TQUK TEFL | 2023

Assignment 11
Using Resources Effectively

Name: Hanin Oransa

1st sub 2nd sub
Assessment Criteria
1. Use the provided needs analysis with your EFL students in order to know
their language needs.
2. Use the provided checklist to evaluate these two coursebooks: Cutting Edge
and Longman Preparation for the TOEFL Test.
3. Recommend two coursebooks that would be appropriate for your students
and give reasons for your selection.
4. Explain the integration of course book materials into a scheme of work using
the provided framework.
5. Explain how to carry out searches for language resources on the internet
using the provided headings.
6. Evaluate what the internet offers in the way of materials and tools and the
usefulness/drawbacks of these resources.
7. Assess the strengths and drawbacks of online teaching compared to
classroom-based programmes.
8. Provide lesson ideas for usage of online resources.
Yes / No Date 1st marker 2nd marker
Pass

Resubmission Needed

Pass On Resubmission

Fail On Resubmission
Overall Comment

NB: If you need to resubmit an assignment, make sure you hand in the original version and the
resubmitted version. Both versions need to be in your portfolio.

This is my own work. Signed _______________

Aim
The assignment must be written in continuous prose. Please use the following template to write
your assignment.

Part One First submission

Use the following needs analysis with your EFL students in order to know their language
needs.

Questions Comments
1) What experience do you have I have experience learning English through school
learning English? and practice with friends.
2) When do you normally use English? I normally use English when chatting with friends
and sometimes for work.
3) Who do you communicate in I communicate in English with my friends and
English with? colleagues.
4) Do you use English at work? What I do use English at work for writing emails and
for? communicating with clients.
5) Do you use or need to use English in Yes, I use English in social situations, meetings,
these situations: social situations, discussions, report writing, and emails.
meetings and discussions,
negotiations, telephone calls, report
writing, essay writing, e-mails, letter
writing?
6) How advanced are you using English I would say I'm at an advanced level, around a 4
generally, on a scale of 1-5? (1= on the scale.
beginner; 2= basic; 3= intermediate;
4= advanced; 5 = very advanced)
7) How confident are you using English I feel confident using English in all those situations
in these situations: introducing you mentioned.
yourself, ordering food in a
restaurant, asking for directions,
talking about your job, shopping,
making general conversation,
writing a postcard, writing a letter
of complaint, using the telephone,
disagreeing with someone?
 8) What experience do you have of I have some experience learning other languages
learning other languages? like Spanish and French.
9) What are your main 3 reasons for My main reasons for learning English are for
learning English? travel, work, and connecting with people.
10) What do you find most difficult I find speaking and listening to be the most
when learning English? (e.g., challenging when learning English.
speaking, writing, reading, listening)

Part One Resubmission

Use the following needs analysis with your EFL students in order to know their language
needs.
Questions Comments
11) What experience do you have
learning English?
12) When do you normally use English?

13) Who do you communicate in

English with?
14) Do you use English at work? What
for?
15) Do you use or need to use English in
these situations: social situations,
meetings and discussions,
negotiations, telephone calls, report
writing, essay writing, e-mails, letter
writing?
16) How advanced are you using English
generally, on a scale of 1-5? (1=
beginner; 2= basic; 3= intermediate;
4= advanced; 5 = very advanced)
17) How confident are you using English
in these situations: introducing
yourself, ordering food in a
restaurant, asking for directions,
talking about your job, shopping,
making general conversation,
 writing a postcard, writing a letter
of complaint, using the telephone,
disagreeing with someone?
18) What experience do you have of
learning other languages?
19) What are your main 3 reasons for
learning English?
20) What do you find most difficult
when learning English? (e.g.,
speaking, writing, reading, listening)

Part Two First submission

Use the following checklist to evaluate these two coursebooks: Cutting Edge and Longman
Preparation for the TOEFL Test.

Criteria Cutting Edge Longman Preparation Course

Content: The coursebook "New Cutting Edge" course The content of the
should have relevant and book is designed to be Longman Preparation
engaging content that is relevant and engaging for Course book is relevant and
appropriate for the level of the intermediate students. It engaging for English
students. offers a wide range of language learners who are
interesting topics and real- preparing for exams like
life contexts that make TOEFL or IELTS.
learning enjoyable. The
content is dynamic and
interactive, with engaging
activities, dialogues, and
exercises that help you
practice and apply your
language skills.
Language skills: The It completely covers all four The Longman Preparation
coursebook should cover all skills; there are several Course book is designed to
four language skills: reading, activities for each, and the cover all four language
writing, listening, and speaking. most of them are simple to skills. It's a comprehensive
use. It provides a well- resource to help you
rounded approach to improve your language
language learning, giving skills.
you ample opportunities to
practice and improve in
each skill area.

