kgkg

1
2
 IDU
Faculty of Education
ELT Department
Project Class Lesson Plan 1

Student Teacher’s
Rüveyda GÜRBÜZ
Name & Last Name
Year/Group of the
14-15 years old (9th Graders)
target group
Group Size 20 students

Proficiency Level B1-B2 level

Duration 40 minutes

Date 26.11.2024 10.50-11.30

Unit 2

Topic/theme Adjective order

● Adjective Order Rules: Opinion → Size → Age → Shape → Color
→ Origin → Material → Purpose → Noun.
Functional Language
● Using Adjectives in Sentences:“It’s a small blue ceramic cup.”

Defining each Adjective category

Grammar Focus (opinion,size,age,shape,color,origin,material,purpose),

Opinion Adjectives:

● Positive: beautiful, amazing, lovely, charming, fantastic, wonderful

● Negative: ugly, horrible, boring, terrible,

Size Adjectives:

● big, small, tiny, enormous, huge, tall, short

Vocabulary Focus
Age Adjectives:

● old, new, ancient, young, modern,

Shape Adjectives:

● round, square, flat, oval, rectangular, triangular

3
 Color Adjectives:

● red, blue, green, yellow, white, black, purple, pink

Origin Adjectives:

● nationalities/countries: Italian, Japanese, Mexican, Indian, French

Material Adjectives:

● wooden, plastic, silk, leather, metal, cotton, glass

Purpose Adjectives (usually derived from verbs):

● dining, running, swimming, writing, cooking

Intonation in descriptions.
Pronunciation Focus Stress in adjective phrases. (ın phrases with multiple adjectives, the stress
typically falls on the noun, not the adjectives.)
Pragmatic Focus Using adjectives for describing objects.

Methods/Techniques Communicative Language Teaching (CLT)

Texts
Projector
White Board
Media/Materials
Board Marker
Computer
Internet Connection
Main source ---
Secondary source(s)
https://www.canva.com/design/DAGXg0s9LDk/HHYY4t49o7dAlXl88qY_Tw/edit

Analyze Learners

General ● Students are interested in speaking and performing, mostly visual and
characteristics of social learners, with a preference for collaborative work. They are
learners outgoing, though some are self-conscious when performing.
● Students are familiar with basic descriptive adjectives and adjective
Entry competencies order but ın order to fully describe an object, they need to see the
adjective order in detail.
● They prefer active participation, group work, and interactive tasks.
Learning preferences
They enjoy humor and creativity in lessons.

State Learning Outcomes

4
 ● Students will be able to recall and list the correct order of adjectives
in English
(Opinion → Size → Age → Shape → Color → Origin → Material →
Purpose → Noun).

● Students apply the rules of adjective order to create accurate

descriptive sentences in the given book.

Cognitive ● Students evaluate descriptive sentences or paragraphs for clarity,

fluency, and adherence to the adjective order rules.

● Students create detailed, descriptive sentences using multiple

adjectives in the correct order.

● Students show interest in the lesson by actively listening and

participating in discussions about adjective order.

● Students respond to peer and teacher questions about adjective

order during the group activity.
Socio-affective

● Students collaborate with peers to complete descriptive tasks, such

as describing an object or correcting sentences, while respecting
each other’s opinions.

● Students manipulate written words to organize adjectives into the

correct order.
Psychomotor
● Students combine their knowledge of adjective order with fine
motor skills to complete collaborative and creative tasks, such as
preparing group papers with the correct adjective order.

● Students use descriptive language to express appreciation and

Intercultural
admiration for objects, traditions, or cultural elements from other
regions.

● Students identify and group adjectives into categories based on their

type (opinion, size, color, etc.).
Non-linguistic
● Students arrange adjectives logically in the correct order to form
(content)
coherent descriptive sentences.
Cognitive
Socio-affective
● Students use their imagination to create original and vivid
descriptions of objects.

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

5
 ● Some students may be reluctant to participate in group activities.
Anticipated ● Technological issues may disrupt class flow such as internet issues.
Challenges ● Classroom environment such as noise or temperature issue may pose
difficulties
● Team up the introverted students with extroverted ones.
● Download the ppts and videos in case of some internet problems.
Possible Solutions
Make sure you have some hard copies.
● Make sure that the classroom is ventilated regularly.

Require Learner Participation

Type of Related
Duration Interaction Stage/Procedure ** Learning
* Outcomes ***
8 minutes T-S Greeting : Students
identify
The teacher greets the class with introductory
adjectives in
questions such as "how are you, how are the lessons
sentences,
going?"
explain their
Warm-up : purpose in
describing
After receiving answers from a few students, she nouns,
selects volunteer students for tongue twisters. recognize the
'A big black bear sat on a big black rug' specific order
of adjectives in
'Nine nice night nurses nursing nicely.' English,
categorize
'Four fine fresh fish for you.'
adjectives
'He threw three free throws.' based on their
function.
Students make their attempts.

Lead in :
After having the tongue twister performed,
Divides the sentences mentioned in the tongue twister
and
Introduce the subject of adjectives with examples.
SAy:
“Think of sentences.What words describe the word
‘bear’.
“What words describe the word ‘fish’.
Students are expected to recognize the features of the
words fish and bear.(big black bear)(four fine fresh
fish).

6
 To explain that the words mentioned are adjectives
that describe the name fish and bear,the teacher
asks"Can you name these words that describe bear and
fish?"the question.
Explains what the adjectives are and why they are used
by saying
"An adjective is a word that describes a noun, person,
place, and thing. It gives more information about what
the noun looks like, feels like, sounds like, its
appearance, size, taste, number etc.”

7 minutes T-S Introduction to descriptive adjectives Students build

awareness of
Show a box called "Mystery Box" to the class.SAy: adjective order,
There are objects with different colors, textures, sizes laying the
and shapes in the box. groundwork for
more structured
Ask the students to describe the objects in the box. The learning.apply
objects have unique features that allow students to descriptive
practice adjectives related to texture, color, size, adjectives in
shape, or smell. The selected object is described to the complete
students by asking the characteristics of the object sentences to
selected by the teacher from the box, such as "What describe
color is this object, what size is it, what material is it objects, and
made of, what shape does it have?" actively
participate in
After taking the features of the objects from the class
students, say: discussions to
brainstorm and
"Yes, we told the properties of the objects, but they refine adjective
must be in an order. When more than one adjective choices.
comes before a noun, the adjectives are normally in a
particular order."
Students
Book part construct
grammatically
Return to the activities in the book. In the grammar
correct
7 minutes section of the book, the use and placement of
sentences using
adjectives, the categorized form of the adjectives is adjectives in the
looked at. proper order,
Reflects the adjective order section of the book on the accurately
complete
board and
grammar
Explain the categorization of the adjectives with exercises such
examples. as fill-in-the-
blank tasks,
Give the students 2 minutes to write their own work
descriptive sentences in the fill-in-the-blank section independently
on page 49. At the end of the two minutes, answers within a set
were quickly received from the students. timeframe to
categorize
Give Feedback to the students and adjectives and
write

7
 Ask them to move on to the next page. (50 pages) descriptive
Give 2 minutes to categorize the adjectives on page sentences,
50. Within 2 minutes, go to the students' desks one by engage with
one and check them. teacher
feedback to
At the end of 2 minutes, get the answers and reflect the refine their
key on the smart board. understanding
and sentence
construction
16 Game :
Students work
minutes T-S To play a game, the teacher says to the class, "Let's collaboratively
apply what we have learned by playing games." in groups to
complete tasks,
Number the students in the classroom with numbers
create
1-5. grammatically
Position the stations in the corners of the classroom. correct
6 stations are created, 3 stations on the right of the sentences using
properly
classroom and 3 stations on the left.
ordered
There are mixed adjectives given in the following adjectives,
order. of 4 say: manage their
time effectively
1's, 2's, 3's, 4's and 5's come together. within the one-
minute station
They will be asked to make an adjective order by limits, actively
putting together the mixed words in a station. The participate in a
time each group stays at the station is 1 minute. At competitive,
the end of 1 minute, the students will go to the next point-based
station and be asked to arrange the mixed adjectives game to
there and write them on the papers in their hands. reinforce
After each group completes the entire station and learning,
returns to the beginning, they will use the sentences receive
written on their papers. They will get 2 points for immediate
feedback from
each correct sentence. The one with the most points
the teacher to
at the end of the activity will be the winner of the
improve
day. After the students' answers are checked while accuracy,
each group is at the stations, when they reach the produce six
starting point, the teacher asks each group to write 6 original
new sentences using these adjectives and announces sentences using
the winner of the activity. the adjectives
from the
activity.

2 minutes T-S Students reflect

on how the
Reflection: lesson
At the end of the lesson, the teacher ends the lesson contributed to
by giving students a reflection paper to evaluate the their learning,
lesson and the teacher. develop self-
awareness and

8
 critical
thinking, and
communicate
suggestions to
the teacher for
future lessons.

Evaluate learners’ progress****

● Language Use: Observe students’ use of vocabulary and grammar.

"Listen carefully to each other's dialogues – can you spot areas where the vocabulary could
be improved?"

● Creativity: Evaluate the creativity in students’ performances and how they integrate
character.

"Try to expand your sentences by adding descriptive details. This will make your character
sound more realistic."

● Collaboration: Assess teamwork and the ability to give and receive feedback effectively.

"When you listen to your partner’s ideas, how can you build on them to improve the scene?"

Contingency plan

Technical Issues:
If there is a problem with the smart board and the adjective order table does not open, the teacher
draws a table on the board with the colored board markers he/she has.
Time Constraints:
If there is not enough time, the teacher does not let students do the reflection paper at the end of the
lesson.
Student Engagement:
If students are reluctant to participate, the teacher can demonstrate the activity first to encourage
involvement.
Classroom Management:
If classroom management becomes an issue during class time, the teacher can incorporate a
movement break or a quick energizer to re-engage students and manage behavior.

Appendix:

9
10
 IDU
Faculty of Education
ELT Department
Project Class Lesson Plan 2

Student Teacher’s
Rüveyda GÜRBÜZ
Name & Last Name
Year/Group of the
16-17 years old (11th Graders)
target group
Group Size 33 students

Proficiency Level B1-B2 level

Duration 40 minutes

Date 09.12.2024 11.40-12.20

Unit 4

Topic/theme What a life

● Recognize expressions to describe a person's background,
achievements, and challenges.
Functional Language ● Share opinions about the significance of a person's life and
contributions.

● Recognize and use the past simple tense to describe events and
achievements in a person's life (e.g., "She won the Nobel Price
twice.").
Grammar Focus
● Identify and apply the correct use of time expressions to sequence
life events (e.g., “ after the surgery,before the operation").

● Recognize and use vocabulary related to the life of well known

Vocabulary Focus people (e.g., "surgery," "diagnosed," "achievement,").

● Distinguish and reproduce past tense verb endings (-ed

Pronunciation Focus pronunciation as /t/, /d/, or /ɪd/), especially in the context of
describing achievements (e.g., worked, lived, decided).
● Recognize and use strategies to respond to life stories respectfully
Pragmatic Focus
(e.g. "I admire how they overcame those difficulties.").
Methods/Techniques Communicative Language Teaching (CLT)
Texts
Projector
White Board
Media/Materials
Board Marker
Computer
Internet Connection

11
Main source ---
Secondary source(s)

Analyze Learners

General ● Students are interested in speaking and performing, mostly visual and
characteristics of social learners, with a preference for collaborative work. They are
learners outgoing, though some are self-conscious when performing.
● Students are familiar with past actions and know the lives of some
Entry competencies
well known people beforehand.
● They prefer active participation, group work, and interactive tasks.
Learning preferences
They enjoy humor and creativity in lessons.

State Learning Outcomes

By the end of the lesson, students :

1.1 Comprehend and recall key details from a well-known person's life, such
as milestones, achievements, and challenges.

1.2 Analyze the sequence of events in the person's life, identifying the cause
and effect of key moments.
Cognitive
1.3 Interpret and infer meaning from the context to understand new
vocabulary related to the person's life story.

1.4 Synthesize information from the listening task to discuss the impact and
significance of the person's achievements

By the end of the lesson, students :

2.1 Express personal opinions and emotional reactions to the life stories of
well-known people (e.g., "I find their story inspiring," or "It was shocking to
hear about their challenges.").

Socio-affective
2.2 Show empathy and respect for the experiences of others, discussing
challenges and achievements in a sensitive and thoughtful manner.

2.3 Build positive attitudes toward learning through motivating life stories
and connecting them to their own aspirations or challenges.

By the end of the lesson, students :

Psychomotor 3.1 Demonstrate active listening skills by matching the events and putting the
events in the correct order of a well-known person's life during the listening
task.

12
 3.2 Engage in pairs by physically participating in role-plays or acting outs
about the person's life story.

By the end of the lesson, students :

4.1 Discuss the global impact of well-known individuals and how their life
Intercultural stories influenced different cultures or countries.

4.2 Engage in conversations that show respect for the unique life experiences
and perspectives of people from different cultural backgrounds.

By the end of the lesson, students :

5.1 Understand key events and milestones in the life of a well-known

Non-linguistic
person (e.g., career highlights, challenges, personal achievements).
(content)
Cognitive
5.2 Construct a timeline of major life events for a well-known individual
Socio-affective
based on the listening material.

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

● Some students may be reluctant to participate in group activities.

Anticipated ● Technological issues may disrupt class flow such as internet issues.
Challenges ● Classroom environment may pose difficulties such as noise or
temperature issues.
● Team up the introverted students with extroverted ones.
● Download the ppts and videos in case of some internet problems.
Possible Solutions
Make sure you have some hard copies.
● Make sure that the classroom is ventilated regularly.

Require Learner Participation

Type of Related
Duration Interaction Stage/Procedure ** Learning
* Outcomes ***
1 minute T-S Greeting : The teacher greets the class with
introductory questions such as "hello,how are you,
This will be my 2nd lesson at İzmir Kız Lisesi. I am
very happy to be here with you today. ?"

2 minutes Warm-up :
After greeting the class and receiving answers from
the students, the teacher asks
"Is there a famous person you follow regularly?"
"What makes someone's life story inspiring to you?"

13
 “What is one quality you admire in a successful
person?”
She asks questions to several students and gets the
answers.
Lead in :
4 minutes
The teacher starts the lesson with a presentation on
the smart board. She gives clues about 4 well-known
celebrities and asks the students to guess who they
are.
The teacher says, "Information about people is
written on the board. We will guess who this person
is by looking at the clues.
"Who could this person be?" she asks.
1.1

5 minutes T-S Book part 1 : matching

The teacher asks the students to open their books.
"open your book, page 38"
"Now there are famous people and their statues, guess
and match the names of well-known people with their
statues. One name is extra, be careful!"
“you have 1 minute”
On page 38, part 1, students are given 1 minute to
guess and match the names of well-known people with
their statues.
After the answers are received from the students, a
short video about the life of Elvis Presley, Terry Fox,
Marie Curie and Florence Nightingale is shown.
"Let's see if our answers are correct and learn a little
more about these people."

Book Part 2 : working in pairs

14
5 minutes T-S The teacher corrects any student whose answer is
wrong. Part 2 of the book is done.
"Now it's your turn. Brief information about well-
known people is written in the book. You are expected
to write a dialogue like the sample dialogue given.
Everyone should write a dialogue with the person
sitting next to them, using the information given there.
You have 5 minutes.”
The teacher asks a few students to read the dialogue
they wrote.
"Read the dialogue as if you were speaking in a daily
conversation"

7 minutes T-S Book part 3 : guessing the meaning of words

After reading the dialogue, the teacher gives the
instructions for guess the meaning of the bold words
and choose the correct option in the 3rd part of the
book. The teacher tells the students, "In this section,
you see the words written in bold. Here we will try to
find the meanings that best explain the words. Guess
the meaning of the bold words and choose the correct
option. You have 2 minutes." After the students are
checked, their answers are looked at in order and the
words are written on the board with their short
explanations in English.
She briefly writes the meanings of the words on the
board.
Diagnosed: identifying an illness
Surgery: repairing a part of body
Recovery : returning to a normal state of health
Regrettably : unfortunately (sadness at something)
Air : transmission of sound music waves.(verb)

6 minutes Book part 4 : listening

Teacher: "For now, we have looked at the lives of
well-known people, here we will listen to the life of
one of them, Terry Fox. What do you know about

15
 him?" She takes the answers from the students and
meanwhile the listening text opens.
"Quickly read the following sentences. Take a look at
the mixed sentences in part 5 to understand what we
will listen to." The teacher asks the students to look at
the sentences. Then, "You are supposed to listen to the
text about Terry Fox and match the events." She gives
instructions and opens on the audio recording.
After the listening text is completed, the text is
listened to again, if necessary ,and the answers are
reflected on the smart board.

6 minutes Book part 5 : listening

The teacher: “Take a look at the sentences here again.
In this part, the events are given in a mixed order.
After the students look at the sentences for about 30
seconds, the teacher gives instructions.
“You are supposed to listen to the text again and put
the events in the correct order." says.
After the listening activity is finished, the answers are
reflected on the board and students can see the correct
answer.

4 minutes Discussion :
After the listening is completed, the teacher gives the
students 2 minutes and asks them to answer the
discussion questions in Part 6 at the end of the page.
"We listened to the life of Terry Fox. Did you find his
life impressive, why?" she asks a few students for their
opinions. After receiving their answers, the teacher
gives the students time to think by saying,
"You see 3 discussion questions below. I will give
everyone 2 minutes to answer these three questions."
At the end of the time, she asks the students for their
ideas verbally and ends the lesson.

Evaluate learners’ progress****

● Language Use: Observe students’ use of vocabulary and grammar.

16
 ● Creativity: Evaluate the creativity in students’ performances and how they integrate
character.

● Collaboration: Assess teamwork and the ability to give and receive feedback effectively.

"When you listen to your partner’s ideas, how can you build on them to improve the scene?"

Contingency plan

Technical Issues:
If there is a problem with the smart board the teacher uses the board with the colored board markers
he/she has.
Time Constraints:
If there is not enough time, the teacher does not let students do the discussion part at the end of the
lesson.
Student Engagement:
If students are reluctant to participate, the teacher can demonstrate the activity first to encourage
involvement.
Classroom Management:
If classroom management becomes an issue during class time, the teacher can incorporate a
movement break or a quick energizer to re-engage students and manage behavior.

Appendix:

17
 Screenshots from the presentation of the guessing
game in the warm up section

18
Screenshots from the video about Elvis Presley, Terry Fox, Marie Curie and Florence Nightingale.

IDU
Faculty of Education
ELT Department
Project Class Lesson Plan 3

Student Teacher’s
Rüveyda GÜRBÜZ
Name & Last Name
Year/Group of the
14-15 years old (9th Graders)
target group
Group Size 18 students

Proficiency Level B1-B2 level

Duration 40 minutes

Date 20.12.2024 10.50-11.30

Unit 4

Topic/theme Marketing
 Describing and Evaluating Ads
("This is an ad for a smartphone. It uses bright colors and a catchy
Functional Language
slogan to attract attention. I think it is effective because it clearly
shows the product's unique features, like a long-lasting battery.")

19
  Expressing Agreement or Disagreement
(Agreement): "I agree because targeted ads save time by showing us
products we actually need."
(Disagreement): "I disagree because targeted ads invade our privacy
and can feel manipulative."

 Analyzing Advertising Impact

("This ad targets young people by using trendy language and vibrant
imagery. Its impact is significant because it makes the product look
fashionable and desirable.")

