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