(17032022 1240) l5 Certificate in Tefl - Tefl Institute Qualification Specification v1.2

Qualification Specification
Highfield Level 5 Certificate in

Teaching English as a Foreign
Language (TEFL)
(The TEFL Institute)
Qualification Number: 610/0050/7
Version 1.2 March 2022
Copyright © 2021]. HABC Ltd. All rights reserved

Highfield ICON, First Point, Balby Carr Bank, Doncaster, South Yorkshire, DN4 5JQ, United Kingdom
Tel 01302363277
Highfield Level 5 Certificate in Teaching English as a Foreign Language (TEFL) (The TEFL Institute) 1
Contents
Introduction ................................................................................................................................ 3
Qualification regulation and support ............................................................................................ 3
Key facts ..................................................................................................................................... 3
Qualification overview and objective ........................................................................................... 3
Entry requirements...................................................................................................................... 4
Centre requirements ................................................................................................................... 4
Guidance on delivery ................................................................................................................... 4
Guidance on assessment.............................................................................................................. 4
Guidance on quality assurance..................................................................................................... 4
Recognition of prior learning (RPL) ............................................................................................... 5
Tutor/assessor requirements ....................................................................................................... 5
Internal quality assurance (IQA) requirements ............................................................................. 5
Countersigning strategy ............................................................................................................... 6
Reasonable adjustments and special considerations ..................................................................... 6
ID requirements .......................................................................................................................... 6
Progression opportunities............................................................................................................ 6
Useful websites ........................................................................................................................... 6
Appendix 1: Qualification structure .............................................................................................. 7
Appendix 2: Qualification content ................................................................................................ 8
Appendix 3: Sample assessment material ................................................................................... 39
Highfield Level 5 Certificate in Teaching English as a Foreign Language (TEFL)
(The TEFL Institute)
Introduction
This qualification specification is designed to outline all you need to know to offer this qualification
at your centre. If you have any further questions, please contact your account manager.
Qualification regulation and support

The Highfield Level 5 Certificate in Teaching English as a Foreign Language (TEFL) (The TEFL Institute)
has been developed and is awarded by Highfield Qualifications and sits on the Regulated
Qualifications Framework (RQF). The RQF is a qualification framework regulated by Ofqual.
The qualification is supported by The TEFL Institute.
Key facts
Qualification number: 610/0050/7
Learning aim reference: 61000507
Credit value: 30
Assessment method: Portfolio of evidence
Guided learning hours (GLH): 180
Total qualification time (TQT): 300
Qualification overview and objective

The TEFL Institute is a teacher training institute and educational travel provider who have been
helping to produce top quality English language teachers since 2015.
The objective of this qualification is to prepare learners for employment as a teacher to those who
do not speak English as a first language.
The target learner would be those with little or no experience of teaching English, or those with
previous experience who are seeking a recognised qualification to validate their knowledge. This
qualification covers not only face-to-face course delivery but also online course delivery.
The qualification covers all basic principles of teaching English from grammar, vocabulary and
pronunciation, to skills such as reading, writing, listening and speaking, up to good classroom
management, lesson planning and delivery, and special considerations for both adult and young
learners alike.
This qualification provides learners with a certificate that is recognised worldwide and can be used
to secure teaching positions, visas and other employment related to English language teaching.
By the end of this qualification, learners should expect to have a solid theoretical knowledge of TEFL,
as well as being equipped with real-life skills such as lesson planning and classroom management
that will springboard them confidently into their first teaching job.
Entry requirements
This qualification is suitable for learners aged 18 and above.
It is advised that learners have a minimum of level 2 in literacy or an equivalent level qualification
(e.g. GCSE Grade A*- C).
It is recommended that all non-native speakers of English commencing this course have a minimum
of a C1 level of English on the CEFR scale.
Centre requirements
To effectively deliver (and assess) this qualification, centres must have the following resources in
place:
• Suitable online resources, materials and assessments.
• High-quality teaching and learning resources.
• Specialist knowledge in the area of TEFL.
Guidance on delivery
The total qualification time for this qualification is 300 and of this 180 are recommended as guided
learning hours.
TQT is an estimate of the total number of hours it would take an average learner to achieve and
demonstrate the necessary level of attainment to be awarded with a qualification, both under direct
supervision (forming guided learning hours) and without supervision (all other time). TQT and GLH
values are advisory and assigned to a qualification as guidance.
Guidance on assessment
This qualification is assessed by an internally set and assessed portfolio of evidence. This may
include evidence in the form of written pieces of work, professional discussion records, observation
records and training resources that the learner has developed. However, this list is not exhaustive.
Learners must demonstrate competence against all assessment criteria to be awarded a pass,
otherwise the result will be referred.
Centres must take all reasonable steps to avoid any part of the assessment of a learner (including
any internal quality assurance and invigilation) being undertaken by any person who has a personal
interest in the result of the assessment.
Guidance on quality assurance

Highfield Qualifications requires centres to have in place a robust mechanism for internal quality
assurance of training delivery and internal assessment processes.
Recognition of prior learning (RPL)
Centres may apply to use recognition of prior learning or prior achievement to reduce the amount
of time spent in preparing the learner for assessment.
For further information on how centres can apply to use RPL as described above, please refer to the
Recognition of Prior Learning (RPL) policy in the members’ area of the Highfield website. This policy
should be read in conjunction with this specification and all other relevant Highfield Qualifications
documentation.
Tutor/assessor requirements
Highfield Qualifications requires nominated tutors/assessors for this qualification meet the
following:
• Hold a relevant subject area qualification, which could include any of the following:
− Level 7 Diploma in Teaching English to Speakers of Other Languages (RQF)
− Level 7 Cambridge DELTA (Diploma in Teaching English to Speakers of Other
Languages)
− Level 7 Trinity DipTESOL
− Level 7 MA in Applied Linguistics (or similar Level 7 Master’s in a related field)
− A relevant Level 5 or Level 6 qualification plus evidence of extensive experience*
• Maintain appropriate continued professional development for the subject area
• Additionally, assessors must hold, or be working towards, a recognised assessing

qualification, which could include any of the following:
− Level 3 Award in Assessing Competence in the Work Environment (RQF)
− Level 3 Certificate in Assessing Vocational Achievement (RQF)
− Level 3 Understanding the Principles & Practices of Assessment (RQF)
*May include a Level 5 Cambridge CELTA (Certificate in Teaching English to Speakers of Other
Languages), a Level 5 CertTESOL or a Level 6 Bachelor’s Degree in Education, English or similar.
Internal quality assurance (IQA) requirements

Highfield Qualifications requires internal quality assurers for this qualification to meet the following:
• Hold a relevant subject area qualification, or have suitable experience which could include
any of the following:
− Level 7 Diploma in Teaching English to Speakers of Other Languages (RQF)
− Level 7 Cambridge DELTA (Diploma in Teaching English to Speakers of Other
Languages)
− Level 7 Trinity DipTESOL
− Level 7 MA in Applied Linguistics (or similar Level 7 Master’s in a related field)
− A relevant Level 5 or Level 6 qualification plus evidence of extensive experience
• Hold, or be working towards, a recognised internal quality assurance qualification, which

could include any of the following:
− Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
(RQF)
− Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes
and Practice (RQF)
− V1 Conduct internal quality assurance of the assessment process
− D34 Internally verify the assessment process
• Maintain appropriate continued professional development for the subject area
Countersigning strategy
While it is a minimum requirement for centres to have the appropriately qualified workforce in
place, it is understood that centres may have new personnel who are working towards those
requirements. During this period, centres are required to have a robust countersigning strategy in
place that supports and validates unqualified assessment/quality assurance decisions, until the
point where they meet the requirements as detailed above.
Reasonable adjustments and special considerations

Highfield Qualifications has measures in place for learners who require additional support. Please
refer to Highfield Qualifications’ Reasonable Adjustments Policy for further information/guidance.
ID requirements
It is the responsibility of the centre to have systems in place to ensure that the person taking an
assessment is indeed the person they are claiming to be. All centres are therefore required to ensure
that each learner’s identification is checked before they undertake the assessment. Highfield
Qualifications recommends the following as proof of a learner’s identity:
• a valid passport (any nationality)

