Vocabulary Post-lesson Evaluation

Post- Lesson Evaluation The paricular lesson plan took place on Wednesday 2nd July 2008 at CELT Athens premises with a group of Elementary students. Generally speaking, I think that the main lesson’s and essay’s aim , which was to store, recall and use vocabulary was achieved, since Ss were able to describe people in their clothes at particular times of the year. In the beginning, I decided to elicit weather conditions and clothes by means of flashcards (both in visual & scripted form). At that stage, I felt that my goal was achieved, since many students volunteered to match picture F/Cs to word ones. Fortunately, both teams corresponded picture to word flashcards thematically on the w/b , helped one another with whatever problems they faced with the scripted form of the words. Unfortunately, I believe that the vocabulary presentation stage kept going for too long, since there were four sets of F/Cs alongside their scripted form, which had to be elicited and recorded in their notebooks. I do have the feeling that because of the activity going on for too long, it prevented me from skipping my next group work activity, which involved mingling two teams and enabling them to use weather conditions alongside clothes, The next activity that involved describing their partner’s clothes,in pairs, it wouldn’t have been successful, if they hadn’t been guided. However, the present continuous form of the sentence written up on the w/b “s/he is wearing....................now”, guided Ss as to what and how they had to do it. They also needed guidance and explanation for for clothes they weren’t familiar with , like “belt, trainers, vest, top, socks, trousers”; fortunately, I wrote them up on the w/b . When Ss were asked to use the handout from their cb. Cutting Edge Elementary was rather effective; now, they again presented problems with language required to describe models’clothes and again, I offered to provide help and guidance by pointing and writing on the w/b whatever they needed to use and desribe in class. Finally, the ‘Who is it?”game, didn’t last as much as I had expected to because of time restricitions, so I resorted to explain the instructions with examples for Ss touse; some volunteered to describe people in class; others were embarrassed to describe peers in class, but,in my opinion, they seemed to enjoy it.

Action Plan  First, I ought not to panic, to keep track of my activities and Ss’progress and take immediate action in case of potenetial problems  I ought to have designed a couple of 5’language awareness activities for Ss to use before their describing oneself and peers; not resorting to writing on the w/b what structures they need to communicate  To better organise activities in terms of time restrictions to avoid losing track of Ss’progress and observation  To pay attention to pronunciation for the benfit of Ss to enhance their speaking skills  to wait for all Ss to terminate an activity and then to get class feedback, to avoid losing track of their performance