8/6/2019 Grammar Post-lesson Evaluation

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Grammar Post-Lesson Evaluation

This is a post-lesson evaluation of the Grammar Lesson plan that took place lastThursday 11 th September 2008 at CELT Athens premises with a group of five Pre-Intermediate students from Iran. On the whole, I believe that the primary aim of the

lesson, which was to teach the difference between Past Simple vs. Present Perfect,was achieved to a degree.

In reality, the lesson started off well, with a clear, organized board plan andvocabulary presentation well linked thematically to the content of the song; it guidedlearners to the content of the song.

During the presentation stage, the use of timelines pointed out the difference between Simple Past vs. Present Perfect satisfactorily, after certain lyrics of the songhad been placed under their respective categories. The strips of paper and underliningof tenses also guided students comprehension of tense form and uses. Unfortunately,

the adverbial phrase these days

used along with the Present Perfect has beenvaguely used as opposed to its equivalent so far , which would have been muchclearer to them.

During pair/ group work activities, I noticed a few mistakes concerning theirregular verb form of past participle as well as the auxiliary verb to have for Present Perfect and I corrected them or their fellow students did it for those who hadmisused verb forms. On the other hand, ignoring some other grammatical inaccuraciesmade students use improperly tenses to convey messages, i.e. I have wash myclothes today.

Grammatical inaccuracies, unfortunately, do not promote fluency and under nocircumstances, should I ignore accuracy at the expense of fluency; what should have been done in the first place was to correct students mistakes upon noticing them byrepeating correctly what had been mispronounced. Another option includes keepingnotes of students errors and reminding of them to the learners after group work/pair work activities had been completed.

As for the controlled practice of the stage, the game with the wallet gavestudents some pleasure finding out about their classmates life experiences and whenthey did them, too. They enjoyed doing activities related to the topic of lovedisappointment, although it is culturally targeted at women, as opposed to men.

Role plays were contextualized and used in the topic of love disappointment,although the very last one should have been acted out without the students looking atthe previous model. Finally, it was conducted within proper set time limits.

8/6/2019 Grammar Post-lesson Evaluation

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Action Plan:

y I ought to try not to ignore accuracy at the expense of fluency, espe cially withlanguage activities

y I have to keep a note of student errors and analyse them to Ss, after the

activities have been completed y I must ignore Ss` comments on the lesson and carry on with the teaching

procedure y I should avoid pre-teaching vocabulary , when Grammar is on the agenda y I should not omit checking concept questions for language purposes