Delta 5a

Module Two
Report for the Language
Systems and Language Skills Assignments

Candidate name Kateryna Kirichenko

Centre name The Distance Delta
Centre number 10239
Candidate number    
LSA number Internal 2
Assignment focus Skills
Assignment title Helping learners write semi-formal emails
Date of assessment 3/7/13
Level of class Pre intermediate
Number in class 6
Length of lesson 60 minutes

Tutor's / assessor's grade

Background essay Pass
Planning, Teaching & Post-lesson reflection and evaluation Pass
Assessor’s name Damian Williams (CT) and Sally Darlington (LT) Date: 15/7/13

Comments for the moderator (external assessor only):

Please consider for award of Pass/Merit/Distinction for the following reasons
Comment

Any other comments

Delta5aOctober2010
 Assessment criteria for the background essay

1. Quality of writing
Successful candidates demonstrate that they can effectively present an essay which:
a) is written in language which is clear, accurate, easy to follow and is cohesive and
Partially Met
clearly ordered
b) uses appropriate terminology accurately Met
c) refers to and references key sources Met
d) follows the conventions of a standard referencing system for in-text referencing and the
bibliography
Met

e) respects the word limit (2,000-2,500 words) and states the number of words used. Met
Comment
1a) The essay is clearly ordered and largely written in clear language, though do proof-read carefully as there
are quite a few slips throughout.
1b) Appropriate terminology is used accurately overall, though there is some confusion between anaphoric
reference and ellipsis.
1c)/1d) You have referred to a range of key sources, and references are made appropriately throughout.
1e) The word limit is respected and the number of words used is clearly stated (2,486 words). However, you
only need to state the overall word count, not that of each section, and make sure you state it clearly on the
cover/title page.

2. Clarity of topic
Successful candidates demonstrate that they can effectively make clear the topic of the essay by:
a) identifying for analysis a specific area of the grammar, lexis, phonology or discourse
Met
system of English, or a skills area (listening, speaking, reading or writing)
b) defining the scope of the area they will analyse with reference to e.g. learners,
Met
teaching approach, method, learning context, learner needs or text type
c) explaining with reference to classroom experience, reading and research why they
Met
have chosen this area
d) making all parts of the essay relevant to the topic and coherent Met
e) following through in later parts of the essay on key issues identified in earlier parts. Met
Comment
2a)/2b) You have identified a specific area of skills (writing), and have clearly defined the scope of this area
(semi-formal emails).
2c) You’ve provided a clear rationale for your choice of topic, with reference to both your classroom experience
and your reading.
2d) The essay remains focused on topic throughout.
2e) There are good links between the various strands of the essay.

3. Analysis and issues

Successful candidates can effectively demonstrate an understanding of the specific area by:
a) analysing the specific area with accuracy, identifying key points Met
b) showing awareness of a range of learning and teaching problems occurring in a range
Met
of learning contexts.
Comment
3a) You have analysed the area comprehensively, dealing with features of the genre, language areas and
subskills. You have generally exemplified well, though this could be more consistent in places.
3b) You identify a range of relevant problems for learners, and by referring to a range of learning contexts
convincingly you are able to show a good level of awareness.

4. Suggestions for teaching

Successful candidates demonstrate that they can effectively draw on experience and research to:
a) outline and show familiarity with relevant key procedures, techniques, resources
Met
and/or materials
b) evaluate how the selected procedures, techniques, resources and or materials might
Partially Met
be used effectively in classroom practice
c) demonstrate how the procedures, techniques, resources and/or materials address Met
 points raised under 'Analysis and issues'.
Comment
4a) You present a range of solutions and different activities which generally look useful.
4b) You have made some attempts to evaluate the solutions, but stick to describing exactly why and how the
solution addresses the problem here, rather than bringing in other aspects.
4c) You have clearly taken the problems themselves as a starting point, and they largely seek to address them
directly.

Overall comment
Your essay is clearly ordered (1a), uses terminology accurately overall (1b), your bibliography includes a range
of key sources which are referred to appropriately in-text, and the essay is within the word limit (1c, 1d, 1e). You
provide a clear rationale for your choice of topic (2c), your scope is clearly defined (2a, 2b), and the essay is
coherent and cohesive (2d, 2e).

You have analysed the area comprehensively (3a) and in considering some relevant problems for learners,
you’ve shown a good level of awareness of different learning contexts (3b). This is followed up with the
presentation of a range of useful solutions which address the problems well (4a, 4c).

However, do make sure you proof-read your work carefully for errors (1a), and be consistent in your evaluation
of solutions by just showing how and why they address the previously discussed problems (4b)

Overall, this is a generally well-written essay. The area is analysed comprehensively, and you show good
understanding of learners’ problems. It is therefore a pass (4b and more outstanding areas needed for a merit).
 Assessment criteria for Planning and preparation, Teaching and Post-lesson reflection and evaluation

5. Planning and preparation

Successful candidates have designed and presented a lesson plan and supporting documentation which:
a) includes
(i) a brief general overview of the group of learners and the course Met
(ii) information about individual learners relevant to the lesson Met
b) sets out clear and appropriate overall aims and learning outcomes for the lesson in
Met
relation to language systems and/or language skills and learner needs
c) provides relevant analysis of target language in terms of form, meaning/use and
phonology in the case of language systems, and in terms of linguistic, discoursal and Met
communicative features in the case of language skills
d) outlines any relevant link(s) between this lesson and relevant aspects of preceding
Met
and subsequent lessons, and if relevant the course as a whole
e) states assumptions made about the learners’ knowledge, abilities and interests
Met
relevant to the aims and learning outcomes of the lesson
f) anticipates and explains potential problems in relation to the lesson’s aims and
learning outcomes, the learners and the learning context, and the equipment, Met
materials and resources to be used
g) suggests appropriate solutions to the problems outlined in 5f Met
h) describes suitably sequenced procedures and activities appropriate to achieving the
Met
stated overall aims and stage aims
i) states materials and/or resources to be used, which are appropriate to the teaching
and learning context, the learners, the lesson aims and learning outcomes, and the
Met
time available, and includes a copy/copies of suitably presented materials, sourced
where necessary
j) assigns realistic and appropriate timing for each stage and/or group of stages in the
Met
procedure
k) includes a commentary, of between 500 and 750 words, which provides a clear
rationale for the lesson plan with reference to learner characteristics and needs and Partially Met
the candidate’s reading and research in the background essay.
Comment
Strengths

Overall this was a well -planned lesson with clear, achievable overall and stage aims. (5b, 5h) Information
provided on the group and the individual learners demonstrated an awareness of their strengths and
weaknesses in relation to the lesson. (5a i, ii) You identified how to support learners in this lesson through a
variety of tasks.(5h) The analysis supplied for your lesson content was thorough (5c) and the link between this
lesson and subsequent lessons was clear. (5d) The anticipated problems and solutions were well considered
and the assumptions stated are appropriate to the learning outcomes of the lesson. (5e, f, g) Your task design
was appropriate (5i) and your commentary demonstrated an understanding of the needs of this group of
learners and of how to plan activities to meet their needs. (5k) Timings allocated to stages were appropriate
overall. (5j)

Areas for Development

Although your commentary links the lesson content to learners’ needs well, you could go further in showing how
the lesson is a practical realisation of the reading and research in the BE (5k).
There were a number of typographical errors in your commentary and language analysis. Make sure you proof
read LSA 3 carefully.

6 – 9 Teaching
6. Creating and maintaining an atmosphere conducive to learning
Successful candidates demonstrate that they can effectively:
a) teach the class as a group and individuals within the group, with sensitivity to the
learners’ needs and backgrounds, level and context, providing equal opportunities for Met
participation
 f) purposefully engage and involve learners Met
g) vary their role in relation to the emerging learning and affective needs of learners
Partially Met
during the lesson
h) listen and respond appropriately to learner contributions. Partially Met
Comment
Strengths

Learners remained engaged and on task throughout, they worked well together and were keen to contribute.
(6a, b) You listened to questions and responded effectively, not allowing yourself to enter into discussion over
less relevant points and telling learners it would be covered later. (6d) You nominated in feedback, giving the
learners equal opportunity to participate.

Areas for Development

The lesson was quite teacher centred in places.

Try to avoid leading students towards answers too much, allowing them to think a little more and to consider the
right answers independently. (6d)

7. Understanding, knowledge and explanation of language and language skills

Successful candidates demonstrate that they can effectively:
a) use language which is accurate and appropriate for the teaching and learning context Met
i) adapt their own use of language to the level of the group and individuals in the group Met
j) give accurate and appropriate models of language form, meaning/use and
Met
pronunciation
k) give accurate and appropriate information about language form, meaning/use and
Met
pronunciation and/or language skills/subskills
l) notice and judiciously exploit learners’ language output to further language and
Partially Met
skills/subskills development.
Comment
Strengths

Your language use was appropriate for the level of the learners and relevant to the context (7a) and you
adapted your own use of language to the level of the group. (7b) Information given to learners about the
organisation of a semi-formal email was accurate and relevant. (7d)

Areas for Development

Exploit learners’ language output as much as possible. At times during the lesson you could have elicited much
more. (7e)

8. Classroom procedures and techniques

Successful candidates demonstrate that they can effectively:
a) use procedures, techniques and activities to support and consolidate learning and to
Partially Met
achieve language and/or skill aims
m) exploit materials and resources to support learning and achieve aims Met
n) deliver a coherent and suitably varied lesson Met
o) monitor and check students’ learning and respond as appropriate. Met
Comment
Strengths

You monitored well throughout the lesson and responded appropriately. (8d) Your use of materials was effective
in supporting learning and helped you to achieve your aims (8b) and you had a variety of activities. (8c)

Areas for Development

In the organisation of an email and selecting appropriate content stages at times you gave the students the
answers rather than consolidating learning by allowing them to work it out for themselves. (8a)

9. Classroom management
Successful candidates demonstrate that they can effectively:
a) implement the lesson plan and where necessary adapt it to emerging learner needs Met
p) manage the classroom space, furniture, equipment, materials and resources Met
q) set up whole class and/or group and/or individual activities, as appropriate Partially Met
r) ensure the learners remain focused on the lesson aims and the learning outcomes. Met
Comment
Strengths

Your instructions were clear throughout the lesson (9c) and you executed the lesson according to the plan.
Learners were engaged and on task throughout (9d) and materials and resources were managed effectively.
(9b)

Areas for Development

The lesson was quite teacher centred, particularly in feedback to the second and third stage and TTT was high
at times. You need to set up activities so learners have the opportunity to discuss in pairs/groups rather than
everything coming through you. (9)

10. Reflection and evaluation

Successful candidates demonstrate that they can effectively:
a) reflect on and evaluate their own planning, teaching and the learners’ progress as
Met
evidenced in this lesson
s) identify key strengths and weaknesses in planning and execution Met
t) explain how they will (would) consolidate/follow on from the learning achieved in the
Met
lesson.
Comment
10a) You demonstrate an ability to reflect clearly on the learners’ progress and your planning and teaching.
10b) You highlight key strengths and weakness, and your comments are largely in line with those of your tutor.
10c) You outline in clear terms how you intend to build on the progress achieved in this lesson, and how you will
use this to lead to work on developing other types of writing.

Overall comment (Please summarise strengths and weaknesses with reference to the criteria)

Overall the lesson went well, students remained on task throughout and had some useful practice of writing a
semi-formal email (6b). Your staging was logical and your use of resources was effective and appropriate to
learning outcomes. (5i) You had a variety of tasks and monitored efficiently throughout (8d). It was useful to
provide learners with a checklist for the email writing which they could refer to when they were writing their
email. The reviewing and editing stage worked well. Students were keen to read and comment on each other’s
emails.

The lesson was quite teacher centred due to the way some activities were set up with you eliciting from the
whole class and providing learners with answers. Giving them time to discuss in pairs/groups would make the
lesson more student-centred (9c)

Overall, this was a well delivered lesson which provided learners with some useful writing skills practice, and is
therefore a pass (6c, 6d, 7e, 8a, 9c need to be more fully met for a merit).
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