LESSON PLAN FOR MICRO TEACHING SESSIONS (2020-21) (Dr. K.

Hamiloğlu)
MICRO TEACHING 1
PREPARED IT BEFORE THE LESSON:
STUDENT TEACHER’S NAME?: EZGİ BÜYÜKDAĞ
FILLED IN AFTER THE LESSON: I filled in after the lesson.
Lesson Name: ENGLISH ‘MAIN COURSE’ Class(es) to be taught: ONLY 6-A
Book /Material Name: MARATHON PLUS 5 REFERENCE BOOK, YDS PUBLISHING Date: 02/04/2021

Unit Number & Name: Unit 8 ‘Bookworms’ Duration: 15 MINS

Chapter Number & Name:
Teachers’ resources and technological devices to be used: Zoom and marathon plus 6 reference book were used.

Students’ Resources to be used: Zoom and marathon plus 6 reference book were used.

Part Name-Page Teaching Flow Technique Class Design Expected Communicative Evaluation
Number(S) (Write What You Will Do /Activity To (Individuals/ Outcomes Outcomes
In Certaın Steps-During Be Used Pairs/Groups (Write What You (Write The Type
Your Micro Teaching (Write The /The Whole Desire Your (Write What You Of The Evaluation
Session) Name of the Class- Students to Be Expect Your Instrument For
Objectives Of The Lesson
Technique/A Lockstep) Able to Achieve Students To Be Able Evaluatıng Your
ctivity and When Your Session To Do As A Students’
Then Is Over) Communicative Act) Performance
Explain It) Through Their
Competence)
Ss will be able to talk about locations of things and people 1. Greetings and
Ss will be able to talk about past events. introducing the students
142 2. Telling students what
Ss will be able to make simple inquiries.
we are going to cover
and I ask if they  I expect
 I expect
Target Topic (S) Target Vocabulary Items Target Structure (S) In Use remember. students to I observed
And Functıon(S) students to be
3. Sharing the Choose identify students talking
 Using the  The objects such as Preposition of place: in, on, worksheet/book with
able to express about the
and circle between
prepositions of paintings, fireplace, clock, above, next to, between, above,
learners. orally where locations of things
place to show lamp, carpet, magazine, under, behind and near etc. & look at The Whole different
4. making students people, animals,
where the object is sofa, windows, desk and Its function: describing the Class prepositions
the position of a person or thing remember the topic by and objects are
teddy bear. pictures of place and
 Talking about past  Words related to books such in relation to another person or briefly mentioning it located using
5. Giving instruction what and fill in use the
events using the as the newspaper, the thing. the preposition
past tense magazine poetry, book they will do the blanks situation
of place
review, publishing a book 6. Allowing students who appropriately.
 The buildings such as raising hands to
library, cinema, theatre, answer.
market, hospital and mall 7. giving feedback to their
so on.
answers.
The Whole Lesson Topıc: The Target Structure of the 8. Ending an activity and
The Vocabulary Area of

1
 Talking about past the Lesson/Unıt:
events using Past  Words related to books such as
tense the newspaper, the magazine
poetry, book review,
 Talking about publishing a book
locations of things The buildings such as library,
using preposition of cinema, theatre, market,
place hospital and mall
The Topıc I Wıll Cover: The vocabulary Area I Am
 talking about Goıng to Cover:
locations of things
 The objects such as
using preposition of
paintings, fireplace, clock,
place
lamp, carpet, magazine, sofa,
windows, desk and teddy
bear.
Lesson/Unıt: Preposition of
place: in, on, above, next to,
between, above, under,
behind and near etc.
Its function: describing
the position of a person or
thing in relation to another
person or thing.
The Target Structure of the
Lesson/Unıt: Past Tense closing the lesson.
(regular and irregular verbs)
Its Functıon: expressing
action, activity, or a state of
being to have happened in
the past