 Reflecting on Research and Findings

("According to the text, targeted ads are personalized based on user
data, which can be helpful. However, some people feel uneasy
because this practice might violate their privacy. For example, the
text mentions algorithms tracking our online activity.")
 Second Conditional
Grammar Focus  Passive Voice

 Relevant (adj.)
 Accurate (adj.)
 Impact (n.)
Vocabulary Focus
 Acknowledge (v.)
 Reflect (v.)
 Suggest (v.)
 Suffixes:
Practice the pronunciation of words ending in common suffixes like -
Pronunciation Focus
ed and -ly.

 Expressing Opinions Politely

Pragmatic Focus  Acknowledging Other Perspectives

Methods/Techniques Communicative Language Teaching (CLT)

Texts
Projector
White Board
Media/Materials
Board Marker
Computer
Internet Connection
Oxford Reading/Writing
Main source https://englishhub.oup.com/myCourses/singleCourse/6191975b57182dda6b2
10f811f639925/courseMaterial
Secondary source(s)
https://www.canva.com/design/DAGZk4TfpNQ/GwnOIHxdWAHUkoOTxC
iCaQ/edit

Analyze Learners

General ● Students are interested in speaking and performing, mostly visual and
characteristics of social learners, with a preference for collaborative work. They are
learners outgoing, though some are self-conscious when performing.

20
 ● Students are familiar with general advertising-related terms, such as
Entry competencies
"advertisement," "product," and "consumer."
● They prefer active participation, group work, and interactive tasks.
Learning preferences
They enjoy humor and creativity in lessons.

State Learning Outcomes

 Students evaluate the ethical and practical implications of

targeted advertising by reflecting on whether it helps or harms
consumers.

 Students assess whether targeted ads are beneficial or intrusive,

providing evidence from the text to support their opinions.

Cognitive  Students analyze the effects of behaviorally targeted ads by

discussing their advantages and disadvantages based on research
findings in the text.

 Students understand how behaviorally targeted ads work and

their impact on consumer behavior by identifying examples from the
reading material.

 Students actively participate in discussions and activities by

sharing their experiences with targeted ads.

Students discuss whether targeted ads help or harm consumers,
Socio-affective showing respect for differing perspectives.

"Students recognize their feelings (e.g., interest, discomfort) about
receiving behaviorally targeted ads."

 Students observe and differentiate between generic and behaviorally

targeted advertisements in provided visual.
 Students demonstrate readiness to engage with materials by
Psychomotor selecting or analyzing examples of targeted ads.
 Students analyze a series of behaviorally targeted ads under the
teacher’s guidance and identify the behaviors or preferences they are
based on.

 Students discuss how a behaviorally targeted ad might be received in

Intercultural different cultural contexts.

21
  Students discuss how targeted advertising can respect or
challenge cultural norms, considering the ethical implications of
marketing to different cultural groups.

 Students understand the key concepts of behaviorally targeted

advertising, such as algorithms, consumer behavior, data collection,
Non-linguistic and personalization.
(content)
Cognitive  Students identify behaviorally targeted ads in their daily lives, such
Socio-affective as on social media or e-commerce websites, and explain how these
ads are related to their browsing habits.

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

● Some students may be reluctant to participate in group activities.

Anticipated ● Technological issues may disrupt class flow such as internet issues.
Challenges ● Classroom environment may pose difficulties such as noise or
temperature issues.
● Team up the introverted students with extroverted ones.
● Download the ppts and videos in case of some internet problems.
Possible Solutions
Make sure you have some hard copies.
● Make sure that the classroom is ventilated regularly.

Require Learner Participation

Type of Related
Duration Interaction Stage/Procedure ** Learning
* Outcomes ***
2 minutes T-S Greeting :
The teacher greets the students.The teacher receives a
response from the students by saying, "Hello, this will
be my second lesson with you, so you know me. How
are you, I hope you are fine. I want to hear that you are
fine with a louder voice."

7 minutes
Warm-up-Lead in : :
The teacher says "Let's start our lesson with a few
visuals" and shows the creative and entertaining
advertising posters to the class.
"Look at the picture carefully. What do you think this
ad is about?
Who do you think this ad is targeting?
What is the purpose of this ad?

22
What emotions or feelings does the ad create?
“What kinds of ads do you often see online or on social
media ?”
What strategies does the ad use to get your attention?
“by asking such prompt questions, the teacher
prepares the students for the lesson.
"So, do we see these ads all the time?
"Or according to what criteria or on what basis do we
see these advertisements?" she asks.
“For example, while I was preparing this lesson for
you the other day, I came across this advertisement."
By saying this, the teacher opens and shows the first
visual.
“How do advertisers know what we like or what we
are interested in ? “
"I came across this ad because I had a toothache and I
live in Karabağlar. I came across this ad because I was
looking for a dentist close to my home on the internet."
she adds and shows the images.
"This ad was exactly what I needed at that moment and
it fit me. Well, have you ever received an ad that fits
you?" she asks questions and gets answers from the
students.
After receiving the answers from the students, the
teacher defines the meaning of these words and
explains what is the algorithm and media message
filter and clarify why this ad appeared to her.
"According to my algorithm on social media or
websites, I came across this ad. So this ad was
customized to me and my needs. We call these types
of ads targeted ads."
"I find these types of ads useful because they provide
benefits related to the subject I am looking for.
However, some people find targeted ads scary and
unnecessary due to privacy issues."
After making a statement, she says, "Well, let's see
what your opinion is on this."

23
7 minutes T-S Pre-reading :
"We are now dividing the class into two. On the right
side of the classroom, there is the targeted ads are
helpful and make life easier section, and on the left,
there is the targeted ads are creepy and invade privacy
section. I want you to move to the corner that suits you
within 1 minute. This way, we will be able to share our
ideas,"
she said, on the right side of the classroom she puts
the cardboard that says targeted ads are helpful and
puts the cardboard targeted ads are creepy on the left.
She gives the students 1 minute. At the end of the time,
she gets their opinions from the students and make
them discuss and share their opinion.
The teacher gives the students 2 minutes to discuss
with their groups. He instructs each group to write 3
sentences supporting their ideas about the side they
represent.
“I will give you time to discuss and share your ideas.
At the end of the time, I want you to write three
sentences about the idea you defend." saying, takes
three sentences from each group and moves on to the
next activity.

While – reading : group reading

15 T-S At the end of the activity, the teacher asks the
minutes students to take their seats. And she asks them to
open page 83 of the Oxford reading/writing book.
"Yes, all of you had very good ideas, now you can
take your seats. If you're seated, open page 83 in the
book."
Teacher says
"Now we're going to read a text about targeted ads
here. There will be 4 groups in the class. Each group
will read the assigned passage within 5 minutes. Each
group will have a speaker or representative. At the
end of the period, the speaker of each group will
summarize the paragraph assigned to them. Group
members can speak in a whisper while exchanging
ideas among themselves, but be careful not to be too
loud",
She divides the class into 4 groups, assigns parts to
each group and starts 5 min period time by giving
instructions.

24
Group 1 : paragraphs 1-2
Group 2 : paragraphs 3-5
Group 3 : paragraphs 6-7
Group 4 : paragraphs 8-10
For the instruction check, the teacher asks a student
what she/he understands and asks her/him to explain.
"Who will explain what we will do here?"
While each group reads its own text, the teacher
walks around and tells the remaining time.
At the end of the 5th minute, the teacher gives 2
minutes to the representatives of each group to
summarize their parts. At the end of the second
minute, the other group is moved on and in this way
the parts of all groups are read and listened to by the
whole class.
The teacher asks the students to open page 85 in the
book. On page 85, she asks them to open the section
on finding the main idea in part C.
"Yes, now that we have an idea about the whole
piece, let's do the activity about it. Open the book to
page 85 and look at part C. Here we will find the
main ideas of the paragraphs in text we red and
number them. You will do this with your group
friends in 2 minutes." says.Here, she asks each group
to find the main idea of the text they read and number
it. She gives the students 2 minutes for this. Sh e
starts the timer and tells the remaining time.
After all students have finished and the time is up,
the teacher reflects the answers on the board and
checks them.
After the answers, the next activity is started. The
teacher asks the students to look at page 86 part D.
"Let's move on, see page 86 part D. You will read the
statements given here and categorize them as true or
false. Correct false statements ,if any,to make it true
according to the article. The person that says the false
must correct the given statement and say the
corrected version according to our article."
While doing this, you will be working individual
.You have 3 minutes".

25
 By saying this, she starts the time and tells the
students the remaining time. At the end of the
time,the teacher checks the answers.
The teacher receives the answers from the students
and this activity is completed.
5 minutes T-S Post- reading :
The teacher tells the students to open the next
activity. They are asked to open part E identifying on
page 86 of the book.
The teacher , "Now let's look at the next activity on
the same page. In the text, we read about the three
conditions necessary for behaviorally targeted ads to
be effective. Here you will look at the conditions in
the chart and you will try to find an example of each
from the article. Indicate the paragraph that included
the example. You will re-read the specific part of the
text about the three conditions. You have 5 minutes
for this." says.
After the teacher gives instructions, she starts the
time, checks the time, tells them and goes to the
gstudents and helps where she needs to help. At the
end of the period, the answers are received and the
activity is finished.

3 minutes Homework :
There are products with names written on the left of
the papers. As homework, the teacher asks the
students to describe the product in 5 sentences by
looking at the images.

"Yes, now it's homework time. I will give you papers

with images and names on the right side. As
homework, you will try to describe and sell this
product in 5 sentences."

26
Evaluate learners’ progress****

● Language Use: Observe students’ use of vocabulary and grammar.

● Creativity: Evaluate the creativity in students’ performances and how they integrate
character.

● Collaboration: Assess teamwork and the ability to give and receive feedback effectively.

Contingency plan

Technical Issues:
If there is a problem with the smart board the teacher uses board with the colored board markers
he/she has.
Time Constraints:
If there is not enough time, the teacher does not let students do discussion part at the end of the
lesson.
Student Engagement:
If students are reluctant to participate, the teacher can demonstrate the activity first to encourage
involvement.
Classroom Management:
If classroom management becomes an issue during class time, the teacher can incorporate a
movement break or a quick energizer to re-engage students and manage behavior.

Appendix:

27
28
The pictures that will be shown in warm up.

IDU
Faculty of Education
ELT Department
Project Class Lesson Plan 4

Student Teacher’s
Rüveyda GÜRBÜZ
Name & Last Name
Year/Group of the
14-15 years old (9th Graders)
target group
Group Size 18 students

Proficiency Level B1-B2 level

Duration 40 minutes

Date 31.12.2024 11.40- 12.20

Unit 4

Topic/theme Marketing

 Students will be able to identify and label the parts of an opinion

essay (introductory paragraph, body paragraphs, and concluding
paragraph).
Functional Language
 Students will use appropriate language structures to express their
opinions clearly (e.g., "I think that...", "In my opinion...").

29
  Students will be able to provide at least three reasons and relevant
examples to support their opinion.

 Students will write a clear and concise thesis statement that outlines
their opinion and the main reasons supporting it.

 Students will evaluate and discuss the effectiveness of thesis

statements and supporting ideas in model opinion essays.

 Suffixes:
 Adjective: -ful, -ial, -able, -er”
 Noun: -ment, -ship, -tion, -ness”
 Adverb: -ly”
Grammar Focus
 Compound Sentences:
”The ad was funny, and it gave us helpful information.”
” I enjoyed the book, but it had a very sad ending.”

 Using Topic-Specific Vocabulary

 Students will use vocabulary related to advertising (e.g.,
"commercial," "target audience," "persuasion," "slogan") accurately
in their essays.
Vocabulary Focus
 Incorporating Persuasive Language
 Students will use persuasive words and phrases (e.g., "clearly,"
"undoubtedly," "without a doubt") to strengthen their arguments.

Pronunciation Focus -

 Students practice using polite expressions (e.g., "I believe that...," "In
my opinion...," "It seems to me that...") when sharing their views on
advertising.
 Students apply persuasive language to make their opinions more
compelling (e.g., "Clearly, advertisements have a positive impact
because...").
Pragmatic Focus  Students understand how to adjust their language based on the
context, such as using formal expressions in essays and less formal
ones in discussions (e.g., "Advertisements are essential for
businesses" vs. "Ads are really useful").

 Students organize their arguments in a logical and coherent way to

ensure clarity and persuasiveness in their essays.

Methods/Techniques Communicative Language Teaching (CLT)

Texts
Projector
White Board
Media/Materials
Board Marker
Computer
Internet Connection

30
 Oxford Reading/Writing
Main source https://englishhub.oup.com/myCourses/singleCourse/6191975b57182dda6b2
10f811f639925/courseMaterial
Secondary source(s)
https://www.canva.com/design/DAGazHeIfhU/1PE-4hs5wvRLSk0OL6A_FA/edit
https://www.canva.com/design/DAGawZbLTaI/cTIyYFckulmyPzrww5UTlw/edit

Analyze Learners

General ● Students are interested in speaking and performing, mostly visual and
characteristics of social learners, with a preference for collaborative work. They are
learners outgoing, though some are self-conscious when performing.
● Students are familiar with general advertising-related terms, such as
Entry competencies
"advertisement," "product," and "consumer."
● They prefer active participation, group work, and interactive tasks.
Learning preferences
They enjoy humor and creativity in lessons.

State Learning Outcomes

 Students will identify the key components of an opinion essay

(introductory paragraph, body paragraphs, and concluding paragraph)
and explain their functions.

Cognitive  Students will analyze a model opinion essay to recognize effective

use of thesis statements, reasons, examples, and transitions.

 Students will brainstorm and organize ideas about advertising,

considering both positive and negative aspects, to form a clear
stance.

 Students will use writing as a tool to articulate their unique

perspectives and ideas about the role of advertising in their lives.
Socio-affective
 Students will be motivated to write by engaging in meaningful
discussions and real-world applications of the topic.

 Students will underline the thesis statement and circle supporting

Psychomotor reasons/examples in the model opinion essay to demonstrate
understanding of essay structure.

31
  Students will compose a body paragraph that supports a thesis
statement by handwriting or typing their work, ensuring proper
indentation and paragraph formatting.

 Students will write an opinion essay that acknowledges diverse

perspectives on advertising, using inclusive language to consider
Intercultural
both local and global audiences.

 Students will recognize persuasive techniques in advertisements,

such as emotional appeals, humor, or celebrity endorsements, and
assess their effectiveness.

Non-linguistic  Students will reflect on their personal reactions to advertisements and

(content) how their own values and experiences shape their opinions.
Cognitive
Socio-affective

 Students will manage their time effectively during essay planning,

drafting, and revising, adhering to lesson deadlines and tasks.

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

● Some students may be reluctant to participate in group activities.

Anticipated ● Technological issues may disrupt class flow such as internet issues.
Challenges ● Classroom environment may pose difficulties such as noise or
temperature issues.
● Team up the introverted students with extroverted ones.
● Download the ppts and videos in case of some internet problems.
Possible Solutions
Make sure you have some hard copies.
● Make sure that the classroom is ventilated regularly.

Require Learner Participation

Type of Related
Duration Interaction Stage/Procedure ** Learning
* Outcomes ***
1 minute T-S Greeting :
The teacher greets the students. The teacher receives a
response from the students by saying, "Hello, You
already know me. We did lessons together and this is
my last lesson with you and at the Girls' High School.
So I feel a little sad, but it was very nice and fun to
meet you. How are you, I hope you are fine. I want to
hear that you are fine with a louder voice."

32
10 minutes Warm-up-Lead in :
She starts lesson by saying, "If you remember, we
discussed whether advertisements are useful or not in
our previous lesson. While there were groups that said
advertisements were useful, there were groups that
argued that advertisements were creepy and invade
privacy. In today's lesson, I will give you statements.
We will have a line on the board with strongly agree
and strongly disagree on both sides. He starts his
lesson by saying, "You will stick post-it notes where
you express your opinion at the end of each statement.
This way, we will learn and discuss what the
majority's opinion is on this issue."
Post-its are distributed to students and statements are
reflected on the board so that students can see them
easily. At the end of each statement, the students' ideas
are taken, discussed and passed on to the next
statement. Thus, the activity is completed.
Statements :
-Advertising manipulates consumers into buying
things they don’t need.
- Advertisements create unrealistic expectations,
especially about beauty and success.
- Advertisements harm society by encouraging
unhealthy habits and lifestyles.
- Ads on social media platforms are more harmful than
traditional advertisements.

33
12 T-S Pre-writing :
minutes
The teacher asks the students to open the textbook
page 97. She says that there is a model opinion essay
and that they will examine it.
"Yes, now we will examine the opinion essay
example. Essay is a short piece of writing on a
particular subject as you know. An opinion essay is a
type of non-fiction writing in which the author offers
a thesis statement that includes his or her opinion on
a topic. The author of this essay needs to use logical
reasoning to back up their arguments and offer
reasons to support their thesis.”
"The difference between the opinion essay and the
others is that you need to present your opinion,
providing examples and reasons to support it.
However, since this is a type of writing, our ideas
must be written in a certain structure,"

Together with the students, the teacher examines the

example given in the book. The model given to the
students gives them 3 minutes to do the activity
below the reading.
"We need to look for the thesis statement in the first
paragraph. What does the thesis statement mean?"
"A thesis statement is a brief outline of an essay that
includes the major idea and/or the key argument."
and continues by explaining what the thesis statement
is. After this, students are given 3 minutes for the
reason finding activity given under the paragraph.
"After examining the paragraph ,let's now look at the
elements in the paragraph. In the first part, you are
expected to find the thesis statement of the
paragraph. As you know in the other parts, the author
gave examples to support his/her idea in the essay.
Below there are three reasons and examples. You
have 3 minutes to do this."
After this activity is completed, the teacher asks them
to do the next activity. In this activity, the students
are required to read each paragraph and find the
thesis statements of the paragraphs. The teacher gives
1 minute for each paragraph. At the end of the time,
the students receive the answer as 1 2 3 fingers. If the
answer from the students is A, 1 finger If it is B, they
are asked to up 2 fingers, if it is C, they are asked to
up 3 fingers. Thus, the activity is completed.

34
"We continue with the next activity. Here we see
paragraphs. You are expected to read each paragraph
and find the thesis statement of this paragraph. After
finding the thesis statement, raise 1 finger up if the
answer is A, 2 fingers up if the answer is B, and 3
fingers up if the answer is C.” The activity is
finished.
“We will draw a huge fish on our board so that the
opinion essay elements remain in our minds more
permanently.We can also call this scheme the
fishbone technique.First of all, we will divide the
opinion essay into 3 basic parts. 1; introductory
paragraph, 2; body paragraph, 3; concluding
paragraph." she separates the three basic sections in
the middle of the fishbone on the board with a
colored pencil and allows the students to see them.
Then, the teacher divides the 3 main sections into
side branches and collects the clues that the students
will need to use in each section on the board. The
fishbone diagram is filled in by asking questions to
the students.
"Since we have separated 3 basic sections, let's think
about what they contain. For example, what
information do you think should be given in the
introductory paragraph, that is, the introduction part
of the essay. How should you start an article in which
you will express your own opinion?"
"As we said at the beginning, when writing an essay,
we continue by writing the thoughts we mentioned in
the introduction according to order and structure.
Therefore, we use a logical order to show your point
of view on the topic. Instead of writing a list of
reasons, you can expand on each one and show your
ideas in an organized manner. This is the purpose of
the body paragraph. After introducing our topic and
explaining our feelings and thoughts about the topic
in the introduction, we need to support these ideas,
give detailed explanations and examples, and give
specific reasons. Then what do we need for the body
paragraph part? What details can you add to support
the main idea? Do you think this could be the part
where we add an example or evidence that supports
the idea you put forward ?”
“We gave strong arguments to support our ideas,
presented evidence to support your thesis, gave
specific reasons for opinions, and wrote explanations
and examples. Now it is time to summarize them.
Your conclusion usually comprises a short paragraph

35
 that summarizes your arguments and thesis. But this
section doesn't 't provide any new information, but it
does provide a brief sentence that answers the
question that motivated your essay. Therefore, here
we summarize our reasons arguments, conclusion
sentences, gather our ideas for the last time and finish
our article.”

