REFLECTION AND EVALUATION

Planning and Learner Progress

Overall, I feel that I achieved my aims in this lesson and the learners are now better
able to recognise and use the third conditional in writing to speculate about past
events. They wrote a short story (4- 5 sentences) about how the important decisions
they made in the past influenced their present life.

Furthermore, they practised processing a listening text for meaning on the topic of
big life decisions. The students were able to deduce the meaning and form of
grammar structure from context successfully.

By the end of the lesson, fast finishers even managed to read their short stories to
each other, with only occasional mistakes.

Strengths

 The dictogloss procedure proved to be very involving for all and the learners
were genuinely interested in my story. Eliciting instructions from the students
saved up a lot of time. During the reconstruction of the text I was all-inclusive
and nominated weaker students. I was very proud of my students because
they have performed extremely well.

 The guided discovery was very successful because the learners managed to
figure out answers correctly. It was not necessary to spend a lot of time
clarification as I have noticed that students have grasped the idea of
speculating about the past and did not have any problems with form or
meaning.

 Including the controlled practice stage in my plan, as suggested by my Course

Tutor, was very effective.

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  I timed the lesson well and students had 17 minutes to use the Target
Language in writing in freer practice.

 It was a personalised lesson pitched at the right level of challenge.

Weaknesses

 My Local Tutor suggested that asking students to predict what my big life
decisions were before starting the dictogloss procedure would have been a
good idea. Next time I will do that.

 My Local Tutor also felt that the noticing stage was too long and it was not
necessary to correct the text which students reconstructed on the W/B. I could
have just highlighted the differences on the IWB. I do agree that correcting the
text did not serve any specific purpose, but I do not think that the stage was
too long as it took 5 minutes, as planned.

 I felt that I could have spent more time on drilling pronunciation but since it
was not the main aim of the lesson I moved on quite quickly.

 Although the feedback stage after the production stage went well. I would
have preferred spending more time on it to look at students’ sentences more
in depth.

Consolidation and follow –up

 Move the focus from writing to speaking in different contexts.

 Drill pronunciation of contractions and weak forms using jazz chants.
 In the next lesson to reinforce what we have achieved as well as revise Type
1 and 2 conditionals, I will provide further practice of these structures using a
grammar auction activity.
Word Count 487

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