MODULE 1: YOUR DEPARTMENT IN SCHOOL

Summary: Find about the teachers who teach in your department, the resources available in
the department, and the rules, rewards and sanctions for students (talk to your mentor)

1. Make a list of the teachers in your department: names, position, how long they have
been teaching at the school, their subject specialism and their responsibilites at
school/in classroom.

SENİHA GÜNGÖR
HÜSEYİN YAVUZ HIRÇIN
CEM TARIK BULCA
HATİCE NUR BURAN MERDE

2. Find out what resources are available in the school and in your department for the teaching.
You will add to this information during your time in the school and especially as you start to
teach. Find out what resources are available in the school and in the department for teaching

* Language Lab (NOT AVAILABLE)

* Computers and Internet (AVAILABLE)

* Tape-Recorder (NOT NEEDED BC THEY HAVE DIGITAL BOARD)

* Video (AVAILABLE)

* Maps, posters (NOT NEEDED BC THEY HAVE DIGITAL BOARD)

* Workbooks (AVAILABLE)

* Pictures (AVAILABLE)

*Board Games (AVAILABLE)

* Activity Books (AVAILABLE)

*Other...... (CHESS ROOM, PHYSICS AND CHEMISTRY LABORATORY, LIBRARY,

WORKSHOPS, COMPUTER ROOM, MUSIC CLASS, TENNIS COURT, SPORTS FIELD)

4. What are the duties and the responsibilities of ELT department in school?

There are no special duties and the responsibilities. They are teaching English to students.
MODULE 2: OBSERVING PLANNING

Summary: Observe 2 lessons and fill out the following table (2 tables). Observe the planning
guidelines for your lesson planning task.

OBSERVATION: LESSON PLANNING

Based on the given criteria, comment on the preparation of the teacher (written or mental) with
reference to:

Satisfactory (S)/ Comments

Unsatisfactory (U)

a) the relevance to the school Although the order and content of the
curriculum and to the social/ topics in the book that they’re using
cultural needs of the learners don’t correspond the school curriculum,
it provides various types of content that
match with four skills. That’s why it’s
compatible with the curriculum. The
main goal of the new 9th-12th grades
English Curriculum is to engage learners
of English in stimulating, motivating,
and enjoyable learning environments so
that they become effective, fluent, and
self-directed users of English. The
S activites that are conducted were so
engaging for the students that they all
willingly wanted to participate and
comment. They guess their friends’
after-school activities.Teacher also
asked personal questions that they can
relate to their own lives such as “How
do you feel when you’re playing
games?, What have you done to your
hair? It’s beautiful. , How many photos
do you have of yourself in your
camera?” These types of questions
provides a real need to communicate.

b) the degree of integration with S There was a connection between the

ongoing work lessons. Since they learnt modals of
obligations in previous lessons, students
were able to diffirentiate the must-do’s /
responsiblities and after-school
avitivities. She also referred back to her
previous lessons by saying “Last week,
if you remember, we talked about school
activities such as… (and wanted them to
remember all of the vocabulary) In that
way, they have added bricks to their
 building (knowledge)where the
foundation has already been laid.

c) the analysis of the learning Students will be able to identify and use
demands of the lesson vocabulary related to common after-
school activities

Students will practice using newly

learned vocabulary to talk about their
own after-school activities or imaginary
schedules.

Students will practice using the present

S simple tense to describe habitual actions
related to after-school activities.

Students will be able to identify the

possible situations where zero
conditional can be used.

Students will create sentences using the

zero conditional.

