Question 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)
Answer: The statement will be justified using Kirkpatrick’s Model. Kirkpatrick’s model
compromises of 5 stages: reaction, learning, transfer, results and return of investment.
The reaction stage involves the learner’s reaction to the teaching and their overall
satisfaction in regards to the teaching process in general as well as the materials, teaching
aids and the course design in itself. Surveying is one of the key factors needed to assess this
stage. Every learner will be given a survey form after each lesson and after the overall
course to rate the modes of teaching out of five as well as rate their current satisfaction with
the course and a comment section where they can leave their opinions on what the
institution could work on to improve their working pattern. This provides an additional
perspective that could help the institution in gaining more results in the long run.
The learner stage focuses on the learner in regards to what they have actually learned. The
activity to assess this stage will involve three tests: pre-learning, mid-course and post course.
The pre-learning test will aid in knowing the learner’s current level which can be used to
design a more learner centric course to help them achieve their goals. The mid-course test
will be used to figure out how efficient the course is in regards to helping the learner
actualize their goals as well as figuring out the learner’s speed in terms of the rate in which
they are processing all the information. This will have its uses in accentuating the viable
needs to further perpetuate the course and make it flexible to suit the learner. The post-
course test will relay the progress and the improvement the learner has made throughout
the course.
The transfer stage focuses on the practicality of what the learner has gained through the
course. The activity that I have chosen to evaluate this stage involves making the learners
practise daily conversations and share their business acumen with trained professionals
from the industry, This will help make the learners think in the language and provide a kick
start in boosting their confidence whilst helping them getting accustomed to the related
jargon.
The result stage focuses on the impact the teaching course has made on the business in
regards to successful negotiation as well as seeing an improvement in the learner’s skillset.
The activity I have chosen to assess this stage is data mining. The fruition of the program will
see its results in the database among the learners and how they differ pre-learning to their
current level in their business activities as well as how they fare up against the other
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professionals who didn’t have to take the course. This will provide steadfast results on the
areas that needs to be focused on if they haven’t met their goals.
The return of investment stage deals with the benefit the training has reaped, relative to its
cost. Return of investment may deal with tangibles like employee motivation as well as
confidence which has significant emphasis on employee growth and development. The
activity chosen for this stage involves assessing the employee’s participation in business
related activities and striving to make sure it reaches an upward trend which would imply
the overall success of the course and its victory over its relative cost.
QUESTION 2
Create one lesson on “your favourite festival” incorporating the four skills
and a grammar component.
Your plan must include relevant activities on listening, speaking, reading and
writing. You should make separate sections for each language skill. Also,
include related vocabulary, grammar component relevant to the topic along
with an exercise based on it and a follow up home work. Include relevant
teaching aids (Images, Videos, Audio clips).
Basic parameters to be mentioned: Number of Students, Age, Level,
Language spoken by students, Duration, Terminal Objectives, Enabling
Objectives, etc.
Answer:
Teacher’s Name Vishalshreyas Srinivasan
Lesson Model Integrated
Lesson Title My favourite festival
No. of students 12
Language level Intermediate
Language(s) spoken/nationality(ies) of Japanese/Japan
students
Average age of students 12 years
Duration 2 hours (will be divided into two classes)
Terminal objective At the end of the lesson, students will be
able to listen, speak, read, write and
complete an individual grammar activity
based on the topic with 75% accuracy.
Enabling objectives At the end of each stage students will be
able to-
Warmer – relax and be comfortable
Context setting – understand the
clues and predict the topic
Listening – Listen to the audio and
play the telephone game
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Speaking –Speak the dialogues in a
roleplay using a model script.
Reading – Answering correction and
completion questions by reading the
given text.
Writing – Describe and write a
paragraph about their favourite
festival
Grammar component – Identify the
conjunctions and complete the
grammar exercise.
Introductory dialogue (audio clip):
Asuna: Hey! I loved the snow festival.
Kirito: Yes, it is Japan’s most famous festival.
Asuna: There were so many snow statues. I was so happy to see them.
Kirito: They are very beautiful! Yuuki really wanted to climb the statues but Nami wanted
to eat food from the stalls.
Asuna: That’s what kids love the most! Yuki and Nami are so cute!
Kirito: It was an exciting day for everyone.
Speaking task – Wh questions asked from the reading material
What is Japan’s most famous festival? (Snow festival)
Why was Asuna so happy? (She saw so many snow statues.)
What did Yuuki want to do? (She really wanted to climb the snow statues.)
What did Nami want to do? (She wanted to eat food from the stalls.)
Reading Text:
My favourite festival
I have always loved the snow. I was so lucky when Kirito invited me to the snow festival.
There were so many snow statues. They were really beautiful. His two little sisters, Yuuki
and Nami are very cute. Yuuki wanted to climb the snow statues but Nami wanted to eat
food from the food stalls. They wouldn’t let us go back home because they were having so
much fun. I was very happy that we came to see the snow festival. It has become my
favourite festival.
Conversation based on the reading text:
A.) True or false
I don’t love the snow. (False- I love the snow)
Yuuki and Nami are my little sisters. (False- They are Kirito’s little sisters)
I was happy we came to see the snow festival. (True)
Yuuki and Nami are not cute. (False- They are very cute)
The snow festival has become my favourite festival. (True)
B.) Fill in the blanks
They wouldn’t let us go back home because they were having so much fun
Yuuki wanted to climb the snow statues but Nami wanted to eat from the
food stalls.
I was so lucky Kirito invited me to the snow festival.
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I have always loved the snow.
Vocabulary and Grammar Introduction:
Vocabulary introduced: snow, statues, festival, happy, exciting, climb, stalls, favourite
Conjunctions introduced: and, but, because, when
Grammar exercises:
Combine the two sentences with a conjunction.
1.) I love eating. I love swimming.
I love eating and swimming.
2.) I love the snow festival. He loves Christmas.
I love the snow festival but he loves Christmas.
3.) Yuuki is a kid. Nami is a kid.
Yuuki and Nami are kids.
4.) Yuuki wanted to climb the statues. Nami wanted to eat food from the stalls.
Yuuki wanted to climb the statues but Nami wanted to eat food from the stalls.
5.) They wouldn’t let us go back home. They were having so much fun.
They wouldn’t let us go back home because they were having so much fun.
Writing (activity):
Write 4-5 lines describing your favourite festival.
YouTube video link relevant to the lesson:
[Link]
Statement and support of material:
Printout/photocopies of the text/script (as per head count and one for teacher)
Printout/photocopies of the worksheet (as per head count and one for teacher)
Projector, sound system and computer (checked for working condition)
Reading text
Homework assignment
Grammar exercise questionnaire
Printout of relevant Google images (in case of technical failure)
List of vocabularies- snow, statue, festival etc
Audio clip recorded
Mask props
Homework/follow-up task (assignment)
Using the grammar and the vocabulary that was taught, write a paragraph about your
favourite person.
Lesson Procedure:
Greeting: Greet the class
Warmer (10 minutes): Mask distribution
Wearing masks has always been synonymous with Japanese festivals and is loved by
children the most along with the many games that take place in the festivals. Masks will
be handed out to the children which they can wear and enjoy the class. This will be
refreshing and will keep the students excited and focused on the class.
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Context setting (7 minutes):
The teacher plays a YouTube video referring to the topic and asks the students a few
questions.
The teacher then elicits responses from the students and writes the topic on the board.
Listening (15 minutes):
The teacher plays an audio clip mentioned above (The characters have been given
the names of the characters in a famous children’s show to keep them captivated).
This is repeated twice to make sure to keep up the pace of the whole class.
The teacher then proceeds to start the “telephone” activity and makes the
students stand in a circle. The teacher will instruct the students to stay true to the
audio clip as the teacher whispers a false quote from the clip. Once the circle
completes, the teacher will assess if what the last student says is what the teacher
whispered. The teacher will then ask the class whether the teacher was right or
wrong in regards to the audio.
This aims to test both general listening and comprehension in listening whilst
testing memory.
The activity will be repeated a few more times.
Speaking task (20 minutes):
The teacher models the entire script once.
The teacher distributes the script to the students.
The teacher asks Wh questions based on the script and elicits responses from the
students.
The teacher then proceeds to ask the students about their favourite festival and
their reasoning behind it.
Once the answers have been elicited, the teacher will pair up the students and ask
them to prepare a simple script based on the model script distributed.
The students practice and role play.