15 minutes While – writing :

T-S After the activities are completed, the teacher
distributes writing papers to the students and asks
them to write their own opinion essays. The teacher
shows the title on the board, allowing all students to
see the topic they will write about.
"So far, we have seen what an opinion essay is, what
it is used for and its elements. Now it is your turn to
write. I will reflect the title you will write about on
the board. You will write your own opinion essay
about this topic. The time given to you for this is 15
minutes. I will help you when you need help." ." she
starts the time by saying. She checks the students
during the time.

2 minutes Reflection :
The teacher tells the students to fill in the reflection
section under their writing papers.
"Guys, we had lessons with you several times. It was
very enjoyable for me. Now I want to get feedback
from you. I would like you to evaluate our lessons
and me as your teacher in the "opinions about the
teacher" section at the bottom of your writing paper."
She ends the lesson by saying so.

36
Evaluate learners’ progress****

● Language Use: Observe students’ use of vocabulary and grammar.

● Creativity: Evaluate the creativity in students’ performances and how they integrate
character.

● Collaboration: Assess teamwork and the ability to give and receive feedback effectively.

Contingency plan

Technical Issues:
If there is a problem with the smart board the teacher uses board with the colored board markers
he/she has.
Time Constraints:
If there is not enough time, the teacher does not let students do discussion part at the end of the
lesson.
Student Engagement:
If students are reluctant to participate, the teacher can demonstrate the activity first to encourage
involvement.
Classroom Management:
If classroom management becomes an issue during class time, the teacher can incorporate a
movement break or a quick energizer to re-engage students and manage behavior.

Appendix:

37
It is a presentation prepared to reflect the topic on which students will write an opinion essay on the
board so that everyone can see it when starting while writing.

Draft of the fishbone diagram to be drawn on the board in the warm up-lead section.

38
A writing paper with a reflection part at the bottom that will be given to students by the teacher.

Statements of the lead in activity

39
 IDU

ENGLISH LANGUAGE EDUCATION Department

TEACHING PRACTICE

APPLICATION EXPERIENCE LOG

SELF-REFLECTION FORM 1

PLANNING

You can mark more than one item

1- I made my lesson plan by considering the following items:

a. Education goals and objectives

b. Curriculum
c. Textbook and/or Teacher's book
d. School Curriculum
e. Student needs
f. All
g. Other (specify)

2- I have identified the sections of the plan:

a. Warm-up/Introduction
b. Ranking of activities
c. Group arrangements (pair work, group work, etc.)
d. Textbooks and materials
e. Timing
f. All
g. Other (specify)

3- I faced some problems while making the plan:

( X ) Yes ( ) No

If yes

a. Goals and target setting

b. Determining student level
c. Adjust timing

40
 d. Determining activities
e. Preparing materials
f. Course book and/or reference book selection
g. All
h. Other (specify)

TEACHING

Fill in the blank in question 4. You can mark more than one item in questions 5-10.

4- Today's lesson: descriptive adjectives and adjective orders

5- I was able to fulfill the teaching objectives:

a. Completely
b. Partially
c. At some points
d. Not possible
e. Other

6- The time I allocate for each activity:

a. Whole class period

b. Almost the whole lesson process
c. .... minutes less than
d. Other (specify)

7- I explained the subject as follows:

a. Explaining definitions and rules

b. Using audio and visual tools
c. Using computer and technology
d. Explaining student mistakes
e. By creating discussion groups
f. Using examples
g. By using analogies
h. Other (specify)

8- I observed and evaluated whether the learning took place as follows:

a. I did the exercises orally in the classroom/language laboratory

b. I asked questions

41
 c. I identified student errors
d. I had pair/group work
e. I organized discussion groups
f. I received written/verbal feedback
g. I made an exam
h. I evaluated the homework
I. Other (specify)

9- My students actively participated in the lesson:

a. Completely
b. Mostly
c. Sometimes
d. Rarely
e. Nothing.
f. Other (specify)

10- My lesson plan:

a. I was able to follow it fully.

b. I was able to follow it to a large extent
c. I was partially able to follow
d. I could never follow it
e. Other (specify)

POST-TEACHING

Answer the following questions.

11- What exactly did the students learn in the lesson?

In the lesson, the students reinforced the descriptive adjectives topic and learned the adjective order
topic by seeing it for the first time.

12- What teaching techniques did I use?

I used CLT (Communicative LanguageTeaching) technique in my lectures to ensure active

participation of the students and active use of the English language.

13- What problems did I encounter? (please list)

● Time management
● Students' lack of background knowledge
● Classroom management and disinterested students
● The activities are not known in advance by the students

14- How did I deal with problems (please list)?

42
 ● In order to manage time, I took into account the time warnings made by my fellow student
teachers who were listening to me and I checked the time during the lesson.
● For the students' background knowledge deficiencies, I tried to overcome the deficiencies by
reminding and reinforcing the previous topic before I introduced the new topic.
● I prepared various activities and games to engage disinterested students.
● Since I was doing an activity that the students did not know and had never seen before, I made
sure that everyone understood the instructions, using the mother tongue where necessary to
ensure that the activity was well understood.

15- What were the most successful parts of the course?

The most successful part of the lesson was the warm up -lead in part because it was my first lesson
with the students and they were excited to listen to me.I think that also had an impact and the topic
was interesting and I got their attention by starting the lesson with tongue twister.

16- What were the most unsuccessful parts of the course?

I think the activity part in the last 15 minutes of the lesson was the most unsuccessful part because of
the confusion of the instruction phase.

17- Were there any points where I deviated from the lesson plan? If yes, why? How did this
change(s) work?

There were no areas in the lesson plan that required me to speak Turkish, but I deviated from the
lesson plan and spoke Turkish when I could not manage and needed to during the lesson.

18- If I taught the same lesson again, would I do things differently?

If I taught the same lesson again, I would not do anything differently because I am very satisfied with
this lesson.

43
 IDU
ENGLISH LANGUAGE EDUCATION Department
TEACHING PRACTICE
APPLICATION EXPERIENCE LOG
SELF-REFLECTION FORM 2

PLANNING

You can mark more than one item

1- I made my lesson plan by considering the following items:

a. Education goals and objectives

b. Curriculum
c. Textbook and/or Teacher's book
d. School Curriculum
e. Student needs
f. All
g. Other (specify)

2- I have identified the sections of the plan:

a. Warm-up/Introduction
b. Ranking of activities
c. Group arrangements (pair work, group work, etc.)
d. Textbooks and materials
e. Timing
f. All
g. Other (specify)

3- I faced some problems while making the plan:

( X ) Yes ( ) No

If yes

a. Goals and target setting

b. Determining student level
c. Adjust timing
d. Determining activities
e. Preparing materials

44
 f. Course book and/or reference book selection
g. All
h. Other (specify)

TEACHING

Fill in the blank in question 4. You can mark more than one item in questions 5-10.

4- Today's lesson: What a life-listening

5- I was able to fulfill the teaching objectives:

a. Completely
b. Partially
c. At some points
d. Not possible
e. Other

6- The time I allocate for each activity:

a. Whole class period

b. Almost the whole lesson process
c. .... minutes less than
d. Other (specify)

7- I explained the subject as follows:

a. Explaining definitions and rules

b. Using audio and visual tools
c. Using computer and technology
d. Explaining student mistakes
e. By creating discussion groups
f. Using examples
g. By using analogies
h. Other (specify)

8- I observed and evaluated whether the learning took place as follows:

a. I did the exercises orally in the classroom/language laboratory

b. I asked questions

45
 c. I identified student errors
d. I had pair/group work
e. I organized discussion groups
f. I received written/verbal feedback
g. I made an exam
h. I evaluated the homework
I. Other (specify)

9- My students actively participated in the lesson:

a. Completely
b. Mostly
c. Sometimes
d. Rarely
e. Nothing.
f. Other (specify)

10- My lesson plan:

a. I was able to follow it fully.

b. I was able to follow it to a large extent
c. I was partially able to follow
d. I could never follow it
e. Other (specify)

POST-TEACHING

Answer the following questions.

11- What exactly did the students learn in the lesson?

Students listened to the unit What a life, they saw and acquired some vocabulary before the listening
text, they listened to videos about well-known people and learned about their lives.

12- What teaching techniques did I use?

I used CLT (Communicative LanguageTeaching) technique in my lectures to ensure active

participation of the students and active use of the English language.Students worked in groups with
discussion and actively used the English language and exchanged ideas.

13- What problems did I encounter? (please list)

● Time management
● Students' lack of background knowledge
● Classroom management and disinterested students

14- How did I deal with problems (please list)?

46
 ● In order to manage time, I took into account the time warnings made by my fellow student
teachers who were listening to me and I checked the time during the lesson.
● For the students' background knowledge deficiencies, I tried to overcome the deficiencies by
reminding and reinforcing the previous topic before I introduced the new topic.
● I prepared various activities and games to engage disinterested students.
● Since I was doing an activity that the students did not know and had never seen before, I made
sure that everyone understood the instructions, using the mother tongue where necessary to
ensure that the activity was well understood.

15- What were the most successful parts of the course?

The most successful part of the lesson was the guess the names of well-known people according to
given clue that I did in the lead in part.The students got excited and engaged when they saw celebrities
that they mostly see in their daily lives, singers whose songs they listen to.So my activity went well.

16- What were the most unsuccessful parts of the course?

The most difficult part for the students was the while listening part because the students found the
listening text very complicated and difficult to understand. I saw that the students did not understand
the text when the listening text was done and we had to listen to the text twice, which I think was the
most unsuccessful part of the lesson.

17- Were there any points where I deviated from the lesson plan? If yes, why? How did this
change(s) work?

There were no areas in the lesson plan that required me to speak Turkish, but I deviated from the
lesson plan and spoke Turkish when I could not manage and needed to during the lesson.A few hours
before the lesson, I deviated from the lesson plan by learning that a word in the vocabulary activity
had a different meaning and needed to explain it.

18- If I taught the same lesson again, would I do things differently?

If I were to teach this lesson again, I would open a subtitle in the listening text and make it easier for
the students to understand.

47
 IDU
ENGLISH LANGUAGE EDUCATION Department
TEACHING PRACTICE
APPLICATION EXPERIENCE LOG
SELF-REFLECTION FORM 3

PLANNING

You can mark more than one item

1- I made my lesson plan by considering the following items:

a. Education goals and objectives

b. Curriculum
c. Textbook and/or Teacher's book
d. School Curriculum
e. Student needs
f. All
g. Other (specify)

2- I have identified the sections of the plan:

a. Warm-up/Introduction
b. Ranking of activities
c. Group arrangements (pair work, group work, etc.)
d. Textbooks and materials
e. Timing
f. All
g. Other (specify)

3- I faced some problems while making the plan:

( X ) Yes ( ) No

If yes

a. Goals and target setting

b. Determining student level
c. Adjust timing
d. Determining activities
e. Preparing materials

48
 f. Course book and/or reference book selection
g. All
h. Other (specify)

TEACHING

Fill in the blank in question 4. You can mark more than one item in questions 5-10.

4- Today's lesson: Marketing - advertising

5- I was able to fulfill the teaching objectives:

a. Completely
b. Partially
c. At some points
d. Not possible
e. Other

6- The time I allocate for each activity:

a. Whole class period

b. Almost the whole lesson process
c. .... minutes less than
d. Other (specify)

7- I explained the subject as follows:

a. Explaining definitions and rules

b. Using audio and visual tools
c. Using computer and technology
d. Explaining student mistakes
e. By creating discussion groups
f. Using examples
g. By using analogies
h. Other (specify)

8- I observed and evaluated whether the learning took place as follows:

a. I did the exercises orally in the classroom/language laboratory

b. I asked questions

49
 c. I identified student errors
d. I had pair/group work
e. I organized discussion groups
f. I received written/verbal feedback
g. I made an exam
h. I evaluated the homework
I. Other (specify)

9- My students actively participated in the lesson:

a. Completely
b. Mostly
c. Sometimes
d. Rarely
e. Nothing.
f. Other (specify)

10- My lesson plan:

a. I was able to follow it fully.

b. I was able to follow it to a large extent
c. I was partially able to follow
d. I could never follow it
e. Other (specify)

POST-TEACHING

Answer the following questions.

11- What exactly did the students learn in the lesson?

In this lesson, students did reading, learned vocabulary related to marketing and advertising and
exchanged ideas.

12- What teaching techniques did I use?

I used CLT (Communicative LanguageTeaching) technique in my lectures to ensure active

participation of the students and active use of the English language.Students worked in groups with
discussion and actively used the English language and exchanged ideas.

13- What problems did I encounter? (please list)

● Time management
● Students' lack of background knowledge
● Classroom management and disinterested students

14- How did I deal with problems (please list)?

50
 ● In order to manage time, I took into account the time warnings made by my fellow student
teachers who were listening to me and I checked the time during the lesson.
● For the students' background knowledge deficiencies, I tried to overcome the deficiencies by
reminding and reinforcing the previous topic before I introduced the new topic.
● I prepared various activities and games to engage disinterested students.
● Since I was doing an activity that the students did not know and had never seen before, I made
sure that everyone understood the instructions, using the mother tongue where necessary to
ensure that the activity was well understood.

15- What were the most successful parts of the course?

In the first introduction of the lesson I had a mini debate and the students expressed their opinions and
they had a lot of fun. They listened to each other respectfully and actively participated while sharing
their opinions and I think this was the most successful part of the lesson.

16- What were the most unsuccessful parts of the course?

The most unsuccessful part of the lesson was the post reading part because the students were
scattered.While reading part was confused because I grouped the students incorrectly and few students
had too much workload and many students had too little workload.Therefore, students were
inadvertently confused and had difficulty in doing the activity.

17- Were there any points where I deviated from the lesson plan? If yes, why? How did this
change(s) work?

There were no areas in the lesson plan that required me to speak Turkish, but I deviated from the
lesson plan and spoke Turkish when I could not manage and needed to during the lesson.With the help
of the class teacher, I grouped according to the number of students, something that was not in the
lesson.

18- If I taught the same lesson again, would I do things differently?

If I were to do this lesson again, what I would change is to make the initial debate shorter and do the
post reading part because the activity I prepared for the post reading was very fun and good.But I
couldn't do the activity because of time management.

51
 IDU
ENGLISH LANGUAGE EDUCATION Department
TEACHING PRACTICE
APPLICATION EXPERIENCE LOG
SELF-REFLECTION FORM 4

PLANNING

You can mark more than one item

1- I made my lesson plan by considering the following items:

a. Education goals and objectives

b. Curriculum
c. Textbook and/or Teacher's book
d. School Curriculum
e. Student needs
f. All
g. Other (specify)

2- I have identified the sections of the plan:

a. Warm-up/Introduction
b. Ranking of activities
c. Group arrangements (pair work, group work, etc.)
d. Textbooks and materials
e. Timing
f. All
g. Other (specify)

3- I faced some problems while making the plan:

( X ) Yes ( ) No

If yes

a. Goals and target setting

b. Determining student level
c. Adjust timing
d. Determining activities
e. Preparing materials
f. Course book and/or reference book selection

52
 g. All
h. Other (specify)

TEACHING

Fill in the blank in question 4. You can mark more than one item in questions 5-10.

4- Today's lesson: Marketing - advertising -writing

5- I was able to fulfill the teaching objectives:

a. Completely
b. Partially
c. At some points
d. Not possible
e. Other

6- The time I allocate for each activity:

a. Whole class period

b. Almost the whole lesson process
c. .... minutes less than
d. Other (specify)

7- I explained the subject as follows:

a. Explaining definitions and rules

b. Using audio and visual tools
c. Using computer and technology
d. Explaining student mistakes
e. By creating discussion groups
f. Using examples
g. By using analogies
h. Other (specify)

8- I observed and evaluated whether the learning took place as follows:

a. I did the exercises orally in the classroom/language laboratory

b. I asked questions
c. I identified student errors
d. I had pair/group work
e. I organized discussion groups

53
 f. I received written/verbal feedback
g. I made an exam
h. I evaluated the homework
I. Other (specify)

9- My students actively participated in the lesson:

a. Completely
b. Mostly
c. Sometimes
d. Rarely
e. Nothing.
f. Other (specify)

10- My lesson plan:

a. I was able to follow it fully.

b. I was able to follow it to a large extent
c. I was partially able to follow
d. I could never follow it
e. Other (specify)

POST-TEACHING

Answer the following questions.

11- What exactly did the students learn in the lesson?

The lesson before my lesson was a vocabulary lesson and students learned terminological words
related to marketing-advertisement. In my lesson they learned opinion essay elements, structure and
flow.

12- What teaching techniques did I use?

I used CLT (Communicative LanguageTeaching) technique in my lectures to ensure active

participation of the students and active use of the English language.Students worked in groups with
discussion and actively used the English language and exchanged ideas.From time to time, I used
question-answer techniques and explicit teaching.

13- What problems did I encounter? (please list)

● Time management
● Students' lack of background knowledge
● Classroom management and disinterested students

14- How did I deal with problems (please list)?

● In order to manage time, I took into account the time warnings made by my fellow student
teachers who were listening to me and I checked the time during the lesson.
● For the students' background knowledge deficiencies, I tried to overcome the deficiencies by

54
 reminding and reinforcing the previous topic before I introduced the new topic.
● I prepared various activities and games to engage disinterested students.
● Since I was doing an activity that the students did not know and had never seen before, I made
sure that everyone understood the instructions, using the mother tongue where necessary to
ensure that the activity was well understood.

15- What were the most successful parts of the course?

The most successful part of the course was the part where I did explicit teaching of opinion essay
elements on the whiteboard using the fishbone technique. I think that doing a written teaching on the
board in a traditional way ensures retention.

16- What were the most unsuccessful parts of the course?

I think the most unsuccessful part of the course was the while writing part because there was not
enough time and students could not write their own opinion essays after learning the opinion essay
elements.

17- Were there any points where I deviated from the lesson plan? If yes, why? How did this
change(s) work?

Due to the lack of class size that day, I lost time dividing the students for group work and they did not
have time to write their opinion essays.

18- If I taught the same lesson again, would I do things differently?

If I were to do this course all over again, I would have made the introduction shorter and faster
because at the end of the course, students did not have time to write their opinion essays, which was a
bit pointless since it was a writing course.

55
 IDU
EĞİTİM FAKÜLTESİ
İngiliz Dili Eğitimi ABD
Öğretmenlik Uygulamasi
ÖĞRETMEN ADAYI DERS GÖZLEM FORMU
PEER-REFLECTION FORM 1

Ö. A. nın Adı-Soyadı: Beyza DOĞAN Uyg.Okulu/Sınıf: İzmir Kız Lisesi Öğr. Sayısı: 20

Kısaltmalar: (E): Evet (K): Kısmen (H):Hayır

İÇERİK

Ö.Anın E K H YORUMLAR

öğretilecek konuya ilişkin bilgisi tam Preservice teacher could easily and
readily answer the questions from the
students since her full knowledge
on the subject.