DO YOU BELIEVE YOUR MICRO TEACHING SESSION WAS SUCCESSFUL OR It was my first micro teaching. No, I absolutely do not believe that it is successful. I wasn't feeling prepared.
NOT?
WHY? WHY NOT? Some problems arose. I could not give correct instructions to the students and I was not successful in crisis
ARE THERE ANY THINGS THAT YOU ARE GOING TO DO FOR DEVELOPING management.
YOUR TEACHING NEXT TIME? Yes, I will prepare my own activity first. I will complete my shortcomings in technology usage. I will work on
how to give better instructions to students
Resource: Hamiloğlu, K. (2020-21)

MICRO TEACHING 2

2
 PREPARED IT BEFORE THE LESSON: I prepared it before the lesson
STUDENT TEACHER’S NAME?: EZGİ BÜYÜKDAĞ
FILLED IN AFTER THE LESSON:
Lesson Name: ENGLISH ‘MAIN COURSE’ Class(es) to be taught: ONLY 5-C
Book /Material Name: MEB Coursebook ‘HAPPY ENGLISH’ Date:
Unit Number & Name: Unit 8: FITNESS Duration: 15 MINS
Chapter Number & Name: there isn’t
Teachers’ resources and technological devices to be used: Zoom, PowerPoint presentation, laptop webcam and mic were used.

Students’ Resources to be used: Zoom PowerPoint presentation laptop/phone, webcam/camera and mic were used.

Part Name-Page Teaching Flow Technique Class Design Expected Communicative Evaluation
Number(S) (Write What You Will Do /Activity To (Individuals/ Outcomes Outcomes
In Certaın Steps-During Be Used Pairs/Groups (Write What You (Write The Type
(Write The /The Whole Desire Your (Write What You Of The Evaluation
Your Micro Teaching
Name of the Class- Students to Be Expect Your Instrument For
Objectives Of The Lesson Session) Technique/A Lockstep) Able to Achieve Students To Be Evaluatıng Your
ctivity and When Your Able To Do As A Students’
Then Session Is Over) Communicative Performance
Explain It) Act) Through Their
Competence)
a different unit from  Students will be able to compare people 1. Greeting the students and Look at the Individual  Students  Students will
the book has been asking how they are pictures fill and the will be able be able to
processed and things. doing. in the whole to use express their The checklist at
2. Sharing the presentation the end of the
Target Topic (S) Target Vocabulary Items Target Structure (S) In blanks class adjectives to opinions
Use And Functıon(S) with learners. activity.
3. Reminding them to the
with the compare while
 Animals such as the Comparative (…er correct two things comparing The checklist
elephant, the rabbit the than, more than) topic asking what we are
using superlative and comparativ or more two or more included the
turtle, the cheetah, the Superlative (the … comparative structures e and things things. items such as I
cat, the mouse, the est, the most) for. superlative  Ss will be compare two
camel, the horse and the Its functions: 4. Giving instructions on forms of able to things and I can
parrot etc. Comparative: what to do in the activity. adjectives. identify how identify animals
 The adjectives such as Expressing how For example, look at the two animals and adjectives
tall/short, fast/slow, two animals are pictures, which animal is etc.
ANIMALS are different
big/small, dangerous/ different. big? fill in the blanks.
5. Allowing students who each other
save etc. Superlative: How
raising hands to answer
one animal is
(Ada, you can do it.).
different to all the 6. Giving feedback to their
others of its kind. answers. For example,
(positive feedback: Great
Job, well done, that’s
The Target Structure correct, awesome etc.
The Whole Lesson The Vocabulary Area of the of the Lesson/Unıt: Negative feedback:
Topıc: Superlative and Lesson/Unıt and I Am Goıng to Comparative (…er than, unfortunely not, pay
comparative more than)

3
 Cover: Superlative (the …est,
The Topıc I Wıll  Animals such as the elephant, the most)
Cover: Superlative the rabbit the turtle, the Its functions:
and comparative cheetah, the cat, the mouse, the Comparative:
 camel, the horse and the parrot Expressing how two
etc. animals are different.
 The adjectives such as Superlative: How one attention to pictures and
tall/short, fast/slow, big/small, animal is different to all adjectives, let’s try again
dangerous/ save etc. the others of its kind etc.)
7. Ending an activity and
closing the lesson saying
take care of yourself, see you
DO YOU BELIEVE YOUR MICRO TEACHING SESSION WAS SUCCESSFUL OR Yes, I believe this micro teaching is more successful than the previous one because I did
NOT?
WHY? WHY NOT? material preparation and practice beforehand. I felt myself ready to do micro teaching.
ARE THERE ANY THINGS THAT YOU ARE GOING TO DO FOR DEVELOPING
YOUR TEACHING NEXT TIME? Yes, there is. I have to find different material sources and develop different activity formats.

MICRO TEACHING 3

4
 PREPARED IT BEFORE THE LESSON: I prepared it before the lesson
STUDENT TEACHER’S NAME?: EZGİ BÜYÜKDAĞ
FILLED IN AFTER THE LESSON:

5
Lesson Name: ENGLISH ‘MAIN COURSE’ Class(es) to be taught: ONLY 7-C
Book /Material Name: MEB coursebook ‘Let’s Learn English’ Date: 05/05/2021

Unit Number & Name: Unit 9: Environment Duration: 15 MINS

Chapter Number & Name: there isn’t
Teachers’ resources and technological devices to be used: Zoom, laptop, webcam,wordwall webpage and mic were used.

Students’ Resources to be used: Zoom, laptop, webcam, wordwall webpage and mic were used. Also, the dictionary and the coursebook were used.

Part Name-Page Teaching Flow Technique Class Design Expected Communicative Evaluation
Number(S) (Write What You Will Do /Activity To (Individuals/ Outcomes Outcomes
In Certaın Steps-During Be Used Pairs/Groups (Write What You (Write The Type Of
Your Micro Teaching (Write The /The Whole Desire Your (Write What You The Evaluation
Session) Name of the Class- Students to Be Able Expect Your Students Instrument For
Objectives Of The Lesson
Technique/Acti Lockstep) to Achieve When To Be Able To Do As A Evaluatıng Your
vity and Then Your Session Is Communicative Act) Students’
Explain It) Over) Performance
Through Their
Competence)
 Ss will be able to describe simple process. 1. Greeting the students The whole  Students will  Students will be
137-147  Ss will be able to give explanation and reasons and asking how they class and be able to able to verbally
are doing individuals understand express what they
 Ss will be able to express obligation
2. Sharing the
phrases and will do and what  Observation
Target Topic (S) Target Vocabulary Target Structure (S) In
worksheet with they will not do to I observed how well
Items Use And Functıon(S) Matching the highest
Environment words and Should/shouldn’t- students protect their the students
3. Mentioning about the
phrases with frequency
 The advices to protect phrases such as because environment by participated in the
environment recycling pollution Their functions: topic and what we questions vocabulary giving activities during the
 The causes of Expressing obligation will do. activity and about reasons/explanation lesson and how
environmental and giving reasons 4. Giving instructions writing environment s. successful they
pollution explanations on what to do in the phrases were. I also
activity. For example, given in observed that they
The Target Structure as you can see, there boxes using know the meanings
The Whole Lesson Topıc: The Vocabulary Area of the Lesson/Unıt:
Should/shouldn’t,
are phrases and some should or of the words and
of the Lesson/Unıt:
Protecting to environment because, have to, questions. We will are unable to make
Environment words such shouldn't
and giving suggestions. as balance climate, eco- Their functions: match the phrases meaningful
friendly, efficient global Expressing obligation with the appropriate sentences.
The Topıc I Wıll Cover: warming, greenhouse and giving reasons questions.
effect, increase – nature, explanations 5. Allowing students
 talking about what protect - who raising hands to
we should do and pollute/pollution answer.
what shouldn't do recycle -renewable 6. Giving feedback to
responsible -solar/wind
to protect our energy their answers. For
environment. take action- temperature example, (positive
 Mentioning the threaten – waste, public feedback: Great Job,
causes of transportation, cut out well done, that’s
environmental plants, deforestation etc. correct, awesome etc.

6
 problems and The vocabulary Area I
possible solution. Am Goıng to Cover:
Environment
(pollute/pollution
recycle –renewable
waste, public
transportation, cut out
plants, deforestation, Negative feedback:
global warming, acid Unfortunely, pay
rain, industrial waste, attention to pictures
sort out, pick up, and adjectives, let’s try
destroy/damage, save) again etc.)
7. Ending an activity
No, I don’t believe my micro teaching session was successful because I've struggled with some problems. Students
DO YOU BELIEVE YOUR MICRO TEACHING SESSION WAS SUCCESSFUL
OR NOT? couldn't see my screen and I had to skip an activity. I wasted time. The students were not interested in this unit.
WHY? WHY NOT? Although they had done many activities related to words before in the lesson, they could not learn the meaning of the
words. Students were not very willing to participate the class.
Yes, there are somethings. Next time, even when I find an interactive activity or material on the internet, I will re-edit
ARE THERE ANY THINGS THAT YOU ARE GOING TO DO FOR
DEVELOPING YOUR TEACHING NEXT TIME? them myself in PowerPoint or download them to my computer. In this way, I can minimize the problems I will
encounter due to internet connection problems.

MICRO TEACHING 4
PREPARED IT BEFORE THE LESSON: I prepared it before the lesson
STUDENT TEACHER’S NAME?: EZGİ BÜYÜKDAĞ
FILLED IN AFTER THE LESSON:
Lesson Name: ENGLISH ‘MAIN COURSE’ Class(es) to be : ONLY 6-A
Book /Material Name: The MEB coursebook ‘English Route’ Date: 18/05/2021

7
Unit Number & Name: Unit 9 ‘Saving The Planet’ Duration: 13 MINS
Chapter Number & Name: There is no chapter. (pp. 121-134)
Teachers’ resources and technological devices to be used: Zoom, PowerPoint, website ‘LiveWorksheets.’ Webcam and mic,

Students’ Resources to be used: Zoom, paper, webcam and mic, the Cambridge dictionary.

Part Name-Page Teaching Flow Technique Class Expected Communicative Evaluation

Number(S) (Write What You Will Do In /Activity To Design Outcomes Outcomes
Certaın Steps-During Your Be Used (Individual (Write What You (Write The Type Of
Micro Teaching Session) (Write The s/Pairs/Gr Desire Your (Write What You The Evaluation
Name of the oups/The Students to Be Able Expect Your Students Instrument For
Objectives Of The Lesson
Technique/Acti Whole to Achieve When To Be Able To Do As A Evaluatıng Your
vity and Then Class- Your Session Is Communicative Act) Students’
Explain It) Lockstep) Over) Performance
Through Their
Competence)
 Students will be able to recognize  Greeting the students and THE  Students  Students will be
Additional resources
appropriate attitudes to save energy and to asking how they are doing WHOLE will be able able to talk to writing a short
are used.
protect the environment.  Sharing the worksheet with Matching: CLASS to identify people about the
students text about
Target Topic (S) Target Vocabulary Items Target Structure AND the protection of the
(S) In Use And  Mentioning about the topic  Students are protecting the
INDIVI words/phras environment.
Functıon(S) and what we will do. given some
pollution, cut down word / DIAL es about the environment and
 Giving instructions on what
Saving the planet damage, garbage T. Structure: phrases and environment  Students will be
to do in the activities.
Recycling electrical device, -s Should/shouldn’t, different able to give each reading it.
Pollutions such as can.  checking if students
harm, litter, plug (unplug), understand the instruction types of other suggestions
water and air Functional: Giving
Global Warming recycle and responding to  Allowing students who recycling about the
rubbish, reuse, reduce, save, simple suggestions. raising hands to answer bin. protection of the
trash, waste  Listening learners answers Students are environment.
and giving feedback to asked to put
The Target these
The Whole Lesson Structure of the them.
The Vocabulary Area of the phrases in
Topıc: Lesson/Unıt:  Asking students if they
Lesson/Unıt: the correct
Saving the planet have any questions
air/water/noise, pollution, cut rubbish bin.
Recycling T. Structure:  Switching to another
Pollutions such as down Should/shouldn’t, activity
water and air damage, garbage can.
electrical device, -s  giving instructions of this
Functional: Giving
activity
harm, litter, plug (unplug), and responding to  Students are
The Topıc I Wıll recycle simple suggestions.  listening to answers and asked to
Cover: rubbish, reduce, save, trash, giving feedback match the
Saving the waste  reminding students what phrases given
The vocabulary Area I Am we were doing and asking to the
planet Goıng to Cover: if they have any questions pictures.
Recycling The types of recycling such as  Ending an activity and
e waste, organic, glass, paper, closing the lesson saying
plastic. Also the kinds of take care of yourself, see

8
 rubbish such as batteries fish,
teacup, package, mirror,
magazines, jam jar and lunch
box.
The words/ phrases about
protecting the environment
such as turn off, the tap, you later.
reduce, recycle, reuse, unplug,
plug, light bulbs, eco-
friendly, pick up, garbage,
rubbish, sort out and classify.

DO YOU BELIEVE YOUR MICRO TEACHING SESSION WAS
SUCCESSFUL OR NOT?
WHY? WHY NOT?
ARE THERE ANY THINGS THAT YOU ARE GOING TO DO FOR
DEVELOPING YOUR TEACHING NEXT TIME?
Yes, I believe my micro teaching was successful because I did it as planned. The students participated the activities and
seemed motivated. Also, I did not encounter any problems and used my time well.
Maybe I should create more creative activities.

STUDENT TEACHER’S NAME?: EZGİ BÜYÜKDAĞ
Lesson Name: ENGLISH ‘MAIN COURSE’
Book /Material Name:
MICRO TEACHING 4
PREPARED IT BEFORE THE LESSON: I prepared it before the lesson
FILLED IN AFTER THE LESSON:
Class(es) to be taught: ONLY 6-A
Date:

Unit Number & Name: Duration: 15 MINS

9
 Chapter Number & Name:
Teachers’ resources and technological devices to be used: Zoom

Students’ Resources to be used: Zoom

Part Name-Page Teaching Flow Technique Class Design Expected Communicative Evaluation
Number(S) (Write What You Will Do In /Activity To (Individuals/ Outcomes Outcomes
Certaın Steps-During Your Be Used Pairs/Groups (Write What You (Write The Type Of
Micro Teaching Session) (Write The /The Whole Desire Your (Write What You The Evaluation
Name of the Class- Students to Be Able Expect Your Students Instrument For
Objectives Of The Lesson
Technique/Acti Lockstep) to Achieve When To Be Able To Do As A Evaluatıng Your
vity and Then Your Session Is Communicative Act) Students’
Explain It) Over) Performance
Through Their
Competence)

Target Topic (S) Target Vocabulary Items Target Structure

(S) In Use And
Functıon(S)

The Target
The Whole Lesson Topıc: The Vocabulary Area of Structure of the
the Lesson/Unıt: Lesson/Unıt:
The Topıc I Wıll Cover:
 The vocabulary Area I
Am Goıng to Cover:

DO YOU BELIEVE YOUR MICRO TEACHING SESSION WAS

SUCCESSFUL OR NOT?
WHY? WHY NOT?
ARE THERE ANY THINGS THAT YOU ARE GOING TO DO FOR
DEVELOPING YOUR TEACHING NEXT TIME?

10