How to Pass TEFL Level 3 Assignment B: Lesson Plan Review, Online Worksheets and Running Dictation
To pass TEFL Level 3 Assignment B, you need three things: ten specific improvements to a broken online ‘used to’ lesson, two online activities with your own worksheets for 10–12 year olds at A2, and a 300-word plan that makes running dictation safe for a learner who uses a wheelchair. Every improvement must explain the issue, the reason, the fix and the benefit.
That last sentence is where most first attempts go wrong. Students spot the faults quickly. They then write one line per fault and wonder why the tutor sends it back.
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What TEFL Level 3 Assignment B actually asks for
The assignment has three steps and a materials template. Here is the quick view.
| Part | What you produce | Size | Unit to use |
|---|---|---|---|
| Step 1 | Two improvements for each of five lesson stages | 10 improvements | Unit 5 (lesson planning) |
| Step 2, Activity 1 | Reading stage plan plus a worksheet of 6–8 questions on the Animal Fact Sheet | 15-minute stage | Unit 3 (teaching online) |
| Step 2, Activity 2 | Speaking stage plan plus 6–8 travel prompts based on the Countries of the World video | 15-minute stage | Unit 3 |
| Step 3 | Safety and inclusion changes to running dictation | About 300 words | Unit 9 (adapting resources) |
| Materials template | The two actual worksheets | 2 worksheets | – |
| Bibliography | Any websites or books you used | As needed | Referencing document |
The class is the same throughout: twelve learners, aged 10 to 12, A2 pre-intermediate, taught online. Keep that picture in your head for every sentence you write.
Step 1: How to review the ‘used to’ lesson plan
The lesson plan has been written to fail. Some faults are obvious, others are buried in the teacher activity column. Your job is to choose the two most damaging faults per stage, not the first two you notice.
Use a four-part pattern for every improvement
Write each improvement as four short moves. Markers look for all four, and missing one is a common reason for a resubmission.
- Name the issue in one sentence.
- Say why it is a problem for these learners.
- Describe exactly what you would do instead, with online tools named.
- Say how the change helps learning.
The brief’s own example for the warmer does exactly this. Copy its shape, not its words.
The faults worth choosing
| Stage | High-value faults to consider |
|---|---|
| Warmer | 15 minutes is far too long; “write on the board” and “sit down” do not work online; high teacher talking time while learners sit in silence. |
| Presentation | Form given before meaning is elicited; no concept-checking questions; the ‘use to’ / ‘used to’ pronunciation problem named in the plan is never dealt with. |
| Controlled practice | A role play is used for accuracy work; the objectives say a worksheet belongs here; no breakout room or online set-up. |
| Freer practice | A gap-fill is not freer practice; the teacher simply gives answers; “books” assumes a physical class. |
| Plenary | A lecture instead of learner-led review; “Ask if they have understood” checks nothing; learners “nod their heads” and “leave the classroom”. |
If you only make one point in the practice stages, make it the swap: the role play and the gap-fill are in each other’s places. Tutors expect you to see it, and missing it suggests you have not followed the logic of controlled before freer practice.
Concept-checking questions for ‘used to’
Concept-checking questions (CCQs) are short questions that test whether learners understand the meaning without using the new grammar. For “Tim used to play the piano”, ask: “Does Tim play the piano now?” (No). “Did he play it in the past?” (Yes). “Did he play it once or many times?” (Many times). The British Council’s TeachingEnglish article on checking understanding (Darn and White, n.d.) explains why “Do you understand?” never works.
Step 2: Building the two online activities
Step 2 has nothing to do with ‘used to’. Several students lose time trying to connect the two. Don’t.
Activity 1: reading questions on the Animal Fact Sheet
You are checking understanding, not teaching vocabulary. Write 6–8 questions in a mix of formats so learners do not just scan for one kind of answer.
- Two or three true/false items for confidence.
- Two multiple-choice items with one clearly correct option.
- Two or three short-answer questions needing one word, a number or one sentence.
- Questions in the same order as the information in the text.
Then plan the 15 minutes online: screen share the text, file share the worksheet, give learners time alone, pair them in breakout rooms to compare, and run feedback through the chat box or a quiz tool such as Kahoot. Name each tool at the point you use it.
Activity 2: speaking prompts on travel
The speaking task must be communicative. That means learners need a reason to talk to each other, not just answer the teacher. A paired “plan a dream trip” task, role cards for a traveller and a tour guide, or a short group discussion all work.
Keep each prompt short. “Which country do you want to visit? Why?” is A2. “What cultural experiences would you hope to gain from visiting that country?” is not. Stem sentences such as “I want to go to ___ because ___” give weaker learners something to hold on to. The Council of Europe’s CEFR descriptors for A2 describe simple exchanges on familiar topics, which is the level to aim for (Council of Europe, 2020).
Want to see finished worksheets? Our TEFL Level 3 Assignment B sample answer shows model reading questions and travel prompts, for reference only. If you would rather work through your draft with a specialist, our English assignment help team can guide you.
Making the worksheets yours
The materials template is explicit: the worksheets must be your own, and you must supply them, not a description or a link. The brief also refers to originality checking, so lifting a worksheet from a free resource site is a real risk. Build yours in a simple document, use a large clear font, number the questions and keep instructions to one line. Remember the worksheet is being shown on a shared screen to children, so cluttered layouts are hard to read.