DERSİN İŞLENİŞİ

Ö.A

dersin amacını öğrencilere açık bir şekilde açıkladı Explanations were given at the
beginning of the lesson.

derse bir ısındırma etkinliği ile başladı ( oyun, beyin fırtınası, Warm up was done and the lesson
dinleme etkinliği, bir önceki konu tekrarı gibi) started with colorful,
attractive and engaging materials.

dersin aşamaları açık (hazırlık, uygulama, sonlandırma ve değerlendirme) Only the last part of the course
was not done due to time limitations.
(post-writing)

56
etkin özetleme yapabildi It was not held at the end of the
lesson due to time problems.

konunun anlaşılıp anlaşılmadığını değişik teknikler Through book, oral, and writing
kullanarak ölçebildi exercises, the teacher evaluated
students' understandings.

ev ödevi verdi Homework was not given

due to time problems at
the end of the lesson.

ders kitabı dışında uygun materyaller kullandı The teacher used several
engaging teaching materials.

tahtayı etkin olarak kullandı (yazı karakteri, tahta alanı Smartboard and white board
v.b.gibi) were used effectively by
the teacher. It was very clear
that the classroom board
belonged to an English lesson.

farklı sınıf etkinlikleri kullandı Discussion and Q&A were

occasionally used. An entertaining
game was played in which students
actively participated.

İLETİŞİM

Ö.A. E K H YORUMLAR

etkin göz teması sağladı She was good at making

eye contact.

olumlu ve güler yüzlü tavır sergiledi She was good at performing

possitive attitude towards students.

sesini etkili kullanabildi She was good at classroom

management by using her voices.

57
sık sık olumlu dönüt verdi She mostly gave positive
feedbacks.

öğrencilere ismiyle hitap edebildi She mostly knew the

students' names.

hedef dili kullandı She used English

throughout the entire lesson

SINIF YÖNETİMİ

Ö.A. E K H YORUMLAR

dersine zamanında girdi She started her lesson on time.

zamanını etkin bir şekilde kullandı She could not do post-writing

activity.

uygulama sırasında öğrencilerin davranışlarını gözlemleyebilecek The teacher was checking

şekilde tüm sınıf alanını kullandı the entire class and students.

öğrencilerin derse etkin katılımını sağladı All students were engaged

in the lesson.

GENEL YORUM

The teacher was a cheerful, energetic teacher who knew the dynamics of the classroom well. At the beginning of the lesson,
she prepared the students for the lesson by using striking colorful materials related to the subject. All students actively
participated.The teacher should have been a little more moderate and gentle with the students. It was a fun writing lesson,
but the post-writing part was skipped because there was not enough time. It would have been a much more fun lesson
if it had been a speaking integrated writing lesson.

Gözlem Tarihi: 26.11.2024

Gözlemcinin Adı-Soyadı: Rüveyda GÜRBÜZ
İmzası:

58
 IDU
EĞİTİM FAKÜLTESİ
İngiliz Dili Eğitimi ABD
Öğretmenlik Uygulamasi
ÖĞRETMEN ADAYI DERS GÖZLEM FORMU
PEER-REFLECTION FORM 2

Ö. A. nın Adı-Soyadı: Cihan DAĞDELEN Uyg.Okulu/Sınıf: İzmir Kız Lisesi Öğr. Sayısı: 33

Kısaltmalar: (E): Evet (K): Kısmen (H):Hayır

İÇERİK

Ö.Anın E K H YORUMLAR

öğretilecek konuya ilişkin bilgisi tam Preservice teacher could easily

and readily answer the questions
from the students since his full
knowledge
on the subject.

DERSİN İŞLENİŞİ

Ö.A

dersin amacını öğrencilere açık bir şekilde açıkladı Explanations were given at the
beginning of the lesson.

derse bir ısındırma etkinliği ile başladı ( oyun, beyin fırtınası, A 1-minute warm up was done
dinleme etkinliği, bir önceki konu tekrarı gibi)

dersin aşamaları açık (hazırlık, uygulama, sonlandırma ve değerlendirme) The last part of the lesson was
unclear

etkin özetleme yapabildi It was not held at the end of the

lesson due to time problems.

konunun anlaşılıp anlaşılmadığını değişik teknikler The teacher asked check

kullanarak ölçebildi questions verbally.

59
ev ödevi verdi Homework was not given
due to time problems at
the end of the lesson.

ders kitabı dışında uygun materyaller kullandı The teacher only used
the coursebook as
teaching material.

tahtayı etkin olarak kullandı (yazı karakteri, tahta alanı Smartboard and white board
v.b.gibi) were used effectively by
the teacher.

farklı sınıf etkinlikleri kullandı Discussion and Q&A were

occasionally used.

İLETİŞİM

Ö.A. E K H YORUMLAR

etkin göz teması sağladı He was good at making

eye contact.

olumlu ve güler yüzlü tavır sergiledi He was good at performing

possitive attitude.

sesini etkili kullanabildi He sometimes needed to raise

his voice in certain
circumstances.

sık sık olumlu dönüt verdi He mostly gave positive

feedbacks.

öğrencilere ismiyle hitap edebildi He did not know the

students' names.

hedef dili kullandı He used English

throughout the entire lesson

60
SINIF YÖNETİMİ

Ö.A. E K H YORUMLAR

dersine zamanında girdi He started his lesson on time.

zamanını etkin bir şekilde kullandı He could not do proper

time management.

uygulama sırasında öğrencilerin davranışlarını gözlemleyebilecek The teacher made his lesson
şekilde tüm sınıf alanını kullandı only with students sitting
at the front of the classroom

öğrencilerin derse etkin katılımını sağladı Not all students were engaged
lesson.

GENEL YORUM

Considering that my candidate teacher friend is teaching in a real classroom environment full of real students for the first time,
I think that his first lesson was an effective and successful lesson.

Gözlem Tarihi: 25.11.2024

Gözlemcinin Adı-Soyadı: Rüveyda GÜRBÜZ
İmzası:

61
 IDU
EĞİTİM FAKÜLTESİ
İngiliz Dili Eğitimi ABD
Öğretmenlik Uygulamasi
ÖĞRETMEN ADAYI DERS GÖZLEM FORMU
PEER-REFLECTION FORM 3

Ö. A. nın Adı-Soyadı: Çağla FURTUNA Uyg.Okulu/Sınıf: İzmir Kız Lisesi Öğr. Sayısı: 30

Kısaltmalar: (E): Evet (K): Kısmen (H):Hayır

İÇERİK

Ö.Anın E K H YORUMLAR

öğretilecek konuya ilişkin bilgisi tam Preservice teacher could easily and
answer the questions from the stude
her full knowledge
on the subject.

DERSİN İŞLENİŞİ

Ö.A

dersin amacını öğrencilere açık bir şekilde açıkladı Explanations were given at the beg
the lesson.

derse bir ısındırma etkinliği ile başladı ( oyun, beyin fırtınası, Warm up was done and the lesson
dinleme etkinliği, bir önceki konu tekrarı gibi) started with colorful,
attractive and engaging materials.

dersin aşamaları açık (hazırlık, uygulama, sonlandırma ve değerlendirme) Only the last part of the course
was not done due to time limitation
writing)

etkin özetleme yapabildi It was not held at the end of the

lesson due to time problems.

konunun anlaşılıp anlaşılmadığını değişik teknikler Through book, oral, and writing
kullanarak ölçebildi exercises, the teacher evaluated
students' understandings.

62
ev ödevi verdi Homework assigned by teacher at
end of the lesson

ders kitabı dışında uygun materyaller kullandı The teacher used several
engaging teaching materials.

tahtayı etkin olarak kullandı (yazı karakteri, tahta alanı Smartboard and white board
v.b.gibi) were used effectively by
the teacher. It was very clear
that the classroom board
belonged to an English lesson.

farklı sınıf etkinlikleri kullandı Discussion and Q&A were

occasionally used. An entertaining
game was played in which students
actively participated.

İLETİŞİM

Ö.A. E K H YORUMLAR

etkin göz teması sağladı She was good at making

eye contact.

olumlu ve güler yüzlü tavır sergiledi She was good at performing

possitive attitude towards students

sesini etkili kullanabildi She was good at classroom

management by using her voice

sık sık olumlu dönüt verdi She mostly gave positive

feedbacks.

öğrencilere ismiyle hitap edebildi She mostly did not know the
students' names.

hedef dili kullandı She used English

throughout the entire lesson

63
SINIF YÖNETİMİ

Ö.A. E K H YORUMLAR

dersine zamanında girdi She started her lesson on time.

zamanını etkin bir şekilde kullandı She used the time effectively.

uygulama sırasında öğrencilerin davranışlarını gözlemleyebilecek The teacher was checking

şekilde tüm sınıf alanını kullandı the entire class and students.

öğrencilerin derse etkin katılımını sağladı All students were engaged

in the lesson.

GENEL YORUM

The teacher was an energetic teacher who loved the class and engaged even the students who were sleeping or not actively
participating in the lesson with her energy and attention-grabbing materials.
At the end of the lesson, the teacher ended the lesson by giving homework in a way they liked.(drawing)

Gözlem Tarihi: 02.12.2024

Gözlemcinin Adı-Soyadı: Rüveyda GÜRBÜZ
İmzası:

64
 IDU
EĞİTİM FAKÜLTESİ
İngiliz Dili Eğitimi ABD
Öğretmenlik Uygulamasi
ÖĞRETMEN ADAYI DERS GÖZLEM FORMU
PEER-REFLECTION FORM 4

Ö. A. nın Adı-Soyadı: Elifsu HELVACI Uyg.Okulu/Sınıf: İzmir Kız Lisesi Öğr. Sayısı: 30

Kısaltmalar: (E): Evet (K): Kısmen (H):Hayır

İÇERİK

Ö.Anın E K H YORUMLAR

öğretilecek konuya ilişkin bilgisi tam Preservice teacher could easily and
answer the questions from the stude
her full knowledge
on the subject.

DERSİN İŞLENİŞİ

Ö.A

dersin amacını öğrencilere açık bir şekilde açıkladı The teacher did not introduce the
lesson at the beginning of the lesso

derse bir ısındırma etkinliği ile başladı ( oyun, beyin fırtınası, Warm up was done and the lesson
dinleme etkinliği, bir önceki konu tekrarı gibi) started with mini discussion.

dersin aşamaları açık (hazırlık, uygulama, sonlandırma ve değerlendirme) Only the last part of the course
was not done due to time limitation
writing)

etkin özetleme yapabildi It was not held at the end of the

lesson due to time problems.

konunun anlaşılıp anlaşılmadığını değişik teknikler Through book, oral, and writing
kullanarak ölçebildi exercises, the teacher evaluated
students' understandings.

65
ev ödevi verdi Homework did not assigned by
teacher at the
end of the lesson

ders kitabı dışında uygun materyaller kullandı The teacher used several
engaging teaching materials.

tahtayı etkin olarak kullandı (yazı karakteri, tahta alanı Smartboard and white board
v.b.gibi) were used effectively by
the teacher. It was very clear
that the classroom board
belonged to an English lesson.

farklı sınıf etkinlikleri kullandı Discussion and Q&A were

occasionally used. An entertaining
game was played in which students
actively participated.

İLETİŞİM

Ö.A. E K H YORUMLAR

etkin göz teması sağladı She was good at making

eye contact.

olumlu ve güler yüzlü tavır sergiledi She was good at performing

possitive attitude towards students

sesini etkili kullanabildi She was good at classroom

management by using her voice

sık sık olumlu dönüt verdi She mostly gave positive

feedbacks.

öğrencilere ismiyle hitap edebildi She mostly did not know the
students' names.

hedef dili kullandı She used English

66
 throughout the entire lesson

SINIF YÖNETİMİ

Ö.A. E K H YORUMLAR

dersine zamanında girdi She started her lesson on time.

zamanını etkin bir şekilde kullandı She used the time effectively.

uygulama sırasında öğrencilerin davranışlarını gözlemleyebilecek The teacher was checking

şekilde tüm sınıf alanını kullandı the entire class and students.

öğrencilerin derse etkin katılımını sağladı All students were engaged

in the lesson.

GENEL YORUM

The teacher was generally calm but did not give turn to speak to all students in the class, only to those who actively participated.
The teacher should have been a little more energetic and active. The class had problems with engagement at times and the teacher
had to deal with these problems.I expected the teacher to be better at classroom management. Other than that, it was a good and fun cl

Gözlem Tarihi: 02.12.2024

Gözlemcinin Adı-Soyadı: Rüveyda GÜRBÜZ
İmzası:

67
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
week 1

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : If clause

TARİH/SAAT/HAFTA : 11.10.2024 10.00-10.40

Öğretim Stratejileri (Derse Giriş - Etkinlikler - Sonlandırma ):

The teacher energetically entered the class, which consisted of 19 students and mostly boys, by
greeting the class. The teacher asked us –prospective teachers- to introduce ourselves to the class.
After this, the teacher started the lesson by asking whether the homework given in the previous lesson
was done. The teacher told a student who wasn't doing his homework to complete it immediately after
noticing. She gave them one minute to do the homework part. Then the part shown as homework was
completed. The relevant part of the book used in the lessons was completed with the active
participation of the students. In one of the activities in the book, we came across the topic of grammar,
which the class had learned in previous lessons. Since the students knew the subject before, the teacher
checked their previous knowledge without giving a detailed explanation and asked them to say what
they remembered. The teacher stood in front of the blackboard and did explicit grammar teaching
shortly.

Sınıf Yönetimi Güdüleme – Katılım – Disiplin - Zaman Kullanımı ):

At the beginning of the lesson, the teacher spent very little time preparing the smart board for the
lesson. She got help from a student who has always dealt with the smart board practically to prepare
the board for the lesson, and it took less than a minute. There was a low murmur in the classroom
because the students were primarily boys seated next to each other. At first, I thought the teacher did
not warn them, but later I realized that the teacher would use games to involve them in the lesson at
the end of the second lesson. Participation in the class was very high, the students had great desire and
eager to learn. Almost all of them actively participated. The teacher always included all the students
in the lesson, saying that she wanted to see new faces when the same students joined all the time.
Occasionally, some students spoke without having the right to speak and the teacher did not give any
warning. The teacher did not give much positive reinforcement to the students who attended the lesson
and whose answers were correct, but always gave corrective feedback to the students who made

68
mistakes. Time use showed a very balanced distribution. We, the prospective teachers, controlled the
time while observing and listening to the teacher. The teacher quickly switched between activities
without focusing too much on an activity.

Öğretim Teknolojileri ve Materyal Kullanımı

The teacher used the smart board found in every classroom. By projecting the part they had followed
onto the smart board, the teacher made it easier for the students to follow the lesson.

Ben olsaydım…. çünkü….

First of all, if I were in the teacher's place, I would impose another enforcement on students who do
not do homework in the homework section at the beginning of the lesson, instead of saying 'do it
quickly'. In addition, I would give immediate feedback to the student who speaks without having the
right to speak in the classroom not to do it again, but I think the teacher does not care about this
because the class size is small. Finally, I would give stronger and various reinforcements to the
students who answered correctly after getting the chance to speak, because encouraging teenage of
this age motivates them.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 1

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : B1

KONU : If clause

TARİH/SAAT/HAFTA : 11.10.2024 10.50-11.30

69
Öğretim Stratejileri (Derse Giriş - Etkinlikler - Sonlandırma ):

At the beginning of the second lesson, the teacher did not greet the class as in the first lesson. The
teacher waited briefly for the class to refocus, then continued to do the rest of the activities. Then, we
returned to the activity in the book and the remaining part was completed using this grammar topic.
After the activity part was completed, the teacher announced that we would play a game. Then, the
teacher divided the class into groups and had them play the game until the end of the lesson. In the
last 2 minutes before the end of the lesson, the teacher talked about the preparation that the students
should do for their next lessons in the first 1 minute, and gave homework in the last 1 minute.

Sınıf Yönetimi Güdüleme – Katılım – Disiplin - Zaman Kullanımı ):

While the teacher was doing the activities in the book, she gave the students 1 or 2 minutes multiple
times to fill in the blank spaces. During these break times, she herself walked around the classroom
and checked the students' progress while completing the activities. She gave a shy and quiet student
who was sitting alone a turn. She started the game by explaining all the necessary explanations about
the game in detail at the beginning of the process. Since the students listened to all the necessary
explanations, no extra questions were asked, so there was no such thing as wasting time, and we
quickly moved on to playing the game. For this game, students were supposed to use their
smartphones, but they did not bring their phones to class. Since the game could not be completed
without phones, the teacher asked us trainee teachers to help the separated groups. I think it was very
clever that the teacher adapted to the situation, saved the situation quickly, and found a solution
immediately, and again she did not waste any time. During the activity, she came and personally
checked on each group and warned them about the need to speak English. There was not a single
student who was not involved in the activity in the classroom and the classroom was very quiet and
calm. With 2 minutes left before the end of the lesson, the teacher gave the necessary information
about the upcoming lessons and homework. While all this was happening, I was constantly checking
the clock and I was amazed by the teacher's time management.

Öğretim Teknolojileri ve Materyal Kullanımı

In addition to the smart board, the teacher had photocopied printouts for this lesson. each group used
a smartphone to use a digital dice app. Students chose an object to represent themselves in the game
(eraser, pencil, etc.).

Ben olsaydım…. çünkü….

If I were, I would divide the groups into mix groups at the beginning of the activity, rather than
dividing them according to the seating arrangement, I would make a more homogeneous distribution
in the form of boys and girls.

70
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 1

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Past Abilities

TARİH/SAAT/HAFTA : 11.10.2024 08.20-09.00 week 2

Öğretim Stratejileri (Derse Giriş - Etkinlikler - Sonlandırma

The teacher needed to get attendance from a student earlier because she arrived at class a few
minutes late. After then, the teacher started the class without wasting any time. The teacher divided
the board into 3 and explained the times concretely as Past, Present, Future. The teacher first
explained the rules of past tens in a traditional way and then gave examples. To me, this was a good
example of the deductive way of teaching. The teacher talked over the model verbs and their past
tense usage, such as can and could, before talking over each one separately. The class was informed
that we would play a game then. The class was given 5 minutes to create a group among themselves.
The teacher aimed to reinforce the subject by playing the game Fact and Bluff. Grammar teaching
lasted about 10 minutes. The rest of the time was left to the game and we, as practice teachers,
constantly checked the time. At the end of the activity, the teacher greeted the class again and ended
the lesson by saying “ see you in the next lesson“.

Sınıf Yönetimi Güdüleme – Katılım – Disiplin - Zaman Kullanımı ):

71
The teacher gets the first attention by entering the classroom with a cheerful and loud voice at the
beginning of the lesson. Students actively participated in the grammar teaching part and the game
part. Just like in any classroom, there is some noise in this class as well. Everyone, including the
students, spoke English during the lesson so the teacher didn't feel the need to warn anyone.Before
the activity, the teacher didn’t feel any extra clarification and prevented possible questions by giving
clear instructions. The teacher dealt with each student who needed help during the activity and gave
corrections to them. I found that the teacher was even more encouraged to be involved in the process
rather than just waiting during the activity. And I also think that it is a very effective method for the
teacher to share with the students what they will do in the lesson in advance.

Öğretim Teknolojileri ve Materyal Kullanımı

Paper and pencil, MEB’s students’ book, spice up grade 11

Ben olsaydım…. Çünkü….

If I were in charge , I wouldn't do deductive teaching while explaining in the past tense. The idea of
dividing the board into three as past, present and future was a great idea up to me. However, instead
of explaining the topic directly, I find it more effective to explain the differences of tense through
examples. I think that first going through examples and then teaching the rules will provide much
more permanent learning.

