TEFL/TESOL Certification Lesson Planning and Curriculum Design Syllabus

What is a 'class profile' (or learner profile) in a lesson plan, and why is it included?

A brief description of the class—level, number of students, ages, strengths, needs, L1 background—included so the plan is appropriate and personalised to the actual learners.

In a lesson procedure table, what is the purpose of the 'stage aim' column?

It states the pedagogical purpose of each individual stage, justifying why that step exists and how it contributes to the overall lesson aim.

What is a Language Analysis Sheet (LAS) used for?

It is a planning document where the teacher analyses the target language before teaching it, covering meaning, form, pronunciation, and how each will be conveyed and checked.

What four main aspects of target language does a Language Analysis Sheet typically cover?

Meaning (concept), Form (grammar/structure), Pronunciation, and Appropriacy/use—plus how meaning will be conveyed and checked.

What are CCQs on a Language Analysis Sheet, and what is their purpose?

Concept Checking Questions—simple questions the teacher prepares to verify that learners understand the meaning of target language without using the target item itself.

Write a Concept Checking Question to check understanding of the sentence 'She used to smoke.'

Examples: 'Does she smoke now?' (No) / 'Did she smoke in the past?' (Yes) / 'Did she do it many times or once?' (Many times/regularly).

On a Language Analysis Sheet, what does analysing the 'form' of target language involve?

Breaking down the grammatical structure—word order, parts of speech, auxiliaries, affixes, written and spoken form—e.g., 'subject + used to + base verb'.

What pronunciation features should a Language Analysis Sheet typically address?

Word and sentence stress, weak forms, connected speech (linking, elision), intonation, and any problematic phonemes.

What principles guide the selection of activities for a lesson?

Activities should match the lesson aims, suit the learners' level and interests, provide appropriate challenge, offer variety, and progress logically from controlled to freer use.

What is the general principle for sequencing activities within a lesson?

Sequence from easier to harder, controlled to free, receptive to productive, and accuracy to fluency, with each activity building on the previous one toward the aim.

What is contingency planning in the context of a lesson?

Preparing in advance for unexpected events—such as activities finishing early or late, technology failing, or students struggling—by having backup or extension options ready.

What is a 'plan B' or backup activity, and why include one?

An alternative activity prepared in case the main plan cannot proceed (e.g., equipment fails or an activity flops); it lets the teacher adapt smoothly without losing learning time.

What does 'flexible staging' mean?

Being willing to adapt, reorder, shorten, extend, or drop planned stages in response to learners' actual needs and pace during the lesson, rather than rigidly following the plan.

What is an 'extension activity' and when is it used?

An additional, often more challenging task held in reserve and used if learners finish the planned activities early or need further practice; it prevents dead time.

Define a 'syllabus' in language teaching and how it differs from a curriculum.

A syllabus is a specification of the content (what is taught) and its sequence for a course; a curriculum is broader, encompassing overall aims, methodology, materials, assessment, and educational philosophy.

What is a grammatical (structural) syllabus?

A syllabus organised around grammatical structures, sequenced typically from simple to complex (e.g., present simple, then present continuous, then past simple).

What is a functional-notional syllabus?

A syllabus organised around language functions (e.g., apologising, requesting, inviting) and notions (concepts like time, quantity, location) rather than grammatical structures.

What is a lexical syllabus?

A syllabus organised around vocabulary—high-frequency words, collocations, and chunks—often derived from corpus data, with grammar emerging from the lexis.

What is a task-based syllabus?

A syllabus organised around a sequence of meaningful communicative tasks; language is learned through completing tasks rather than being pre-selected and taught in advance.

What is the difference between a synthetic and an analytic syllabus?

A synthetic syllabus presents language in discrete pre-selected parts (e.g., structures) that learners synthesise; an analytic syllabus presents language in holistic communicative chunks/tasks that learners analyse themselves.

What is a 'situational' syllabus?

A syllabus organised around real-life situations or settings (e.g., 'at the airport', 'at the doctor's'), teaching the language needed for each context.

What are the main advantages of using a coursebook?

It provides a ready-made syllabus, structure and progression, saves preparation time, ensures coverage and recycling, supplies tested materials and supplements, and gives learners a sense of progress.

What are common disadvantages of relying solely on a coursebook?

It may not fit learners' specific needs or interests, can contain inauthentic or dated content, may impose a one-size-fits-all sequence, and can de-skill teachers if followed uncritically.

What does it mean to 'adapt' a coursebook, and name three common adaptation techniques.

Modifying coursebook material to better suit learners. Techniques include: adding, deleting/omitting, replacing, reordering, and supplementing material.

What is a 'scope and sequence' chart in a coursebook?

A chart (usually at the front) mapping out the content (scope) covered in the course and the order (sequence) in which grammar, vocabulary, functions, and skills are presented across units.

What is 'recycling' of language, and why is it important?

Recycling is the deliberate re-introduction of previously taught language in later lessons/units; it is important because repeated exposure and use aid retention and move language into long-term memory.

What is the difference between 'scope' and 'sequence' in course design?

Scope is the breadth and depth of content—what topics, structures, and skills are covered; sequence is the order in which that content is arranged and taught.

What is a learner needs analysis?

A systematic process of gathering information about learners' current abilities, goals, preferences, learning context, and the language they need, in order to design an appropriate course.

In needs analysis, what is the difference between 'target needs' and 'learning needs'?

Target needs are what the learner must do in the target situation (necessities, wants, lacks); learning needs are what the learner requires in order to learn—conditions, methods, and resources to get there.

Name common methods or instruments used to conduct a learner needs analysis.

Questionnaires/surveys, interviews, placement and diagnostic tests, observation, self-assessment, and analysis of the target situation or tasks.

What does English for Specific Purposes (ESP) mean, and how does it differ from General English?

ESP is English teaching designed around the specific needs of a particular group (e.g., aviation, business, medicine), with content, vocabulary, and tasks tailored to their target field, whereas General English covers broad everyday language. ESP is always grounded in a learner needs analysis.