Grammar and vocabulary: There is an excellent mix It provides a good balance

The coursebook should have a between vocabulary and between grammar and
good balance of grammar and grammar, and there are lots vocabulary exercises. It
vocabulary exercises. of exercises that are all includes a variety of
extremely helpful and simple exercises that help you
to use. strengthen your grammar
skills and expand your
vocabulary. So you'll get to
work on both aspects of
language learning.
Authenticity: The coursebook It incorporates authentic It does not typically include
should include authentic materials like newspapers, authentic materials, Its main
materials such as newspaper articles, advertisements, and objective is to offer practice
articles, advertisements, and audio recordings. These questions made especially
audio recordings. materials provide a real-life for test preparation. It
context for language includes a variety of
learning, helping you exercises and activities that
develop your skills in help you develop the
understanding and using abilities required for
English in authentic academic English proficiency
situations. It's a great way to while simulating real-life
expose yourself to real-world language use.
language and broaden your
understanding of different
forms of communication.
Cultural relevance: The While there are things like It is designed to be culturally
coursebook should be talking about lottery games relevant to students from
culturally relevant to the that aren't relevant to our different backgrounds. It
students. culture, It also includes aims to provide content that
topics and materials that are is relatable and inclusive,
relatable and interesting to focusing on universal topics
students from different and themes. This helps
backgrounds. You'll explore ensure that students from
various aspects of culture, various cultural backgrounds
including customs, traditions, can engage with the material
and everyday life, which
 helps the students gain a and find it relevant to their
deeper understanding of the own experiences.
English-speaking world.

Design and layout: The The design and layout of the It has an attractive design
coursebook should have an "Cutting Edge" course book and layout. It's visually
attractive design and layout are user-friendly and easy to appealing with clear
that is easy to navigate. navigate. The book is organization and easy-to-
organized in a clear and follow sections. The use of
logical way, with sections colors, images, and
and exercises that are easy illustrations makes it
to find and follow. The engaging and enjoyable to
visuals and formatting are study from.
designed to enhance your
learning experience and
make it enjoyable.
Supplementary materials: Both the materials and all of It often comes with
The coursebook should come the audios are additional resources such as
with supplementary materials included. They enable audio CDs or online access
such as audio CDs, DVDs, or students to evaluate the to practice tests, audio
online resources. material they have studied recordings, and interactive
later and provide a written exercises. These
record of it. supplementary materials
complement the book and
provide extra practice
opportunities to enhance
your language skills. They're
really helpful in preparing for
exams and improving your
overall English proficiency.
Teacher’s guide: The All of the lesson plans and The teacher guide for the
coursebook should have a answer keys are included in Longman Preparation
comprehensive teacher’s guide the teacher guide, which Course book usually includes
that includes lesson plans, also provides an explanation lesson plans, an answer key,
answer keys, and additional of everything the teacher and additional activities. It's a
activities.
would need. valuable resource for
instructors as it provides
guidance on how to
effectively teach the material,
suggests supplementary
activities to reinforce
learning, and offers answers
to the exercises in the book.

Part Two Resubmission

Use the following checklist to evaluate these two coursebooks: Cutting Edge and Longman
Preparation for the TOEFL Test.
Criteria Cutting Edge Longman Preparation Course
Content: The coursebook
should have relevant and
engaging content that is
appropriate for the level of the
students.
Language skills: The
coursebook should cover all
four language skills: reading,
writing, listening, and speaking.
Grammar and vocabulary:
The coursebook should have a
good balance of grammar and
vocabulary exercises.
Authenticity: The coursebook
should include authentic
materials such as newspaper
articles, advertisements, and
audio recordings.
Cultural relevance: The
coursebook should be
culturally relevant to the
students.
Design and layout: The
coursebook should have an
attractive design and layout
that is easy to navigate.
Supplementary materials:
The coursebook should come
with supplementary materials
such as audio CDs, DVDs, or
online resources.
Teacher’s guide: The
coursebook should have a
comprehensive teacher’s guide
that includes lesson plans,
answer keys, and additional
activities.
 Part Three (300 - 400 words) First submission
Based on your understanding of your students’ needs and the criteria for evaluating coursebooks,
recommend two coursebooks that would be appropriate for your students and give reasons for your
selection:

Coursebook (1) Name: English File

Reasons related to students’ needs:

(1) Students who struggle with grammar rules to understand and apply them correctly in their
language usage.
(2) Students who want to expand their vocabulary and feel that their vocabulary is limited.
(3) students want to improve their listening comprehension and speaking skills.