72
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 2

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Food

TARİH/SAAT/HAFTA : 15.10.2024 10.50-11.30

Öğretim Stratejileri (Derse Giriş - Etkinlikler - Sonlandırma ):

The teacher had to enter about 5 minutes late because she was the hall monitor. When she entered the
classroom, she greeted the class in a cheerful and loud voice. Warm up and lead in took 4 minutes.We
were at the end of the unit, a summary was made and what was remembered and learned was checked
by referring to the topics learned in the previous lesson. After announcing the transition to the new
topic, the teacher asked a few discussion questions. After about 6-7 minutes of discussion, the unit
was entered. Not only did the teacher ask the questions given in the book, but the additional discussion
questions were asked.Several terms and concepts were repeated about the "Food" unit. The teacher
first explained the words related to the subject on the board in English, and then briefly said the Turkish
meanings of the words to the class so that they could understand fully. I checked by looking at the
clock that we had 20 minutes for the activity. Then, the teacher explained the activity to be done and
started to prepare the materials without wasting time. She took out the edible elements that would be
used in the activity one by one. The elements were explained in Turkish and English. The teacher
asked the students to place 3 tables in the middle of the classroom. Since the students were enthusiastic
about the activity, they quickly did what the teacher said. The teacher gave the students 5 minutes to
design their own plates from the edible elements placed on the table. At the end of the 5 minutes, the
students took their seats and they explained the elements on their plates, one by one, speaking in
English. Then, the students ate their plates. The teacher finished the lesson 2 minutes before the end
of the lesson and gave information about what to do in the next lesson.

Sınıf Yönetimi Güdüleme – Katılım – Disiplin - Zaman Kullanımı ):

Almost all of the students actively participated in the discussion part and obviously enjoyed it because
I noticed that they were talking among themselves as well. Therefore, the teacher felt the need to raise
her voice and warn the class. In fact, she expressed a little nervously that she did not want to give a
warning again. None of the students asked extra questions because the teacher explained in detail what

73
they should do at the beginning of the activity. During the activity, the teacher constantly informed
about the remaining time. Students who spoke loudly were warned. At the end of the activity, the
teacher counted down 10 to 0 and created excitement in the students. Even we, as observers, eagerly
waited for the activity to be completed. At the end of the activity, the students were warned many
times not to eat their plates because they were asked to share the final plate with their friends and show
them. By doing this, the teacher strengthened the sense of curiosity among the students. Each student
explained their plate one by one and the teacher gave reinforcement to all of them in a positive and
cheerful manner. It was very fun and entertaining. It was a game in which everyone participated
actively.

Öğretim Teknolojileri ve Materyal Kullanımı

Glass, plate, spoon, biscuit, coconut, chocolate, oats, sliced apple, honey, raisins, plums, fresh
grapes, strained yoghurt, yoghurt, dried grapes.

Ben olsaydım…. Çünkü….

If I were implementing this activity in my classroom, I would ask the students to stand up in rows
instead of standing up at once so that everyone can design their own plate. When all the students stood
up at the same time, there was an inevitable chaos in the classroom. If it were me, I would have the
students sit at the board in rows and prevent that noise environment. .In this way, everyone who goes
to the board and prepares a plate will be able to see each other's plate easily.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 2

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

74
DÜZEY : 11/G

KONU : Sequencing/Linking words

TARİH/SAAT/HAFTA : 18.10.2024 08.20-09.00

Öğretim Stratejileri (Derse Giriş - Etkinlikler - Sonlandırma ):

The teacher entered the lesson about 6 minutes late. The teacher entered the lesson by taking
attendance, filling out the class book and taking the students' mobile phones. She checked the
homework of each student one by one for about 15 minutes. The teacher had a process file with the
names of each student and the teacher checked the students' homework. and those who did not do so
were given an evaluation grade. After completing these, the teacher asked what they did in the previous
lesson and asked the students to remember. Referring to past lessons, she wrote linking words on the
board. The teacher asked the meanings of some words and asked the students to tell them. After
receiving answers from them, she explained the explanations of some words. and explained the
difference in meaning between some words. This process was done in a total of 15 minutes. The book
included a vocabulary activity (match the words with the correct definitions) and the teacher gave the
students a few minutes to do this part. At the end of the time, the answers were checked. .Then the
listening part of the book was started. The teacher gave 1 minute for pre-listening and asked the
students to see in advance what they would need to find in the text they would listen to. For While
Listening, the teacher turned on the listening text from the smart board, and for silence, the whole
class listened. In the meantime, the teacher checked the students one by one and checked if they could
fill in the gaps in the book during the listening. The listening text was listened to only 1 time in the
classroom because everyone was able to fill in the blanks comfortably. Then, within 2 minutes of post-
listening, the teacher opened the answers on the smart board and the students saw the correct answers.
After the listening was over, the teacher announced that they were going to play a new game. She
made all the necessary explanations about the game, but there was not enough time for the game as
there were 2 minutes left for the lesson end. The teacher explained the necessary materials for the next
lesson, gave homework, and ended the lesson by asking them to bring the content maps they should
have prepared in advance for the next lesson.

Sınıf Yönetimi Güdüleme – Katılım – Disiplin - Zaman Kullanımı ):

The teacher was in rush because she arrived late for this lesson. Since she spent almost 15 minutes of
the lesson checking homework and filling out the class book, there was not enough time for games
until the last minute of the lesson. There was not much participation in the lesson. The students who
participated in the activities were the same faces. But no student made any noise. Students did not
exhibit any negative behavior such as noise, chaos interrupting the lesson, so the teacher did not feel
the need to warn anyone. The teacher used the smart board very quickly and quickly found the book
and made good use of the little time she had. When each activity time was given, the teacher always
went to the students' tables and asked them one by one instead of watching from the corner. She
checked the processes. The questions of the students who had questions were answered one by one,
and in some places the teacher gave Turkish words and explanations. To a student who had difficulty
in explaining a concept in English, the teacher encouraged him by saying that he could explain it using

75
Turkish.

Öğretim Teknolojileri ve Materyal Kullanımı

Smart Board, class book, teacher's file with the name of each student.

Ben olsaydım…. Çünkü….

If it were me, I would try to get all the students to speak one by one, not just the students who have
the right to speak. I would not give so much time to checking homework at the beginning of the course.
The teacher was a little late because she had long conversations with the students during the homework
check, and there was no time for the activity at the end of the lesson. If it were me, briefly I would
finish the homework check immediately. Or on the other hand, the teacher gives great importance to
the homework check. The teacher introduced the activity in the last 5 minutes of the lesson. I would
not do such a thing at the last minute.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 2

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

76
DÜZEY : 9/Pro

KONU : Food

TARİH/SAAT/HAFTA : 18.10.2024 10.00-10.40

Öğretim Stratejileri (Derse Giriş - Etkinlikler - Sonlandırma ):

The teacher entered the classroom in an energetic and loud voice. After reminding what was done in
the previous lesson, she gave information about what to do in this lesson. She asked discussion
questions as pre-listening, getting the opinion of almost all the students. Then, the questions to look
for in listening were browsed. After the teacher was sure what all the students were going to do for
listening, she turned on the listening text. In the meantime, she solved the problem with the smart
board. The students listened in silence. The teacher then went to the desks of the students one by one
to check and when she noticed that they had a lot of blanks, she asked if they wanted to listen to the
listening text again. When almost all of the students asked what they wanted to listen to again, the text
was listened to again. This time, the teacher told them what to look for while listening. After the
listening was over, she showed the answers on the smart board and the teacher taught vocabulary as a
post listening. She also said some words in Turkish. In post listening, students were expected to read
a short text in the book. The teacher explained the skimming scanning technique she had taught before,
explaining the differences. And the students were given 1 minute to skimming for the review the
reading part. Then the teacher had a rhythm game made. Read the title and then look at the pictures
find the author's two main reasons for writing the article. There were 5 separate and sequential
sentences in which the reasons were written.while the students applauded once for the sentences they
thought were wrong answers, they applauded twice for the sentence they thought were correct. And
in this way, everyone was in rhythm at the same time. After this activity was done, the teacher realized
that there was 1 minute left before the end of the lesson and ended the lesson by telling the students
what we would do in the 2nd lesson.

Sınıf Yönetimi Güdüleme – Katılım – Disiplin - Zaman Kullanımı ):

In every lesson, the teacher personally controls the student activities without skipping .She makes the
presence of an authority felt in the classroom by going to all students' desks and constantly moving in
the classroom. This allows all students to focus. By asking discussion questions as a pre-listening, the
teacher informs the students about the text they will listen to. While doing this, the teacher does not
only stick to the book but also asks extra random questions of her own.The teacher checked on her
mobile phone while listening for possible noise or other noise may occur. She was constantly checking
for attention-grabbing situations (such as receiving messages). In addition, the teacher realized that it
was not possible to listen to the smart board due to the problem with the smart board and brought a
portable speaker with her as a contingency plan to save the situation. This was quite surprising for me
because at first I thought that the teacher would not be able to teach the lesson, but the teacher quickly
solved the problem. Vocabulary teaching was done in post reading. The teacher explained the Turkish-
English equivalents of the words one by one and used them for sample sentences to ensure permanence
by giving other words with similar meanings. I observed that she mostly did inductive way of teaching
because she first gave the concepts one by one and then gave whole topic. I noticed that she explained
the rules. At the end of the lesson, the students reminded the teacher that there were 2 minutes left

77
until the end of the lesson. In this lesson, the teacher could not manage time very well due to the
problem with the smart board.

Öğretim Teknolojileri ve Materyal Kullanımı

Portable loudspeaker, textbook, teacher's smartphone, smart board.

Ben olsaydım…. Çünkü….

If I were her, as soon as I realized that the smart board was not working or was broken at the beginning
of the lesson, I would immediately leave it and not struggle to do it. The teacher had already brought
a portable speaker with her. If it were me, instead of spending the first 15 minutes of the lesson trying
to solve the problem of the smart board, I would teach my lesson using that speaker and solve the
smart board in the break time. I would try to find it because I noticed that the students' attention was
distracted while the teacher was dealing with the smart board.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 3

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Past abilities

TARİH/SAAT/HAFTA : 25.10.2024 08.20-09.00

78
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher came to this lesson about 10 minutes late. As soon as the teacher came to the classroom,
she collected the smartphones, put them in a box and handed them to the staff, as is the routine in the
first lessons of the morning. Then, the class book was filled in. Almost half of the lesson was devoted
to this process. The teacher didn’t teach the class something new in this lesson. announced that they
would not continue.At the end of the unit, she gave the remaining 1-page activity as homework for
them to do at home. After making sure that every student in the class understood the homework, the
teacher explained the text about pirate adventure they read in the past tense unit. She asked the main
character of a relevant piece and waited for the students to remember it. After receiving answers from
her students, she gave reminders about the grammar issue. She answered the questions by speaking
Turkish when necessary. Then, she drew a large concept map on the whiteboard and wrote the past
tense as a title. She opened subtitle under the major headings and wrote the past tense. She asked the
students one by one what was covered under the tense topic. Past tense concepts such as simple past,
past continuous, past perfect, used to, was/were were written under the concept map. The teacher asked
the students for their ideas one by one and she corrected them where they remembered wrongly.
During this time, the teacher checked the time to explain the last remaining part, but when she saw
that there was no time left, she said that she would explain the last remaining part for the next lesson.
And 1 minute before the end of the lesson, the teacher finished the lesson.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher came to this lesson 10 minutes late due to unforeseen reasons. She also lost a lot of time
due to collecting phones in the classroom and filling out the class book. Since she was not going to
teach a new topic today, she was not in a panic even though time had passed. She constantly referred
to her previous lessons and encouraged her students to reinforce what they had learned. She warned
them to ensure that all her students participated and stated that she wanted to see different participants.
She expressed her opinion by telling the students that she doesn't want students to just look at the
board and shake their head. There were students who were dozing off because it was the first lesson
in the morning. They were not warned. And the teacher did not say anything about the need to write
down what was written on the whiteboard in their notebooks. She did not give a warning. In addition,
the teacher strengthened her explanation by using Turkish words where necessary. One of the
important things that caught my attention was that the teacher used body movements and facial
expressions very effectively when explaining a concept in English, and it was easy for the students to
understand.

Instructional Technologies and Material Use

Smart board,class book,board marker

If it were me.... Because....

If it were me, I would not say at the beginning of the lesson that the students will not be told something
new today, because I saw that saying this at the beginning of the lesson gave the students the comfort

79
that it would be okay even if they did not listen to the lesson. The students did not listen to the lecture
with relief, knowing that no new topics would be taught. The other thing that caught my attention was
that the students didn't take notes. If it were me, I would warn the students to take notes in their
notebooks, maybe this warning would motivate them to listen to lectures.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 3

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Making inferencing

TARİH/SAAT/HAFTA : 25.10.2024 10.00-10.40

80
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher came and greeted the class as usual, then quickly filled in the class book. She tried to open
the smart board, but when she couldn't, she asked the students to follow their books in order not to
waste time. After learning the remaining space in the book from the students, the fill-in-the-blank
activity in the book started. Since the teacher could not reflect the answers on the smart board, she
wrote them on the whiteboard and asked the students to follow them. Students were given 3 minutes
for the last remaining vocabulary and meaning matching activity, and the activity processes were
checked by going to each student's table. Afterwards, the teacher asked them to keep the rhythm by
clapping for this activity. 1 clap for answer A, 2 claps for answer B. For answer C, the activity was
controlled with a flow of 3 claps. Word control, explanations and close-meaning words were checked
where necessary. The teacher finished the lesson by checking the time at the last minute.

Classroom Management Motivation – Participation – Discipline – Time Use):

When starting this lesson, the teacher said that her voice was low and that she had a severe sore throat
and asked her students to be quiet. Since the smart board of this class is always broken, the teacher
always has problems when starting the lesson. When she had a problem with the smart board in this
lesson, she continued from the book in order not to waste time. There was a student in the classroom
who was dealing with the smart board and the teacher asked him for help. When the smart board
problem was solved in a short time, the teacher projected the book on the board. During this time, the
students were warned by the teacher to follow the parts they needed to follow in the book. The teacher
gave clear instructions at the beginning of the activity, giving students what and how to do it. She
explained the need thoroughly. I saw that the teacher was constantly checking her wristwatch. The
classroom was quiet and calm due to the teacher's low voice. The teacher finished the lesson on time.

Instructional Technologies and Material Use

Smart Board, class book,board marker.

If it were me.... Because....

The smart board was always malfunctioning in this classroom, and almost the first 10-15 minutes of
the lesson were spent trying to solve the problem of the smart board. If it were me, I would assign a
selected student before the lesson to take care of the smart board, turn it on and prepare it. Or, as an
alternative, I would give us,the practice teachers, beforehand. I would make my job easier by giving
us the task of opening the smart board.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI

81
 CLASSROOM OBSERVATION 3
Week 3

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Making inferencing

TARİH/SAAT/HAFTA :25.10.2024 10.50-11.30

Teaching Strategies (Lesson Introduction - Activities - Ending):

In the second lesson, the teacher again started by greeting the class. For this lesson, the teacher
announced to her students that she would leave the classroom for us internships as she was on duty
for the October 29 demonstrations. The teacher asked us to do an activity and guide the students during
the activity. The activity was debate. After explaining the activity for about 10 minutes, the teacher
returned to the classroom and left the classroom, saying that she left the charge to us practice teachers.
The class was divided into two groups according to the number of people, 9 people in group A and
the remaining 9 people in group B. Group A would advocate the idea that the appearance or taste of
the food is more important, while group B would advocate the idea that the taste of the food is more
important. We, the practice teachers, asked the students to choose 3 speakers for each group. Speaker
1 would be assigned to make the speech that started the discussion, speaker 2 would defend the topic
of discussion, and speaker 3 would be assigned to make the speech that ended the discussion. We gave
the students 15 minutes to choose a speaker and exchange ideas among themselves.At the end of the
15 minutes, we started the discussion session and listened to the discussion by giving the speakers
time to speak. At the end of the discussion, we determined the group with the most points as the winner
and finished the lesson.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher explained in detail the debate activity that will be held for 10 minutes before leaving.
After the teacher left, we, as practice teachers, gave the students 15 minutes for each group to choose
their own speakers. During the given time, we constantly reminded the students about the time we had
given and the remaining time. We constantly warned them that they should speak English in the group.
The students did what they were told without any difficulty and did not ask any extra questions. While
checking them, we saw that they were all excited, motivated, coordinated and speaking English. At
the end of the given time, the other group members, except the speakers, became silent listeners and
gave the speakers their speeches. We gave them 1 minute each to do it. We constantly checked the
time and adjusted it to exactly match the end time of the class. At the end of the activity, we calculated
the points we gave to the speakers as a jury and announced the winning group to the class. A very
entertaining, silent turn-taking debate was completed.

82
Instructional Technologies and Material Use

Clock, smart board,timer,notebook,pencil.

If it were me.... Because....

Since the teacher went on compulsory duty for this lesson, he could not do the lecture and the task of
guiding the activity compulsorily. But before leaving, he gave instructions for the activity to be done.
If it were me, I would have us practice teachers give the instructions for the debate activity because
then the students would not feel duality.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 4

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Speaking exam

TARİH/SAAT/HAFTA : 01.11.2024 08.20-09.00

83
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher entered the classroom greeting with a cheerful and loud voice. The class book was filled
out and the smartphones were collected and put in the box, as is the routine of the first lessons of the
morning. After the routine tasks were completed, the teacher started to explain the parts of the exam
for the next week. The teacher first started the writing part of the exam, which consists of 4 parts.
explained. She stated that they should write a CV here.She gave warnings about what to pay attention
to when writing a CV. Referring to the parts done and read in previous lessons, the teacher reminded
them of the activities they had done. While explaining the reading part, she said that she would ask
the students about the 'main idea'. When a few students got stuck on the main idea part, the teacher
explained what the main idea was again and she strengthened her explanation by giving examples
from previous reading passages. She supported her idea by explaining the difference between main
idea and topic sentence. After explaining the speaking part, she also gave information about how the
scoring would be done. She also reflected the scoring scale on the board. Then she released the class
and asked the students who wanted to take the speaking exam voluntarily. She said that if there were
any, she could take the exam in this course. One student said that he wanted to take the speaking exam
in this course. The teacher came to us, the practice teachers, and asked us to evaluate the student who
had the speaking exam. We evaluated based on our criteria: fluency, accuracy, content, pronunciation
and vocabulary. Afterwards, we compared our evaluations and finished the lesson by giving the
student a grade.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher always goes to his lessons energetically. Time management is almost always good, but
the teacher always enters her lessons, especially the first lessons, about 10 minutes late. She came late
to this lesson, but since the students were already used to the teacher's exam style, quick summary
information about the exam was enough for the students and there was enough time for 2 students to
take the speaking exam in the last minutes of the lesson. Since it was the first hour of the morning, the
students were mostly in sleep mode. The teacher tried to keep them alive by raising or lowering her
voice and clapping with her hand.She urged the student, who had difficulty explaining, by telling her
that she could explain in Turkish, but the teacher replied in English. Of course, she did not cause
confusion among the students by speaking Turkish where necessary and giving detailed explanations.
I noticed that the teacher's detailed sharing of what she would pay attention to in the exam reduced the
anxiety levels of the students.

Instructional Technologies and Material Use

Smart board,class book,board marker

If it were me.... Because....

