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We chose this unit topic because we thought it was the most appropriate topic for us to teach
since every one of us liked the theme; food and drinks. We thought that this was a suitable
topic because we experienced it in primary school too, since it is a common topic to teach
young learners.
When we were planning our unit and our lesson plans, the most time we spent was on the
selecting and utilizing the materials, and also analyzing the learners since for this assignment,
the learners in question are imaginary and there is no way for us to know these imaginary
students needs and abilities %100 correctly. We can only assume that since they are 6th.
grade students, they have a certain level of proficiency in English.
For the first step of the ASSURE model, which is analyzing learners, we made generalizations
since we knew nothing about our students because they do not actually exist. But if they were
real, we would be able to use our first lesson to get to know them, but that wasnt the case.
Because of this, we made a generalized lesson plan that we thought was suitable for 6th. grade
For the second step, which is stating objectives, we had a hard time at first, because we had to
make a correct statement using the ABCD model of creating objectives. Then, we decided to
use the official unit plan that the Ministry of Education provided in their website. In the end,
we integrated the officially approved goals of learning provided by the ministry into our
We actually did not really have many chances of decisions in choosing our materials. We had
to use the web 2.0 tools we have seen in our lab classes, so we made our choices from them.
We chose our instructional methods, based on what methods were the most usable for our
material, and in the end, the most used methods were Presentation and Grammar-Translation.
Our theory (even though we had three different lesson plans created by three people) was
eclectic. For example, almost all three of us used Presentation and Grammar-Translation. We
used eclectic approach because we couldnt find just one approach that was suitable for all of
our material.

Utilizing these methods were not so hard, since we did have extensive knowledge about how
to use them in class, thanks to our Approaches to ELT and CEIT 319 courses. Our media and
materials were chosen accordingly to our target audience, so they were suitable for us to use
them in class.
Learner participation is always a wild card in these situations, because you can never know
%100 how your audience will react to your lectures. In this case, because we have some
group works too, the learner participation is really important. So, we decided to use some
cheerful animations and colorful presentations to keep their focus on the lesson, and not on
other stuff. Since this is just an imaginary situation, there is no way for us to know for sure if
this would work well or not.
For evaluations, we mainly used quizzes, which were created through the usage of web 2.0
tools. We decided to have them at the end of our classes. More importantly, we decided to do
quick evaluations of in-class tasks too, because we think that is more important than a simple
quiz. We think that this would help us keep track of the students to know for sure that they are
actually learning.

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Zehra Baaran