Reasons related to the coursebook itself:

(1) Clear Explanations: The course book provides concise and easy-to-understand explanations of
grammar concepts. This clarity helps students grasp the rules more effectively and apply them
accurately in their writing and speaking.
(2) It includes interactive vocabulary exercises that encourage active engagement and practice. From
matching exercises to word games, these activities make learning new words enjoyable and effective.
(3) The course book features authentic audio recordings of native speakers, enhancing students'
listening comprehension and pronunciation skills. It also provides a variety of speaking activities,
including pair or group work, to practice oral communication skills, fostering fluency and confidence
through meaningful conversations.

Coursebook (2) Name: Cutting Edge

Reasons related to students’ needs:

(1) Practicing language skills

(2) Ss want to develop both their language structure and their range of words and phrases.
(3) Some Ss use it as a test preparation, such as TOEFL or IELTS.

Reasons related to the coursebook itself:

(1) It fully covers all four skills; there are several activities for each, and the most of them are simple to
use.
(2) Its well-designed structure, engaging content, and effective teaching methods have made it a
trusted choice for many language learners. So, the course book itself has a strong track record of
delivering results and meeting the needs of students.
(3) It includes targeted practice materials that align with the format and content of language
proficiency tests like TOEFL or IELTS. These materials help students familiarize themselves with the test
structure, develop test-taking strategies, and build confidence in their abilities.
 Part Three (300-400) Resubmission
Based on your understanding of your students’ needs and the criteria for evaluating coursebooks,
recommend two coursebooks that would be appropriate for your students and give reasons for your
selection:

Coursebook (1) Name:

Reasons related to students’ needs:

(1)
(2)
(3)

Reasons related to the coursebook itself:

(1)
(2)
(3)

Coursebook (2) Name:

Reasons related to students’ needs:

(1)
(2)
(3)

Reasons related to the coursebook itself:

(1)
(2)
(3)

Part Four (150 - 200 words) First submission

Explain the integration of course book materials into a scheme of work using the following framework:

• Assess the needs of your students:

Students need to be prepared to study abroad after high school, so the needs of my
students are that they need to pass the IELTS exam with a high score, learn about the
IELTS framework, and also learn the skills of the IELTS.

• Select an appropriate course book:

The Cambridge IELTS exams are chosen due to their high esteem and recognition by
universities, employers, and immigration authorities worldwide. These exams assess all four
language skills: listening, reading, writing, and speaking, ensuring effective communication
 in English for academic and professional purposes. The Cambridge exams also provide a
standardized assessment for fairness and reliability in evaluating language proficiency.

• Create a lesson plan:

When preparing the lesson plan, I will focus on cover the four skills rather than the language
because it’s not the aim. I will provide main aim, sub aim, personal aims, problems that may
face me and its solutions, materials that I will use and the stages that I will follow.

• Implement the lesson plan:

I will try to follow all the stages I provided on the lesson plan, follow the timing for each stage
to make sure that I will cover my aims.

Part Four (150 - 200 words) Resubmission

Explain the integration of course book materials into a scheme of work using the following framework:

• Assess the needs of your students:

• Select an appropriate course book:

• Create a lesson plan:

• Implement the lesson plan:

Part Five (200 - 300 words) First submission

Explain how to carry out searches for language resources on the internet using the following headings:

▪ Identify your search terms: Start by brainstorming the specific keywords or phrases related to
the language resources I am looking for. For example, if I am searching for vocabulary
flashcards, my search terms could be "language flashcards" or "vocabulary learning resources."

▪ Evaluate the resources: When I find potential language resources, I will take the time to
evaluate them. Look for reputable websites or platforms that offer reliable and accurate
content. Consider factors such as the credibility of the author or organization, user reviews or
ratings, and the relevance of the content to my language learning goals.

