You are on page 1of 6

PHASE 2 LESSON PLAN

A. Students and Setting:


Students
Students of the class are young adults (18-19 year old) with pre-intermediate language proficiency. There are
15-20 students in the class.
Setting
A School of Foreign Languages, Akdeniz University, Antalya, Turkey where students are given mandatory or
optional 1 year preparatory English/German lessons prior to their degree studies. This is state institution.
Lessons are mandatory or optional depending on which departments they have chosen for their further studies.
Students have Edu-Roam internet access. Classrooms are equipped with whiteboards, LCD projectors, and
speakers. Teachers use individual laptops that are supplied by the school. Students have 4 classes everyday that
are 50 mins long and meet 5 times a week.
B. Lesson Background:
During their previous lessons students were practicing a grammar topic of comparatives and superlatives which
later on lead to group discussion of country differences and the certain qualities everyone wants from the
country they live in. Before this lesson, students were explained the objectives of the project determining the
final outcome. In this lesson, students are just beginning to get into pairs or groups of 3 students. The
brainstorming session is going to be implemented during the first phase of this lesson. Handout with questions
will help with taking notes which will be encouraged to be used for writing interview questions. They will also
have to consider what could be the keywords regarding this topic and write them down in the part of the
worksheet provided. Later on, students are going to be guided with the interview questions and the use of
language. The last minutes of the lesson will be given for peer-group revision and recommendations so that they
could assess themselves.
In this project based lesson students would work in pairs or groups of max 3 students and will have to go
outside the classroom environment and find someone living in their country who is from different country, an
expatriate, ask him/her various questions related to living in a foreign country. After the interviews are
performed, they will have to summarize the information and give an oral presentation to the class. Their
presentations will be archived by a teacher who is going to use these examples for the future students and
classes.
C. Learning Objectives/Expected Results:
Students will apply and use the keywords that they wrote in their handouts throughout the brainstorming
session and, also, that has been pre-taught partially during the initial country differences discussion at the same
time focusing on correct usage of comparatives and superlatives. Brainstorming is going to improve their
critical thinking skills which are of great importance. What is more, focusing on this real subject matter will
sustain their interest. Additionally, writing (preparation of interview questions) and oral skills (during the
interview and giving presentations) are going to be developed. During this lesson they are going to make the
questionnaire which means that, additionally to written skills, they will have to collaborate with each other this

way building up pair-work, team-work skills. The recommendations that will have to be written during the peergroup swap of the questions written will provide them with a peer-feedback which may induce some positive
self-motivation.
D. Materials and Sources:.
Materials
1. Teacher-created handout with a list of questions and a Key Word box provided for the brainstorming session
as well as the Peer-Group recommendation section (attached see below).
2. Students will need a pencil and a paper so they could take notes during the brainstorming session. Later on,
students are going to write their interview questions on separate sheets of paper. The teacher will circulate
around the classroom guiding and checking for mistakes. During the interviews audio recorders might be used,
depends on students preferences.
Sources
John S. & Liz S.(2013). New Headway Pre-Intermediate Students Book. Unit 6, p. 50. Oxford University
Press.

E. Procedures / Timing:
Teacher says, does

Students say, do

Approx. time

Provides a handout with a list of


questions for brainstorming, Key
Word section, a part there their
Interview Questions have to be
written and a Peer-Group
Recommendation.
Assigns students to pairs/groups of
3, mixing levels and skills.
When students are already
paired/grouped teacher informs
what brainstorming means and
encourages students to think by
asking the question: What comes to
your minds then you hear the word
*culture shock*?
Teacher engages students in the
discussion using the subsequent
questions on the handout included.
After the questions are discussed
students are encouraged to write
down the Key Words in the box
provided in the handout. The term
key word - a word that serves as a
key, as to the meaning of another

With teachers guidance students pull the chairs and


form themselves into groups/pairs.

5mins

Students express their ideas and with teachers


assistance take notes of the key words related to the
*culture shock* expression

5mins

Students participate orally in the discussion and are


reminded to take notes accordingly.

10 mins

Students think and write their Key Words.

5 mins

word, a sentence, passage is also


explained so that to help them.
Students are informed to think and
write their own questions to any
expatriate living in their country.
During the process teacher walks
around the class and assists with
questionnaire accuracy, vocabulary
and other questions issued.
Students are asked to switch papers
between pairs so that they could
review each other questions and
give their short recommendations
or opinions.
Asks questions if something is
needed to be clarified about the
following step of the interview to
be performed.

Students write down the questions negotiating on the


importance and appropriateness of each question,
asking help of a teacher whenever feel necessary.

15 mins

Students swap their interview questions, check their


peer-written questions and write down their ideas or
possible suggestions underneath.

5 mins

Students ask and answer questions regarding the


clarification.

5 mins

F. Learner Feedback/Formative Assessment:


The students give each other feedback as they switched their papers in peers-groups. Teacher will encourage
checking their peer written questions and writing down their own recommendations/opinions underneath.
Through the process teacher observes and guides students on the right track at the same time taking notes on
each students participation. This is to ensure that the formative assessment of the performance is done
objectively. The final outcome of this lesson plan project presentations- is going to provide students with the
delayed feedback. Presentations may be recorded as well so that they would have a glance at their own mistakes
afterwards (self-assessment).
G. Extended Reflection:
(a) This lesson plan is a revised form of the previous lesson plan. In the earlier lesson students were
given the key words that they had to use in their preparation of the interview questions. This time,
students were made to think of the possible key words themselves this way giving them some
autonomy. The other change was made that during the process of interview writing students were
encouraged to do the peer correction switching the papers between the groups instant peer
feedback through discussing of the language use mistakes was provided this way.
(b) All four topics from the course are included in this lesson: The brainstorming session at the
beginning of the lesson includes elements of Inquiry-based learning during which students are asked
open-ended questions this way leading them towards self-exploration and reflection of the issue of
expats critical thinking element. Also, students (who will work in pairs or groups of 3) will be able
to connect the textbook topic, vocabulary and grammar during the process of this project. Integrated
oral and writing phases through the process of synthesizing information would help them with
analysis skills. Whats more, it will be also improve their level of proficiency. The following
interaction with expats outside the schools environment may prove to be an exciting and fun

experience. The people interviewed become their realia in this project, the authentic source of
information to be gathered from. What is more, preparation of summary and presentation would not
only enhance their academic skills but also their creativity. The projects outcome is going to
become an authentic student collected data from outside the classroom. All in all, a broader outlook
to the cultural diversities and their addressed issues in their own cultural surrounding is going to be
expanded. Switching the papers for the correction will help them with the peer-feedback. The
presentations - that will be the final outcome of this lesson plan project is going to provide students
with the delayed feedback of the formative assessment which is used in order to evaluate each
students work.

Discussion Handout *Taking notes is suggested*


Brainstorming question:
When people go to live in a foreign country, they can experience Culture Shock. What do you understand by
this?
Follow up discussion questions:
1) Why do people leave their own country? What are they looking for? What are they escaping from?
2) What kind of jobs do expats usually do in your country?

3) Would you personally like to move, live or work abroad? Why/not?

Active Vocabulary:

Interview Questions:
1)
2)

3)
4)

5)

Peer Group Revision Recommendations/Opinions:

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template
Page 6