• a signed UK photo card driving licence
• a valid warrant card issued by HM forces or the police
• another photographic ID card, e.g. employee ID card, student ID card, travel card etc.
If a learner is unable to produce any of the forms of photographic identification listed above, a
centre may accept another form of identification containing a signature, for example, a credit card.
Identification by a third-party representative, such as a line manager, human resources manager or
invigilator, will also be accepted.
For more information on learner ID requirements, please refer to Highfield Qualifications’ Core
Manual.
Progression opportunities
On successful completion of this qualification, learners may wish to continue their development by
undertaking one of the following qualifications:
• Level 7 qualifications in Teaching English as a Foreign Language
Useful websites
• https://teflinstitute.com/
• https://tefl.ie
Appendix 1: Qualification structure
To complete the Highfield Level 5 Certificate in Teaching English as a Foreign Language (TEFL) (The
TEFL Institute), learners must complete the following:
• all units contained within the mandatory group
Mandatory group
Unit
Unit title Level GLH Credit
reference
D/650/0150 1. The Principles of Teaching English Grammar 5 30 6
F/650/0151 2. The Principles of Teaching English Vocabulary 5 15 3
3. The Principles of Learners' Needs and Teaching
F/650/0160 Methodologies for Online and Face-to-Face 5 15 3
Learning
4. The Principles of Teaching Receptive Skills for
H/650/0161 5 18 3
Online and Face-to-Face Learning
5. The Principles of Teaching Productive Skills for
J/650/0162 5 18 3
Online and face-to-Face Learning
6. The Principles of Teaching Pronunciation and
L/650/0155 5 14 2
Phonology
7. The Principles of Online Teaching Using Teaching
K/650/0163 5 17 2
Aids and Materials
8. The Principles of Lesson Planning and Online
L/650/0164 5 15 2
Classroom Management Techniques
9. The Principles of Teaching Adults English as a
M/650/0165 Foreign Language for Online and Face-to-Face 5 19 3
Learning
10. The Principles of Teaching Young Learners English as
R/650/0166 a Foreign Language for Online and Face-to-Face 5 19 3
Learning
Appendix 2: Qualification content
Unit 1: The Principles of Teaching English Grammar
Unit number: D/650/0150
Credit: 6
GLH: 30
Level: 5
Unit Introduction
introduction to the structures and grammar of the English language. It includes information about the
different word classes of English, a detailed look at English tenses and helps build an understanding of
language levels learners are categorised in when studying English. In addition, there is an overview of
English syntax and punctuation. Overall, this unit provides learners with a solid foundation of English
grammar so as to give them a strong background knowledge to be able to teach grammar to English
language students in the classroom.
Learning Outcomes Assessment Criteria

The learner will The learner can
1.1 Identify a range of word classes
1.2 Explain the functions of a range of word classes
1.3 Identify various grammatical tenses
1. Understand the different
1.4 Explain the meaning and form of various grammatical
English word classes and the
tenses
use of grammar and tense in
1.5 Select and match grammatical structures which are
the English Language
typically learnt over the following levels:
− Elementary
− Intermediate
− Advanced
1.6 Describe how to indicate ‘number’ in English grammar
2.1 Summarise what is meant by the term ‘English syntax’

2. Understand English syntax 2.2 Describe the four types of sentence structures
3.1 Explain the types and features of standard punctuation in

3. Understand English punctuation English
Amplification
1.1: Word classes: These are also known as parts of speech and refer to the categories in which we
group words. Typical word class categories include:
• Nouns
• Verbs
• Adjectives
• Adverbs
• Pronouns
• Prepositions
• Determiners
• Conjunctions
• Interjections
1.3: Grammatical tenses: These refer to the 12 English verb tenses below:
Past simple Present simple Future simple

Past continuous Present continuous Future continuous
Past perfect simple Present perfect simple Future perfect simple
Past perfect continuous Present perfect continuous Future perfect continuous
1.5: Grammatical structures: These refer to grammatical items of language (not only English tenses)
which are taught to learners. Note: The levels ‘Elementary, Intermediate and Advanced’ are a
simplified, more inclusive version of the Common European Framework of Reference (CEFR) level
descriptors. The CEFR is commonly used throughout the world but is not accepted or understood in all
learning environments (as the name suggests, it’s more prevalent in Europe. See below for the
approximate level equivalencies:
Common Level Descriptors CEFR

Elementary A0 – A1 – A2
Intermediate B1 – B2
Advanced C1 – C2
See below for a non-exhaustive example list of grammatical structures taught at each level.
Please note: This is an approximate list to be used as a guide only. Organisations may have their own
curriculums which set particular structures at different levels.
Elementary
• Verb to be: affirmative – interrogative – negative
• Basic ‘wh’ question words (what, where, why, when, who(m), whose, how)
• Singular and plural nouns, regular and irregular, countable and uncountable
• Present simple tense
• This / that / these / those
• There is / There are
• Adjectives and word order
• The auxiliary verb ‘do’ in question forms
• Present Continuous Tense
• ‘Have’ for possession
• Possessive pronouns
• Prepositions of place
• Determiners – a little / a few / a lot / much / many
Intermediate
• Past tenses - past simple, past continuous and past perfect.
• Future forms - will, going to, present continuous for future meaning
• Present perfect and past simple - difference in use
• Conditionals: 1st, 2nd, 3rd.
• Modal verbs for speculation and deductions
• Reported speech
• The passive voice
• Question tags
• Relative clauses
Advanced
• Inversions
• Phrasal verbs and idiomatic expressions
• Mixed conditionals
• Ellipsis and substitution
• Advanced relative clauses
• Cleft sentences
• Gerunds and infinitives
• Future in the past
• Adjectives and adverbs
1.6: ‘Number’ in English: This refers not to actual numerical numbers, but language that varies due to
number and can be used to denote different numbers of things. For example:
• Singular and plural nouns (including irregular nouns)
• Countable and uncountable nouns
• Determiners
2.2: Sentence structures: All sentences in English are structured in set patterns so they are
understandable to the listener. The syntax of a sentence (the order of words in a sentence) need to be
in certain patterns so that we understand what is happening in the utterance. Although there are a
number of sentence structures (which become looser and more varied with the inclusion of highly
informal or slang language usage), there are four main types which are detailed below:
1 Simple sentences:
• One independent clause in the sentence and one item of punctuation at the end.
• The typical structure is Subject (S) + Verb (V) + Object (O).
• For example: The train was early.
2 Compound sentences:
• Formed by joining two or more simple sentences with either punctuation (commas,
hyphens, colons, semi-colons etc.) or connecting words (and, but, so etc.)
• For example: The train was early so I missed it.
3 Complex sentences:
• These are formed by at least one dependent clause being added to at least one
independent clause.
• For example: Although the train was early, she missed it.
4 Compound-complex sentences
• These types of sentences contain more than 3 clauses. This is generally at least 2
independent clauses and at least 1 dependent clause.
• For example: Although she bought her ticket at the station, she forgot to buy lunch from
the shop even though she set a reminder on the phone to get a sandwich!
Definitions of sentence structure descriptive language

Clause This refers to a cluster of words which includes a subject and a
verb.
Independent clause This is a clause that can stand alone as a complete sentence as
it expresses a complete thought.
Dependent clause This is a clause that cannot stand alone as a complete sentence
and does not express a complete thought.
Unit Assessment Guidance

This unit may be assessed by methods suitable for assessing knowledge, for example:
• Written tasks or assignments
• Questions and answers
• Professional discussion
1.5: For this assessment criteria, learners can be expected to be able to match various types of
grammar to the typical levels in which they are usually learnt in the classroom. The most important
aspect of this AC is that learners recognise that certain grammatical structures are taught at certain
levels and to understand what these generally are. This is by no means an exact science, however, and
there may be an overlap in levels for certain grammar structures. This could be assessed in several
ways, including:
• Multiple choice activity.
• Drag and drop activity.
• Written tasks.
• Questions and answers.
2.2: For this assessment criteria, learners must cover all 4 sentence structures.
3.1: Learners must cover a good range of punctuation so it is recommended that a minimum of 4
punctuation marks must be explained.
Unit 2: The Principles of Teaching English Vocabulary
Unit number: F/650/0151
Credit: 3
GLH: 15
Level: 5
Unit Introduction
Learners are introduced to vocabulary (lexis) and how this is normally grouped when teaching. The
module explores how to teach vocabulary to learners including how students truly ‘learn’ a word,
things to consider when teaching vocabulary and how to recycle vocabulary to ensure that lexis is
learnt. Furthermore, the unit introduces different types of vocabulary, including cognates and
collocations, as well as the tools that can be used to teach it. Learners are introduced to graded
language and why it is important in the classroom. The unit provides learners with the tools to
recognise different types of vocabulary and how to teach lexis in the classroom using various
techniques.