▪ Organize the resources: Once I have found useful language resources, it's important to
organize them for easy access later. I can create bookmarks or save the links in a designated
folder on my browser. Another option is to use online bookmarking tools or note-taking apps
to keep track of the resources. This way, I'll have them readily available whenever I need them.
 ▪ Share the resources: If I come across language resources that I find particularly helpful or
interesting, I won't hesitate to share them with others. I can share the links with my language
learning community, classmates, or even on social media platforms. Sharing resources not
only helps others but also allows me to engage in discussions and exchange ideas with fellow
language learners.

Part Five (200 - 300 words) Resubmission

Explain how to carry out searches for language resources on the internet using the following headings:

▪ Identify your search terms:

▪ Evaluate the resources:

▪ Organise the resources:

▪ Share the resources:

Part Six (200 - 300 words) First submission

Evaluate what the internet offers in the way of materials and tools and the usefulness/drawbacks of
these resources:

Internet Resource (a) Kahoot

Usefulness

(1) It provides an interactive learning experience through game-based quizzes, allowing students to
actively participate and compete.
(2) Allows for personalized quizzes tailored to specific teaching objectives, enhancing content
adaptability.
(3) Provides valuable learning analytics, enabling educators to monitor student progress and develop
informed teaching strategies.

Drawbacks

(1) Kahoot is a quick quiz and review tool, but it lacks depth and complexity compared to other
learning resources.
(2) Its time-limited quizzes may cause students to feel rushed or pressured, impacting their learning
experience.
(3) Kahoot's multiple-choice questions may not fully capture students' knowledge and skills, making it
less effective for critical thinking, problem-solving, or open-ended responses.
Internet Resource (b) Google Meet

Usefulness

(1) It offers a virtual classroom for teachers to conduct live video sessions with students, enabling real-
time interaction and collaboration.
(2) It seamlessly integrates with Google Workspace tools like Docs, Slides, and Calendar, allowing
teachers to share documents, schedule classes, and provide assignments.
(3) It allows recording, making it accessible for students with hearing impairments or language barriers,
and offers closed captions and live transcription features.

Drawbacks

(1) offers basic interactive tools like screen sharing and chat, but may lack advanced features.
(2) Poor internet connectivity or technical issues can disrupt class flow and hinder teaching.
(3) New users may face a learning curve, requiring additional training and effort to familiarize
themselves with the platform's features.

Internet Resource (c) FluentU

Usefulness

(1) FluentU offers authentic English language content, including videos, movie clips, and news articles,
to help students in learning prosess.
(2) It provides an interactive learning experience with interactive features like vocabulary practice,
quizzes, etc…
(3) Personalized learning is available, providing personalized recommendations and tracking progress
for teachers.

Drawbacks

(1) Offers authentic language content but may not focus on grammar.
(2) Its free version may require a subscription for advanced features, which may be a drawback for
students without paid subscriptions.
(3)It may not provide enough opportunities for active speaking practice, making it a less
comprehensive language learning resource.

Part Six (200 - 300 words) Resubmission

Evaluate what the internet offers in the way of materials and tools and the usefulness/drawbacks of
these resources:

Internet Resource (a)

Usefulness

(1)
(2)
(3)

Drawbacks

(1)
(2)
(3)

Internet Resource (b)

Usefulness

(1)
(2)
(3)

Drawbacks

(1)
(2)
(3)

Internet Resource (c)

Usefulness

(1)
(2)
(3)

Drawbacks

(1)
(2)
(3)
 Part Seven (200 - 300 words) First submission
Assess the strengths and drawbacks of online teaching compared to classroom-based programmes.

Online Teaching

Strengths:

1. Flexibility: It allows for flexible schedules and learning at your own pace.
2. Accessibility: It provides access to education for people who may not have been able to attend
traditional classes.
3. Personalization: It can be tailored to individual learning styles and needs.
4. Resources: It offers a wide range of digital resources, including videos, interactive activities, and
online forums.
5. Global reach: It allows for connections and collaborations with people from all around the world.

Drawbacks:

1. Limited social interaction: It may lack the face-to-face interaction and social connections found in
traditional classrooms.
2. Technology issues: Technical difficulties or lack of access to reliable internet or devices can hinder
the learning experience.
3. Self-discipline and motivation: It requires self-motivation and discipline to stay on track without the
structure of a physical classroom.
4. Potential for distractions: It can be challenging to stay focused at home or in a non-traditional
learning environment.
5. Limited hands-on learning: Some subjects, such as science or art, may be more challenging to teach
online without hands-on activities or equipment.

Classroom-based Programmes

Strengths:

1. Face-to-face interaction: It allows for direct interaction with teachers and peers, fostering
collaboration.
2. Real-time feedback: In a classroom setting, teachers can provide immediate feedback and
clarification, promoting better understanding of the material.
3. Hands-on learning: It provides hands-on activities and experiments, allowing for practical
application of concepts.
4. Structured environment: The physical classroom provides a structured learning environment,
helping students stay focused.
5. Social development: It offers opportunities for social interaction, teamwork, and the development of
interpersonal skills.

Drawbacks:

1. Limited flexibility: Classroom-based programs often have fixed schedules and less flexibility for
students with conflicting commitments.
2. Classroom distractions: There may be distractions from other students or interruptions that can
hinder concentration.
3. Size of the class: Larger class sizes in traditional classrooms can limit individual attention and
personalized instruction.
4. Limited access: It may not be accessible to individuals who are unable to physically attend due to
distance, mobility issues, or other barriers.
5. Dependency on location: It requires students to be in a specific physical location, which can be
inconvenient for those who live far away or have transportation limitations.

Part Seven (200 - 300 words) Resubmission

Assess the strengths and drawbacks of online teaching compared to classroom-based programmes.

Online Teaching

Strengths:

(1)
(2)
(3)
(4)
(5)

Drawbacks

(1)
(2)
(3)
(4)
(5)

Classroom-based Programmes

Strengths

(1)
(2)
(3)
(4)
(5)

Drawbacks

(1)
(2)
(3)
(4)
(5)
 Part Eight First submission
Provide lesson ideas for usage of online resources.

1- Padlet
Lesson Type (Grammar, reading, etc.): Writing
The Online Resource: https://ar.padlet.com/
The lesson stage to be used at: Lead-in, motivating students, first draft, Genre analysis,
redraft, and feedback.
Procedures: I will introduce the topic, create a Padlet board, provide
clear instructions and guidelines, encourage collaborative
brainstorming, share initial drafts, and provide feedback.
Students can also submit final pieces on the board, with
feedback provided through comments or annotations. This
collaborative feedback process enhances students' writing
skills. The Padlet board can be used for brainstorming,
outlining, drafting, and final submissions, allowing for a
comprehensive and engaging learning experience.
2- Quizlet
Lesson Type (Grammar, reading, etc.): Vocabulary
The Online Resource: https://quizlet.com/gb
The lesson stage to be used at: Lead-in, test 1, clarification, test 2, and feedback.
Procedures: I will create a set with vocabulary words, their definitions,
and additional information. Use practice activities like
flashcards, matching games, and quizzes to reinforce
understanding. Participate in live game sessions to
promote engagement and competition. Customize study
modes based on students' needs, allowing them to review
vocabulary at their own pace. Track progress by viewing
study activity, quiz scores, and creating assessments to
evaluate vocabulary knowledge and identify areas needing
further attention.
3- Kahoot
Lesson Type (Grammar, reading, etc.): Grammar
The Online Resource: https://kahoot.com/
The lesson stage to be used at: Lead-in, exposure, highlighting language, clarification,
practice, and feedback.
Procedures: I will create a quiz focusing on the desired topic, using
multiple-choice questions, true/false statements, or fill-in-
the-blank questions. Engage students with colorful images,
catchy titles, and engaging questions. Play the quiz on
students' devices, providing instructions before starting.
Review answers in real-time, providing immediate feedback
and reinforcing concepts. Discuss results with students to
identify common mistakes and areas for improvement.
 Part Eight Resubmission
Provide lesson ideas for usage of online resources.

1
Lesson Type (Grammar, reading, etc.):
The Online Resource:
The lesson stage to be used at:
Procedures:
2
Lesson Type (Grammar, reading, etc.):
The Online Resource:
The lesson stage to be used at:
Procedures:
3
Lesson Type (Grammar, reading, etc.):
The Online Resource:
The lesson stage to be used at:
Procedures:

Word count: ______

Bibliography
(e.g. Thornbury, S (1999). How to teach grammar. Longman, UK)

Appendix