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Evaluation of Learning Outcomes

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TEFL-TESOL. Unit 3. Assignment (3)

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• Appendix 5 Appendix 6

Evaluation of Learning Outcomes

- Assessment of Learning Outcomes 1 a. Have a learner detect the third condition vocally. - Assessment of Learning Outcomes 2 a. Instructs students to choose the appropriate verb form in the discussion on their own. - Assessment of Learning Outcomes 3 a. In an essay titled "My school" writes an essay including the third conditional.

Appendix 5

Appendix 6

1.4 Justify maintaining normal patterns of speech during presentation of grammar
1.5 Evaluate the place of elicitation


We are increasingly going toward classrooms that are student-centered. Teachers used to stand in front of the classroom and impart information to students who were passive participants in the lesson, but nowadays we prefer to offer students greater control over the lesson and allow them to do more work. As a result, instead of the teacher giving answers to the students all the time, we encourage the students to contribute what they already know to the lesson. This allows them to build on their knowledge base even more.



How can elicitation be used in the EFL classroom?
There are a few rules to follow when eliciting:


Make use of images
The best way to elicit a specific thing is to use pictures, especially if the word lends itself to visual depiction. When possible, use photos, but be sure that they are not unclear.


Make use of activities
The most efficient technique to elicit an action (assuming your miming abilities are up to snuff) is to simply do it. After you've finished acting, ask some concept checking questions to ensure that everyone understood your actions correctly.


Make use of the description
If you can't use a picture, describe the term or circumstance instead. To elicit words or meaning, use definitions, synonyms, and antonyms to create context.


Don't try to elicit all of the information.
When utilized correctly, eliciting is a beneficial approach. However, you must avoid turning your lessons into guessing games, which can be entertaining but often frustrating and counterproductive. Decide what can be elicited during your lesson planning and make sure you're ready to do so - whether using graphics or simple explanations.


Don't beat a dead horse with a hammer.
Even with the greatest of intentions, our pupils will sometimes have no idea what we're attempting to elicit and will guess everything but what we're seeking for. This is both meaningless and infuriating for everyone involved. Give your students the answer and move on if they are having trouble understanding your elicitation.


Elicitation is a method that should be included in every teacher's toolkit. Every class should include elicitation, so make sure you know how to do it correctly and successfully.

1.6 State the natural order of a lesson

Both the teacher and the students gain from well-organized lesson preparations. Lesson plans that are well-organized and sequenced make for a smoother operating classroom; interruptions are minimized, teacher stress is decreased, and the learning environment is optimal for the students. The following are some of the additional advantages of effective lesson sequencing:


Unit planning allows the instructor to be aware of the ultimate goals of a learning segment, allowing for smoother transitions. As a result, the sequence in which material is given, also known as lesson sequencing, can be arranged. The teacher will be able to make the transitions between lessons as easy as possible if they can plan what they want to happen throughout each lesson. This will also assist students, since they will be better prepared to absorb new information if it is delivered in a systematic manner.
Facilitates scaffolding: Teachers can anticipate challenges and trouble areas with clear end goals and scheduled instruction. Additional assistance, such as particular exercises and activities, might be provided to help pupils cope with more challenging subjects. The teacher can scaffold the subject such that when the activities become more complicated and challenging, the students will have more resources and insight to rely on in order to effectively complete the challenge.
Improved organization: A teacher's job is tough and necessitates excellent organizational abilities. A teacher who sequences lessons knows what will be covered in each lesson ahead of time. This enables the teacher to create photocopies, worksheets, handouts, and other materials ahead of time. Lesson sequencing provides other advantages as well; for example, if the class moves through the subject faster than expected, the instructor will be able to rapidly move on to more advanced assignments because they have already been scheduled. Furthermore, because the entire package of lessons has been produced, the instructor will be able to put up a differentiated lesson plan to accommodate faster and slower learners if the students do not advance through the subject at the same rate.
Future planning: Predicting how long it will take to cover certain subject and then seeing how long it actually took when the lessons are delivered to the students allows teachers to plan ahead of time. Teachers will be able to change their preparation for future years depending on their experience, as they frequently recycle unit and lesson plans over several years.
Checks for evaluation: The teacher will be able to determine the optimum moments in the program for testing the students' grasp of the topic, as well as how to structure these assessments, because the unit and lesson plans have been developed in advance.

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