The teacher turned to the students in the last minutes of the lesson and said, "Most of you are not
paying attention to me anyway, I will finish the lesson." I think she made most of the students more
comfortable by saying this. Therefore, if it were me, I would not use such a statement. In addition, the

84
teacher didn’t check whether all the students correctly understood the information given about the
exam. She continued her lesson without any hesitation. If it were me, I would get feedback from the
students and make sure that everyone understood the exam instructions correctly.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 4

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Speaking exam

TARİH/SAAT/HAFTA : 01.11.2024 10.00-10.40,

85
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class loudly and cheerfully, as was routine, and then filled out the class book
for the first 10 minutes. The teacher then asked the class what they wanted by presenting them with 3
options they could do for this lesson.First option was to study for the English exam individually, the
2nd option was to study for the history exam, and the 3rd option was to study English together. The
students said they wanted to be free and work. In a short time, the teacher wanted to talk about what
they were responsible for the English exams. The reading and writing part of the exam was explained
in detail. Students did not ask extra questions as other parts of the exam were announced in advance.
Then the teacher ended her lesson, freeing the class.

Classroom Management Motivation – Participation – Discipline – Time Use):

After greeting the class, the teacher does not directly tell them what they will do today. She starts her
lesson by warming up for about 3 minutes. Meanwhile, the students in the class enter the lesson
listening mode and become aware that the teacher is in the classroom. The teacher offers the students
3 options about what they want to do in this lesson, so that they can attract their attention. She took
into account the students' wants and needs. She ensured that the lesson was not empty by giving
importance to the students' ideas and asking them to decide what would happen in the rest of the
lesson. While doing this, the teacher maintained her authority by ensuring that the class was not in
chaos and that they listened to the ideas without making noise. After the students chose what they
wanted, she made the decision. No changes were made and a single decision was agreed upon. Thus,
the class did not experience chaos and the lesson was continued calmly. The teacher explained the
exam parts in detail. Her explanations were so detailed that there was no opportunity to ask extra
questions to the students. And the rest of the lesson was left empty for the students to study.

Instructional Technologies and Material Use

Smart Board, class book,board marker.

If it were me.... Because....

The teacher offered options to get the opinion of the students. But if it were me, I might not have
offered options, because when students are given a shared decision, there is very likely to be chaos
and noise in the classroom. Since it can be difficult to bring the chaos and noisy classroom together
for the lesson again, I may not leave such joint decision-making to the wishes of the students in the
classroom.

86
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 4

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Common exam

TARİH/SAAT/HAFTA : 01.11.2024 10.50-11.30

87
Teaching Strategies (Lesson Introduction - Activities - Ending):

For this class period, there were 10, 11 and 12, that is, common mixed exams for the whole school. The
teacher entered the classroom with the file in which the History, German and English exam papers were
prepared separately. The teacher came at the exact time and separated the exam papers and lined them up on
her desk. She placed all the students in the class in front of the classroom door. She emptied the desks.
According to the list in her hand, she created a seating arrangement by separating the classes and seated the
students one by one. Meanwhile, nearly 5 minutes of time was lost. After all the students were seated, the
teacher distributed the exam papers with the help of us practice teachers. After the teacher made sure that
everyone received the exam papers Then she started the exam by telling the exam duration. She said that she
would give them an extra 5 minutes because they started the exam late. During the exam period, the teacher
gave a signature list and made sure that everyone signed. In the remaining time, the teacher looked at the list
and checked whether the students had received the correct exam papers according to their grade levels. And
so, the exam was completed.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher arrived at the classroom just in time. There were students from different grade level in the
classroom. Instead of picking up the students one by one and seating them, the teacher took everyone
in the classroom in front of the door and placed them that way. In the seating arrangement list given
to the teacher by the school, some class groups were next to each other, but the teacher placed the
students at the same grade level next to each other. She made arrangements by looking at the list so
that she would not sit next to each other, and seated the students according to her own
arrangements.She made sure that all the students received their exam papers one by one and wrote
their names, surnames and school numbers. Meanwhile, she was observing the class to ensure that
there were no cheating in the classroom. The teacher did not want to distract the students. She was
moving very quietly and carefully. During the exam, especially towards the end of the exam, she
always reminded the students how many minutes they had left. At the end of the exam, she warned
that everyone should not leave the classroom at the same time and should not stand up. The student
who finished his/her exam raised his/her hand and after the teacher took the exam paper and checked
it, the student left the classroom. At the end of the exam, the teacher gave the students an extra 5
minutes because they started the exam late. At the end of the exam, the teacher collected the papers
herself.

Instructional Technologies and Material Use

Clock, smart board,timer,notebook,pencil,exam papers,signature list.

If it were me.... Because....

If it were me, I would come to the class where the exam will be held at least 5 minutes in advance and
arrange the seating arrangement. Because when I arrived at the class on time, time would pass with
the seating arrangement and the teacher would have to give extra time. In my opinion, the teacher
should have taken this into account and come to the classroom early and prepare the students to sit for
the exam.

88
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 5

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Speaking exam

TARİH/SAAT/HAFTA : 05.11.2024 09.10-09.50

89
Teaching Strategies (Lesson Introduction - Activities - Ending):

As is her routine, the teacher greeted the class in the first 5-6 minutes of the lesson, asked her students
how the exam week was, and filled out the class book.She said that students who want to take the
speaking exam in this course can take the speaking exam voluntarily, and those who want to take the
speaking exam can study for other exams. She wanted us the practice teachers to make evaluations
with her. The teacher asked us come to her desk. Since the evaluation criteria were told to the students
in advance and the students were knowledgeable, the teacher started to do the speaking part of the
exam with the volunteer students without any extra reminder. She asked each student to answer 3
questions by choosing any number from the page containing questions numbered from 1 to 81. .In this
way, approximately 6 students took the exam and the lesson was over.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher randomly selects the students who will be tested on the class list if there are no volunteers. If there
are no volunteers, the students are excited when the teacher tests the students in no particular order, so they
carefully listen to who the teacher will choose. The teacher is extremely friendly and calmly greets the selected
student and makes him/her sit next to the teacher's desk. The teacher's individual greeting of the students puts
the students at ease before the speech and puts them in the mood of a normal conversation. While speaking
during the exam, the teacher encourages the students by giving them reinforcement. After speaking, the teacher
announces to the students one by one where she deducted points. The students learned how many points they
received at the end of speaking. The teacher selected a student to take the speaking exam 3 minutes before the
end of the lesson. Since it was the last minute, there was a slight chaos and noise environment in the classroom.

Instructional Technologies and Material Use

Smart board,class book,board marker,PC.

If it were me.... Because....

If it were me, I would not make the student an exam 3 minutes before the end of the lesson, because
it would be unfair to the other students to do so. While other students took the exam in a quieter
classroom environment, the student who remained at the end of the lesson had to speak in an
environment of chaos and noise because the lesson was over. Since this may cause him/her to not be
able to focus, if it were me, I would make that student exam in the other lesson.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2

90
 Week 5

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Common Exam

TARİH/SAAT/HAFTA : 05.11.2024 10.00-10.40,

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher came to the classroom with the common exam papers in her hand about 3 minutes before
the exam. As soon as she entered the classroom, the teacher asked all the students in the class to stand
up and gather in front of the white board because she would not seat the students according to the
seating arrangement list given by the school. Everyone gathered in front of the whiteboard. The teacher
arranged the students according to their grade levels. 9th graders took the English exam, 10th graders
took the Physics exam, and 11th graders took the Literature exam. After everyone sat down, the teacher
checked whether the students had taken the correct exam paper one by one. The teacher gave the
signature list to the students and asked them to sign. She started the exam by telling the students the
exam duration. At the end of the exam, she finished the exam by taking the papers of the students who
raised their hands and finished the exam.

Classroom Management Motivation – Participation – Discipline – Time Use):

When the teacher entered the classroom, there was no noise environment because the students in the
class were mixed and did not know each other. Since the teacher could speak easily because of the
calm class environment , she started to give instructions before the exam started. She checked that the
students had received the correct paper one by one. She told the class how many minutes they had at
the beginning of the exam. By opening a clock from the smart board, it allowed everyone to easily
check the time. She announced the remaining time in the last 20 minutes of the exam, at 5-minute
intervals. She went to the students' desks and made them sign the attendance signature paper one by
one. In the meantime, she kept an eye on the class so that there would not be cheated. Near the end of
the exam, she warned the students not to get up from their seats, and the students who finished the
exam should raise their hands and get up after handing over the exam paper. The teacher made all the
warnings and the process so calm and descriptive that there was no need for extra explanations or
additions. During the exam, the teacher remained in control of the classroom by walking quietly
between desks.

Instructional Technologies and Material Use

Smart Board, class book,board marker,exam papers.

91
If it were me.... Because....

If it were me, I would come to the classroom at least 5 minutes before the exam because the teacher
does not seat the students according to the seating arrangement given by the school. Since it takes
almost 5 minutes to arrange the seating arrangement, students are afraid of having time problems
and this creates anxiety before the exam. Since the student profil is hard-working, the exam is
important for them. Therefore, thinking that they will have time problems before the exam causes
them anxiety, and this is something I do not want as a teacher.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 7

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/F

KONU : Past abilities

TARİH/SAAT/HAFTA : 18.11.2024 10.00-10.40

Teaching Strategies (Lesson Introduction - Activities - Ending):

As is the routine, the teacher spent the first 10 minutes of the lesson filling out the class notebook and
taking attendance. This lesson was the first lesson after the mid-term break. The 2 assigned students
were in charge of distributing the final, checked version of the written exam papers taken before the
mid-term break to their classmates. The teacher allowed the students to check their own papers. gave
free time. The teacher went around the student desks one by one and checked whether the students
had any questions. The teacher explained to the students where she had deducted points in the
listening, writing, speaking and reading exams. After 10.20 she started her lesson. She revised what
was covered in her previous lessons and drew a reminder table on the blackboard. The topic was past
actions. A timeline was drawn to remind you of the titles past simple, past continuous, past habits
(used to), past perfect. Before, after, when, while, conjunctions were associated with past actions and
reminders were made. The teacher announced that a game would be played with the station technique
in the next lesson. Before the end of the lesson, the teacher gave numbers 1-8 to the students in the
class and asked the students to remember the numbers they received. The end bell rang and the lesson

92
ended.

Classroom Management Motivation – Participation – Discipline – Time Use):

Since the teacher usually spends the first 10 minutes of the lesson taking attendance, there is a slight
noise that cannot be prevented in the classroom. While the two students in charge were distributing
the exam papers, the students waited for the final exam papers to come to them without leaving their
seats. As soon as the teacher finished her work with the class notebook, she went to the students' desks
one by one and explained what mistakes they made on the exam paper .She spoke Turkish while giving
feedback. After 10.2 she started her lesson. She started her lesson by revising. As soon as she started
her lesson, she started speaking English. Reminding questions to the students asked, the answers were
taken, they were asked if they understood. The students were given numbers 1-8 for the game to be
played in the next lesson. While doing this, the teacher raised her voice and made sure that all the
students heard the number given to them, and the lesson ended.

Instructional Technologies and Material Use

Smart board,class book,board marker,exam papers.

If it were me.... Because....

After giving the exam papers to the students, the teacher went to their desk one by one and told them
where they made mistakes. If it were me, I would explain the answers on the exam papers at once for
the whole class to hear, because while some students were very interested in the exam papers, some
students did not care about what they made mistakes.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 7

93
UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/F

KONU : Past Abilities

TARİH/SAAT/HAFTA : 18.11.2024 10.50-11.30

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher spent 5 minutes of her lesson filling out the class book.She gave clear instructions about
the station activity to be held and explained the event.Stations between 1 and 8 were set up. All the
1s, 2s, 3s, 4s, 5s, 6s, 7s, and 8s in the class came together. Everyone went to the stations according to
their number. Within the given 1-minute period, they were asked to note the small clues about the
character and plot setting in the stories written at the stations on the paper in their hands.The same
stage was done in the new station by making changes between stations at 1-minute intervals. After all
the stations were completed (8 stations), a new text was written with the notes taken by the group
members at each station.

Classroom Management Motivation – Participation – Discipline – Time Use):

After entering the classroom, the teacher explained the instructions she had given the previous lesson
in more detail. During the break, the teacher placed 8 papers in different corners of the classroom for
the station activity and started the lesson without wasting any time. After giving the instructions in
English, the teacher asked a student to tell them what to do. The teacher uses this technique in almost
all of her classes. After giving information to the students about the activity to be done, she randomly
selects a student and asks him/her to explain what will be done. Thus, the students received the
information they could not get about the activity from the teacher, from their selected classmates. It
happens and I find it very useful in terms of clear instruction. Then, the teacher made a demo herself
at a station, ensuring that the students understood the activity thoroughly. The activity started to be
done by the students. All students went to their stations without any problems and wrote down the
desired information, such as plot characters in the text written at the station, on the papers in their
hands. .In the meantime, the teacher walked around the classroom and checked whether the students
did what they were told at the stations. The teacher reminded the students about the time at almost 1
minute intervals. While the stations were being changed, the teacher walked between the stations with
the students. All After the stations were visited, the teacher announced that the time had stopped. After
the time stopped, the students were asked to write a new story with the information they had. Since
the teacher used a very clear and understandable language while telling this, no extra questions were
asked about what to do. The students spent the last 15 minutes of the lesson writing. At the last minute,
the teacher collected the texts written by the students and the lesson ended.

Instructional Technologies and Material Use

94
Smart Board, class book,board marker,papers for station activity.

If it were me.... Because....

The activity and the teacher's management of the activity were very good. But after the lesson, we
preservice teachers had a lot of fun reading what the students wrote, because the students wrote very
creative and funny new texts. Since the characters and plots of the stories changed at each station
they went to, a familiar story took on a new shape.Since writing part was left until the last minutes of
the lesson, the students could not read what they wrote out loud at the end of the lesson. If it were
me, I would keep the activity time short and ask the students to read each other's writings out loud in
the class because it was very fun.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 7

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/C

KONU : Prepositions

TARİH/SAAT/HAFTA : 18.11.2024 13.55-14.35

Teaching Strategies (Lesson Introduction - Activities - Ending):

After entering the classroom, the teacher greeted the class with a loud and energetic voice. After
greeting the class and filling out the class notebook, the teacher distributed the written exams taken
before the mid-term break to the students so that they could see their mistakes. The students checked
their papers individually. The teacher went around the students' desks to check if they had any
questions and asked them and gave them feedback. If there were places where the whole class was
stuck, the teacher explained them one by one so that the whole class could hear. Then, the teacher
introduced proposition teaching and continued in an explicit manner. After the proposition teaching
was done, the proposition activities in the book were explained. The teacher gave the students 3
minutes. At the end of the time, the students' answers were checked with a thumbs up thumbs down
method. The teacher touched on the topic of clock. No detailed explanation was given, but every detail
was explained in summary form and the students were expected to mix the topic of proposition and

95
clocks. Teacher taught students what plot is through activities. And the lesson is over.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher greeted the class energetically and loudly. She spent the first 10 minutes of her class filling
out her class notebook. After distributing the written English exams to the students before the break,
she gave them time to individually check where they had made mistakes. Within the given time, the
teacher went around the tables one by one to avoid chaos in the classroom and explained the students
about their exams. She completed the part related to the exam by giving feedback where necessary so
that the whole class could hear it. She started her class by teaching explicit grammar. She wrote the
prepositions on the whiteboard so that the students could see them. She aimed to increase the
permanence of prepositions by using some encryption methods.(“on”suz günler geçmiyor) After doing
her teaching, she asked the students to do the activity in the book. She gave them time to complete the
activities and checked them during the time and guided them where necessary. At the end of the event,
while answering the activity, she collected the answers in the activity with the thumbs up-down
technique. Through this activity, I think that students are actively involved in answering, and I find
this technique very helpful. At the end of the event, while talking about the hours, I noticed the
teacher's effective use of time. It was very effective that she made the two issues permanent by
associating them in a short time. At the end of the lesson, the fact that she mentions what plot means
through an example in the book is an example of how she uses time very effectively for me.

Instructional Technologies and Material Use

Clock, smart board,timer,notebook,pencil,exam papers.

If it were me.... Because....

If it were me, I would check together the exam papers so that the whole class could follow and hear
them, rather than making individual comments, because the teacher had to explain the same places to
the students over and over again.

96
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 8

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Writing

TARİH/SAAT/HAFTA : 02.12.2024 13.05-13.45

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class as usual, asked how they were, how they were feeling today and then
gave information about what to do today.The lesson started with a short listening text.The teacher
opened the listening text after informing about today's topic and saying that this lesson was
writing.After the listening text was finished, the teacher asked the students for their opinions about
the topic in the listening text (do you agree).After receiving opinions from a few students, the
teacher told the students to open the textbook.The teacher gave the students 2 minutes to do the first
activity of the topic on page 35 of the book with their friends sitting next to them.At the end of the
time, the activity answers were checked one by one and the activities in the book were done one by
one.In the last 20 minutes of the lesson, the opinion statues in the activity at the end of the book
were looked at and the opinions of the students were taken.In the last 1 minute of the lesson, the text
structure was explained by giving instruction to the students and the teacher distributed papers to the
students.The teacher gave the students 14 minutes to write and checked them throughout the time..

Classroom Management Motivation – Participation – Discipline – Time Use):

97
The teacher was cheerful and energetic as she greeted the class.As she started her lesson, she raised
and lowered her voice to get the attention of all the students.She chatted with the students for about 2
minutes, took attendance and filled in the class book.The teacher chatted with the students for about
2 minutes, took attendance and filled in the class notebook, then introduced and introduced today's
topic before introducing the listening text.After the listening text, she asked the students for their
opinions and encouraged almost all the students to participate in the lesson.After the listening text,
the activities in the book were done.The teacher used Turkish when necessary to give instruction or
explain a word and made sure that the students understood.She reminded the students of the time she
gave them to do the activity and did an instruction check.

Instructional Technologies and Material Use

Smart board,class book,board marker,papers.

If it were me.... Because....

I wouldn't start the writing lesson with the listening text because this class is a bit fidget and
crowded and it is easy to get distracted while listening.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 8

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/C

KONU : Simple Present

TARİH/SAAT/HAFTA : 02.12.2024 13.55-14.35

98
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class with a loud and energetic voice, took roll call and filled in the class
notebook, asked the students routine questions about themselves and started the lesson.The teacher
talked about what she was going to do today and introduced the lesson.She showed videos about
simple present tense and routines on the smart board.At the end of the video, the students were
asked for their opinions and worksheets were distributed.In the worksheets, there were some
routines that a few people do in a large amount of time and the teacher read them out loud and
explained them. In the meantime, she waited for the students to notice the structures of the
sentences written on the papers and she got the answer she wanted from a few students. Afterwards,
she wrote some of the sentences on the board and taught the rules of simple present
tense.I,you,we,they = verb; he,she,it = verb+(s) wrote the rules on the board as follows.She then
read another passage to teach do/does and waited for the students to make sense of it and completed
her teaching and lesson in the same way.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher was energetic and used her voice effectively until the beginning, middle and end of the
lesson.She greeted the class and did the introduction routine in 2 minutes.She allocated 1 minute for
the warm up part and attracted the attention of the students.For the lead in, she took about 2 minutes
to tell what they did in the last lesson and what will be done in this lesson and then introduced the
subject by getting information about simple present tense from the students in the form of question
and answer.During the time she showed the video, the teacher checked the students and encouraged
them to watch it. After distributing the worksheets describing the routine of a few people to the
students, she did inductive way of teaching and made the students realize the rules of simple present
tense by themselves. Afterwards, she finished her lesson by explicit grammar teaching on the board
and taught the rules.

Instructional Technologies and Material Use

Smart Board, class book,board marker,worksheets.

If it were me.... Because....

