Hüseyin Karaman Nil Selin Şen

Lesson Plan Template

Class Date: 13/12/2022

Background Information:

Course Name/Description: Coursebook (if any)/Level: Unit:

English 7th grade Consulting a doctor

Lesson Length: Description/number of Student prior knowledge:

Students:
80 minutes Students already know simple
20
present tense (be/have-has),

students are able to ask questions in

simple present tense and simple

past tense, and they are able to

produce sentences using “should/

should not”.

Lesson Information:

Lesson objectives (What do you want the students to be able to do by the end of the lesson?)

Students will be able to:

 Recognize the names of the illnesses

 Select the right doctor for a particular disease

 Manage to speak with a doctor about their illness

Skills & Functions & Language Focus:

 Speaking

 Reading

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 Listening

 Retelling past events

 Describing their health issues

 Critical thinking

Anticipated problems: (What problems do you foresee prior to the class?)

o The students may have difficulty comprehending the vocabulary activity.

o There can be disturbance among students in the in-class tasks since they are engaging

collaboratively.

o Some students may not want to engage in role-playing.

o Students may not know some words in the reading text.

o Some students may miss some parts of the video that is being displayed.

Possible solutions: (What solutions can you offer in order to address the problems?)

o The teacher can ask other students to tell their friends about the activity. It also promotes student-

to-student engagement, which further helps students advance reasoning skills and has a great

impact on students.

o The teacher can walk around the classroom and supervise the students during the activities so that

students will be more careful to not misbehave.

o The teacher can encourage students and let them choose their own pairs.

o The teacher may provide scaffolding and explain the unknown words.

o The teacher can add subtitles or sometimes can rewind some parts or the whole video again.

Lesson Plan:

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Time (in Interactional Procedures (What do you do? What do the students do?)
minutes) pattern
(S-S, T-S) Note: Refer to handout/worksheet as HANDOUT/WORKSHEET 1, 2, 3
in parenthesis.

The teacher starts the class and asks students how their week was, and
5 mins T-S
what they were doing. After some students participate and answer the

teacher’s question, the teacher tells the class he went to the hospital on the

weekend because he had a sore throat.

The teacher explains the topic that is going to be covered in the class

which is “consulting a doctor” and tells students what they will be doing.
10 mins T-S
Afterwards, he explains the first activity in which they will be watching a

short video about conversations based on health and illnesses.

The teacher wants students to discuss in groups and write down the

illnesses that they have recognized in the video. And wants them to write

at least 2 sentences describing the illnesses as a sick person who has the

10 mins S-S illness that they have noted in the activity. While students are working,

the teacher walks around one table to another so that if the students have

questions, they can directly get help from the teacher. The teacher also

checks on their language use while the students compose new sentences.

The teacher creates a game that includes the previous knowledge about

the illnesses and some new illnesses they may have already been familiar

with. The teacher separates students into groups of four. The teacher

gives each student a card that represents a sickness and warn them to not
15 mins S-S
to look their own card. After that teacher explains the game procedure.

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Then students in each group start to ask their group members about their

own cards one by one and try to guess which illness they have based on

the answers they receive from their group members.

10 mins BREAK

The teacher explains the new activity which the student will be reading

texts (READING TEXT) given by the teacher in pairs and students will
5 mins. S-S
underline the illnesses that they recognize in the text.

The teacher asks the students to complete a worksheet (WORKSHEET

5 mins. T-S 1) about illnesses and possible recommendations for them which will

prepare the students and provide the necessary input for the next activity.

The teacher explains the student the next activity which is a decision-
13 mins. S-S
making activity. The teacher divides the students in 5 groups and gives a

paper to each group on which the situation they have to make a decision

about is written (WORKSHEET 2). The students will have to reach a

decision as a group and after all groups make their decision, each group

shares which option they chose and why with the whole classroom.

The teacher says that they will do a role-play game. The teacher separates

class into two groups: one will be the doctors, and the other group will be
15 mins. S-S
the patients; and that students need to make pairs with each other. After

students paired as one doctor and one patient, teacher distributes some of

the illnesses that they have covered during the class to each pair. Then

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teacher gives approximately 10 minutes to students to think about what

they will represent. While students preparing to task, the teacher walks

around the class and occasionally ask students if they need help.

Moreover, the teacher uses recasts to provide the students with feedback

while the students prepare for the role-play.

The teacher explains the homework which students either record a short

2 mins. T-S video or write a short paragraph about what they have done in the class-

time. And the teacher appreciates students’ effort and dismisses the class.

Assessments: (How do you check students’ learning?)

-The teacher will constantly evaluate students’ learning while the students work on their tasks and

activities by taking worksheets, role-play, task outcomes, and the language that students use into account.