Grammar introduction (5 minutes):
The teacher contextualizes conjunctions for students using the blackboard.
Two sentences will be written down
Conjunctions will be the “shortcuts” to join these sentences.
Shortcuts are loved by all so it will keep the students focused and interested.
Grammar exercise (10 minutes):
The teacher identifies the conjunctions with the students and elicits them on the
board.
The teacher asks the students to complete the grammar task given at the hand out
with the help of the words given on the blackboard.
Reading (20 minutes):
Pre-reading: -
The teacher explains skimming and scanning activities.
Questions related to skimming activities will enable students to answer the
correction and completion questions.
While- reading: -
Correction question
Teacher models a sample question on the board.
The teacher asks the first correction question (True or false) from the given text.
Students scan for the response in the text and respond.
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Teacher elicits responses from the students and writes only key word answers on
the board.
Teacher repeats the process for the next correction question.
Completion question
Teacher models a sample question on the board.
Teacher asks the first completion (comprehension skills) question from the given
text.
Students scan for the response in the text and respond.
Teacher elicits responses from the students and writes the key word answers on
the board.
Teacher repeats the process for the next completion question.
Post reading- Writing (10 minutes)
Teacher samples the writing task on the board (about his own favourite festival). Students
can write about their own favourite festival as indicated by the teacher.
Vocabulary- (15 minutes)
Different festivals have different nuances and different jargon associated with
them
Throughout the lesson, the black board will be divided into two halves.
New words learned will be written down in the 2nd half of the blackboard.
Teacher practices vocabulary elicited emphasizing on correct pronunciation.
Question 3:
Research
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).
Answer:
There are two phases of learning a language – studying and using. Keeping this in mind here
are the two language learning methods that I would suggest – learning the language through
music and learning the language through games.
Learning the language through music – Music has proven to be one of the best factors
involved in relaxing the mind. Not only does it relax the mind, it is factually known to boost
focus and concentration. Music sets the rhythm, not only in its song but in the EFL/ESL
classes as well. Most of the songs helps students practice the correct intonation and
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emphasises on the pronouns. The chorus is repeated with a swing of new vocabulary and
the tune will keep the students captivated and excited enough to remember the new
inswing of vocabulary that they might have taken a lot of days to remember. The slow-paced
lyric in songs can help the beginner/intermediate learners understand better than actual
conversations because the language used is slower than normal conversations and is
repeated throughout the course of the song. Songs with a higher-paced lyric can help upper
intermediate/advanced learners keep in pace with the usual dialects of the native speakers.
Through songs students discover the natural stretching and compacting of the stream of
English speech. Songs inspire people and thus there is also a distinct possibility of students
aspiring to become musicians and song writers in the future. This will make them look at the
classic literature in a new light. This forms the first half of learning that is studying the
language. The qualities that a teacher would need to possess in an EFL/ESL class to facilitate
this mode of language learning would include an ideal understanding of the students’ skill
level, the ability to sing or play an instrument, be energetic, an ability to build a good rapport
with the students and the self confidence to make sure the task is teacher driven and not
student distracted.
Learning the language through video games- Nothing excites kids more than video games.
The focus here is not games built for learning the language in itself but games that
supplement the usage of the language which forms the second half of learning the language.
The are millions of games out in the world. The onus is on the teacher to make sure the
students are directed to games that are description driven, involves player interaction as
well as one that includes a lot of dialogues between the characters. There are higher order
uses of a language that a student needs to be accustomed to. Sarcasm and humour are one
of the supplements that are widely used in the world. One of the most proficient difficulties
that an EFL/ESL student faces is the inability to understand the nuances of a language and its
uses. Games will help develop an understanding to such nuances. Students will also start
getting used to the paralanguage which includes all the things we do but are not actually
words. There are many games which have player to player interaction as well which can
provide an opportunity to the students to interact with native level speakers on a day to day
basis. The qualities an EFL/ESL teacher should possess for this language learning method
would include an understanding of the students’ current levels, an understanding and
knowledge of games and its merits and demerits so as to best lead the students in the most
optimal path, open-mindedness and a creative insight in making use of these games to best
nurture a student’s talent and potential.
References:
[Link]
%20than%20just,with%20language%20through%20playing%20games.
[Link]
[Link]
parents/tips-and-advice/learn-english-through-songs/
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