If I was doing this lesson, there is nothing I would change, but the teacher never warned the
students to be quiet in class. If it was me, I would warn the students to be quiet because the class is
crowded and there is noise.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD

99
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 8

100
UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/C

KONU : Simple present

TARİH/SAAT/HAFTA : 02.12.2024 14.45-15.25

Teaching Strategies (Lesson Introduction - Activities - Ending):

After entering the classroom, the teacher greeted the class with a loud and energetic voice. After
greeting the class and filling out the class notebook.The teacher made a quick introduction to the lesson
because she had had a detailed conversation with the students at the beginning of the previous
lesson.Referring to the previous lesson, she gave information about the rules and usage of simple
present tense again.She reinforced the subject by exemplifying the routine of a character read in the
previous lesson worksheet.She went into a little more detail by doing explicit grammar teaching.She
opened a sub-heading on the board by making a distinction as sentence = noun sentence, verb sentence
and explained the two in detail.She explained and reinforced in which sentences the auxiliary verbs
Do/Does will be used and in which verbs the affix (s) will be used.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher greeted the class energetically and loudly. She spent the first 10 minutes of her class filling
out her class notebook.Then the students were reminded about the topics by referring to the previous
lesson.The teacher mostly taught using the whiteboard and board markers.This was the last lesson of
the day and the students were tired, so the teacher did not want to bore and tire them too much.She
explained the types of sentences and tried to reinforce them with various examples.She tried to
increase the retention of the auxiliary verbs do/does by coding the students on the singular plural.(I
and my ego = together singular and do is used , does = young sister singular).At this point, the teacher
spoke in Turkish and gave a detailed explanation and the confusion was cleared up.Near the end of
the lesson, the teacher asked one of the students to choose one of the students and ask her what she
understood.The chosen student summarized what had been done today and explained it out loud to the
rest of the class.This concluded the lesson.

Instructional Technologies and Material Use

Clock, smart board,timer,notebook,pencil.

101
If it were me.... Because....

If I were the teacher, I would make this lesson more memorable by bringing tangible materials
instead of using his/her hands in the part where he/she explains do/does. The teacher's use of her
hands while explaining caused some confusion.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 9

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Listening

TARİH/SAAT/HAFTA : 16.12.2024 11.40-12.20

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class as usual, asked how they were, how they were feeling today and then
gave information about what to do today since the topic was "what a life" and the unit was well-
known people, the teacher asked a few starter questions and got answers from the students.For the
lead in part, the teacher opened the powerpoint presentation on the board and showed a few famous
people about whom clues were given and asked the students to guess who they were, thus
completing the lead in guessing activity.Then the first activity of the book, guess and match the
names of well-known people with their status, was done. For the next book activity, students had to
work in pairs.After giving the necessary instructions, the teacher encouraged the students to work
with their friends sitting next to them.After the activity, the teacher checked the students' answers
and read aloud the dialogues they had written in pairs.After completing this activity, the teacher
asked the students to find the close meanings of the underlined words.The teacher opened the
listening text in a way that the students could understand and while listening to the listening text, the
activities were done and the lesson was completed.

Classroom Management Motivation – Participation – Discipline – Time Use):

102
The teacher was cheerful and energetic as she greeted the class.As she started her lesson, she raised
and lowered her voice to get the attention of all the students.She chatted with the students for about 2
minutes, took attendance and filled in the class book.Then she asked starter questions about the topic
and got answers from the students. She tried to engage almost the whole class and tried to give a
voice to all the students. The class was quiet, but the teacher woke everyone up by trying to cheer up
and liven up the class.Guessing the name of well-known people powerpoint presentation game was
fun and students actively participated and made guesses. After completing this activity, guess and
match the names of well-known people with their status activity was done quickly and students were
able to complete the activity easily.Öğrenciler gruplar halinde çalışarak birlikte diyalog
yazdılar.Meanwhile, the teacher walked in the breaks, went to the students and helped them, and
then did the listening text.Before the listening text, the teacher gave the necessary and clear
instructions to the students, telling them which activities to complete and how to complete them, and
the listening was done. After listening once, when the teacher realized that the students could not
complete the activities completely, he/she played the text once more and checked the answers
together.

Instructional Technologies and Material Use

Smart board,class book,board marker,papers.

If it were me.... Because....

If I were the teacher, I would make it a little bit more competitive and lively activity because this is a
very calm and quiet class and the teacher makes a lot of effort to engage them.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 9

103
UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/F

KONU : Wishes/Regrets -back to the past

TARİH/SAAT/HAFTA : 19.12.2024 13.05-13.45

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class with a loud and energetic voice, took roll call and filled in the class
notebook, asked the students routine questions about themselves and started the lesson.The teacher
talked about what she was going to do today and introduced the lesson.The teacher distributed a
piece of paper to the students for the if you had a remote control for your life, which button would
you press most activity in the introduction of the book and asked them to write their answers
individually. After the students wrote their answers on the small piece of paper, the teacher
collected the answers and collected the answer sheets into the box in her hand.She then randomly
selected papers from the box and read the students' answers.For the next activity of the book,
students were asked to match the meaning and explanation of the given famous sayings.(match the
quotes with their explanations).For this, the students were given a short period of time, during
which the teacher went to the students and helped them.The teacher asked a question which of the
quotes above is your favorite, give an example to support your decision and received answers from
several students.Then look at the photos, what do you think these people regret or wish for, share
your answer with the class activity was given time and the activity was done. Just below the match
the following statements with the photos part was also done and the lesson ended after the answers
were checked.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher was energetic and used her voice effectively until the beginning, middle and end of the
lesson.She greeted the class and did the introduction routine in 2 minutes.She allocated 1 minute for
the warm up part and attracted the attention of the students.For the activity at the beginning of the
book, if you had a remote control for your life, which button would you press most, the teacher
distributed a piece of paper to the students and asked them to individually write down their
answers.After distributing the papers, the teacher gave clear and concise instruction to the students
that each one should answer individually about himself/herself. After distributing the papers, the
teacher made sure that all students took the papers, wrote them down and returned them to the
box.Then the papers were randomly selected from the box and read. There was a buzz and chaos in
the classroom because the students were having fun with the answers.The teacher had to warn many
classes, the activities were done in order, the teacher made sure that all students were actively
participating and tried to engage all students.The teacher did an instruction check before almost
every activity and made sure that everyone understood. There were no extra resources in the lesson
and it was a book lesson.The teacher's time management was good and the lesson ended with all

104
activities completed.

Instructional Technologies and Material Use

Smart Board, class book,board marker,worksheets.

If it were me.... Because....

for the activity if you had a remote control for your life,which button would you press most I would
ask all the students to write their answers not individually but by dividing the students in the class
into groups because after all the students wrote their answers and put them in the box, the teacher
did not open and read them one by one and this caused some curiosity and disengagement from the
lesson.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 9

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/F

KONU : Wishes/Regrets -back to the past

TARİH/SAAT/HAFTA : 19.12.2024 13.55-14.35

105
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class with a loud and energetic voice.The teacher quickly filled in the class
notebook without the need for an extra introduction since the previous lesson was also in this class,
and gathered and prepared the students for the lessonHe prepared the text by giving the necessary
instructions to the students. After the students were ready to listen, the text was opened and the text
was listened to.During the first listening text, students were asked to just listen.The teacher then
asked the students to open the text for the second time and do the listen again and choose correct
option activity during listening..While the students were doing the activity, the teacher walked
around to help the students and the first part of the listening text of the book was finished.For the
next activity the teacher asked the students to work in pairs.Activity work in pairs and match the
situations with results.After dividing the students into groups, the teacher gave them the necessary
instructions and started the activity period.She checked on them throughout and helped them where
necessary, and the lesson was finished.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher was energetic and used her voice effectively until the beginning, middle and end of the
lesson.The teacher spent the first 7-8 minutes of the class meeting the class and preparing them for
the lesson because the students had just come from recess and were disorganized.The teacher then
connected the two lessons by summarizing what was covered today and what was done in the
previous lesson.She explained that they would now do a listening text and explained the relevance
of this text to the topic. She informed them that they should not do anything when they first listened
and the students listened to the listening text once.Afterwards, the teacher opened the listening text
once more, instructing the students to do the matching in the book the second time they listened to
it.The teacher used Turkish where necessary and needed to warn them often because the class was
noisy.For the work in pairs part, the teacher instructed the class to work with their friends sitting
next to them.While they were working, the teacher often checked on them and helped them where
necessary.The use of time was very effective and everything was done within the given time, thus
completing the lesson.

Instructional Technologies and Material Use

Smart Board, class book,board marker,worksheets.

If it were me.... Because....

There is nothing extra I could have done for this lesson because the teacher knows the class well
and knows their level and what they like and don't like, so the activities were engaging and
completed quickly.

106
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 10

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Synonyms

TARİH/SAAT/HAFTA : 17.12.2024 10.50-11.30

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher started the lesson by greeting the class as usual. Today there was a problem with the
smart board and the problem was solved with the help of a student.While the student was trying to
solve the problem with the smart board, the teacher counted the class and took attendance.This was
an introduction to the topic by referring to the previous lesson. Since synonym was covered in the
last lesson, the teacher made a lead in by asking reminder questions.The teacher had to skip the
warm up part because the lesson started late due to a problem with the smart board and the warm up
phase had to be skipped in terms of time management.After reminding the students of the previous
lesson in Lead in, the teacher instructed the students to open their textbooks. After the students
opened their books, the teacher opened the last page and started the lesson.Since the subject of the
lesson was synonyms, the close meanings of the given words were discussed through the examples
in the book.After the teacher made the explanations, she said that today was the writing lesson.She
started with a question about what a summary is and tested the students' knowledge before
writing.Brainstorming, she wrote the answers she received from the students on the board in the
form of a mind map and made everyone see it.(below)

The teacher gave information about summary and said that they will do writing today.The teacher

107
explained what personal response is by giving examples. The teacher said that there is no personal
response in the summary part and said that we write our own opinion in personal response writings.
In the middle of the lesson, a late student entered the class. The teacher continued to explain the
lesson so that the class and himself would not be distracted. After the personal response lecture was
over, the teacher explained the subject again quickly and summarized for the student who came late.
Then the teacher examined a sample writing in the book with the students and prepared them for
writing in the next lesson.She gave the students 3 minutes for the activity in the book.He checked
them during the time. At the end of the time, the teacher went to the students' desk and checked
them. After seeing that the students could not do the activity, he extended the time for 2 more
minutes and ended the lesson.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher greeted the class as usual and filled in the class notebook.There was a problem with the
smart board.The teacher tried to solve the problem with the smart board for about 4 -5 minutes, but
when he could not do it, he got the help of a student from the class.I had seen that this student in the
class had previously received help with problems related to the smart board.The teacher started the
lesson by directly leading in without warming up in order not to waste time.She referred to the
previous lesson and asked the students starter questions about the subject.He drew a mini mind map
on the board by brainstorming. This helped the students to see the elements of the writing lesson
concretely and to keep them in their minds better.What is personal response was explained to the
students with detailed explanations and examples. The teacher reinforced the subject with very
detailed and abundant examples. She explained the sample writing by reading it aloud himself.In
this way, it was ensured that all students followed and engaged. In addition, the teacher's
combination of synonym and writing lessons with a smooth transition caused the students to do the
subject and writing in a fun way without getting bored and without actually realizing it. Near the
bell, the teacher gave instruction for the activity in the book and gave the students 3 minutes. At the
end of the 3 minutes, the teacher went to the students and after seeing that some of them were
missing, she extended the time a little more.

Instructional Technologies and Material Use

Smart Board, class book,board marker,

If it were me.... Because....

There is nothing extra I could have done for this lesson because the teacher knows the class well
and knows their level and what they like and don't like, so the activities were engaging and
completed quickly.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
108
 SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 10

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Synonyms

TARİH/SAAT/HAFTA : 17.12.2024 11.40-12.20

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher does not feel the need to warm up after the break because this class was taught in the
previous lesson. After quickly filling the class notebook, the teacher gave information about the
project for a short period of 5 minutes because this class is a project class and they will make and
present a project at the end of the semester.Students asked questions about their projects and
received answers from the teacher. The teacher gave the students 5 minutes for the activity in the
remaining part of the book. This part was a matching activity and the students found it difficult to
complete the activity.The teacher helped them where necessary. At the end of the time, they
completed the activity by counting down and the answers were give.In the last 14 minutes of the
lesson, students were asked to do writing and write a response paper.The teacher starts the period by
giving the necessary instructions, checks them during the period and collects the papers at the end
of the period and finishes the lesson.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher gathered the class and started her lesson. She did not need an extra warm up and lead in
activity as she had been in this class in the previous lesson.She spent the first 5 minutes of the
lesson explaining the project to be done at the end of the semester since this is a project class. After
the students understood everything about the project, the lesson started.Students were given 5
minutes to complete the activity left over from the previous lesson and the teacher went to their
desks to help them.The teacher went to the group who were talking too much and warned them and
tried to engage them. She often warned the students to be fast because they had to write in the last
minutes of the lesson.At the end of the time given for the activity, a countdown was done. The
teacher often uses the countdown technique for the end of the activity in his/her lessons.Then they
were given instructions to write.Instruction check was done and after making sure that everyone
was informed about what to do, the teacher started the period.Students were checked throughout the
period and at the end of the lesson the writing was collected.And the lesson was finished.

109
Instructional Technologies and Material Use

Smart Board, class book,board marker,

If it were me.... Because....

The students were informed in detail about the topic and structure before writing, but the teacher
did not give them any information about where to write while giving instructions before they wrote
their own writing. A little reminder or warning such as "take a piece of paper" would have helped
the students to get on with their writing quickly without distractions and chatting.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 10

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : The words of wisdom

TARİH/SAAT/HAFTA : 20.12.2024 08.20-09.00

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class in an energetic and loud voice. After a short chat with the students, she
informed them about what would be done today. The teacher divided the class into groups of 4
students each and chose a representative for each group.The selected people will guess the person
given clues about the important name in Turkish history to represent their groupAfter the students
completed the activity in groups, he instructed the students to open the relevant page in the textbook
and asked the students to open page 43.A true/false activity was done in the book. The teacher
checked the answers with thumbs up-down technique and finished the lesson.

110
Classroom Management Motivation – Participation – Discipline – Time Use):

After a short chat with the students, the teacher filled in the class notebook and took attendance.
The teacher gave the students instructions to open the book.The students checked the true/false
activity in the book in the form of thumbs up-down. The fact that the teacher only checked true or
false engaged the studentsStudents like and are interested in checking answers in this way.The
teacher's time management was not good for this lesson because the teacher was ahead in the
curriculum and taught this lesson slowly.She mostly gave lectures and spent ample time in
conversation with students.

Instructional Technologies and Material Use

Smart Board, class book,board marker,

If it were me.... Because....

There was nothing extra I could do because the teacher taught the lesson slowly and slowly because
the subject was ahead.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 11

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Back to the past

TARİH/SAAT/HAFTA : 23.12.2024 11.40-12.20

111
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class as usual, asked how they were, how they were feeling today and then
gave information about what to do today since the topic was "back to the past".The teacher asked
them to complete a 5 question survival questionnaire.The questionnaire was about who is more open
to advice from the elderly.The students were to give 3 answers: agree, uncertain and disagree and
compare their answers with their partner at the end.The teacher used this questionnaire as a warm-up
for the lead - in after chatting with the students.The teacher gave the students time and checked on
them during the timeAt the end of the time, she checked the answers with her fingers: 1 finger up for
agree, 2 fingers up for uncertain and 3 fingers up for disagree. Then there was a quote activity "most
times, the best piece of advice comes from regrets rather than perfection".The teacher said to the
students "do you agree with the saying below,share your opinions with the class" and listened to the
students' opinions for about 10 minutes and let them speak.There was a section about the acquisition
of 6 vocabulary words in the rest of the book.The teacher asked the students to match the words and
their explanations.At the end of the time, the teacher took the answers from the students and ended
the lesson.The teacher ended the lesson early because the students wanted to take a lunch break.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher was cheerful and energetic as she greeted the class.As she started her lesson, she raised
and lowered her voice to get the attention of all the students.She chatted with the students for about 2
minutes, took attendance and filled in the class book.The teacher usually does the warm up part by
chatting with the students.Today she started her lesson by chatting with the students.After explaining
what they will do today by referring to the previous lessons, she moved on to the lead in part.For the
lead in part, the teacher asked the students to do the survivor in the textbook.After the students did
the surviving, they did the surviving with excitement because they were going to share their ideas
with their friends.While they were exchanging ideas with their friends, the teacher gave them some
clues and guidence.While the students were speaking, the teacher ensured silence in the
classroom.Where the voice was raised and the students were making noise, the teacher made the
necessary warnings and ensured that everyone listened to the speaker.While the vocabulary work
was being done, the teacher paraphrased the synonyms or explanations of the words where the
students were stuck and helped them to acquire the word.

Instructional Technologies and Material Use

Smart board,class book,board marker,papers.

If it were me.... Because....

I wouldn't have done anything differently because the teacher is always changing the pace of her
lessons to keep up with the curriculum she has been given, and in this lesson she had to teach slowly
and calmly, so she put more emphasis on chatting and entertaining the students.

112
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 11

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/G

KONU : Back to the past

TARİH/SAAT/HAFTA : 23.12.2024 13.05-14.35

Teaching Strategies (Lesson Introduction - Activities - Ending):

Since the teacher had a lesson in the previous lesson, she did not need to greet or warm up
again.After quickly preparing the students for the lesson, she said that they would play a game in this
lesson.She filled the class notebook and took attendance.Then she started to tell the rules of the
game.The game was a game about past tense.The teacher drew a past tense rules table on the
whiteboard so that they could see it easily since the subject was past tense.After quickly repeating all
the elements related to past tense such as regular-irregular rule, was-were, could, she explained the
rules of the game.After explaining the rules of the game in detail, the teacher divided the students
into groups. She wrote a sample sentence on the board so that the students understood what to do
and made sure that the students understood it. Then she started the time and checked the students
during the time.Thus, the game was played and completed without any objection from the students.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher was cheerful and energetic as she greeted the class after lunch break.The teacher
gathered the students.The students had just come back from lunch break and there were still some
students who were eating.So the students had some difficulty in focusing but the teacher quickly
warned them and told them that they were going to play a game today.The students listened to the
teacher with excitement after they knew that they were going to play a game.The teacher was very
clear and precise while giving instruction.She often asked the students if there was anything they did
not understand and checked the instruction.She used Turkish where necessary.She played the game
herself once for the students to understand.She wrote two letters on the board in the form of M W
and wrote her own sentence.The letter pairs were changed at the beginning of each game.The
students were warned that auxiliary verbs, propositions did not have to start with the given letters
and these were counted as given words.After the division into groups, the teacher drew a score table
on the board to avoid confusion.The fact that the students saw the score table prevented any possible

113
confusion and did not cause anyone to object.Thus, a fun game was completed and the lesson ended
on time.

Instructional Technologies and Material Use

Smart board,class book,board marker,papers.

If it were me.... Because....