Not sure your worksheets are original enough? Send your draft for feedback for guidance and draft feedback, handled confidentially.
Step 3: Adapting running dictation for a learner who uses a wheelchair
Running dictation is a game where one learner moves to read a text placed away from the group, remembers a chunk and returns to dictate it to a partner who writes. TESOL International Association describes it as practice for spelling, punctuation and reading in meaningful chunks (Quah, 2013). The safety problem is obvious once you picture it: children racing between desks.
Answer the three questions separately
| Question | Ideas to develop |
|---|---|
| Changes to the activity | Walk, don’t run; score accuracy not speed; clear wide routes; shorter distances; rotate reader, runner and writer roles for everyone. |
| Changes to the materials | Texts at seated eye level or flat on desks; large print; sheets taped securely; one copy per group to avoid crowding. |
| Benefits | Fewer accidents for all; full and equal participation; less pressure on anxious or slower learners. |
One caution. Giving the learner who uses a wheelchair a permanent “writer” role can feel like a solution, but it removes them from half the game and marks them out. Inclusive changes that work for the whole class are stronger, and tutors tend to reward them.
This step is face to face. Do not mention online tools here.
Mistakes that send TEFL Level 3 Assignment B back for resubmission
Most resubmissions come from a small group of avoidable errors. Check yours against this list before you upload.
- Improvements that state a problem but give no reason or benefit.
- Choosing minor faults and missing the controlled/freer swap or the missing CCQs.
- Fixes that still assume a physical classroom in Steps 1 and 2.
- Prompts and questions written above A2.
- Worksheets described but not supplied, or copied from a website.
- Step 3 that runs well past 300 words or mentions online tools.
- A bibliography missing, or in a different format from the one the course suggests.
Many people taking an online TEFL course are working full time or preparing to move abroad to teach. The assignment is not hard because the ideas are advanced. It is hard because it rewards careful, detailed application, and that takes time you may not have.
Mark-maximising checklist
- Ten improvements, each with issue, reason, fix and benefit.
- At least one improvement mentions CCQs and one mentions pronunciation.
- Online tools named in every Step 1 and Step 2 fix.
- 6–8 reading questions in mixed formats.
- 6–8 speaking prompts that make learners talk to each other.
- Both worksheets pasted into the materials template.
- Step 3 answers all three questions in about 300 words.
- Bibliography in the suggested website format.
Getting the right kind of help
If TEFL Level 3 Assignment B is the last thing standing between you and your certificate, do not guess at what the tutor wants. Our specialists provide model answers and structured feedback you can learn from; you write and submit your own work, in line with your course rules. Our diploma and certificate assignment support page explains how we work, and files and identity are kept confidential.
Deadline close or tutor feedback confusing? Share your brief and draft with a specialist today for guidance and draft feedback, handled confidentially.
Frequently asked questions
Do I have to write exactly two improvements for each stage?
Yes, the brief asks for two per stage, so ten in total. You may notice more faults, but choose the two that most affect learning. Writing three or four thinner points usually scores lower than two developed ones that explain the issue, the reason, the fix and the benefit.
Can I use Kahoot or other online tools in Activity 1?
Yes. The brief allows interactive tools such as Kahoot. Use them where they genuinely help, for example to run feedback on the reading questions. Always say how the tool is used and still name the basics such as screen share, file share, breakout rooms and the chat box.
Do I need to include ‘used to’ in Step 2?
No. Step 2 is unrelated to the grammar lesson in Step 1. The reading task is about nature and the speaking task is about travel. Trying to bring ‘used to’ into these activities wastes words and can confuse the marker about your stage aims.
Can I download a worksheet and adapt it?
It is not a good idea. The materials template says you must create your own materials and not use existing worksheets from websites. Build your worksheets from scratch, keep them simple and clear for a shared screen, and grade every question to A2.
How long should Step 3 be?
About 300 words in total across the three questions. Give each question its own short paragraph. Going far over the limit rarely earns more credit, and it often means you have drifted into general points rather than specific changes for this group.
What if my Assignment B comes back for resubmission?
Read the tutor’s feedback line by line and fix exactly what it names first. Most resubmissions need deeper reasons and benefits in Step 1 or clearer online procedures in Step 2. If the feedback is unclear, a specialist can help you interpret it before you resubmit.
About the expert
Reviewed by Dr. Hannah Wilson, Education & Social Sciences Coursework Specialist, Victoria University of Wellington, New Zealand. Her profile covers education and social sciences coursework, including critical reflection, theoretical discussion and academic literature analysis.
References
Council of Europe. 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe. Available at: https://rm.coe.int/16809ea0d4 [Accessed: 20 October 2026]
Darn, S. and White, I. n.d. Checking understanding. TeachingEnglish – British Council. Available at: https://www.teachingenglish.org.uk/professional-development/teachers/managing-lesson/checking-understanding [Accessed: 20 October 2026]
Quah, S.-H. 2013. Running Dictation. TESOL International Association. Available at: https://www.tesol.org/resource-center/running-dictation/ [Accessed: 20 October 2026]