(no writing or listening emphasized)

d) the learning objectives for this

Vocabulary: After-school activities
lesson S
Grammar: Zero conditional

e) the analysis of the English S The first lessons’ demands were mainly
language demands of the lesson about vocabulary and speaking. The
students were required to guess their
friends after-school activities, being able
to read messages about activities and
find the mistakes about context,
matching pictures with activities and
finally, filling in the blanks about
acitivities. The students love talking
about their experiences. Second lesson
was grammar-based. Learners were
required to understand variety of
possible situations that “zero
conditional” can be used. They were
required to give speacial attention to the
“comma” when the sentences were
reversed and, the placement of “if”
inside the sentence. Lastly, discussion
and brainstorming about novel sentences
about “zero conditional” were conducted
 to make the learning permanent.

f) the linguistic objectives for this Vocabulary: After-school activities

lesson and their relevance to the
Grammar: Zero conditional
linguistic level of English language
competence and needs of Their English level was already good
individual learners/ groups of and they could understand and respond
learners to what was being said. But teacher
added new vocabulary and grammar
S point to make students understand the
input that is slightly beyond their current
proficiency. The students asked
questions or were corrected when
necessary. Teacher also implicitly make
them recognize the diffirence between
the sentences when she reversed the
order.

g) the appropriateness of the Although using digital board to open the

selection of materials book and do interactive activities in it
can be seen efficient enough to carry out
the lesson, my personal opinion is that
other materials and realias can also be
appreciated such as videos or short clips,
scenario cards for encouraging students
to create zero conditional sentences
U based on these situations, interactive
games, sentence strips for matching
activity, writing journals, role-playing
scripts and cause-and-effect charts
(graphic organizer) to help students
visually organize zero conditional
sentences. I know that digital boards
nowadays can replace many materials,
it’s always beneficial to vary them.

h) the appropriateness of planning S It was very surprising for me to watch

of activities how the teacher carried out the lesson so
smoothly that I didn’t even realized the
lesson was ended. There was no
unnecessary and long pauses between
exercises. Teacher had a mental plan in
her head. Even if she waits for them to
finish the activities, she always looked
for a way to interact with the students.
She walks in the class and examined the
books that her students read. She asked a
student who noticed that he was tired
how he was. Add to that, when she
 shifted to another activity, she did
warm-ups to get students know the topic
that they’re going to deal with.

i) the appropriateness of the The aspect of timing and pacing, activity

organisation of the class sequencing, transitions between
activities and setting clear objectives
was appropriate. But some aspects about
classroom management and behaviour
control caused problems. The girls in the
class didn’t really want to participate
because boys were contionously talking.
So they began to talk among themselves
U
which distracted the teacher. They did
not stop despite the teacher's warnings.
Also, because of the classroom’s size,
the teacher's voice sounded too muffled
to the back rows to understand what she
was saying. It was easy for noise to
occur in the class because they got
excited when talking about their own
experiences.

Guidelines for lesson planning

Aim: What is to be taught?

1 Decide on the main teaching point. This may be a new structure (pattern). If so, isolate the use (or
uses) to be focused on. Or it may be a particular function expressed by more than one form. In either
case, list the forms that are to be included. Alternatively, you might decide to make your main
teaching point the teaching of a particular skill (reading, writing, listening, or some other activity). In
this case, there may not be any major new language items to be included, but remember that the lesson
should still have some focal point or main aim, and that there should be an attempt to balance the
different types of activity included in the lesson.
2 Which stage of practice is to be attempted with the patterns isolated above (if patterns are to be part
of the main teaching point)? (Controlled, freer, completely free?) This will determine the types of
activity to be included.
3 Choose a suitable situation or situations for the activities you have in mind. If the situation is already
determined by your textbook, think of ways of setting or introducing this situation.
4 What new lexical items (or lexical sets) fit in with this (these) situation(s)?
5 What phonological problems or teaching points should be included?
Activities: What are you going to do in the lesson?
1 Plan the stages to be followed in introducing and practising your main teaching point(s), bearing in
mind what you have decided in 'Aims'.
2 Calculate the timing of these stages. Is there too much for your lesson? Is there time left over?
3 If the former, simplify your aims - make them less ambitious. If the latter, what extra activity could
be fitted in? (Do you need a warm-up activity at the beginning? Could you add a brief activity
at the end - a song or a game, for example?)
4 At this stage consider: Has your rough plan got a reasonable balance of activities? Different skills
(reading, writing, speaking, etc. in the right proportion)? Variations of pace to suit the students' levels
of concentration, tiredness at each stage of the lesson? If not, make suitable changes.
5 Finalize your rough plan and the timing of each stage. Write this out.

Aids: What aids are you going to use?

1 Which are likely to be most effective?
2 Are they varied or attractive enough?
3 Are you making full use of them?
4 Do not forget that the blackboard is an aid. Plan your blackboard work in detail.
5 List the aids beside each stage planned so far.

Anticipated difficulties: What could go wrong?

1 Try to guess which errors are mostly likely to occur. Why will these occur? Work out alternative
strategies to sort these out.
2 If there are likely to be serious phonological difficulties, work out some strategies for dealing with
these briefly or include a suitable phonological practice activity.
3 Bear in mind that no lesson, however carefully prepared, works out exactly as planned. Flexibility in
carrying out a plan is one of the signs of a good teacher. There is a danger in overplanning your
lesson. To some extent you must rely on your experience and instincts to do the right thing when the
unexpected occurs.

Now write out your plan in full, stating the aims at the top. Try to make it
brief, clear and easy to follow while you are teaching.

General view: Is the lesson going to be a success?

Finally consider these general questions before committing yourself to teaching the lesson:
1 Are the students going to learn something in this lesson? (One hopes that this coincides with the
stated aims above!)
 2 Are they going to enjoy the lesson? Is it likely to be fun, varied and satisfying?
3 Does the lesson as a whole have a sense of coherence and purpose?
4 Does the lesson connect up with what went before? Is it building on previous learning?
5 Does the lesson lead the way to useful activities in later lessons? Is it opening up new areas of
knowledge and practice?

P. Hubbard, H. Jones, B. Thorton, and R. Wheeler, 1983, A Training

Course for TEFL, pp. 319-321.

SAMPLE LESSON PLAN

Instructor: Date: Time: Class Profile:

Unit / Topic: Recent Topic Work:

Aim:
Assessment:

Time Stage Objectives Anticipated Procedures Interact Materials

ion
Problems and Type
Solutions
 FINAL ACTIVITY MAIN ACTIVITY WARM-UP

Extra-class Work / Follow up:

Homework:

Notes:

MODULE 3 – LESSON OBSERVATION

Summary: Observe 2 lessons.

For each lesson you observe, answer the following questions and fill out the lesson- report

1. What did you learn from your observations today?

2. Which teaching methods/techniques did you observe?

3. What were the specific problems you observed in the class? When there was a problem, how was it
resolved? What kinds of precautions were taken?

4. What were the most effective and ineffective parts of the lesson?

Lesson-report form for structuring of lessons

CLASS DATE:

GOALS AND CONTENT OF LESSON:

OPENINGS:

The activity s/he used to open the lesson was:

The purpose of this activity was:

The effectiveness of this opening was:

a) very effective

b) moderately effective

c) not very effective

SEQUENCING

The lesson contained the following sequence of activities:

The purpose of sequencing the lesson in this way was:

The effectiveness of this sequence was:

a) very effective

b) moderately effective

c) not very effective

PACING:

Strategies s/he used to achieve pacing were

The effectiveness of this strategy was:

a) very effective

b) moderately effective

c) not very effective

CLOSURE:

The activity s/he used to end the lesson was

The purpose of this activity was

The effectiveness of this closure was:

 a) very effective

b) moderately effective

c) not very effective

MODULE 4 – CLASSROOM MANAGEMENT

Summary: Observe 2 lessons specifically for the management and control skills used by the
teacher. For each lesson you observe, fill out the checklist.

Class Management Schedule

Date: Class: Subject:

Before the lesson:

Talk with the teacher about the lesson plan; aims, objectives,activities and materials

The Beginning:
1. How does the teacher draw the attention of the students?
2. How does the teacher start the first activity?
3. How does the teacher deal with late comers?
4. How does the teacher deal with distractions?
During:
1. Does the teacher know students' names?
2. Does the teacher give clear instructions?
3. Does the teacher look at students when speaking to them? Scan the class and be aware of
all corners of the room.

Action:
Does the teacher
*turn his/her back on his/her class?
*walk around/sit on the table/ stay at the front?
* organize trasitions between activities carefully?
* get feedback frequently by asking questions?
* spread questions round the class?
* praise and encourage?
* facilitate the activities by giving explanations?
If a problem arises:
Does the teacher
*act quickly?
*avoid confrontation which she/he cannot win?
*focus on the act, not the person?
*clarify and insist on his/her standards?
* behave firmly and consistently in giving punishments?

End of Lesson:
Does the teacher give
*enough time to pack up before the lesson end is signaled?
* took round before dismissing class to make sure room is tidy?
* make class quiet and orderly before dismissal?

After the lesson:

Discuss your observation results with the teacher and ask some explanations or clarifications
for specific behaviour, if needed
 MODULE 5 – LANGUAGE USE AND FEEDBACK
Summary: Observe 2 lessons focusing on the strategies the teacher uses to provide feedback and
correct student errors. Additionally, pay attention the teacher’s use of language.

1. Measure the wait-time of the teacher. What was the average wait-time during the lesson? Do
you think the wait-time was an appropriate length to give students a chance to respond?

2. How and when did the teacher correct learner errors? Discuss the effectiveness of the
strategies used during the lessons.

3. Which of the following teacher-talk strategies were used to make directions and instructions
understandable? Are there any other strategies that the teacher use?

Speaking more slowly,

Using pauses,
Changing pronunciation,
Modifying vocabulary
Modifying grammar,
Modifying discourse,
Repetition

4. Use the following chart to help you record data about how the teacher corrects. As you
hear a mistake being made, put the sentence in the appropriate column.

Mistake Teacher did not Teacher corrected this Teacher signalled Teacher invited
correct this mistake mistake automatically for self-correction peer-correction
for this mistake here
MODULE 6 – OBSERVING QUESTIONING SKILLS

Summary: Teachers ask a lot of questions in class to motivate, to relate the lesson to students'
own experiences, find out what students know or remember, get feedback on their teaching,
find out if students are learning, make students think, help students to talk, solve problems
and control class. .

Make yourself familiar with the data collection chart below. Pay attention to the questions the
teacher asks during the lesson. On your observation chart, make notes regarding what the
teacher asked, what type of question it was, how long the teacher waited for the student’s
response, whether the teacher gave any feedback to the student and if so how, and finally how
the students reacted to the feedback

Question types

1. Recall Questions: Teachers ask students to remember fact and information using the key
words such as recall, identify, what, define, name, label, list, state . example: State how many
tenses are there in English language? or Define the term "sociolinguistics"

2. Convergent Questions: Teachers ask students to interpret or explain in their own words, or
to apply sth to a new situation using the key words such as explaing, describe, compare,
contrast, review, summarise, how, why. example: Compare and contrast simple past and
present perfect tense. or How does the grammar of Turkish compare to that of English?

3. Divergent Questions: Teachers ash students to think of an idea, to design an experiment,

to build sth out of what he knows using the key word such as predict, suggest, hypothesize,
create, develop, suppose. example: Imagine what would happen to standard of living in
Turkey if the birthrate increased to 4.0? or Suggest some ways to prevent the life in Europe
from global warming.

4. Evaluative Questions: Teachers ask students to judge, to choose, to values, organise their
thoughts and form their own opinions using the key words such as assess, choose, criticise,
decide, justify, select, rank. example: Judge whether or not parents should prevent their
children form watching violent films on TV. or Evaluate the in information given in your
textbook to show the generation gap.

OBSERVATION CHART

Teacher's Question Type Length of Wait Student's Teacher's

Question Time Response Feedback