Gazi University
Gazi Faculty of Education
2021-2022 Spring Term
Department of English Language Teaching
Teaching English to Young Learners
Lesson Plan (Assessment) - Final Assignment
Prepared by:
Hande İrem Çelik - 180565031
Nur Hayat Çetin- 180565033
Esengül Gültaş -190565061
Instructor
Prof.Dr. Gonca YANGIN EKŞİ
Ankara, 2022
Unit 1 – Appearance and Personality (Exam)
Grade: 7
Target skill: Listening
Materials: Computer, speaker, worksheet, and pencil.
Aims:

To assess the students' listening comprehension about appearances and personalities
via a true/false activity.
Steps:










The teacher opens a listening track from the computer (see appendix 1).
Then the teacher distributes a handout (see appendix 2).
Before listening to the track, the teacher wants students to look at section A in the
handout.
The teacher wants students to listen and find the two described people in the track.
Next, the teacher opens the track for the first time.
After listening, the students do section A in 2 minutes.
Next, the teacher wants students to look at section B.
The teacher wants students to listen to the track for the second time and answer the
following true/false questions.
After listening to the track for the second time, the students do section B in 5 minutes.
Finally, the teacher says: " That's the end of the listening part."
Criteria/Rubric
The student listens and detects the two
described people in the track in section A.
Points (4+6=10points)
4
The student is not able to listen and detect the
two described people in the track in section A.
0
The student can answer all of the true/false
questions correctly.
6 ( 4x1,5)
The student can answer three of the true/false
questions correctly.
4,5 (3x1,5)
The student can answer two of the true/false
questions correctly.
3 (2x1,5)
The student can answer one of the true/false
questions correctly.
1,5
The student answers none of the true/false
questions correctly.
0
Appendix 1 (Listening Track/Video)
https://drive.google.com/file/d/16YNeiOjF9SB5PqcKkOYqfsQdzPWFpwkZ/view?usp=d
rivesdk
Appendix 2
Section A) (2 minutes) (4 points)
Section B) (5 minutes) (each 1,5 point=6 points total)
According to the digital story, answer the following True-False question.
( ) Sue is slimmer than Joey.
( ) Joey describes Zoey as a stubborn person.
( ) Mrs Robinson is shorter than Joey.
( ) Mrs Robinson is a cheerful person.
Unit 1 – Appearance and Personality (Portfolio)
Grade: 7
Target skill: Writing
Materials: Worksheet, pencil, glue.
Aims:



To evaluate students writing skills by assigning a portfolio about describing a
film/movie character.
To evaluate whether the students can use simple pieces to compare people.
To evaluate whether the students can describe a person's appearance and personality.
Steps:







The teacher distributes a handout (see appendix 1).
The teacher wants students to look at the handout.
Next, the teacher wants students to choose and watch one of the movies. Then, select a
character from the movie, and describe his/her appearance and personality.
The teacher makes students look at the example on the handout.
Then, the teacher says: " You are going to write the title of the movie/film that you
will watch. Then, stick the picture of the character to the frame. After, describe the
character and write at least 80 words."
Lastly, the teacher informs students that they have one week to do the portfolio and
bring it to the class.
After doing the task, the teacher wants students to evaluate themselves (see appendix
2).
Criteria/Rubric
Excellent
(10 points)
Good
Poor
The student makes simple
comparisons correctly while
describing a person.
The student uses some adjectives and
phrases about appearance and
personality correctly while describing
a person.
The student submits the assignment at
the given time.
4
3
2
4
3
2
1
1
0
The student writes a title, at least 80
words, and sticks or draw a picture of
the character.
1
1
0
Appendix 1
Next Week
Appendix 2
Unit 2 – Sports (Exam)
Grade: 7
Target skill: Writing
Materials: Paper and pencil.
Aims:



To evaluate whether the students can use adverbs of frequency in a writing task.
To assess whether the students can use the language (simple present tense) while
describing a daily routine.
To assess whether the students write the daily activities and routines correctly.
Steps:







First, the teacher distributes a handout (see appendix 1).
Then, the teacher wants students to write about their daily routine and activities.
The teacher asks them to write at least six sentences.
Also, the teacher advises the students to use adverbs of frequency while writing.
The teacher tells the students that they can look and benefit from the adverbs of
frequency chart on the handout.
Then, the teacher shows the example sentence on the handout.
Lastly, the teacher informs students that they have fifteen minutes to write.
Criteria/Rubric
The student uses adverbs of
frequency correctly.
The student uses present
simple tense correctly.
The student writes daily
activities correctly.
The student writes at least 6
sentences.
The student finishes the task in
the given time.
Excellent
(10 points)
3
Good
Poor
2
0-1
3
2
0-1
2
1
0-1
1
1
0-1
1
1
0-1
Appendix 1
Unit 2 – Sports (Portfolio)
Grade: 7
Level: A2
Target skill: Writing
Materials: Worksheet, pencil, scissors, glue.
Aims:




To evaluate students’ writing skills by writing a daily routine of a sports figure.
To assess whether students can use adverbs of frequency while writing a daily routine.
To evaluate whether students can describe what people do regularly.
To assess the use of present simple tense while writing daily activities.
Steps:










First, the teacher hands out a worksheet.
The teacher wants students to look at the first page of the handout (see appendix 1).
The teacher wants students to choose a famous sports figure from their own or another
country and write about his/her routine and daily activities.
Then the teacher shows the template that they are going to write on.
Then, the teacher wants students to look at the second page of the handout.
The teacher shows the sample to the students.
The teacher says: "You are going to write a title, draw or stick a picture of the
sportsperson into the frame, and write at least 100 words."
Then, the teacher displays the criteria of the portfolio on the board.
Lastly, the teacher informs students that they have one week to complete their
portfolios and bring their portfolios to the class next week.
After doing the task, the teacher wants students to evaluate themselves (see appendix
2).
Criteria/Rubric
Excellent
(10 points)
Good
Poor
The student uses the adverbs of
frequency correctly while describing a
daily routine.
The student uses the present simple
tense correctly while writing a daily
routine.
The student submits the assignment at
the given time.
4
3
2
4
3
2
1
1
0
The student writes a title, at least 100
words, and sticks or draw a picture of
the sportsperson.
1
1
0
Appendix 1
SAMPLE:
Appendix 2
Unit: 3/ Biographies
Target skill: Reading
Materials: worksheets, pencil
Aims:




To develop students’ reading skills.
To assess students’ knowledge of simple past tense through a text about past events.
To develop students’ scanning sub-skills.
To enable students to have a general information about Neil Armstrong.
Steps:





Initially,the teacher distributes the reading text to the students.
Then,the teacher wants the students to check the text and activities quickly to see
whether there is something wrong or not.
The students are given a text describing Neil Armstrong’s bioghraphy.
Then, the teacher wants students to read the text in detail and answer the questions.
After completing the exercise, the students move to the next activity.
Criteria
Students can read the text for specific
information and answer correctly to
the T/F questions .
Students can answer the open-ended
questions according to the text.
Students can write in accordance with
spelling, grammar and capitalization
rules.
Excellent
4
(6-8 correct
answers)
Good
3
(3-5 correct
answers)
Poor
1
(1-2 correct
answers)
3
2
1
3
2
1
Unit: 3/ Biographies
Target skill: Writing
Materials: Worksheets, pencil
Aims:

To develop students’ writing skills.

To make students use the simple past tense.

To enable students practice the literary genre ‘biography’.

To make contributions to the students’ portfolios and monitor their progress
throughout the term.
Steps:
 Firstly, the teacher explains the assignment in detail.

Students are expected to research a historical figure and write biography of him/her.

Then, the teacher shows a sample assignment to the students.

The teacher tells students that they have 1 week for the assignment.

When the time is up, the teacher checks the assignments and tells students to put it into
their binders for the portfolio assessment.
Criteria
Excellent
Good
Poor
4
2
1
3
2
1
3
2
1
Got It!
Almost There
Students know the elements of biography
genre and they can use them correctly while
preparing a biography.
Students can write in accordance with
spelling, grammar and capitalization rules.
Students can do the assignment in the given
time.
Self-Assessment
I can talk about past events with definite time.
I can describe past events and experiences.
I can spot specific information about names and
dates in past events in texts.
I can write a short and simple biography of a
person.
I Need Help!
Unit 4- Wild Life
Target skill: Vocabulary
Materials: Worksheet
Aims:

To assess the students’ vocabulary knowledge of the unit.

To check which vocabulary is well-learned and which one needs to be revised.

The teacher hands out the worksheets.

The teacher explains the students what they are going to do. “Match the
Steps:
words with their definitions. There is one extra.”

After completing the exercise, the students move to the next activity.
Rubric/Criteria
Excellent
Good
Average
Poor
Students can match
the meanings of the
words correctly.
10 (5 correct
answers)
8 (4 correct
answers)
6 (3-2) correct
answers)
3 (1-0 correct
answer)
Portfolio of the Unit
Target skill: Writing & Grammar
Materials: Worksheet
Aims:

To practice talking about past event.

To develop their writing skills.

To write pieces of describing wildlife

To make the students use the vocabulary items of the unit.

To make contributions to the students’ portfolios and monitor their progress
throughout the term.
Steps:

The teacher hands out the worksheet that the students write on.

The teacher says “I want you to visit the zoo in our city and describe your
day. Which animals did you see? How was the place they live in? Use the
words you have learned. Write at least 100 words.”

Then, the teacher shows a sample assignment to the students.

The teacher tells students that they have 1 week for the assignment.

When the time is up, the teacher checks the assignments and tells students to
put it into their binders for the portfolio assessment.
Rubric/Criteria
Excellent
Students can do the
1
assignment in the given
time.
Students can use past
3
tense correctly.
Students can use the
3
vocabulary items of the
unit.
Students can describe the 3
wildlife.
Good
Poor
-
0
2
1
2
1
2
1
Self-assessment
Colour the faces according to your own performance.
I can use past tense easily.
I can remember the vocabulary items of the
unit.
I can describe the wildlife.
I am familiar with the animals.
Unit 5 – Television
Target Skill: Speaking& Pronunciation
Aims:

To check students’ speaking skills with an information gap activity.

To check their pronunciation.

To check whether students can talk about different types of TV programmes.

To check whether students can talk about their preferences.

To check whether students can ask questions about preferences of other
people
Materials: Corresponding worksheet for each pair of students
Steps

Divide the students into pairs.

Give each student the worksheets.

Explain what they are going to do. “Complete the missing information in
tonight’s TV guide by asking questions to your partner about what is on the
TV. Ask to your partner that which TV show he/she prefers to watch.”

Students ask and answer questions with their partner and complete the missing
information in the TV guide.

While the students speaking, the teacher assesses their performance through
the rubric.
Rubric/Criteria
Excellent
Good
Poor
Students can state their 4
preferences.
3
1
Students can ask
questions about
preferences of other
people
3
2
1
Pronunciation
3
2
1
Portfolio of the Unit
Target Skills: Speaking &Grammar
Aims:
 To develop/assess the students’ speaking skills
 To check whether students can ask questions about preferences of other
people.
 To practice the expressing preferences.
 To practice the talking about past events.
 To practice the simple present tense.
 To describe what people watch regularly.
 To make contributions to the students’ portfolios and monitor their progress
throughout the term.
Steps:
 The teacher wants students to make a survey about people’s TV habits for their
portfolios.
 The teacher writes the questions on the board.
 The question of “What did you watch last night on the TV?” is for the
practicing past tense, the question of “What do you usually watch?” is for the
practicing the simple present tense, the questions of “Do you prefer sitcoms or
soup operas?” and “Do you prefer talk shows or quiz shows” are for the practicing
the expressing preferences.
 The teacher wants students to find six people and ask these four questions.
 In the end, the students state their personal opinions about the questions and
the results.
 The teacher tells students that they have 1 week for the assignment.
 When the time is up, the teacher checks the assignments and tells students to
put it into their binders for the portfolio assessment
Rubric/Criteria
Excellent
Good
Poor
Students can do the
assignment in the given
time.
3
2
1
Students can use present 4
simple tense and past
tense.
3
1
Students can express their 3
preferences
2
1
Colour the faces according to your own performance.
I can talk about different types of TV
programmes.
I can pronounce the words correctly.
I can ask questions about preferences of other
people.