I wouldn't have done anything differently because the teacher is always changing the pace of her
lessons to keep up with the curriculum she has been given, and in this lesson she had to teach slowly
and calmly, so she put more emphasis on chatting and entertaining the students.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 11

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Suffixes

TARİH/SAAT/HAFTA : 27.12.2024 10.00-10.40

114
Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class as usual, took attendance and filled the class book. The 9 project class
had to change classrooms at the request of the school administration.The smart board of the new
classroom sometimes creates problems.Today there was a problem with the smart board after the
teacher came to the classroom.The teacher spent about 10 minutes of the lesson filling the smart
board and the class notebook.Then she informed the students that in this lesson they will write the
writing that was missing in the previous lesson.The students were given detailed instruction about
the text they were going to write in the lesson that we preservice teachers did not attend. After the
teacher made sure that all the students knew the instruction in detail, she started the lesson by telling
them the time she had given them. During the time, the teacher helped them by walking around and
the last 15 minutes of the lesson was spent writing.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher was cheerful and energetic as she greeted the class.The teacher filled in the class
notebook and took attendance.The teacher got help from the students to fix the problem on the smart
board.At this time there was a slight humming in the classroom and the teacher gave verbal warnings
from time to time.The students were not given instructions again as they had been given detailed
instructions in the previous lesson.After the time was given for writing, the teacher checked on the
students and gave help when needed.This way the lesson was finished.

Instructional Technologies and Material Use

Smart board,class book,board marker,papers.

If it were me.... Because....

I wouldn't have done anything differently because the teacher is always changing the pace of her
lessons to keep up with the curriculum she has been given, and in this lesson she had to teach slowly
and calmly, so the teacher had nothing new to talk about and the lesson was easily finished.

115
 IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 1
Week 12

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 11/F

KONU : Exam revision

TARİH/SAAT/HAFTA : 30.12.2024 10.50-11.30

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class in an energetic and loud voice. After a short chat with the students, she
informed them about the upcoming exam weekSince the teacher's previous lesson was also in this
class, she started to inform the students about the school exams to be held next week without the
need to do any extra activity such as warm up and so on.The students asked the teacher questions
about how many questions the exams were and the distribution of questions.After informing them
about the exams, the teacher filled the class notebook and left the students free to study.

Classroom Management Motivation – Participation – Discipline – Time Use):

After a short chat with the students,while the teacher was informing the students about how many
questions the exam consisted of and the distribution of questions, the teacher was also summarizing
the topics they had learned in the lessons during the year in a wrap up style.The teacher's doing so
created an enthusiasm to listen to the students because they were in competition while telling what
they had done.After the teacher explained the distribution of questions and evaluation criteria to the
students one by one, she ended the lesson and gave the students free time to study.

Instructional Technologies and Material Use

Smart Board, class book,board marker,

116
If it were me.... Because....

If I were me, I would make this lesson a summary lesson. The teacher has devoted this lesson to
explaining the exam because the subjects to be explained according to the curriculum are over. If it
were me, while explaining the exam and summarizing the lessons, I would also create a diagram that
summarizes the topics of the whole semester by drawing a summary table on the whiteboard, even if
it is short, so that the students would see clearly what they have learned and be motivated.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 2
Week 12

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : 9/Pro

KONU : Conjuctions

TARİH/SAAT/HAFTA : 31.12.2024 10.50-11.40

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class in an energetic and loud voice. She had a short chat with the students.
Noticing that it was a language class with a smaller group, she suggested they rearrange their desks
into a more engaging setup, such as a U-shape, if they wished. Before the homework check, the
teacher warned the students that if there were any students who did not do their homework, they
should tell the teacher in advance and then do the homework in class.The teacher checked the
homework in detail because the homework is recorded in the students' files in such a way that they
get between 1 and 5 points.After the homework check, the teacher wrote the words from the book
activity and their synonyms on the board. A mini matching activity was done. There was a 2-
paragraph reading passage following the book. The teacher gave the students time to read this
passage.

117
Classroom Management Motivation – Participation – Discipline – Time Use):

After greeting the class, the teacher had a short routine chat with the students.Since the number of
people in this class was small and the new language class was big and spacious, the teacher said that
today there could be a change in the seating arrangement and helped the students to make the desks
in a U-shape.The students were distracted while they were working on their desks and there was a
lot of noise in the classroom.The teacher was very meticulous and attentive while checking the
homework afterwards.The teacher pays a lot of attention to the homework checks because she puts
them in the students' individual files.The teacher told the students who did not do their homework to
complete their homework because she wanted all the students to follow the lesson when they did it
together soon.The lesson ended after the activities in the book were completed with the active
participation of the students.

Instructional Technologies and Material Use

Smart Board, class book,board marker,

If it were me.... Because....

There was nothing extra I would have done because the teacher was going fast according to the
syllabus given to her, so there was no topic to cover, so she just did the homework and a few other
activities from the book and finished the lesson. I would not have done the work of setting up the
classroom environment at the beginning of the lesson because it is difficult to get the students'
attention afterwards.

IDU
İNGİLİZ DİLİ EĞİTİMİ ABD
ÖĞRETMENLİK UYGULAMASI
SINIF GÖZLEM KAYDI
CLASSROOM OBSERVATION 3
Week 12

UYGULAMA OKULU / SINIF: İzmir Kız Lisesi

DÜZEY : Present Simple

KONU : 9/C

118
TARİH/SAAT/HAFTA : 30.12.2024 14.45-15.25

Teaching Strategies (Lesson Introduction - Activities - Ending):

The teacher greeted the class and told the students that they could study whatever they wanted in this
lesson, gave them free time and the lesson was over.

Classroom Management Motivation – Participation – Discipline – Time Use):

The teacher gave the students free time to study individually or with their friends, during which time
the teacher warned them not to make noise when they made noise from time to time.

Instructional Technologies and Material Use

Smart Board, class book,board marker,

If it were me.... Because....

There was nothing extra I would have done because the teacher was going fast according to the
syllabus given to her, so there was no topic to cover, so she gave free time to students to study for
the upcoming exams.

119
 -İzmir Kız Lisesi-
Observation Report 1 : Ecology of the school
Location opportunities of the school
I am pleased to be working at this school, which my university assigned me for 2024 fall
practicum. Considering the size and popular destination of Izmir, the central location of the
school is easy in terms of easy access.

Most of the students who stay in the dormitory of the school are teens who live in the nearby
neighborhoods like Çiğli,Karşıyaka etc. I observed that the school is also preferred by
families due to its central location. When I talked to a student staying in the school's
dormitory, I learned that when they went out on the weekend, they found their school easily. I
also heard that the dormitory provided by the school for residential students was inside the
school yard, so they woke up almost 10 minutes before their classes and quickly went into the
school. In previous years or in my own high school life, I had never seen a school with such a
short distance between school and dormitory. For students who are thinking about coming
from outside, having a school dormitory is also attractive.

120
Physical Conditions of the School

It consists of a large garden that expands around the school and a large structure formed by the
main building by adding more than one building. The school has a field for physical games such
as basketball, balcony-like corners for sitting or eating, special corners reserved and decorated
for games such as chess, and a separate art studio for drawing and exhibiting pictures. During
break times, a few students can sit quietly and calmly in the garden. I saw some student drawing
pictures. I saw that students easily socialized and chatted in these areas between classes. I never
came across students sitting idle in the classroom during breaks. Everyone was almost actively
taking advantage of all the school's facilities. Wide corridors and classrooms allowed crowded
student groups to enter and exit easily. In the corridors Just one warning from the hall monitor
was enough for all students.

121
Physiological Needs

There are many toilets for boy and girl students, both in the main
building and in the annex building. The toilets are large enough and hygienic to meet the needs.
In addition, male and female teachers' toilets are also easily available. In addition, there is a
cafeteria with ample furniture and space. The cafeteria offers prepared meals that can be eaten
for lunch or breakfast. I observed that students came and ate in large numbers during breaks,
especially in the early hours of the morning.
School Staff Opportunities

There is a copy room for teachers. I think it is very valuable to have the opportunity to take
prints quickly inside the school rather than going out of school for emergencies in the morning.
There is also a large teachers' room and there are individual lockers reserved for each teacher.
In addition to these, there is a tea and coffee room next side. There are additional things such
as coffee machines, water bottles, materials for other branches and so on.

122
Izmir Kız Lisesi
Observation Report 2: Foreign language policy of the school and Components of
practicum classrooms.
Foreign language policy of the school:
Izmir Girls' High School is a project school that teaches in a foreign language where students
come with exams and high scores. Since the students who come to the school have a high
academic level, almost all students are open to learning a foreign language. At the school,
English is taught as the first foreign language and German as the second foreign language.
Since it is a project school, English lessons are held in the project classes with students whose
levels are determined by examination. In the project class lessons, students with the same
English proficiency levels (B2) have English lessons together.
School Projects ;
The school has social projects that require the use of a foreign language, which it carries out
together with other high schools. One of these is the MUN Project(Modal United Nations),
which is carried out together with Buca Fen Lisesi this year. This project is organized to enable
students to practice English in order to find solutions to global problems on the world agenda.
Thanks to this project the cultural interaction of students from two different schools increases,
the integration of young people in social environments is ensured, and most importantly, since
the project is carried out in English as a foreign language, it is a project in which United Nations
educational institutions send out student delegates and present an educational simulation in
which they represent certain countries and United Nations institutions with their foreign
language skills. Izmir. Girls' High School also proved the importance they attach to the field of
foreign languages by ensuring the participation of 9th grade students in this simulation project
organized this year.

123
124
125
Deutsch Class;
As mentioned before, in Izmir Girls' High School, German is taught as a second foreign
language. Normally, in other high schools, after the 10th grade, students choose their own fields
and English foreign language classes are opened there for students who want to choose a foreign
language department. But in Izmir Girls' High School, almost all students are good at English.
Instead of opening an extra English class, they chose to open a class that teaches German. In
addition, speaking clubs run by native speakers have been opened on certain days of the week.

126
Components of practicum classrooms ;
Izmir Girls' High School has a common garden consisting of 3 separate buildings. The part
where the annex building is located is generally given to 9th graders. The classrooms in the
main building are much larger and wider than the classrooms in the annex building where the
9th grades are located. The large size of the classrooms in the main building provides benefits
in terms of sound acoustics.The classrooms and corridors of 9th graders are smaller and
narrower, so the places where they are located seem to be noisier. Additionally, there is a smart
board in each classroom, a board at the back, and a teacher's desk. In the annex building, the
windows are a little smaller and the curtains are black, so the classrooms are narrow and a little
more suffocating. In the main building, the windows are larger, with a sea view, and they are
spacious. There are trash bins, hangers, teacher desks, smart boards, whiteboards, and panels in
each classroom.Mostly the few desk at the back remain empty.

127
Izmir Kız Lisesi
Observation Report 3: the mentor teacher identity: background, philosophy of teaching, well-
being, professional development.

Personal,social,Professional background of the mentor teacher:

Tuba Tayhani Temizgöl, our English teacher who mentors us at Izmir Girls' High School, was
born in Izmir. The fact that the teacher was born into a family whose parents were teachers
caused him to become a teacher since kindergarten. She went primary, secondary and high
school with her family in Izmir. At the end of secondary school, she decided to become a
teacher. Her teacher was very active and fun, so she saw the potential of being an English
teacher and wanted to be an English teacher.Teacher Tuba was always a student who was
inspired by her teachers. She got into the English Language Teaching Department at Çanakkale
University. She was also a student of our teacher Ece Zehir Topkaya, who is currently the
department head of the English Language Teaching Department at Izmir Democracy
University. She was a person who loved learning, but after she started teaching, she realized
that she also loved teaching. She started her teaching life in Şanlıurfa.This was the first place
she was appointed to.She loved Şanlıurfa and the students there very much. During her tenure
in Şanlıurfa, she had to go back and forth between the two cities because she had a master's
degree in Izmir.She says that this process made her very tired, but at the end of the process, she
finishes her master's degree as she aimed due to her determination. Tuba teacher wanted to be
a teacher at the university, while she was doing her master's degree, she applied to different
places for an academic or research assistant position, but it did not happen due to problems in
the process instead she preferred to stay at the Ministry of National Education because she had
a goal to make children love English. Teacher Tuba has been an English teacher for 14 years.
Teacher Tuba did not have different roles such as principal or assistant principal. The title of
expert teacher was added along with the experience gained from the career stages in the teaching
profession.She never wanted to be a mentor teacher at first, but she loved to educate preservice
teachers because she tasted and experienced what she wanted to be an academician. She was
very happy to be able to use the terminological language she used in her university education
again while working with preservice teachers.

Teaching philosophy of the mentor teacher, i.e., beliefs about education, values,
principles, and roles as an EFL teacher :
Tuba teacher loves to teach English. She says that one of the happiest moments while doing
this profession is when she sees that her students can produce something in English.At first, she
always wanted to be an academician, but while working in Şanlıurfa, she thought about how
fun and valuable it was to work with young people and children. Tuba teacher sets herself the
goal of raising modern individuals who can follow the world and do not forget their own values
as her teaching philosophy. It doesn't matter if it is in Turkish or English, it attaches importance
to certain days and weeks. Tuba hoca wants to raise individuals who are sensitive to the
problems that concern the world. According to Tuba teacher, the teacher should be someone
who knows how to use the language actively, knows how to gamify the subjects and topics and
loves them, is energetic, dynamic, aware of the dynamics of the age and cognitive group,using
student-oriented method, applying self-pace teaching.Since she is an English teacher, she
attaches great importance to global citizenship issues.She attaches importance to Atatürk and
her principles in her lessons. She is sensitive about attending ceremonies and encourages her
students to attach importance to important days.

128
Izmir Kız Lisesi
Observation Report 4 : Analyze the assessment strategies and tools.

The mentor teacher’s assessment strategies and tools demonstrate a strong commitment to
individualized and holistic student evaluation. By maintaining detailed portfolios, using
transparent rubrics, and emphasizing formative feedback, the teacher ensures that students are
supported in their learning journey. The performance-based speaking exams exemplify the
integration of practical application with detailed evaluation criteria, encouraging skill
development in real-world contexts. This thorough and student-centered approach to
assessment effectively promotes both academic achievement and personal growth.My
internship mentor teacher keeps an individualized file for each student in which he/she follows
the weekly processes of the students.Almost every weekend he/she informs the students about
their performance in the lesson this week.The students' final grade is given by looking at the
weekly process reports.The students' homework is checked in detail and put in each student's
file.The data obtained from the reading writing speaking and litening activities in the lesson are
also put in the students' files.The teacher carries out this whole process in detail and individually
for each student.The teacher asks the students to follow the process as closely as he/she does
and to be engaged.Students are prepared for the next week's lessons by receiving corrective
feedback as quickly as possible.Students are graded on a scale of 1-5 for the week's lessons.

Teacher's notes for the weekly evaluation.

129
Assessment Strategies

1. Diagnostic Assessment
○ At the beginning of the term or a specific lesson unit, the mentor teacher uses
activities and discussions to identify the students’ current level of proficiency
in reading, writing, speaking, and listening.
○ These insights help the teacher tailor lesson plans to address individual and
class-wide learning needs.
2. Formative Assessment
○ The teacher actively monitors and evaluates students’ performance on a
weekly basis.
○ Individualized files are maintained for each student, where their weekly
progress is recorded. This includes data from classroom activities, homework,
and participation.
○ The teacher provides students with detailed feedback every weekend,
highlighting their strengths and areas for improvement.
3. Summative Assessment
○ Students’ final grades are derived from an overall analysis of their weekly
performance reports.
○ End-of-term evaluations include performance in various activities documented
in their individualized files.
4. Performance-Based Assessment
○ For speaking exams, students are given 81 questions representing the 81
provinces of Turkey. They select three questions of their choice and deliver
their responses.
○ Students are evaluated based on detailed criteria including accuracy, fluency,
vocabulary usage, and coherence. These criteria are shared with the students
well before the exam to ensure transparency and preparedness.

Assessment Tools

1. Individualized Portfolios
○ Each student’s portfolio contains a detailed record of their weekly activities
and achievements in reading, writing, speaking, and listening.
○ Homework assignments are reviewed thoroughly and added to the respective
student’s file.
2. Rubrics
○ Rubrics are used extensively, especially for performance-based assessments
like the speaking exam.
○ Criteria such as accuracy, fluency, vocabulary choice, and coherence are
explicitly defined, ensuring objective and consistent evaluation.
3. Feedback Sessions
○ Weekly feedback sessions provide students with a clear understanding of their
progress.
○ These sessions also serve as an opportunity for the teacher to motivate and
guide students toward improvement.
4. Speaking Exams

130
 ○ Speaking exams are structured with a balance of student choice and
standardized evaluation criteria.
○ Students are given the opportunity to prepare and select questions that align
with their strengths, fostering confidence and autonomy.
5. Limited Use of Quizzes
○ The mentor teacher minimizes the use of quizzes, instead emphasizing
continuous assessment through other tools.

131
Izmir Kız Lisesi
Observation Report 5 : Explore inclusive practices

As a pre-service teacher conducting my teaching practicum, I had the opportunity to observe

classroom practices at Izmir Girls High School in Izmir, Turkey. The school is a diverse
educational environment, accommodating students from various ethnic and socio-cultural
backgrounds. Izmir Girls High School exemplifies several commendable inclusive practices,
particularly in its support for diabetic students and its efforts to foster a culturally inclusive
environment. While no specific strategies for students with physical or mental disabilities were
observed, the school’s overall ethos suggests a readiness to implement responsive practices as
needed. Moving forward, incorporating targeted strategies, such as differentiated instruction or
multilingual resources, could further enhance the inclusivity of the learning environment for
students with diverse needs. As a pre-service teacher, this experience has deepened my
understanding of how responsive and inclusive practices can create a supportive and equitable
learning atmosphere.

Inclusive Practices for Diabetic Students One notable inclusive practice observed at the
school pertained to students with diabetes in the 9th and 11th grades. These students were
allowed to carry their smartphones under the supervision of both the teachers and the
administration. This accommodation ensured that they could monitor their blood sugar levels
and remain in touch with their families in case of emergencies. Furthermore, these students
were permitted to consume snacks, such as biscuits, during lessons when necessary to manage
their condition. This practice was seamlessly integrated into the classroom routine, and other
students showed understanding and acceptance, treating it as normal rather than exceptional.
This demonstrated the school’s commitment to creating a supportive environment that
prioritizes the health and well-being of all learners.

Cultural and Socio-Cultural Inclusion The student body of Izmir Girls High School is
composed of individuals from various ethnic and socio-cultural backgrounds. The teachers
actively fostered an inclusive atmosphere by emphasizing co-education and avoiding favoritism
toward any particular group. Classroom interactions reflected a sense of equity, and students
collaborated effectively, regardless of their backgrounds. While specific alternative practices
for students from diverse cultural or language backgrounds were not explicitly observed, the
general climate of respect and inclusivity was evident. Teachers modeled and encouraged
mutual respect and understanding, laying a foundation for a harmonious learning environment.

Responsive Practices for Students with Special Needs Although I did not observe students
with visible physical or mental disabilities during my practicum, the school’s handling of
diabetic students indicated a readiness to accommodate special needs. This readiness extended
to fostering an environment of acceptance and normalcy among peers. Moreover, teachers
demonstrated a commitment to inclusivity through their responsive approach to individual
student needs, ensuring equitable participation in the learning process.

Illustrative Responsive and Alternative Practices

1. Flexible Rules for Health Needs: The school’s policy allowing diabetic students to use
smartphones and consume food during class showed a practical approach to inclusivity.
This adaptation respected the students' medical needs while maintaining the flow of
classroom activities.

132
2. Cultural Sensitivity in Classroom Dynamics: Teachers’ efforts to promote co-
education and equitable treatment of all students, regardless of their cultural or socio-
economic background, were evident. Such practices likely contribute to a classroom
culture where diversity is respected and celebrated.
3. Collaboration Among Students: Peer acceptance of the special accommodations for
diabetic students suggested that the school’s inclusive ethos extends to fostering
empathy and understanding among students. This reflects a well-rounded approach to
inclusivity that incorporates social-emotional learning.

133
134
135
136
137
138