1.1 Summarise what is meant by the term ‘lexis’
1.2 Explain how lexis is grouped
1.3 Analyse what it means to understand a ‘word’
1.4 Describe techniques for recycling vocabulary with a cohort
of learners
1. Understand how vocabulary is
1.5 Analyse the role and importance of concept checks with
grouped and the methods of
learners
teaching lexis
1.6 Describe what is meant by the following terms:
− Collocations
− Lexical sets
− Word association
− Scale
1.7 Explain the difference between cognates and false
cognates
1.8 Identify cognates and false cognates
1.9 Evaluate a range of materials and tools available for
teaching vocabulary
2.1 Explain what is meant by the term ‘graded language’

2. Understand the benefits of
2.2 Give examples of graded language that should be used to
graded language and when this
teach learners at various levels
should be used
2.3 Summarise the benefits of using graded language
Amplification
1.1: lexis: ‘Lexis’ is a single unit of language that has meaning and can be spoken or written and refers
to all of the words that are in a particular language. It can also refer to a smaller subset of words that
are linked by a similar theme or topic, such as ‘sports lexis’ which is a group of lexis that refer to all
words to do with sport, ‘scientific lexis’ which is a group of lexis that refer to all words to do with
science, and so on. The term ‘lexis’ could refer to:
• Single words, known as ‘lexis’ or ‘lexical items’, which are not related to other words used
around them such as ‘dog’, ‘tree’, ‘happy’, ‘running’, ‘behind’.
• Multiple grammatical words that are linked in some way. For example: ‘London bridge’, ‘car
park’, ‘The New York Marathon’, ‘fish and chips’.
1.2: How lexis is grouped: Lexis is typically grouped by:

• Word class
• Register (formality)
• Frequency
• Topic
• Geographical input (e.g. US vs British English)
1.3: Understand a word: To understand a word completely, its meaning, form and use must be known
(as well as pronunciation for spoken production).
1.4: Recycling vocabulary: This refers to teaching and using the same language in the classroom many
times over more than one lesson. Learners are unlikely to learn vocabulary after only being exposed to
it once, so we try to ‘recycle’ this vocabulary in future classes to increase comprehension and retain the
language more effectively. The same principles exist for recycling vocabulary and recycling grammar (or
any other part of language).
1.6: Definitions:
• Collocations: A group of words that often go together or that are likely to occur together. They
can be fixed, where it is difficult to replace one of the words with an alternative, or freer,
allowing for more choice of words.
• Lexical sets: A lexical set (sometimes described as a 'word family') is a group of words that have
the same form, topic or function.
• Word association: This is a game in which learners hear a word, then they have to quickly say a
word that is associated with that word. Once the first learner has done this, the second learner
must think of a word that is associated with the first learner’s word, and so on.
• Scale: Scale (or a cline) is a visual representation to show differences in meaning between
words that are similar. They go from one extreme to another, for example, from positive to
negative, or from weak to strong.
1.7:
• Cognates: These are words that have the same origin as a word from a different language.
Cognates between languages usually have similarities in spelling, pronunciation, and
meaning. For example, the English word 'brother' and the German word 'bruder'.
• False cognates: These are also known as ‘false friends’ and they are two words in different
languages that appear to be cognates (they look and sound similar) but they differ in meaning.
For example, ‘library’ in English and ‘libreria’ in Spanish – meaning ‘bookshop’ and not library.
1.9: Materials and tools available for teaching vocabulary: See below for some example
recommended ideas:
• Interactive whiteboards (IWBs) – Electronic whiteboards that utilise a projector connected to a
computer and can be written on and manipulated by touch.
• Realia – Real-life objects that you can use in class to teach a piece of vocabulary or concept. For
example, using models of people playing football, rugby, tennis etc. to teach sports.
• Mime & gesture – Using your body to show something without making a sound.
• Mind maps – Also known as spider diagrams or brainstorms.
• Dictionaries.
2.1: Graded language: This refers to spoken language which is consciously delivered at a certain level
(e.g. for elementary, intermediate or advanced learners). If a teacher spoke their natural level of
English with an Elementary class then it would result in them not understanding their teacher at all as
the lexis, grammar, speed and syntax would be far too advanced for them. Therefore, language and
speech in the classroom needs to be ‘graded’ so that learners can understand.
2.2: Examples of graded language: Learners should use directly quoted speech as examples and not
only descriptions of the language. Descriptions are permitted, but examples of speech are necessary
too.

1.4: A minimum of 2 recycling techniques must be discussed or described.
1.8: Learners must provide at least 1 example of cognates and 1 example of false cognates. Note: They
must be cognates and false cognates between English and other languages (do not accept cognates
between two languages of which neither is English).
1.9: Learners must evaluate the materials or tools, providing benefits and limitations of each (as
required). Description without evaluation is not enough.
2.2: Learners must provide examples of graded language and relate each to teaching learners at various
levels. It is recommended (but not mandatory) that learners are asked to demonstrate graded language
over three levels (elementary, intermediate, advanced) on the same topic to clearly demonstrate their
understanding of how the same language at different levels could be delivered.
Unit 3: The Principles of Learners' Needs and Teaching Methodologies for Online and Face-
to-Face Learning
Unit number: F/650/0160
Credit: 3
GLH: 15
Level: 5
Unit Introduction
Introduces common teaching methodologies and details how to select an appropriate methodology
for a class of learners based on their learning needs, including an overview of what methodologies are
appropriate for the online classroom. The unit also provides an overview of the considerations of
determining needs in the online environment. The unit explores the PPP methodology (presentation,
practice and production) as this is one of the most common lesson structures in TEFL and a good base
for new teachers. The unit also focuses on error correction - providing examples of different types of
errors and how to correct them suitably in the classroom. Learners will develop an understanding of
teaching methodologies and in particular, a deeper understanding of the PPP structure.

1.1 Identify common teaching methodologies

1.2 Compare the strengths and weaknesses of common
teaching methodologies
1. Understand common teaching 1.3 Identify and explain the three most common types of
learner
methodologies used in online
1.4 Describe how to determine the needs of learners
and face-to-face learning
1.5 Explain the potential difficulties of determining learners’
needs in the online environment
1.6 Explain how to match learners' needs to appropriate
teaching techniques and activities
2.1 Explain the PPP teaching methodology

2.2 Analyse the structure of a PPP lesson
2.3 Describe how to present a grammatical structure using the
2. Understand the presentation,
PPP method.
practice and production (PPP)
2.4 Produce an example of PPP lesson planning
method and be able to plan a
2.5 Evaluate strengths and weaknesses of using the PPP
lesson using this methodology
method when planning and delivering lessons
2.6 Explain why it is important to have normal patterns of
speech during the presentation stage of a lesson
3.1 Describe the differences between mistakes and errors
3.2 Describe the following types of errors:
• Structural
3. Understand different types of • Phonological
errors and how to correct them • Lexical errors
3.3 Identify various types of errors and suggest appropriate
correction techniques
Amplification
1.1: Identify common teaching methodologies:
These are a selection of the most widely known methodologies and teaching approaches that have
been used in the EFL classroom. They are not all used today and were not all successful, but they were
all popular in some EFL settings in the past 100 years or so and it is important to have at least a brief
overview of them.
Teaching methodologies:
• Behaviourism
• Audiolingualism
• The natural way
• Humanistic approaches
Teaching approaches:
• Deductive & Inductive approaches
• Presentation, Practice, Production (PPP)
• Grammar translation
• Audiolingual
• Communicative approach
• The direct method
• The silent approach
• Total Physical Response (TPR)
• Task-Based Learning (TBL)
• Test-Teach-Test (TTT)
• The lexical approach
Online delivery: All of the above methodologies and approaches can be adapted and utilised online.
Some of them lend themselves more favourably to the virtual learning environment, for example, using
TPR with young learners. Some of them are technically possible to use online but in practice would
likely not work very well (for example, The Silent Approach). In the online classroom, considerations
such as the age and level of learners, their learning style, preferences and learning goals should be
taken into account to help select the correct methodology or approach in much the same way as would
be done in a traditional in-person learning environment.
1.3: Three most common types of learners:

• Visual learners
• Auditory learners
• Kinaesthetic (tactile) learners
1.4: Determining the needs of learners: To determine the needs of learners, we give a needs analysis
questionnaire. This should have questions which help to determine the learning style of each student
(see 1.3), but also their aims, goals, the type of motivation they have (intrinsic or extrinsic), their
interests, likes and dislikes and so on. As much information as possible should be included for the
teacher to get a good overview of their learners.
1.5: Potential difficulties of determining learners’ needs in the online environment: Determining
learners’ needs online can be done in much the same way as face-to-face in a classroom. The teacher
would need to give the learners some form of needs analysis questionnaire that covers grammar, skills
(speaking, reading, writing and listening) as well as the goals, learning preferences, hobbies, interests
and so on. This may be adapted slightly so that, for example, learners could complete written tasks
before/ after the virtual class to avoid long periods in which no communication is happening and during
the lesson itself, solely focus on the communicative aspect. This, however, is not fixed and may change
depending on the learners. The difficulties that may occur are based around the lack of physical cues in
a virtual classroom that teachers and students would usually pick up on when they are present. Body
language, facial expressions and overall physical presence are a huge aspect in learning a language and
these are vastly limited online.
1.6: Matching learners’ needs to appropriate teaching methodologies: The results of the needs
analysis should help to guide the teacher to choosing a suitable teaching methodology and approach.
Although it is very likely that the learners’ results will be varied, aspects of these needs can be met at
various times during a course and individual lessons to help the students best learn. For example, if a
large portion of the class were auditory learners, it would not be recommended that the teacher chose
to adopt Audiolingualism, but rather, a communicative approach with a regular focus on listening
activities, videos/ MP3 clips and pair/group work.
2.1: PPP teaching methodology:

PPP is a deductive approach to learning. This means a grammatical rule or structure is presented by the
teacher and the language is produced based on the rule. The three 'P's stand for:
• Presentation
• Practice
• Production
Students focus on learning language in small pieces with the opportunity to practice until perfection.
Why use PPP? There are many different learning approaches of which PPP is one. PPP has advantages
and disadvantages, but it is still a preferred model for learning on TEFL courses. Its benefits are that it:
• is an extremely popular model when focusing on grammar.
• is an easy model with a logical sequence.
• is a good model for new teachers.
• can be used for students of any level.
1. Presentation
The teacher demonstrates a model of the new (target) language for the students. Teacher talk should
be monitored and controlled here since the teacher is presenting new target language but they will
also try to get ideas and examples from the students (eliciting).
2. Practice
Learners have the opportunity to practice the new language point in a controlled way. The focus is on
accuracy and the activities will be monitored by the teacher. At the end of this stage, there will be
feedback and error correction.
3. Production
The learners use the new language point with limited assistance from the teacher although they will
still be monitoring and listening. The production stage is based on the assumption that the learner now
‘understands’ the language item and is able to produce it in some way. The focus is on fluency using
the new language point.
2.4: Example of PPP lesson planning: Learners do not necessarily need to produce a whole lesson plan
here as they will not yet have those skills. However, they can go ahead and produce general
lesson/activity ideas for at least one section of a PPP lesson (e.g. lesson ideas for a presentation stage,
a practice stage or a production stage.
3.3: Identifying errors and suggesting correction techniques: Learners should be able to see an error
and state whether it is a structural (grammar), phonological or lexical error. They should then be able
to describe how they would correct that type of error in the classroom to help the learners remember
the correct form. Typical correction techniques could include:
• Immediate correction
• Delayed correction
• Verbal correction
• Non-verbal correction
• Self-correction
• Peer-correction
• Backchaining (pron)
• Using a game/ activity

• Products of work, such as lesson plans (or part lesson plans)
1.1: Learners must cover multiple teaching methodologies.
1.3: Learners must cover 6 points in total; Identify all 3 learner types (3 - visual, auditory, kinaesthetic)
and explain what they are (3).
1.5: Learners should explain a minimum of 2 difficulties of determining learners’ needs online.
2.2: It is important for learners to not only name the structure of a PPP lesson, but analyse why it is
structured in this way.
2.3: Learners should choose one grammatical structure and briefly describe how they would present
this piece of grammar in a PPP lesson. The ideas do not have to be in the form of a lesson plan, but
should roughly cover the first ‘P’ in the PPP structure. It is important to include the level of the students
for whom the ideas are designed for.
2.4: Learners should produce a rough PPP lesson but not be expected to go into great detail. There is
no need to expect any of the more complex aspects of a PPP lesson (such as aims, interaction patterns
etc.) It is recommended that a template is given to learners to fill in which prompts them for:
• Level of the class
• Total lesson length
• Stage ideas: Presentation – Practice – Production
3.3: Learners must identify a minimum of one of each type of error (structural, phonological, lexical)
and suggest different correction techniques for each.
Unit 4: The Principles of Teaching Receptive Skills for Online and Face-to-Face Learning
Unit number: H/650/0161
Credit: 3
GLH: 18
Level: 5
Unit Introduction
Based on receptive skills (listening and reading). It explores different reading skills, the most common
of these being skimming and scanning, as well as providing information about activities and techniques
to match these skills. The unit also explores listening skills, focusing on extensive and intensive
listening and suitable activities and materials. The unit equips learners with knowledge of the receptive
skills and to use the skill of evaluation (by evaluating techniques, activities and materials), which can
be used in the classroom to select resources. The unit also provides learners with knowledge of how
to understand different types of reading and listening activities in the online environment.

1.1 Summarise what is meant by ‘Receptive Skills’
1.2 Analyse common reading sub-skills
1. Understand different types of 1.3 Evaluate the effectiveness of different skimming and
reading skills and suitable scanning techniques
teaching and learning activities 1.4 Describe the typical stages of reading development
online 1.5 Evaluate different types of reading activities and
materials
2.1 Explain and give examples of intensive and extensive

2. Understand different types of listening
listening skills and suitable 2.2 Describe the features of ‘listening for gist’
teaching and learning activities 2.3 Describe the features of ‘listening for detail’
online 2.4 Evaluate different types of listening activities and
materials
Amplification
1.1: Receptive Skills: Listening and reading skills are known as receptive skills as they are the method in
which we 'receive' information. Listening and reading do not require learners to produce any language,
only receive it. As well as being spoken or written language, receptive skills also involve non-verbal
meanings such as people’s body language, tone of voice and facial expressions.
1.2: Reading sub-skills:

Typical reading sub-skills include:
• Skimming
• Scanning
• Reading for gist
• Reading for detail
• Intensive reading
• Extensive reading
• Prediction
• Inferring meaning
The most important TEFL reading sub-skills are skimming and scanning, which as a result, train learners
to read for gist and detail.
1.3: Skimming and scanning techniques: Typical skimming and scanning techniques could include:
Skimming:
• Read the title and subheadings
• Read the first and the last lines
• When skimming, do not focus on unfamiliar words
• Underline, highlight or tick all of the key content words
Scanning:
The scanning technique (3 parts):
1. Establish the keywords, specific language or information that you are looking for.
2. Quickly look through a text for those words you established previously.
3. Once you have located them, read the sentences around them carefully to fully understand all
the information regarding the key language you were scanning for.
1.4: Stages of reading development:

• Pre-reading: Activities and tasks done before reading takes place.
• Whilst reading: Tasks that are done while the learners are reading a text.
• Post-reading: Tasks that are done after the main reading task takes place.
1.5: Types of reading activities and materials:

Typical reading activities could include:
• Sequencing activities
• Mix up
• Order the paragraphs
• Missing sentences
• Comprehension questions
• Titles
• Prediction using keywords
• Jigsaw reading activities
• Sentence stems
These reading activities can be done in person or in an online classroom. If they are used in a virtual
classroom, the processes are exactly the same except that the teacher would need to prepare files to
use on the whiteboard instead of paper copies as they would in a traditional classroom. It should also
be noted that in the virtual classroom, learners would typically be expected to read shorter texts than
in person due to the time available (online classes are very often shorter than in-person classes) and
also, the conduciveness of the online environment to sharing, analysing and working with long texts on
a single page. This is not always the case, however, but it is a typical trend that should be taken into
account.
Typical reading materials could include:

• Magazine reviews
• Newspaper articles (online or physical)
• Informative web pages
• Leaflets or advertising material
• Books – fiction or non-fiction
• Authentic materials (any material which is written in English and has not been adapted in any
way for English language learners)
2.2: Listening for gist: Similar to reading for gist, listening for gist entails listening for the main idea of
the text. The learner aims to understand what is going on in the audio but might not necessarily
understand every single word that is said.
2.3: Listening for detail: Listening for detail is another listening sub-skill. This involves the learner
listening more intently and listening for specific details. As with listening for gist, the learner does not
need to understand every word but they must be able to pick out key information.
2.4: Types of listening activities and materials:

Typical listening activities could include:
• Sequencing activities with photos
• Fill in the gaps
• Comprehension questions
• Picking a title for the audio
• Pair dictation
Typical listening materials could include:

• Music/ song lyrics
• News reports
• Speeches

This unit may be assessed by methods suitable for assessing knowledge and application of knowledge,
for example:
1.3: Learners must cover a minimum of 2 different skimming and scanning techniques (one of each). In
general, there are more techniques for skimming than there are for scanning so learners will struggle to
comfortably produce more than one.
1.5: Learners must cover at least 1 type of reading activity and 1 type of reading material.
2.1: Learners must give and explain at least 1 example of intensive and 1 example of extensive
listening.
2.4: Learners must cover at least 1 type of listening activity and 1 type of listening material.
Unit 5: The Principles of Teaching Productive Skills for Online and Face-to-Face Learning
Unit number: J/650/0162
Credit: 3
GLH: 18
Level: 5
Unit Introduction
Focuses on productive skills (speaking and writing). The unit covers the concepts of accuracy and
fluency in speaking, along with appropriate communication activities at each level to improve these
skills in the online environment. A variety of communication activities are explored along with ideas
for the online classroom.
The unit also explores written skills and errors in written work (including ways to correct them in online
classes). Overall, the unit provides learners with an understanding of these productive skills and how
to teach them in the online and face-to-face classroom.

1.1 Summarise what is meant by ‘Productive skills’
1.2 Describe the differences between accuracy and fluency
1.3 Explain the importance of having both accuracy and
fluency skills
1.4 Describe a range of communication activities including:
− Discussions
1. Understand a range of − Stereotypes
communication skills & − Debates
activities in the online learning − Information gaps
environment − Role play
1.5 Explain which communication activities would be most
suitable for learners at the following levels:
− Elementary
− Intermediate
− Advanced
2.1 Explain how the following speaking functions could be

used effectively:
− Politely interrupting
2. Understand a range of speaking − Checking understanding
functions − Changing the subject
− Expressing agreement and disagreement
− Persuasion
3.1 Explain the stages of learning to write

3. Understand writing skills 3.2 Describe various contexts of writing
4. Know how to correct written

4.1 Explain the benefits of providing quality written feedback
work and provide quality
to learners
feedback online
4.2 Explain the difference between mistakes and errors in
writing
4.3 Demonstrate ways in which written work can be
corrected online
Amplification
1.1: Productive skills: Productive skills are also known as active skills because students need to produce
language. They are skills which involve speaking or writing.
1.5: Communication activities: Communication activities may be suitable for a variety of learner levels
depending on the complexity of language involved and the amount of language the learners are
expected to produce to complete the task. The most important aspect to consider when making sure
that an activity is suitable for learners of a specific level is the difficulty of language involved. Some
typical communication activities could include:
• Role plays
• Mingling tasks
• Find someone who
• Describing pictures
• Finish the sentence
• Simulation
• Games (e.g. truth and lie game)
• Famous people acting
All of the above activities could be reproduced at almost any language level by changing the language
requirements of the task. For example, this is how a role play task could be adapted over all three
levels to create successful communication activities.
• Elementary: Ordering lunch in a local café: One learner could be the customer and the other
the server and they could practice simple language for ordering drinks and a snack.
• Intermediate: Going out for dinner to a fancy restaurant: One or two learners could be the
customers and one could be the server. There could be a potential problem with the food
which requires the customers to explain the issue and ask the server to take the dish back
again.
• Advanced: Making a formal complaint: One learner could be the customer and the other the
restaurant manager and they have to make a formal complaint about the poor standard of
food at the restaurant. Learners can practice formal language used for making complaints and
could even follow up the task with a written letter of complaint.
3.1: Stages of learning to write:

• Copying: This is where learners copy letters, numbers, words or phrases either from the board
or a worksheet. It is usually associated with low-level learners, especially those who are
unfamiliar with the Roman script. Copying activities allow the learners to get used to English
letters and word forms in a safe, highly controlled manner.
• Guided writing: This involves a writing task in which the learners are given instructions and
guidelines to help them complete the work. The aim of this stage is to give the learner a bit
more freedom to write and explore their language, whilst at the same time giving them support
by offering a structure to follow.
• Free writing: This involves giving learners the freedom to write without guidelines or restriction
on a topic or genre of their choice. Free writing gives students the opportunity to practise many
types of writing skills, as well as to explore their own style and way of writing. Note: free
writing as described above should not be confused with freewriting (the activity in which a
person starts writing whatever comes to mind without thought to reach the subconscious
mind) – they are not the same.
3.2: Contexts of writing:

These refer to the types of situations or texts in which writing is used. There are many various contexts
of writing, including:
• Letters/emails
• Essays
• Articles (web and magazine)
• Stories and novels
• Poems
• Non-fiction writing
4.3: Ways in which written work can be corrected online: Online written work correction is often
much easier and more beneficial to learners than in the physical classroom. This is because the teacher
can highlight errors as a group on an interactive whiteboard or through an annotation tool when
sharing their screen. All learners are able to see these corrections and the teacher or students can
easily take screenshots so they can keep the information for later study. There are no extra techniques
in particular that would be used online, but the delivery of the correction is far more effective.

for example:
1.4: Learners must provide at least 1 description for each point.
1.5: Learners must provide at least 1 suitable communication activity for each level and explain why it
is suitable for that level through description of how it works and what activities or tasks are involved.
2.1: Learners must provide at least 1 piece of explanation for each point.
3.2: Learners must describe a minimum of two contexts of writing (e.g. emails/letters, articles, essays
etc.)
4.3: Learners must provide at least two methods for correcting written work online.
Unit 6: The Principles of Teaching Pronunciation and Phonology
Unit number: L/650/0155
Credit: 2
GLH: 14
Level: 5
Unit Introduction
Explores the topic of pronunciation and phonology. The unit will explore features of pronunciation
including important phonemes, different stress forms and the International Phonetic Alphabet. It also
focuses on different teaching techniques and activities that can be used in the classroom and looks at
the importance of word stress. The unit includes an overview of mother tongue interference and
methods that can be used to avoid this in the classroom. A deeper understanding of pronunciation
and phonological features will be developed, as well as a range of tools and ideas of how to teach
these in the classroom.

1.1 Explain the reasons for teaching pronunciation
1.2 Evaluate the importance of having a knowledge of
phonology
1.3 Describe the different types of phonemes found in the
phonemic alphabet, including:
− Vowels: Monophthongs
1. Know the importance and use − Vowels: Diphthongs
of phonetics and phonology − Consonants
1.4 Explain the importance of the Schwa phoneme
1.5 Describe strong and weak forms in phonetics
1.6 Explain the manner and place of articulation
1.7 Use the International Phonetic Alphabet to transcribe
various sounds
2.1 Describe teaching techniques that can be used to aid

2. Understand how to teach pronunciation
pronunciation skills 2.2 Recognise stress patterns at word level for common word
classes
3. Understand mother tongue 3.1 Explain what is meant by ‘mother tongue interference’
interference and how to 3.2 Explain techniques that can be used to prevent mother
overcome it tongue interference
Amplification
1.1: Reasons for teaching pronunciation: Correct pronunciation allows learners to be understood.
Grammar is important but a small grammar mistake will not impede meaning or communication.
However, a mistake in pronunciation can mean that the learner is not understood by the listener and
this, therefore, interrupts communication. Learning correct pronunciation can also provide students
with a more rounded understanding of the English language and help them to become more proficient.
1.2: The importance of having a knowledge of phonology: Phonology is important as English is not a
phonetic language - it is not pronounced how it is written as is the case with some other languages
(Spanish, Russian etc.). A letter can have multiple sounds which can make the pronunciation of the
language seem a bit unpredictable for learners and therefore, cause problems in this area.
Understanding phonology and the phonetic symbols of English can help learners improve their general
pronunciation and also give them the skills to tackle what can be perceived as a difficult language to
pronounce for many speakers of other languages.
1.4: Schwa phoneme: The Schwa is a phoneme (sound) in English that is given a specific name. It is
represented by this symbol /ə/. It sounds like an 'uh' sound. The schwa is especially common in British
English but it can be found in all English dialects. The Schwa sound can be found in unstressed syllables
where it replaces any vowel sound.
1.6: Manner and place of articulation: The manner of articulation refers to how the mouth moves to
produce a sound. The place of articulation refers to the location at which two speech organs approach
or come together in producing a speech sound. It is all about how and where we use our mouth, teeth,
tongue and voice to produce sounds which when expressed together, become language.
2.1: Teaching techniques to aid pronunciation: Some typical teaching techniques that can be used to
aid pronunciation are:
• Cuisenaire rods
• Drilling
• Backchaining
• Using the phonemic chart
• Marking silent letters in words
• Marking word and sentence stress
• Using arrows to mark intonation patterns
• Minimal pairs
• Use a mirror
2.2: Stress patterns at word level: Typical stress patterns at word level include:
• Most 2 syllable nouns have the stress is on the first syllable (e.g. TAble, EXport, OBject)
• Most 2 syllable verbs have stress on the last syllable (e.g. deCIDE, admit)
• Prefixes are not stressed (e.g. disHONest, unhappy)
• Suffixes are not stressed (e.g. sLOWly, inVENtion)
• Compound nouns; the stress is on the first syllable (e.g. TEApot, NEWSpaper)
• Compound adjectives and compound verbs; the stress is on the second part (e.g. bad-
TEMpered, old-FASHioned)
• If a word can be a noun and a verb, the stress is on the first syllable of the noun and the second
syllable of the verb (e.g. Record [n] record [v] and Export [n] export [v])
3.1: Mother tongue interference: Mother tongue interference is when a first language (L1) causes
problems for learners speaking a second or other language. This could be because they use vocabulary,
language forms and structures from their first language in the language they are learning.
3.2: Techniques to prevent mother tongue interference: Some typical techniques that could be used
to avoid mother tongue interference include:
• Have a focus session on typical L1 interference errors.
• Look at the differences between the L1 and L2 languages.
• Look at the difference between positive transfer and negative transfer.
• Encourage a combination of peer correction, self-correction and teacher correction.
• Write L1 interference errors on the board and try and elicit the correct form from the learners.
• Listening activities - expose learners to native listening activities and bring different accents
and dialects into the classroom.
for example:
1.2: As well as explaining the positive reasons for having a knowledge of phonology, learners could (but
not essential) mention one drawback as a consequence of not having a knowledge of phonology (e.g.
being misunderstood).
1.6: Learners could either provide a written piece about the manner and place of articulation or they
could label a diagram of a human mouth with the appropriate vocabulary. This could also be done
using multiple choice questions to correctly match mouth positions to the place of articulation or
manner of articulation to the typical phonemes it produces.
1.7: Learners must match, highlight or explain multiple sounds using the International Phonetic
Alphabet.
2.1: Learners must describe teaching techniques that can be used to aid pronunciation.
2.2: Learners must recognise stress patterns and match them to various word classes and state the
typical number of syllables in those words.
3.2: Learners must explain techniques that can be used to prevent mother tongue interference.
Unit 7: The Principles of Online Teaching and Using Teaching Aids and Materials
Unit number: K/650/0163
Credit: 2
GLH: 17
Level: 5
Unit Introduction
Focuses on the use of teaching aids and authentic materials, including the strengths and weaknesses
of teaching aids and ideas for use in the classroom for authentic materials with a focus on using these
resources in the online classroom. The module also examines different English language coursebooks
including how they can be used in the classroom and how to match an appropriate coursebook to a
class based on their learning needs. The unit also looks at the differences between using a physical
coursebook and a digital coursebook and provides an insight to online resources with ideas for lesson
plans and how to evaluate the usefulness of online resources. This unit offers an understanding of
online classroom tools such as teaching aids, coursebooks and the Internet.

1.1 Identify different types of teaching aids
1.2 Explain how different teaching aids are most commonly
1. Understand the use of teaching used online
aids and authentic teaching 1.3 Evaluate the strengths and weaknesses of a range of
teaching aids
materials
1.4 Explain what is meant by ‘authentic materials’
1.5 Explain how authentic materials can be used online
2.1 Explain ways a coursebook could be incorporated into a

course curriculum
2. Understand the need for using 2.2 Analyse the main features of commonly used EFL
coursebooks, their features and coursebooks
how they meet learners' needs. 2.3 Describe the benefits/drawbacks of using digital versus
physical coursebooks
3.1 Explain the principles of online teaching and learning

3.2 Explain how to determine whether online resources are
reliable and valid
3.3 Evaluate the strengths and weaknesses of various online
3. Know how to use the internet EFL resources
as a resource 3.4 Explain how to use online materials in the online virtual
classroom
3.5 Provide lesson ideas for virtual online classes
3.6 Describe how resources may be used differently when
teaching online versus a physical classroom
Amplification
1.1: Teaching aids: Some typical teaching aids that could be used in the classroom include:
• Flashcards
• Realia
• Picture boards
• Feely bags
• Story time
• The (interactive) whiteboard
1.4: Authentic materials: Authentic materials are texts that are written for any purpose except for
language learning. These are texts written for everyday life; be it by native speakers or fluent second-
language speakers. The topics of these texts are aimed at a target audience of fluent speakers and
some types of text may be technical, they may be written in local dialects or have specific registers such
as formal or academic writing.
2.1: How coursebooks are incorporated into a curriculum: Coursebooks can generally be incorporated
into a curriculum in one of three ways:
• An in house scheme of work, no coursebook, uses a methodology based on the school's
principles/approach to teaching.
• In house scheme of work following a coursebook and its contents
• An in house scheme of work that has no coursebook, but may use a coursebook as
supplementary material.
2.3: The benefits/ drawbacks of using digital versus physical coursebooks: Some typical benefits and
drawbacks may be:
Benefits:
• They can be shared for all learners so they can include teacher’s annotations.
• Media such as videos and audio can be played directly from the digital coursebook which
negates the need for equipment like CD players or locating files in folders on your computer.
• Answers, extra activities and further learning can be opened, linked and accessed very easily
which makes the learning process smooth and enjoyable.
Drawbacks:
• Some learners like to have their own physical coursebook to refer to (especially kinaesthetic
learners).
• Learners like to make notes in their own textbooks to help them remember or review
information at a later time.
• Learners would need to own a copy of the coursebook (physical or digital) otherwise they will
not have access to the information after class.
3.1: The principles of online teaching and learning: The principles of online learning are similar to the
general principles of learning in that teachers need to focus on providing the necessary conditions for
learning to take place. This includes:
• Building rapport
• Getting to know the learners’ needs
• Motivating learners
• Using engaging materials and activities
Furthermore, online teaching and learning necessitates that special care and attention is placed on the
more difficult aspects of virtual learning such as a lack of body language clues, a reduced “physical
presence”, students potentially not having access to their own copies of materials and so on.
3.2: Reliable and valid online resources: To use resources in the classroom, it is important for them to
be reliable (accurate) and valid (relevant). There are a few tips to checking whether a new resource is
reliable and valid:
• Use a well-known site that has been recommended to you.
• Make a note of any good sites you come across for future use.
• Read reviews of the website to see what other users have experienced.
• Use top publishers' sites.
• Watch out for unofficial or unregulated websites.
• Make sure to check whether the website uses a particular dialect, e.g. American or British
English.
3.6: How resources may be used differently when teaching online: When teaching online, sometimes
resources are much easier to use and much more convenient and more effective. For example, it is
much easier to share an image, worksheet, coursebook and so on in a virtual classroom than it is to
stand in front of a physical class and hold them up. This is much more effective and the range of
materials and activities that can be done is huge. On the other hand, they do take time to prepare and
special consideration might need to be taken regarding how you intend to present the resources (they
might need to be edited or prepared beforehand), and you might have to pre-prepare downloads or
files for the learners to have their own copies, which is time-consuming.
for example:
• Products of work
1.1, 1.2 & 1.3: Learners must cover multiple teaching aids. They can be the same ones throughout or
different.
2.1: Learners should briefly explain all three ways that a coursebook could be incorporated into a
scheme of work.
2.2: Learners must analyse multiple features of 2 coursebooks
2.3: Learners should describe at least 2 points but they can be both benefits, both drawbacks, or a
mixture.
3.2: Learners must cover at least one strength and one weakness of at least 2 online resources.
3.5: Learners do not need to write a full lesson plan but must provide lesson activity ideas which use
online resources in the virtual classroom (e.g. using a BBC documentary to teach animal lexis).
Unit 8: The Principles of Lesson Planning and Online Classroom Management Techniques
Unit number: L/650/0164
Credit: 2
GLH: 15
Level: 5
Unit Introduction
Explores classroom management by examining a range of considerations which are important for a
conducive learning environment. It looks at different lesson plan types in order to determine which
might be better for the class, and different types of interactions and feedback when teaching online.
There is also a focus on online teaching, including planning considerations for this type of delivery, and
comparisons with traditional classroom teaching. Learners are introduced to examples of full lesson
plans covering PPP based plans and skills lessons which prepares them with the knowledge to produce
their own.

1.1 Explain the basic principles of good classroom
management, including:
− Rapport
− TTT vs STT
1. Understand good classroom − Seating & interaction
management techniques online − Monitoring
and in the physical classroom − Instructions
− Board work
1.2 Summarise the differences in classroom management
between teaching online and in a physical classroom
2.1 Compare and contrast the following lesson types:

− PPP approach
− Skills-based lesson approaches
2.2 Analyse the lesson plan design of:
2. Understand lesson plan designs − PPP lesson plans
and the main classroom − Skills lesson plans
interactions both online and in 2.3 Describe the main types of classroom interaction patterns
the physical classroom online and in the physical classroom
2.4 Describe the challenges of balancing teacher talking time
and learner talking time in the online classroom
2.5 Explain the value of using self-appraisal, learner feedback
and peer-to-peer teaching
3.1 Compare the differences in lesson planning for online and

face-to-face classes:
3. Understand the uses of an
− Group classes
online learning environment
− One-to-one classes
3.2 Analyse the technological and planning considerations
when preparing to teach online
3.3 Describe typical problems that may be encountered with
online learning and delivery and suggest potential
solutions
Amplification
1.1: TTT vs STT: TTT refers to Teacher Talking Time in a lesson and STT refers to Student Talking Time. If
the main aim of learning a language is for students to be able to communicate, it is vital that students
have as many opportunities to speak as possible e.g. by working in pairs and groups.
2.2:
PPP lesson plans: These are lesson plans that are created with the Presentation, Practice, Production
structure. This lesson approach is generally used for teaching grammar and vocabulary.
Skills lesson plans: These are lesson plans that are created with a Pre, Whilst, Post structure. They are
generally used to teach skills such as reading, writing, speaking and listening.
3.1:
Group classes: These are classes in which there are generally 3 or more learners in a single lesson. They
could be delivered either online or face-to-face, and the dynamic of these classes can be tricky as the
teacher needs to involve all learners as much as possible in a fair and equal manner.
One-to-one classes: These are classes which involve one student and one teacher, although a very
similar dynamic can be achieved with a one-to-two class in which there is one teacher and two
students. They can be delivered online or face-to-face and tend to be more intensive than group
classes as all the lesson focus is on just one learner.

for example:
1.1: Learners must cover all bullet points.
2.2: Learners must give an in-depth analysis of the PPP lesson plan design and the skills lesson plan
design. Explanation of what is included only is not sufficient, learners must go deeper and analyse what
the various designs include, why, how it serves the overall goal of the lesson and so on.
2.3: Learners must cover multiple interaction patterns.
3.1, 3.2, 3.3: Learners must provide multiple examples.
Unit 9: The Principles of Teaching Adults English as a Foreign Language for Online and Face-to-Face
Learning
Unit number: M/650/0165
Credit: 3
GLH: 19
Level: 5
Unit Introduction
Focuses on the practical considerations when teaching adult learners as well as their motivations for
learning. There are example lesson plans covering both grammar and skills-based online lessons which
equip learners with the tools required to produce their own plans for adult learners. The unit also
focuses on self-appraisals when writing lesson plans in order to help learners reflect on their ideas and
make improvements. The unit will provide learners with understanding and the real life skills of lesson
planning for this teaching context.

1.1 Explain the main principles of teaching adult learners
1. Understand the principles of English as a Foreign Language
teaching adult learners 1.2 Explain the benefits of self-study for adult learners
2.1 Explain how to create and sustain motivation in adult
2. Understand adult learners' learners
motivations to study English 2.2 Describe how learner autonomy impacts adult learning
and techniques for utilising 2.3 Explain how to adapt different materials to meet adult
their motivations to achieve learners' needs
effective learning 2.4 Discuss various extrinsic motivation factors that cause
adult learners to study English
3.1 Produce a full grammar-based PPP lesson plan for an
online lesson for a group of adults
3. Be able to produce lesson plans 3.2 Produce a full skills-based lesson plan for an online lesson
for adult learners in an online for a group of adults
learning environment 3.3 Complete a self-appraisal of the lesson plan designed for
adult learners
Amplification
1.1: The main principles of teaching adult learners: Some key factors include:
• Valuing their available time.
• Understanding their motivation to study.
• Determining their learning goals.
• Determining their interests.
• Understanding what they dislike, or do not wish to study.
2.4: Extrinsic motivation: There are two types of motivation:

• Intrinsic motivation: This is when the learner is motivated for reasons which originate within
themselves. For example, they want to communicate more effectively, they enjoy learning
languages, they want to feel successful in speaking a foreign language and so on.
• Extrinsic motivation: This is when a learner is motivated by external factors which do not
originate from within themselves. For example, they need to pass a test to get into university
or for a visa, they need to learn a language for their job, a young learner whose parents want
them to learn English and so on.
3.1: Grammar-based PPP lesson plan: Following the Presentation, Practice, Production structure, this
lesson plan should be based around teaching learners a grammatical structure. This could be a tense
(e.g. the Present Continuous) or it could be another grammatical item (e.g. prepositions, conditionals
etc.). It must be based on grammar, but it is acceptable to include other skills or language as secondary
aims for the lesson.
3.2: Skills-based lesson plan: A lesson plan based on one of the four main skills: Reading, Writing,
Speaking or Listening. It must roughly follow the Pre, While, Post structure. It can include elements of
grammar or vocabulary as secondary aims but the skill must be the main focal point of the lesson.

for example:
1.1: Learners should cover a minimum of 2 points when explaining the main principles of teaching adult
learners.
2.3: Learners must explain how to adapt a minimum of 1 material in order to meet a specific need for
an adult learner.
2.4: Learners must discuss multiple extrinsic motivational factors, or, have a very significant and
comprehensive single explanation.
3.1-3.2: Online lesson plans: No significant differences need to be mentioned by the learners
necessarily, but, there should not be any “obviously” physical classroom-based activities such as “stand
up, walk around the room and find someone who…”
3.1: Learners must produce 1 full lesson plan using the PPP approach. It is recommended that a
template is given to the learners with the following headings:
• Age of learners:
• Level:
• Total length of lesson:
• Aim:
• Target language:
• Lead in: Time( ) Interactions:
• Presentation: Time( ) Interactions:
• Practice: Time( ) Interactions:
• Production: Time( ) Interactions:
• Filler: Time( ) Interactions:
3.2: Learners must produce 1 full lesson plan using the skills-based lesson approach. It is recommended
that a template is given to the learners with the following headings:
• Level:
• Aim:
• Pre: Time( ) Interactions:
• While: Time( ) Interactions:
• Post: Time( ) Interactions:
3.3: Learners must complete a self-appraisal based on either their PPP or skills lesson plan designed in
this unit. It is recommended that a template is given to the learners to offer them a comprehensive set
of criteria to reflect on. A typical template could include:
Self-appraisal criteria Yes/ No Comments

Is the aim of the lesson clear?
Are the activities appropriate
for the aim?
Is there a variety of interaction
patterns?
Does the plan follow a clear
structure? (PPP, TBL etc.)
Is all the necessary information
included in the lesson plan?
(age, level, aim, timings,
interactions)
Are the timings appropriate for
the stages?
Unit 10: The Principles of Teaching Young Learners English as a Foreign Language for Online
and Face-to-Face Learning
Unit number: R/650/0166
Credit: 3
GLH: 19
Level: 5
Unit Introduction
Looks at the considerations for teaching young learners (typically aged between 8-18 years old. It
explores the principles for teaching young learners and the language acquisition process for children
and how this affects their learning. Example lesson plans for young learners in the online classroom
are introduced, based on grammar and skills, along with self-appraisals to allow learners to reflect on
their ideas constructively. This unit equips learners with the particular knowledge needed to teach
young learners and provides them with the lesson planning skills to teach this learning context.

1.1 Explain the main principles of teaching young learners
English as a Foreign Language
1. Understand the principles of
1.2 Explain how to engage and motivate young learners
teaching young learners
1.3 Analyse the merits of topic-based teaching for young
learners
2. Understand the principles of 2.1 Summarise the two main schools of thought in language
language acquisition for young development
learners 2.2 Explain the principles and stages of second language
acquisition in young learners
3.1 Produce a full PPP grammar-based lesson plan for an
online lesson for young learners
3. Be able to produce lesson plans
3.2 Produce a full skills-based lesson plan for an online lesson
for young learners in an online
for young learners
learning environment
3.3 Complete a self-appraisal for one of the lesson plans
designed for young learners
Amplification
1.1: The main principles of teaching young learners: Some important principles include:
• Understanding how young learners acquire language.
• Good classroom management.
• How to motivate young learners (and what motivates them to learn).
• Variation during the class.
• Fostering a safe learning environment.
2.1: Two main schools of thought in language development: The widely accepted two main schools of
thought regarding the development of abstract thought and language development are:
• Jean Piaget – A Swiss psychologist who created the Cognitive Development Theory believed
that children learn through their own individual actions and explorations.
• L. S. Vygotsky – A Russian psychologist, best known for his work Thought & Language (1934),
believed that it was the role of parents and teachers alike that improved the level of
development in children.
3.1: Grammar-based PPP lesson plan: Following the Presentation, Practice, Production structure, this
lesson plan should be based around teaching learners a grammatical structure. This could be a tense
(e.g. the Present Continuous) or it could be another grammatical item (e.g. prepositions, conditionals
etc.). It must be based on grammar, but it is acceptable to include other skills or language as secondary
aims for the lesson.
3.2: Skills-based lesson plan: A lesson plan based on one of the four main skills: Reading, Writing,
Speaking or Listening. It must roughly follow the Pre, While, Post structure. It can include elements of
grammar or vocabulary as secondary aims but the skill must be the main focal point of the lesson.

for example:
1.1: Learners should cover multiple points when discussing the main principles of teaching young
learners.
2.2: Learners must briefly discuss all five stages of language acquisition.
3.1-3.2: Online lesson plans: No significant differences need to be mentioned by the learners
necessarily, but, there should not be any “obviously” physical classroom-based activities such as “stand
up, walk around the room and find someone who…”
3.1: Learners must produce 1 full lesson plan using the PPP approach. It is recommended that a
template is given to the learners with the following headings:
• Level:
• Aim:
• Presentation: Time( ) Interactions:
• Practice: Time( ) Interactions:
• Production: Time( ) Interactions:
3.2: Learners must produce 1 full lesson plan using the skills-based lesson approach. It is recommended
that a template is given to the learners with the following headings:
• Level:
• Aim:
• Pre: Time( ) Interactions:
• While: Time( ) Interactions:
• Post: Time( ) Interactions:
3.3: Learners must complete a self-appraisal based on either their PPP or skills lesson plan designed in
this unit. It is recommended that a template is given to the learners to offer them a comprehensive set
of criteria to reflect on. A typical template could include:
Self-appraisal criteria Yes/ No Comments

Is the aim of the lesson clear?
Are the activities appropriate
for the aim?
Is there a variety of interaction
patterns?
Does the plan follow a clear
structure? (PPP, TBL etc.)
Is all the necessary information
included in the lesson plan?
(age, level, aim, timings,
interactions)
Are the timings appropriate for
the stages?
Appendix 3: Sample assessment material
Highfield provides an assessment pack for this qualification which is available to download from the
Members’ Area of the website.
This pack contains sample tracking sheets and templates that learners and assessors can use when
creating their portfolios of evidence.

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Qualification Specification

Highfield Level 5 Certificate in

Qualification Number: 610/0050/7

Version 1.2 March 2022

Copyright © 2021]. HABC Ltd. All rights reserved

Qualification regulation and support ............................................................................................ 3

Key facts ..................................................................................................................................... 3

Qualification overview and objective ........................................................................................... 3

Centre requirements ................................................................................................................... 4

Guidance on delivery ................................................................................................................... 4

Guidance on quality assurance..................................................................................................... 4

Recognition of prior learning (RPL) ............................................................................................... 5

Tutor/assessor requirements ....................................................................................................... 5

Internal quality assurance (IQA) requirements ............................................................................. 5

Countersigning strategy ............................................................................................................... 6

Reasonable adjustments and special considerations ..................................................................... 6

Useful websites ........................................................................................................................... 6

Appendix 1: Qualification structure .............................................................................................. 7

Appendix 2: Qualification content ................................................................................................ 8

Appendix 3: Sample assessment material ................................................................................... 39

Qualification regulation and support

Qualification overview and objective

Guidance on quality assurance

• Maintain appropriate continued professional development for the subject area

• Additionally, assessors must hold, or be working towards, a recognised assessing

Internal quality assurance (IQA) requirements

• Hold, or be working towards, a recognised internal quality assurance qualification, which

• Maintain appropriate continued professional development for the subject area

Reasonable adjustments and special considerations

• a valid passport (any nationality)

• all units contained within the mandatory group

Learning Outcomes Assessment Criteria

2.1 Summarise what is meant by the term ‘English syntax’

3.1 Explain the types and features of standard punctuation in

Past simple Present simple Future simple

Common Level Descriptors CEFR

Definitions of sentence structure descriptive language

Unit Assessment Guidance

Learning Outcomes Assessment Criteria

2.1 Explain what is meant by the term ‘graded language’

1.2: How lexis is grouped: Lexis is typically grouped by:

Unit Assessment Guidance

1.4: A minimum of 2 recycling techniques must be discussed or described.

Learning Outcomes Assessment Criteria

1.1 Identify common teaching methodologies

2.1 Explain the PPP teaching methodology

1.3: Three most common types of learners:

2.1: PPP teaching methodology:

Unit Assessment Guidance

1.1: Learners must cover multiple teaching methodologies.

Learning Outcomes Assessment Criteria

2.1 Explain and give examples of intensive and extensive

1.2: Reading sub-skills:

1.4: Stages of reading development:

1.5: Types of reading activities and materials:

Typical reading materials could include:

2.4: Types of listening activities and materials:

Typical listening materials could include: