IZMIR DEMOCRACY UNIVERSITY

DEPARTMENT of FOREIGN LANGUAGE EDUCATION

ENGLISH LANGUAGE TEACHING PROGRAM
FINAL PAPER
IDE 302
TEACHING ENGLISH TO YOUNG LEARNERS II

PART 1
Coursebook Evaluation

PART 2
Presentations and Lesson Plan

STUDENTS’ INFORMATION:
Mine Şenoğlu 2101101005
Enes Anadolu 2101101038
Kardelen Çağlayan 2101101012
Melisa Kaya 2301101905
Lecturer: Asst. Prof. Vasfiye GEÇKİN
Term: Spring 2024
Date: June 7, 2024
 WORKLOAD

In the coursebook evaluation part, Mine contacted Izfen College where the reviewed
coursebook was used, and she prepared the coursebook evaluation checklist part with
Enes. In the lesson plan preparation part, she found the book used as the main source
of the lesson plan, she prepared the lesson plan, the appendix of the lesson plan, the
stick puppets used in the storytelling, the memory cards, and the pieces collected
throughout the task. Also, she prepared the homework sheet together with Kardelen,
helped Enes find the pictures used in the presentation, and prepared the final version
of this entire assignment. Thus she made 25% participation in the overall workload.

For the coursebook evaluation part, Enes …… For the lesson plan preparation part,
he…. Thus he made 25% participation in the overall workload.

For the coursebook evaluation part, Kardelen found the online versions of the
materials to be inspected and she answered the questions about the language content,
methodology, teacher's book, and materials part. For the lesson plan preparation part,
Kardelen prepared the wizard story, found the photos for stick puppets, helped Mine
with preparing the matching cards and the homework, and helped Enes with finding
the PPT photos. Thus she made 25% participation in the overall workload.

For the coursebook evaluation part, Melisa answered the questions about aims and
approaches, skills, topics, and practical considerations. For the lesson plan preparation
part, she prepared the materials used in the post-activity stage and help preparing the
other materials. She also helped in the decoration and generated the pictures of the
story. Thus she made 25% participation in the overall workload.
 Part 1: Coursebook Evaluation Checklist

Title of Material: Think Level 2 Student's Book + Workbook with Online Practice
1st Edition

Author(s): Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

Publisher: Cambridge University Press

Date of Publication: 2015

Price: 1320₺

Level: B1

Target Learners: Young teens

Length: 12 Unit (One School Year)

No. of Pages: 128 pages

Components:
Student's Book with Online Practice, Workbook with Online
Practice Teacher's Book
Class Audio
CDs Video DVD
Presentation Plus
DVD Digital ebooks

Rate the criteria as follows:

*Poor = 1, **Fair = 2, ***Good = 3, ****Excellent = 4

Physical Format 1 2 3 4

Is the cover attractive and meaningful? X

Is the cover and the binding durable? X

Are the illustrations appealing? X
 Do the illustrations help teach the concepts and words X
being developed?

Is the print (size and type of font) appropriate for children? X

Is the layout of pages appropriate (densely cluttered pages, X

supported by clear pictures and graphic illustrations, with
large margins etc.)?

Is the price fair? X

Total 24

Content 1 2 3 4

Are the topics interesting for the children? X

Are the topics arranged in a logical way? X

Is the content graded in terms of difficulty? X

Are the characters attractive for the children? X

Is the content related to other areas of the curriculum? X

Is the content bias-free? X

Is it free of material that might be offensive according to X

accepted community standards?

Does the content serve as a window into the target language X

culture?

Is a broad range and diverse representation of other countries X

presented?

Are the cultural notes significant and appropriate for the X

children?

Is the content up-to-date and accurate? X

 Are the materials, language focus and activities in general X
appropriate for young learners?

Is it adaptable to students' needs, interests and abilities? X

Will the coursebook meet the long-term and short-term goals X

specific to your learners?

Do the activities and materials used have variety and pace? X

Does it have a glossary? X

Total 55

Vocabulary and Structures 1 234

Is the vocabulary significant for the age group? X

Are new vocabulary items presented appropriately? X

Is there constant revision of the vocabulary and X

structures learned?

Is language (vocabulary and structures) introduced in X

a meaningful context?

Do structures gradually increase in complexity? X

Total 19

Graphic Elements 1 2 3 4

Are the illustrations clear and suitable for children? X

Do they successfully depict the situation or convey the concept? X

Are the drawings or photographs suitable for the cognitive X

complexity of the children's age?

Total 11
Teacher's Book 1 2 3 4

Does the teacher's book give useful and complete guidance? X

Does it offer extra activities (optional activities for various X

types of learners, photocopiable sheets etc.)?

Are suggestions for the teacher flexible and adaptable to a X

variety of student needs?

Does the teacher's edition also include student pages? X

Are there the transcriptions of the audios? X

Are the solutions to the activities and exercises correct and clear? X

Total 21

Other Supplementary Materials 1 2 3 4

Is the coursebook accompanied by flashcards, posters and other X

visual to help children comprehend better?

Are the audio cassettes or CD-Roms clear and understandable? X

Do they contain songs, rhymes, stories, dialogues and different X

voices?

If the book is a part of series, are other books in the series also X
suitable for use in your school?

Does the coursebook come with software that includes colorful X

multimedia (animations, games, pronunciation practice etc.)?

Does the coursebook have a website (that offers engaging X

worthwhile internet activities)?

Does the book have a video that is integrated with the content? X
 Total 28

Pedagogical Issues 1 2 3 4

Does the book cover the syllabus of your school to a sufficient X

extent?

Are the units well organized and offer easy progression? X

Is the program easily adaptable to fit different teaching situations? X

Do the activities focus on different ways in which students learn X

based on various learning styles?

Are the multiple intelligences ( such as visual, musical, and X

kinesthetic) utilized to support every child in the classroom?

Are the skills (listening, speaking, reading, and writing) X

introduced and practiced appropriately for your learners?

Are the activities and tasks appropriate for children in terms of X

context and level?

Are pair and cooperative learning activities plentiful and X

meaningful?

Are students asked to do more than rote memorization and recall? X

Is the book sufficiently challenging for students (neither too X

difficult nor too easy)?

Total 40

GRAND TOTAL 198

About the overall quality of the coursebook:

1. What are the outstanding features of the book?

Firstly, the best feature of this coursebook is its graphic elements. Illustrations are
clear and suitable for children, they successfully depict the situation or convey the
concept, and photographs are suitable for the cognitive complexity of the children's
age. Also, the coursebook is accompanied by flashcards, posters, and other visuals to
help children comprehend better, and the units are well organized and offer easy
progression. These are the outstanding features of the coursebook.

2. What are the shortcomings of the book?

Firstly, the coursebook does not have a website, so we have to use less technology
that is widely used today. Also, the teacher's book should have included the activities
in the student's book, and the book does not contain a glossary. The cover could have
been designed to be more interesting for children. Unfortunately, the price is a bit
expensive, not everyone can afford it.

Your comments:
I would like to use this book in my own classroom. For me, the most important thing in the
classroom is that the students should not get bored, the rest comes one way or another. This
book offers me this. Both its activities and pictures are enjoyable enough to not bore the
students and are at a level that will teach while entertaining them.
 A. Physical Format
Although the cover of the book may not be very eye-catching for young teenagers, the inside of
the book is beautifully designed and the visuals are eye-catching, which can provide plenty of
help to teachers in teaching words and structures. The font and size may not be suitable for
children, but it is suitable for young teenagers. However, the price is a bit expensive, and not
everyone can afford it. Therefore the total point of the physical format part is 24.
 B. Content
The topics and characters appeal to young teens more than children and the topics are
arranged in a logical order, but especially when looking at the grammar content, it is
understood that they are not arranged according to difficulty. The coursebook, which consists
of bias-free subjects, is also free of material that might be offensive according to accepted
community standards. In addition, the culture of the target language and other countries is
abundantly included in the book in a child-friendly manner. There are many contents in the
book related to other areas of the curriculum such as history, science, music, and geography.
However, since the book was published in 2015, it is not very up to date and it does not have
any glossary.Overall, the total point of the content part is 51.
 C. Vocabulary and Structures
The course book consists of significant vocabulary items for teenage learners which are
presented appropriately. Vocabulary items are mostly supported by pictures, as in the
example pictures below. Plenty of revision activities in the unit are also included in the book
so that students reinforce the newly learned words. The language itself is also introduced in a
meaningful context. However, the complexity of structures does not increase very gradually.
You can see the order of the grammar contents in the example pictures given below. Overall,
the total score of the vocabulary and structures part is 19.
1.Vocabulary
2.Structures
D. Graphic Elements
Although the illustrations in the book successfully convey the concept and are suitable for the
cognitive complexity of young teens who are 13 or 14 years old, they are not very suitable
for children. That's why the total score of the graphic elements part is 11.
 E. Teachers Book
The teacher's book offers perfect support to the teacher so that the book can be used with
maximum efficiency, in this sense it is very useful and complete. It provides guidance to the
teacher in further diversifying the activities by offering extra options depending on the
activities. At some points, it helps the teacher develop a more diverse method by warning the
teacher about the difficulties that students may experience in learning. The teacher's book
contains transcripts of the audios, but it does not contain the pages of the student book, it
only describes the activities in the book. We gave 1 point for not including student pages, 4
points for all the remaining options, and thus we gave the teacher's book 21 points in total.
 F. Other Supplementary Materials
The book is very rich in supporting materials. It is accompanied by flashcards, posters, and
other visuals to help children comprehend better, and the audio cassettes or CD-Romsongs,
rhymes, stories, dialogues, and different voices that are clear and understandable for learners.
The coursebook also has a software system that engages young teens to learn the target
language. Therefore the total point of the other supplementary materials part is 28.

https://drive.google.com/drive/folders/1Leyj-niKV_kMdhiEEJmwnqIOjfzVPFg2
G. Pedagogical Issues
It is possible to find many activities that encourage cooperative learning in the book.
Students also develop their collaborative skills by working in pairs and groups. The book
utilizes multiple intelligences, taking into account different types of learning. At the same
time, four basic language skills are practiced in accordance with young teens. Overall, the
total score of the pedagogical issues part is 40.
 Coursebook Evaluation Questions

Aims and Approaches

● Do the aims of the coursebook correspond closely with the aims of the teaching program
and with the needs of the learners?
The content, skills, and objectives determined by the curriculum are comprehensively covered
in the coursebook. The coursebook also provides activities for different learning types and
interesting topics at appropriate levels. The activities are also suitable for class size since they
promote collaborative learning and individual study.

● Is the coursebook suited to the learning-teaching situation?

The coursebook is suitable for young teens in terms of topics, visuals, and activities. However,
texts might be boring or difficult for young learners. It does not include any offensive features
against certain cultures, instead, it encourages inclusivity and equality among learners. The book is
very rich in supporting materials. It has flashcards, posters, and other visuals to increase the
comprehension of learners, and the audio cassettes or CD-Romsongs, rhymes, stories, dialogues,
and different voices that are clear to be used in classrooms.

● How comprehensive is the coursebook? Does it cover the m.ist or all of what is needed?
The coursebook is comprehensive. It provides what is needed for intermediate-level learners.
It promotes all language skills, enriches cultural awareness, and provides additional materials.
However, depending on particular objectives, the coverage might not meet all the needs of the
students.

● Is the coursebook flexible? Does it allow different teaching and learning styles?
 The coursebook provides many activities that encourage cooperative learning. Students also
develop their collaborative skills by working in pairs and groups. The book uses multiple
intelligences and different types of learning.

Design and Organization

● What components make up the total course package?

1. Think 2 Student's Book
2. Think 2 Teacher's Book
3. Think 2 Workbook
4. Think 2 Student's Book Audios
5. Think 2 Teacher's Materials
6. Think 2 Workbook Audios
7. Think 2 Video DVDs
8. Think 2 Video Activities
9. Think 2 Grammar Worksheets
10. Think 2 Vocabulary Worksheets
 ● How is the content organized? (e.g. according to structures, functions, topics, skills, etc.)

There are 12 units with different topics by means of concepts. The units are named; Amazing People, The
Ways We Learn, That's Entertainment, Social Networking, My Life In Music, Making a Difference,
Picture Fun, Science Counts, What A Job, Keep Healthy, Making The News, and Playing By The Rules.
The functions are entertainment, education, career, health, and personal growth. Each unit has a cover
page that states the objectives that are going
to be gained along with some pictures to
activate background knowledge about the
topic. The units start with either a reading or
a listening activity for activating background
schemas. The units have pages that are
dedicated to grammar and vocabulary skills
with a pronunciation focus alongside the
main four skills (reading, listening,
speaking, and writing). There are clues for
developing speaking skills in each unit. For
activity types, there are group discussions,
role-playing, comparisons, information gap
activities, and pair work. The writing tasks
are in accordance with the rest of the unit
and often include writing things from your
own perspective like writing an invitation
for a party.
 ● How is the content sequenced? (e.g. according to complexity, learnability, usefulness, etc.)
The units start with giving the information about the topic and the unit to the learners so they are exposed to
it. After that point, the complexity of the tasks follows a well-prepared flow in the unit. It is like that for the
unit sequence as well. The units follow each other and the tasks get more complicated as the time passes. For
example, grammar teaching begins with introducing yourself in the Welcome part, presents perfect in
Amazing People, and ends with the third conditional in Playing By The Rules. Because of the flow easiness,
the book is suitable for both in-class and at-home use.

● Is the grading suitable for the learners?

Yes, each unit gradually builds up upon learned information. The reading paragraphs are suitable for the
expected proficiency level and all tasks are in line with the gradual increase and what is expected from that
level of proficiency.

● Is there adequate recycling and revision?

Yes, especially in the comparison of speaking and writing parts. The students are expected to use
their knowledge about the topic.

● Are there reference sections for grammar? Are some of the materials suitable for individual
study?
Yes, the package has grammar worksheets for each unit alongside grammar teaching pages in the
student's book.

● Is it easy to find your way around? Is the layout clear?

Yes, the content table is clear and easy to follow. In addition, each unit follows the same structure and
methodology, thus making confusion not an option. The book comes with a workbook that is very clear about
the content and provides a good chance for individual study.
 ● Is the content of the materials relevant to the needs of the students?
Yes, the content is designed in such a way that would be good enough for multiple purposes. It helps them
meet people, and learn about culture, science, jobs, and entertainment. Not just for young learners, the book is
for all people of all ages.
Language Content
● Is the material for vocabulary teaching adequate in terms of quantity, range of vocabulary,
emphasis is placed on vocabulary development, strategies for individual learning?
The package comes with audio with accurate pronunciation and videos for visuality. The students may study
both of them to get used to the vocabulary in contexts alongside on-paper practices. As answered in another
question the student's book has clear vocabulary and pronunciation parts in each unit. Both the workbook and
the teacher's book work in line with the student's book in terms of quality, range, and development. The
package also provides three different vocabulary worksheets for each unit for extra practice. As there are
many chances for learning, students can use this package on their own.

● Are all four skills adequately covered, bearing in mind your course aims and syllabus
requirements?
The four skills are adequately covered in the coursebook. On the content page, the activities and the skills
that are focused are given. The coursebook has a large amount of vocabulary items and is supported by
visuals. Grammar activities are adequate for learners to practice structures; however, they do not increase
gradually.

● Is there material for integrated skills work?

The book contains several activities for each skill. Apart from that, it also provides activities that focus on
two skills or more than two skills. In the given examples, we can notice that activities are great for both
simple and complex integration.

● Are reading passages suitable for students' levels and interests?

The reading passages have appealing characters and content to teenagers more than children and the
topics are arranged in order. The coursebook consists of bias-free subjects, related to areas of the
curriculum such as history, science, music, and geography. However, since the book was published in
2015, it is not very recent.

● Is material for spoken English well designed to equip learners for real-life interactions?
Some materials develop the pragmatic knowledge of the students. The items give students reasons to think
about possible real-life situations. For example, giving advice, requesting, ordering, apologizing, offering, etc.
The coursebook handles various real-life communication situations well and makes them as engaging as
possible.

Topic
● Is there sufficient material of genuine interest to learners? Is there enough variety and range of
topics?
The books include different texts on different topics. The covered topics are science, culture, education,
and mass media. The book provides diversity in its content. These topics are attractive to students since
they are interesting and informative. Students can use the information they acquire in their lives. The
texts are probably from newspapers and educational journals, so we can say that the coursebook gives
importance to the authenticity of its sources.
 ● Will the topics help expand students' awareness and enrich their experience?
The coursebook consists of areas of the curriculum such as history, science, music, and geography.
Students can be experts in these areas by studying the reading passages. They also expand their
experiences by analyzing different cultures that are provided in the book.

● Are women portrayed and represented equally with men?

The visuals and dialogues in the coursebook include women and men equally. However, the text titled
'Great Scientist' only mentions the male scientist. Not providing female scientists reinforces stereotypes
of women, suggesting that men are more likely to achieve success in science. The text should have
included successful female figures like Marie Curie, Rosalind Franklin, and Ada Lovelace. These
representations also influence student perspectives on jobs. They might mislead the learners or give them
motivation.

Methodology
● What approach/approaches to language learning are taken by the coursebook?
Communicative Language Teaching (CLT): Activities are designed to promote interaction, the use of
authentic language, and practical communication skills. As emphasized in the teacher's book, student
interaction is a big part of this set.
Task-Based Learning (TBL): Students engage in meaningful tasks and projects that require the use of
language to complete. There is a variety of activities to choose from and act through, many can be used as
group tasks as well with the discussion and commentation parts.
Content and Language Integrated Learning (CLIL): The course integrates content from other subjects, such
as science, history, and culture, into language lessons. This not only helps in language acquisition but also
broadens students' knowledge and makes learning more engaging and relevant. The book gives place to much
cultural information in the even-numbered pages, as said in the introduction of the teacher's book.
Skills Integration: "American Think 2" integrates the four key language skills—reading, writing, listening,
and speaking—within each unit. They follow a logical order for development and encourage each student to
participate using their own knowledge to develop a balanced skill set.
Grammar in Context: Grammar is taught in context rather than in isolation, making it easier for students to
understand and use them correctly.
Technology Integrated Learning(TIL): The course combines traditional classrooms with digital and online
resources. This approach supports varied learning styles and provides additional practice opportunities
through interactive activities and multimedia. Furthermore, the technology involvement makes the new
generation of learners engaged in the learning process.
● What level of active learner involvement can be expected? Does this match your students'
learning styles and expectations?
The book aims for high levels of active learner involvement through its interactive and engaging approach.
The coursebook includes a variety of activities such as group discussions, pair work, role-plays, and debates
that require students to participate actively. Collaborative learning through group work and projects promotes
peer interaction and cooperation. Additionally, self-study materials and online resources encourage learning
by themselves.
● What techniques are used for presenting/practicing new language items?
At the beginning of each unit, the students are greeted with a reading text. Following this text and its
questions, there is usually audio for the learners to listen to. Interesting photographs and catchy and different
questions for each text surround the texts. These are supported by vocabulary teaching, grammar teaching,
discussions, and writing and speaking activities. The grammar and vocabulary teaching is also supported
through additional worksheets provided by the coursebook. The technology integrement in each unit serves as
a way to fuel the learners’ curiosity.

● How are communicative abilities developed?

The tracks are meant to be as close to daily life conversations as possible so that the students may listen to and
learn from them. There are many opportunities for speaking in the classroom with role-play activities, discussions,
group tasks, and during the presentation of the work the students did. The teacher’s book has many
suggestions for extended activities that promote speaking more, so it is always an option to talk more and
encourage the students to speak more.
● Does the material include any advice/help to students on study skills and learning strategies?
There is no such thing in the students' book but on the workbook, at the end, there is grammar reference parts
and a list for irregular verbs. Teacher's Book on the other hand, provides the teacher with all the information
they need. There are many side notes, changes that can be applied, notes on what to do when an activity
doesn't work, and how to control the classroom during specific activities.
● Are students expected to take a degree of responsibility for their own learning?
Yes, the workbook is entirely designed for students to use at their own free time or work on as homework or
self-practice. The writing tasks, written activities and other kinds of practices (like grammar or vocabulary
ones) require the learner to use their own knowledge and skills to complete the given tasks. As understood
from the organization of the main(student's book) and supplementary materials (teacher's book, audios,
videos, workbook, worksheets, pop quizzes) the set is designed in a way that requires the teacher to give
instructions and the students to go on with them and be mostly autonomous learners.

Teacher's Book
● Is there adequate guidance for the teachers who will be using the coursebook and its supporting
materials?
Yes, the book comes with an
introduction to course
methodology, how to use the
student's book, where to find
what kind of materials (like
having photo stories in all odd-
numbered pages and culture texts
in even ones, how to use the
workbook and how to use all the
digital resources.
● Are teacher's books comprehensive and supportive?
Yes, there is adequate information about the material for the teacher to follow through. The background
information about the text, answers to all the questions, tips about how to engage the students(like extra
questions for fast finishers or questions to ask higher or lower achiever students), and optional extensions
about the activities are given. All of the audios are written in the teacher's book.
● Do the writers set out and justify the basic premises and principles underlying the material
Yes, all a teacher needs to know when implementing this material is given in the introduction section with
appropriate citings, and all ideas are grounded in a logical explanation. The explanations are divided into
three sub-categories 'Train to Think’, ‘Think Values’, and ‘ Think Self-Esteem’.
Practical Considerations
● What does the whole package cost?
The whole package costs 1320₺ on Amazon. However, the price is a bit expensive for everyone to afford.

● Are the books strong and long-lasting?

The book consists of 12 Units and 128 pages. The content is broad. The functions are entertainment,
education, career, health, and personal growth. It covers real-life situations that learners might encounter.
It makes the content purposeful. It helps learners meet with people and learn about cultures, science, jobs,
and entertainment. For this purpose, several activities in the books integrate all macro skills with micro-
skills, such as discussions, role-plays, comparisons, information gap activities, and pair works.
The reading paragraphs are appropriate for learners in terms of length, proficiency level, background
knowledge, lexical knowledge, organization, and structure. Each unit has the same structure thus it is easy
to follow without confusion. The content of the workbook is also clear about the content. It provides a
good amount of individual and group activities. However, the teacher's book does not include activities in
the student's book. It only gives the implementation of the activities and difficulties that might be
experienced. However, it provides transcripts of the audio.
In conclusion, the books are long-lasting when we consider these features. The content meets the
interests and needs of the students by providing efficient activities to develop macro and micro skills. The
organization of the texts makes the page easy to follow, additionally length, proficiency level and content
of the texts are appropriate for learners. The only negative feature is that the teacher's book only contains
the implementation of activities and transcripts of the audio with the particular page of the student's book.
● Are they attractive in appearance?
The cover of the books might not appeal to young learners. It does not contain vibrant and eye-catching
colors to give a sense of excitement. However, the font and the font size are appropriate for readability.
The inside of the book is beautifully designed with vibrant colors and attractive visuals. The font size of
the texts might not be suitable for children since they can easily be frustrated by the design. On the other
hand, it is appropriate for teenagers.
Part 2: Lesson Plan
IDU
Faculty of Education ELT Department

Mine Şenoğlu Enes

Student Teacher’s Anadolu Kardelen
Name & Last Name Çağlayan
Melisa Kaya
Practicum School A private primary school in Türkiye
Practicum School
Asst. Prof. Dr. Vasfiye Geçkin
Teacher
Faculty Advisor Asst. Prof. Dr. Vasfiye Geçkin
Year Group 4nd graders
Group Size 21 people
Proficiency Level A2
Duration 40 minutes
Lesson Plan No Week 6 / Lesson Plan 5
Date 03 /04/ 2024

Unit Unit 5
Topic/theme Jobs
Functional
-
Language
Grammar Focus Can-do Statements
● Doctor
● Engineer
● Scientist
Vocabulary Focus ● Teacher
● Chef
● Pilot
● Police Officer
Correct pronunciation of newly learned vocabulary items. (Doctor,
Pronunciation Focus
engineer, etc.)
Pragmatic Focus -
Task-Based Language Teaching
Story Based Language Teaching
Methods/Techniques Communicative Language Teaching

Media/Materials Whiteboard, markers, computer, and a loudspeaker

 Visual aids or pictures of the jobs and characters that are given in the
story
Maps for each group so that they could not feel lost through the task or
the adventure
Memory matching cards
Sticks on which pictures of objects used by occupations are stuck
Worksheets on which the riddles are written
Masks for the teacher to act out during the storytelling
A worksheet on which the story related to the task is written

English Student’s Book for 2nd Grade

https://colegioarrupe.cl/wp-content/uploads/2020/03/INGSA20E2B.pd f
Main source

Microsoft Bing Image Creator

A playlist created on Spotify
Secondary source(s) https://open.spotify.com/playlist/6kxl525ZTZuTpItcx2FT6n?si=7AEC
NbLNTVqVcellTlgB6g&pi=e-e4Ycvyg_Rki8

Analyze Learners

Students are comfortable with social interactions and cooperative

learning. They enjoy group activities. Students have a deep interest in
General science fiction stories and imaginative scenarios. They enjoy creative
activities and are motivated by tasks that involve exploring fictional
characteristics of
worlds. Students have a vivid imagination and they enjoy creative tasks.
learners They are excited about the prospect of completing a task with fantastic
characters in an imaginary universe and exploring a fictional
universe through the target language.
In the previous lessons, the students learned how to describe physical
appearances and characteristic features. Students can use basic
adjectives and can identify them in simple sentences. By using these
adjectives, they can describe the function of some objects, the physical
Entry competencies
appearances of the people, and the different places. They have
well-developed listening and speaking skills compared to their peers
which help them comprehend the given instructions and respond to
them accordingly.
The students are very engaged with the fantastic fictional stories so
they expect it to be used in the classroom environment. They also
Learning
enjoy imaginative situation examples as it provides them with more
preferences
comprehensible input. The visuals provided by the teacher are a good
choice for them.
State Learning Outcomes

1.1 Students will be able to recognize new vocabulary items related to

the occupations and their duties.
1.2 Students will be able to explain what professions do by using can-do
statements.
1.3 Students will be able to match occupations with their definitions.
1.4 Students will be able to solve the riddles that are written on the
Cognitive
worksheets which will be handed out during the class.
1.5 Students will be able to answer the questions of the pop quiz.
1.7 Students will be able to write the duties and descriptions of the
professions inside the puppets that are given to them.
1.8 Students will be able to complete the given task by listening to the
story and required instructions.
2.1 Students will be able to cooperate with their teammates in a better

Socio-affective way.
2.2 Students will be able to become conscious about helping someone.

3.1 Students will be able to put the pieces together of the job puppets.
Psychomotor

Intercultural -

Non-linguistic Students will be able to learn about some fantastic fictional

5.1
(content) characters such as wizards, trolls, elders, and elves.
Cognitive
Socio-affective

Identify Potential Challenges & Solutions (form, meaning, cultural, other)

There might be some technical problems like the computer, smart

Anticipated board or the projector not working properly due to various reasons.
Challenges The students may lose their attention during the task.

Solution 1: The teacher should prepare their lesson plan in such a way
as to adapt to different conditions. However the difficulties may be,
the teacher should have a way to overcome them like having some
worksheets, flashcards, or some made-on-the-spot materials to get the
lesson going.
Possible Solutions Solution 2: The teacher may make use of some attention-gathering
rhymes or if there is any point that the students missed during the task,
the teacher may repeat the point or give extra time to groups to finish
the related task.

Require Learner Participation

 Type of Related
Duration Interaction Stage/Procedure ** Learning
* Outcomes ***
10 T-SS Warm-up: Students will be
Minutes Let’s Introduce With Jobs: A Storytelling Activity able to learn new
About the Jobs vocabulary items
At this stage, the teacher reads a story set in a related to the
fantastic universe to the students to reinforce their occupations and
newly learned words and teach them new their
grammatical structures, and while reading it she duties.
illustrates the jobs with the help of stick puppets.
The story consists of sentences containing Students will be
abundant repetition of can and do statements in able to listen to
order to teach and reinforce these structures to the story and
students. It tells an adventure that begins with the understand the
sudden disappearance of 7 different occupational main goal of the
tools used by an old and wise wizard who once task.
lived in the forest, who knew professions very well,
and who was frequently consulted to find out
which profession newborn babies would be.
During the rest of the story, the wise man meets
different jobs and asks them to find 7 different
professional tools. At the same time, this story that
is read by the teacher creates the scenario of the
tasks to be completed during the class. Examples
of some repetition parts in the story read in the
storytelling activity are given below:

‘...‘First came the doctors, who helped to the

village’s people when they got sick. "We are
doctors,” they said. “we can heal sick people." The
wizard was old and his ears didn’t work as they did
once. He leaned in close and asked them, “What
did you say?” “We are doctors and we can heal sick
people,” The wizard nodded his head, looking at the
students in the class. “Can you repeat with me?
“We are doctors and we can heal sick people.” Next
came the engineers, skilled in crafting buildings.
"We are engineers, and we can build houses," The
wizard didn’t hear well, so he asked, “What did you
say?” “We are engineers and we can build houses!”

10 SS- T A Memory Card Activity in the Students will be

Minutes Territory of the Elders able to
After the story is read, the map to be followed match the
throughout the tasks is distributed to the pictures of the
students by the teacher, and then the pre-activity occupations
section begins with the reading of the letter from with their tools.
 the wizard. In his letter, the wizard simply introduces
the map to be followed through the tasks to be done
and wishes luck. The first stage starts in the region
called the Territory of Elders. The students complete
the first task by doing a matching activity to get the 7
tools that the wizard lost from the elders.

In the memory card game activity, students are given

a few seconds to memorize the order of the pictures.
Then students from each group go to the board and try
to match the 7 occupation pictures stuck on the board
with the 7 tools used by these professionals. The rules
of this activity are that the first student turns over 2
cards. If the pictures match, the student can not try
again for another match so that the other members of
another can participate in the activity that's why each
member has just one chance for each turn. If they do
not match, the cards are turned over again, and the
next student of the group continues.

10 SS-T Solve The Riddle Get the Object! An Activity In Students will be
Minutes the Land of Elves able to solve the
In this part, the students come to the land of the elves riddles that are
to find the pieces that the wizard lost. The elves tell written on the
the students to solve 7 different riddles about the jobs worksheets which
otherwise they will not be able to get the missing will be handed
pieces. The teacher hands out worksheets on which out during the
there are riddles about different occupations to each class correctly.
group and asks students to solve the riddles on the
worksheets that are given to them. Students will be
able to put the
Final Destination: Kingdom of Trolls pieces together of
When the students are near the castle here, a group of the job puppets.
trolls come out and surround the students. They ask
students who they are and what they want. Afterward,
the trolls tell the students that they will give the pieces
the wizard lost in exchange for doing the puppets with
occupation pictures on them.

The teacher gives each group a paper puppet of

different professions. Students simply write sentences
on the blank papers, describing the tasks of that
occupation above the puppet. Then, each group
present their puppet, whose pieces they brought up
together, and above which they wrote a short
paragraph introducing that profession to their friends.
 10 SS-T Post Activity: Students will be
Minutes Turning Back to the Wizard’s House able to write the
The students return to the wizard's house to deliver duties and
the Wizard's 7 lost tools, which they found during descriptions of
the journey. The wizard thanks the students. Then the professions
he uses the tools that the students found to forecast inside the
the future job of the baby in the story which is read puppets that are
during the warm-up stage. However, at this given to them
moment, the old wizard forgets the names of the correctly.
jobs and asks the students to help him remember
the names and duties of the jobs. Then, the students Students will
write a few sentences introducing the jobs inside be able to
the paper puppets and come to the board and present the
introduce these professions to him. Thus, the duties and
wizard remembers the jobs again and forecasts the descriptions of
baby's future profession. the professions
The teacher gives each group mixed pieces of a inside the
paper puppet of different professions. Students puppets that are
simply bring together the parts of the puppet and given to them
write sentences on the blank papers, describing the correctly.
tasks of that occupation above the puppet. Then,
each group present their puppet, whose pieces they
brought up together, and above which they wrote
a short paragraph introducing that profession to
their friends.

Evaluate learners’ progress****

Assessment Task: At the end of the class, the teacher hands out worksheets to the students on
which students are expected to color the drawings of the jobs and write the names of thejobs in the
box under the drawings as a formative assessment.

*T-SS, S-T, SS-T, S-S, SS, SS-S

* This plan serves as a versatile template, suitable for designing a wide range of teaching and
learning experiences adopting skill-based, task-based, content-based, integrated-skills, focus-on form,
etc. instructional approaches. Typical stages include Warm-up; Lead-in; Introduce the topic; Wrap-up;
Pre-reading/speaking, etc. stage, While reading/speaking etc. stage, Post-reading/speaking etc. stage;

* Explicitly delineate the pertinent learning outcomes associated with a specific

instructional phase.

****Indicate what formative -when possible summative- assessments you will use to
ascertain and measure learners' progress and attainment of the designated learning outcomes
throughout the instructional process.

Note: Please be mindful that when using any Web 2.0 tool, ensure to include the tool's link
in the relevant section of the lesson plan.

Contingency plan

Possible risks: Some students may be absent in the class, the smartboard may be broken, and the
websites that we are going to use may be bugged. In those cases, our plan is to have sparephotocopies
of the pictures that we will use to give to the students who are absent that day or to use them instead
of the smartboard. Also, in case of a classroom time management problem related to the teacher,
he/she makes students listen to a song to help the students wrap up their newly learned knowledge
about professions and their duties in the target language and enable them to have fun.

Appendix A
The wisard story that read during the warm up stage is given below.
THE WIZARD'S LOST OBJECTS
Once upon a time, in a far-far away land, there lived a wise wizard who watched over all the people of
the village beyond the magical forest. His home was in the forest, and his doors were open to all
villagers. He was so old that he knew all the jobs. The villagers would take their newborn babies to the
wise wizard and ask what would their babies be when they grew up.
The wizard would put the baby in the middle of 7 objects that represented 7 different jobs. He would
say the magical words (Rooter-Tuter, show us the future) and cast his spell. Then, one of the objects
would fly to the baby and they would know what it will grow up to be.
One day, a baby was born, so the villagers came to the wizard to ask what would the baby be when he
grew up. But the wizard couldn't find the seven objects that he needed for the spell. The wizard looked
up, the wizard looked down and then he looked right, and he looked left. But he couldn’t find his objects.
So, he thought for a while and then an idea came to his mind. He quickly called people from different
jobs to help him search for the objects.
First came the doctors, who helped to the village’s people when they got sick. "We are doctors,” they
said. “we can heal sick people."
The wizard was old and his ears didn’t work as they did once. He leaned in close and asked them, “What
did you say?”
“We are doctors and we can heal sick people,”
The wizard nodded his head, looking at the students in the class. “Can you repeat with me? “We are
doctors and we can heal sick people.”
Next came the engineers, skilled in crafting buildings. "We are engineers, and we can build houses,"
The wizard didn’t hear well, so he asked, “What did you say?” “We are engineers and we can build
houses!”
The wizard nodded his head, looking at the students in the class. “Can you repeat with me? We are
engineers and we can build houses.”
Following close behind were the scientists who discovered new things. "We are scientists, and we can
discover new things,"
The wizard asked, “Can you repeat that please? I’m an old wizard.”
“We are scientists and we can discover new things"
The wizard nodded his head, looking at the students in the class. “Can you repeat with me? We are
scientists and we can discover new things"
Then came the teachers who taught the children of the village. "We are teachers, and we can teach
lessons"
The old wizard smiled kindly, leaning in close, “Can you repeat that
please?” “We are teachers, and we can teach lessons."
The wizard nodded his head, looking at the students in the class. “Can you repeat with me? We are
teachers, and we can teach lessons"
As the sky above began to darken, the pilots arrived with their planes. “We are pilots and we can fly
planes.”
The wizard couldn’t understand them. "Can you say it again, I didn’t hear you
well.” “We are pilots and we can fly planes.”
The wizard nodded his head, looking at the students in the class, “Can you repeat with me? We are
pilots and we can fly planes."
After the pilots, the chefs came forward. “We are chefs and we can
cook” The wizard leaned in close and asked them, “What did you say?”
“We are chefs and we can cook,”
The wizard nodded his head, looking at the students in the class. “Can you repeat with me? “We are
chefs and we can cook.”
The last one to come was the police officers. "We are the police, and we can protect
people," The wizard smiled and leaned in close, “Can you say it again?” “We are the police
and we can protect people.”
The wizard nodded his head, looking at the students in the class. “Can you repeat with me? “We are
the police and we can protect people.”
They all stood together in front of the wizard's house and the wizard looked at all of them. "My dear
friends, thank you for coming to help me," he said, "Together, we can find the seven objects that help
me tell the future of our babies. Let me find my maps, and we can start searching."
These stick puppets, with work pictures stuck on them, were used during storytelling.

APPENDIX B
These memory cards were used during the pre activity stage:

These masks were used to transition between stages and to create integrity within the plot of
the task that was being tried to be completed:
 APPENDIX C
An example of the riddle worksheets' answer key that used during the main activity.
 APPENDIX D
In the post activity, students are given these paper puppets that they put together and write a short
paragraph introducing that profession:
 APPENDIX E
The homework assignment given at the end of the lesson:

APPENDIX F
Slides in the presentation used throughout the lesson: