Reflection Paper on the process which is experienced during the preparation process of

the unit and lesson plan as well as the materials

We chose Superstitions as our unit topic because; we think superstitions are interesting subject and
it also gives the students a chance to know about different cultures around the world. We thought that
it is also we would have more materials to use in the class. We chose 7th grade because we believe to
put information on existing information would be less tiring we would have less boundaries deriving
from prerequisite skills.
We spent most of our time thinking about utilizing media and materials step of ASSURE model;
because we wanted our materials to be authentic to the learners and the unit content. We had to check
the media materials and had to edit for a few times, we had difficulty in editing while using some web
tools.
We determined the prerequisite skills or knowledge according to Analyse the Learners step of
ASSURE model. We investigated the previous topics in the curriculum and searched for the course
book to see the language and grammar used to determine the prerequisite knowledge and the language
we can use in the media tools. We tried to spare enough time for instruction, practice, games and
evaluation to let students both practice, discuss and enjoy the classes. We tried to spare time for
revision of each previous class.
We stated objectives in correlation with national curriculum for English course while writing the
objectives.
We chose our instructional methods, media and materials among the ones we practiced during our
CEIT 319 course and we made use of our Approaches to ELT to see different kinds of materials that
and be used for our class, and educational sites to decide on evaluation. We tried to use the most
effective and convenient ones for our unit and lesson plans.
We did not choose only one approach while preparing the activities and materials for our class. We
had an eclectic approach; Humanistic Approach, Conversational Approach and Grammar Translation
Method are used. In Lesson 1, fill in the blanks activity and the translation of the sentences are based
on Grammar Translation method. One-minute Paper is based on Humanistic Approach; the will and
thoughts of the students are important and the stress factor does not take part in this evaluation,
students are in the centre. Students are asked to talk about their own thoughts based on superstitions
and this is based on Conversational Approach. In Lesson 2, students are required to talk about what
their general knowledge about the superstitions of the other countries and they will observe the usage
of future tense that is about superstitions by watching a video and these are again based on
Conversational Approach. In Lesson 3, students are required to work in pairs and make predictions
about each others future, these are based on Communicative Approach. Given writing homework is
based on Grammar Translation method. We chose eclectic approach because we wanted students to
improve themselves both in writing, speaking and listening skills we wanted to utilize whole skills as
much as possible.

Instead of giving hard tasks, to increase learner participation, students are asked questions about
themselves not based on only grammar or content, games are brought into class and students are
grouped in pairs; so that class can be more enjoyable for students to attend.

To evaluate the comprehension of the content in the first class students are asked to fill one-minute
paper as a feed-back for us and we would be able to see whether more practice is needed for next
classes or not. We apply a vocabulary quiz to see whether the new words are learned or not, we also
give a homework which measures the knowledge of simple future tense based on writing skills. We
evaluated our instructional process too, we made a backup plan to be put into practice if our A plan
would not work.