Level 3 Certificate in Teaching English as a Foreign Language

Level 3 Assignment A – Model Lesson

N.B. Your lesson must not be about the present perfect tense!

In this part of the assignment, you must plan a face-to-face lesson teaching your young learners the present perfect tense for talking about general experience . Once you have planned your face-to-face lesson, you must think about how you could adapt that same lesson plan for online teaching. Write two or three adjustments you would make in the boxes provided for each stage.

Example: If your warmer involves putting students in pairs, your adjustment for the online lesson would be to use breakout rooms. If your face-to-face lesson involves handing out a worksheet, you might drop a link to the file in the chat box instead.

Lesson Information

• Class: A2 pre-intermediate 10-12 years old

• Date: xxx

• Topic: Exciting past experiences

• Number of students: 12

• Length of lesson: 60 minutes

• Lesson type: Grammar (face-to-face with online adjustments included)

• Lesson aim: To introduce students to the present perfect tense for talking about general experience

Lesson Objectives

• Students will understand the form and function through a clear presentation.

• Students will produce the form accurately via a worksheet in controlled practice.

• Students will practice fluency through a freer practice speaking mingle task.

Materials and Equipment

• Board pens, paper, pens, pencils

• Controlled practice worksheet

Assumed Knowledge

1. Students already know the past simple tense and present simple tense but have never studied the present perfect before.

2. Students are already familiar with relevant grammatical terminology (subject, verb, etc.).

Anticipated Problems

1. It will be difficult for students to understand why present perfect is used rather than past simple.

2. It is confusing that we say "I've been to Paris" using the verb be , not go .

3. When making mini-dialogues (stage 3) some responses will require past simple and others present perfect, e.g.,

   • "I've been to Paris" – "Oh, when did you go?"

   • "I've broken lots of bones" – "Oh, which bones have you broken?"

Lesson Stages

Stage: Warmer

• Stage Aim: To set the context of the lesson

• Timing: 6 mins (4 mins whole class, 2 mins pairs)

• Interaction: Whole class / Pairs

Teacher Activity:

• Draw a line down the board to divide it into two sections:

  • "Interesting or exciting experiences"

  • "In 2022 I climbed Mount Olympus"

• Hand students board pens; instruct them to write an exciting experience.

• If no date/time, ask "when?"

• Correct collaboratively; keep ten sentences for freer practice.

Student Activity:

• Write their experiences on the board.

• Work in pairs to correct errors.

Online Adjustments:

• Teacher creates a word cloud on www.polleverywhere.com and shares link.

• Students contribute ideas and view classmates’ responses.

Stage: Presentation

• Stage Aim: Introduce meaning, form, and pronunciation of present perfect tense

• Timing: 15 mins

• Interaction: Whole class

Teacher Activity:

• Ask 2 questions to elicit a model sentence, 2 to elicit form, 2 concept-checking questions.

• Demonstrate pronunciation, elicit full and contracted forms.

• Write target language on the board; check form and usage.

Student Activity:

• Respond to questions, repeat in chorus, explain contractions, answer concept-checking questions.

Online Adjustments:

• Use slides or interactive whiteboard tool.

• Students contribute via mics or chat box.

Stage: Controlled Practice

• Stage Aim: Practice accuracy of meaning and form

• Timing: 10 mins (4 mins individual, 4 mins pairs, 2 mins whole class)

• Interaction: Individual / Pairs / Whole class

Teacher Activity:

• Students complete worksheet individually.

• Monitor, correct pronunciation, and review answers as a class.

Student Activity:

• Complete worksheet, compare answers in pairs, report answers to class.

Online Adjustments:

• Share interactive worksheet (e.g., TeacherMade) via link.

• Use breakout rooms for pair discussion.

Stage: Freer Practice

• Stage Aim: Develop fluency using present perfect in natural conversation

• Timing: 20 mins

• Interaction: Whole class mingle

Teacher Activity:

• Refresh memory using warmer sentences.

• Students ask "Have you ever…?" and follow-up; take notes.

• Monitor and provide feedback.

Student Activity:

• Ask/answer questions, take notes, provide feedback on peers’ answers.

Online Adjustments:

• Screenshare word cloud from warmer.

• Breakout rooms of 3; teacher monitors rooms.

Stage: Plenary

• Stage Aim: Consolidate learning

• Timing: 5 mins

• Interaction: Whole class

Teacher Activity:

• Pretend to know nothing about present perfect; ask students to teach everything.

Student Activity:

• Explain meaning, form, and pronunciation.

Online Adjustments:

• Gallery view; students use raise-hand feature to contribute.

Level 3 Assignment A – Materials

Controlled Practice Worksheet

Fill in the blanks with the present perfect verb form:

1. I ______ not ______ to him today. (talk)

2. He ______ the new James Bond film. (see)

3. They ______ to the playground. (go)

4. He ______ not ______ his breakfast yet. (eat)

5. The cat ______ up the tree. (climb)

6. I ______ this laptop for five months. (have)

7. I ______ music all my life. (love)

8. I ______ in my hometown my whole life. (live)

9. She ______ to Spain with her mom. (go)

10. She ______ to go to China for years. (want)

Level 3 Assignment A – Personal Reflection

1. Description

Ideas:

• Consider learner level, target language, context.

• Example: Considered lesson aim, student knowledge, difficulties, vocabulary, and online adaptation.

2. Feelings

Ideas:

• Example: Excited and creative, but a bit stressed due to first grammar lesson planning.

3. Evaluation

Ideas:

• Example: Researching target language helped restore confidence. Preparation took longer than expected (~120 mins for 60-min lesson).

4. Conclusions

Ideas:

• Example: Learned problem-solving in lesson planning; discovered personal creativity.

5. Ideas

Ideas:

• Example: Focus more on target language research, explore online tools, ask for help if needed, approach planning step by step.

Summary of Assessment Requirements

The Level 3 Assignment A – Model Lesson required the student to plan a face-to-face grammar lesson teaching young learners the present perfect tense for talking about general experience. Key requirements included:

• Designing a 60-minute lesson for an A2 pre-intermediate class (10–12 years old) with 12 students.

• Planning lesson stages: Warmer, Presentation, Controlled Practice, Freer Practice, and Plenary.

• Identifying lesson aims and objectives, materials, and assumed knowledge.

• Anticipating problems learners might face and providing solutions.

• Including online adjustments for each stage.

• Preparing a Controlled Practice worksheet.

• Writing a personal reflection covering description, feelings, evaluation, conclusions, and ideas for future improvement.

The lesson aimed to help students:

1. Understand the form and function of the present perfect tense.

2. Practice accuracy via a controlled worksheet.

3. Develop fluency through speaking tasks.

Approach Taken by the Academic Mentor

The Academic mentor guided the student step by step through the assessment process:

1. Understanding the Requirements

• The mentor first ensured the student fully understood the assignment brief, including the lesson aim, target learners, and the need to include online adaptations.

• They highlighted the learning outcomes the assignment was designed to meet.

2. Lesson Planning

• Warmer: The mentor suggested a task where students write exciting experiences on the board. Guidance included avoiding the target language initially and planning collaborative error correction. Online adjustment involved using a word cloud tool.

• Presentation: The mentor guided the student to elicit sentences, forms, and concept-checking questions, and demonstrated full vs. contracted forms. Online guidance suggested slides or interactive whiteboards.

• Controlled Practice: The mentor recommended creating a worksheet for accuracy practice and monitoring answers. Online adaptation included sharing worksheets and using breakout rooms for pair discussions.

• Freer Practice: The mentor helped the student design a mingle activity using questions like “Have you ever…?” to develop fluency. Online, breakout rooms were suggested for group interaction.

• Plenary: The mentor instructed the student to consolidate learning by asking students to teach the tense back, with online adaptation using gallery view and raise-hand features.

3. Materials Preparation

• The mentor emphasized the importance of preparing the actual worksheets and any visual aids, ensuring they were credited and ready for both face-to-face and online delivery.

4. Reflection

• The mentor guided the student to reflect on the lesson planning process, focusing on:

  • Factors considered in planning (learner level, context, target language).

  • Feelings during planning (creative excitement, some stress).

  • Evaluation of what worked well and what didn’t (research and preparation time).

  • Conclusions about personal skills and creativity.

  • Ideas for improving future lesson planning (research, online tools, stepwise approach).

Outcome Achieved

By following the mentor’s guidance, the student successfully:

• Developed a structured and interactive 60-minute lesson with clear objectives.

• Created adaptations for online teaching, ensuring continuity and engagement.

• Produced a controlled practice worksheet and materials for classroom and online use.

• Completed a personal reflection addressing all required points.

• Demonstrated understanding of lesson planning, problem anticipation, and learner engagement strategies.

Learning Objectives Covered

1. LO1: Critically evaluated challenges in teaching a new tense and adapting it for online learning.

2. LO2: Applied alternative models and strategies for lesson planning and interactive tasks.

3. LO3: Evaluated the processes and outcomes of lesson delivery, including potential student errors and online adaptation.

4. LO4: Successfully deployed critical, analytical, and academic skills in a structured lesson plan and reflection.

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