ELT211 FINAL PROJECT REPORT

INTRODUCTION

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Task-based Language Teaching (TBLT) is an educational framework that incorporates tasks that enable

students to use language in various ways and different circumstances in order for them to practice the

language in meaningful contexts and get a grip of the target language by engaging in real-life-oriented

situations and experiences. TBLT prioritizes student-centered lessons through the implementation of tasks

that require students’ active engagement and communication which also leads to higher rates of

motivation, critical thinking, decision-making, reasoning, and communicative skills. The tasks are

planned according to addressing students’ possible needs to use the target language in situations that they

may encounter outside the classroom and being meaningful which promotes active engagement in the

activities since they learn the language by using it rather than memorizing and the students are aware that

the language they learn is useful in many aspects in their lives and experiences due to the fact that they

are using the target language in real-life oriented tasks. However, the meaningfulness of the context is not

the sole factor that determines the effectiveness of the given task since the difficulty of the given tasks

should be appropriate for the students as well. In terms of the difficulty of tasks, Upon the issue,

According to Feez (1998), a variety of criteria along with the learner's background knowledge of how

challenging the work is, the language necessary to complete the given task and the extent of

scaffolding provided determine how complex the tasks are. In short, the TBLT approach is an effective

way of teaching real-life applicable language use to students through attention-grabbing and engaging

tasks that benefit the students in communicative and cognitive aspects.

The main reason why we chose the TBLT approach is that we find student-centered teaching approaches

to be a key factor in effective language teaching and learning. Moreover, we believe that making the

students aware that what they learn is useful in their life both inside and outside of the classroom is

crucial in increasing their active engagement and motivation in the lesson which is a prominent feature of

TBLT since the tasks to be implemented are real-life oriented and meaningful. Therefore, from our

perspective, TBLT incorporates two features that are of crucial importance in order to have effective and

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efficient language learning and teaching which motivated us to choose it as our approach for the lesson

plan we made.

THE LESSON PLAN

The lesson plan we made is for a 7th-grade English course and consists of two contact lessons each of

which is 40 minutes. There are 20 students in the classroom and the students’ prior knowledge includes

forming sentences and asking questions using simple present tense and should/shouldn’t modal verbs. By

the end of this lesson, the students will be able to recognize the names of the illnesses, select the right

doctor for a particular disease, and manage to speak with a doctor about their illness. The skills and

language focus of the lesson plan consists of speaking, reading, listening, retelling past events, describing

their health issues, and critical thinking. The teacher will constantly evaluate students’ learning while the

students work on their tasks and activities by taking worksheets, role-play, task outcomes, and the

language that students use into account.

The lesson starts with a 5-minute-long small talk between the teacher and the students about how their

weeks went and how are they feeling which helps to set a friendly mood in the classroom and provide a

positive learning environment for the students. During the small talk, the teacher tells the students that he

went to the hospital on the weekend because he has a sore throat to indirectly inform the students about

the topic they will be going over which is followed by explicitly stating that they will be covering

“Consulting a Doctor” unit today. Then, the teacher gives the instructions for the first activity the students

will be doing which is watching a video about conversations based on health and illnesses. After the

video is finished, the teacher asks the students to discuss in their groups and write down the illnesses that

they have recognized in the video and at least 2 sentences describing the illnesses as a sick person who

has the illness that they have noted in the activity (while watching the video). While students are working,

the teacher walks around one table to another so that if the students have questions, they can directly get

help from the teacher. The teacher also checks on their language use while the students compose new

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Lesson Plan Template

sentences. Subsequently, the teacher tells the students that they will be playing a game and separates the

students into groups of four, and explains the game procedure. The teacher gives each student a card that

represents a sickness and warns them not to look at their own card. Then, students in each group start to

ask their group members about their own cards one by one and try to guess which illness they have based

on the answers they receive from their group members.

After the game, the students have a ten-minute-long break and the next lesson starts with the teacher

explaining the new activity in which the student will be reading texts given by the teacher in pairs

and students will underline the illnesses that they recognize in the text. Followingly, The teacher

asks the students to complete a worksheet about illnesses and possible recommendations for

them which will prepare the students and provide the necessary input for the next activity which

is a decision-making activity. After all of the students complete their worksheets and the answers are

given, the teacher divides the students into 5 groups and gives a paper to each group on which the

situation they have to make a decision about is written. The students will have to reach a decision

as a group and after all of the groups make their decision, each group shares which option they

chose and why with the whole classroom.

The last activity of the lesson is role-play. The teacher tells the students that they will take part in a role-

playing game and separates the class into two groups: one group will be the doctors, and the other group

will be the patients, and students need to make pairs with each other. After students choose their pairs as

one doctor and one patient, the teacher distributes some of the illnesses that they have covered during the

class to each pair. Then the teacher gives approximately 10 minutes for the students to prepare for the

role-play. While the students are preparing for the task, the teacher walks around the classroom and

occasionally asks the students if they need any help to ensure that each student knows what they are

supposed to do during the role-play. After all of the students perform their role-play, the teacher explains

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the homework which requires the students to either record a short video or write a short paragraph about

what they have done in the class-time. Finally, the teacher appreciates students’ effort and dismisses the

class.

REFLECTION (Hüseyin Karaman)

We did the final project of the ELT 211 course with my classmate Nil Selin Şen. Since we had planned

many lessons together before, we did our project with the same sequences as this one. First, we wanted to

determine the approach we will use. We discussed which approach we can use to prepare a better lesson

plan. We applied to the instructor of the course as much as possible for the questions in our minds. And

before I started the project, I produced a few ideas, prepared a draft, and asked the teacher's ideas, and the

teacher gave me the necessary information and feedback and advised us to read the relevant articles again.

At first, we were considering CLIL and Lexical Approach, but we did Task-Based. Because the task-

based approach enables students to apply the knowledge they have acquired, it provides a more effective

learning opportunity and is more distant from the traditional classroom layout. After we decided, we

started working on our lesson plan with Nil. We gathered on Zoom every night around 8-9, talked about

every activity we would do, and while we were writing them, we caught and corrected the relations

between them. So, I think we planned a more detailed and inductive lesson. We prepared the worksheets

separately with Nil and combined the ambient examples that we both came up with. Finally, after we

agreed on the lesson plan, we presented it in the lesson. And our teacher said that we used too many

worksheets and that we should reduce it, and the teacher also suggested other alternatives for the task in

the second lesson. Together with Nil, we thought through the decision-making task and revised our

assignment again. We thought of leaving some worksheets more meaningful and reducing some of them.

The feedback given by our teacher on this subject was very useful. In addition, while I was doing this

final project, I read all the articles from scratch and reinforced the topics better, and the problems I

consulted with my teacher at the end of the lesson and the bond I established motivated me.

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REFLECTION (Nil Selin Şen)

I prepared my Final Project with Hüseyin, a close friend of mine. We have done many other assignments

together before; therefore, we did not have any issues regarding ourselves. We have also made multiple

lesson plans together before this one, which prevented us from being confused or having a hard time

understanding what we should do. We contributed equally and had no issues of communication or

disagreement. At first, we could not decide which approach to choose for our lesson plan; however, after

in-depth research about CBI, CLIL, TBLT, Text-Based Instruction, and The Lexical Approach, we chose

to use TBLT since it was the best approach to use for implementing our idea of an effective lesson into

our lesson plan. After deciding on TBLT, we met on zoom almost every day at night and started working

on our lesson plan. Throughout the whole process, we consulted our instructor to ask questions regarding

what kinds of activities to prepare and she helped us a lot. The only part of the lesson plan we prepared

individually was the worksheets since it was easier to do them by ourselves after we decided what kinds

of worksheets we wanted to use. After we prepared the worksheets, we added them to the lesson plan and

talked about them to ensure that we are both pleased with how they turned out and changed the parts that

we thought were unnecessary or incorrect. Finally, we presented our lesson plan to our instructor and our

classmates and made some adjustments based on our instructor’s feedback. Since there was no need to

having major changes in the lesson plan, we only changed the part that our instructor suggested us to

change which was about having too many worksheets and not having a task in the second part of the

lesson plan. Thankfully, it did not take much time since our instructor’s feedback was clear and we knew

exactly what to do. I can frankly say that Alp and I both worked hard, we equally contributed to our final

project, and I could not be more pleased with how smooth the process of preparing our project went.

Therefore, I am quite happy with how our final project turned out.

REFERENCES

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Adiri. (2015, January 22). Mrs White the school nurse. iSL Collective. Retrieved December 18,

2022, from [Link]

to-describe-feelings-mood-tone/mrs-white-the-school-nurse/76497

Feez, S. 1998. Text-Based Syllabus Design. Sydney: National Centre for English Teaching and Research.

APPENDICES

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READING TEXT

WORKSHEET 1

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eat candies, drink cold beverages, stay in bed,

take a painkiller, take an x-ray, wear a cast,
put on a band aid, quit smoking,
DECISION-MAKING ACTIVITYlisten to loud
music
You have been feeling tired for a few days. Today, you have noticed
that yout throat hurts, you have a runny nose, and you feel itchy. You
think it either results from something allergic or you have flu. You
will consult a doctor but you haven’t chosen which doctor to consult
Giveyet.
health
Basedadvice
on theto the health below,
descriptions problems given
choose whichbelow using
doctor you the
will phrases
above using consult
SHOULD/SHOULDN’T
to.

DOCTOR 1: He is a professor in a hospital that is 10 km away from

AlpHe
you. has
is earache.
a specialist in internal medicine. You can get an
appointment anytime you want. He is a very positive and friendly
person.
Selin has a decayed tooth.

DOCTOR 2: She is a new doctor in a hospital that is 2 km away from

Alper
you. Thehas a headache.
earliest appointment you can get for consulting her is in
three days. She is an ear nose and throat specialist. However, your
friend does not recommend her.
Melisa has a broken finger.

DOCTOR 3: He is a doctor in a very expensive hospital that is less

Eylül
than hasaway
1 km a cough.
from you. He is a well-known doctor in where you
live. He is a specialist in internal medicine. The earliest appointment
you can get for consulting him is in ten days.
Dilara has a broken leg.

DOCTOR 4: She is a doctor in a communicity clinic very close to

Nil has a headache.
where you live. You can only consult her between 07.00-09.00 am.
She can only examine her patients for 5 minutes since her schedule is
very busy.
Hüseyin has toothache.

Yunus has a cut on his finger.

WORKSHEET 2

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