson Plan - ANSWER: The timing for each part of the lesson
The stages of the lessons
The specific activity/activities that you will be delivering for that stage
Who will be involved in each activity or the 'interaction pattern'
The resources that you will need to deliver each activity
An analysis of the vocabulary or grammar point you're teaching
You may also be asked to provide a rationale explaining why you chose to teach your
lesson in this way
The First Page of the Lesson Plan - ANSWER: Context
Practicalities of Your Lesson - ANSWER: The timing of the lesson #$%^&*&
%$#$%^&
The length of the lesson
*()(*&^%$
Where the lesson is being held #$%^&*()(
*&^%$#%
Setting out the practicalities of your lesson means that you can check that you do have &*()(*&^%
all the information that you need, reminds you to choose suitable activities for your
lessons, and helps you refer to the material in the future. $%^&*()(*
&^%$#$%
Who You Are Teaching - ANSWER: How old are your students? ^&*()(*&^
%#@#$%^
What level are your students? &*()(*&^%
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, TEFL UNIT 2 ASSIGNMENT (Questions and
Answers)
How many people are in your class?
What are your students' preferred learning styles?
Relevant background information, such as whether all your students have the same
native language, and why your students are learning English
Teaching Young Learners (up to 12 years old) - ANSWER: They usually don't think
about learning language consciously but they want to actively participate in the things
they see around them and then learn language as part of that process.
Learn best when they're active especially if it's part of a game
Include activities based around actions, songs, movement, and/or story telling
Be sure your lesson will be (1) varied, fun, bright, and interactive (2) fast-paced (3)
include lots of different material as they tend to have very short attention spans and (4)
highly organized
Teaching Teenagers (13-18) - ANSWER: They want to take responsibility for their
own lives and will form views about their education.
They can be very self-conscious and worry about how they appear which can make
students anxious about making mistakes. Focus on positive feedback and never single
out an individual for making a mistake.
Ensure that your lesson will (1) give students responsibility and independence (e.g.
allow them to develop their own set of classroom rules or decide what topics to cover in
future lessons) (2) have lots of opportunity for the class to demonstrate their knowledge
of the world and what's of interest to them and (3) acknowledge that students are likely
to have a whole host of things going on in their lives that you have no idea about, and
may be prone to occasional mood swings, shyness, and over-exuberance #$%^&*&
%$#$%^&
Teaching Adults (18+) - ANSWER: Longer attention spans *()(*&^%$
#$%^&*()(
Can be embarrassed about making mistakes, making them reticent to produce new or
*&^%$#%
difficult language
&*()(*&^%
Can get frustrated when they are not able to say exactly what they intended. $%^&*()(*
&^%$#$%
Previous experiences with education will impact their attitude ^&*()(*&^
Generally like to learn through discovery %#@#$%^
&*()(*&^%
$#$%^&*(
_)(*&^%$
%^&*()
Answers)
A good lesson plan - ANSWER: Will set out the context and structure of the lesson.
The Context of a Lesson Plan - ANSWER: Who you are teaching (including age,
level, size of class, and students' backgrounds)
Practical information, such as the timings and place of the lesson
How the lesson fits into a syllabus or course of lessons
The aims and outcomes of the lesson
Any anticipated problems and suggested solutions-- these should focus on problems
your students are likely to have with the language you are teaching
The Structure of a Lesson Plan - ANSWER: The timing for each part of the lesson
The stages of the lessons
The specific activity/activities that you will be delivering for that stage
Who will be involved in each activity or the 'interaction pattern'
The resources that you will need to deliver each activity
An analysis of the vocabulary or grammar point you're teaching
You may also be asked to provide a rationale explaining why you chose to teach your
lesson in this way
The First Page of the Lesson Plan - ANSWER: Context
Practicalities of Your Lesson - ANSWER: The timing of the lesson #$%^&*&
%$#$%^&
The length of the lesson
*()(*&^%$
Where the lesson is being held #$%^&*()(
*&^%$#%
Setting out the practicalities of your lesson means that you can check that you do have &*()(*&^%
all the information that you need, reminds you to choose suitable activities for your
lessons, and helps you refer to the material in the future. $%^&*()(*
&^%$#$%
Who You Are Teaching - ANSWER: How old are your students? ^&*()(*&^
%#@#$%^
What level are your students? &*()(*&^%
$#$%^&*(
_)(*&^%$
%^&*()
, TEFL UNIT 2 ASSIGNMENT (Questions and
Answers)
How many people are in your class?
What are your students' preferred learning styles?
Relevant background information, such as whether all your students have the same
native language, and why your students are learning English
Teaching Young Learners (up to 12 years old) - ANSWER: They usually don't think
about learning language consciously but they want to actively participate in the things
they see around them and then learn language as part of that process.
Learn best when they're active especially if it's part of a game
Include activities based around actions, songs, movement, and/or story telling
Be sure your lesson will be (1) varied, fun, bright, and interactive (2) fast-paced (3)
include lots of different material as they tend to have very short attention spans and (4)
highly organized
Teaching Teenagers (13-18) - ANSWER: They want to take responsibility for their
own lives and will form views about their education.
They can be very self-conscious and worry about how they appear which can make
students anxious about making mistakes. Focus on positive feedback and never single
out an individual for making a mistake.
Ensure that your lesson will (1) give students responsibility and independence (e.g.
allow them to develop their own set of classroom rules or decide what topics to cover in
future lessons) (2) have lots of opportunity for the class to demonstrate their knowledge
of the world and what's of interest to them and (3) acknowledge that students are likely
to have a whole host of things going on in their lives that you have no idea about, and
may be prone to occasional mood swings, shyness, and over-exuberance #$%^&*&
%$#$%^&
Teaching Adults (18+) - ANSWER: Longer attention spans *()(*&^%$
#$%^&*()(
Can be embarrassed about making mistakes, making them reticent to produce new or
*&^%$#%
difficult language
&*()(*&^%
Can get frustrated when they are not able to say exactly what they intended. $%^&*()(*
&^%$#$%
Previous experiences with education will impact their attitude ^&*()(*&^
Generally like to learn through discovery %#@#$%^
&*()(*&^%
$#$%^&*(
_)(*&^%$
%^&*()
