Liz Camilleri PA3: Lesson evaluation

General reflections The lesson was very successful despite the overall problems with the lesson planning stage. I had prepared the lesson for a class which included students who were very strong pre-intermediates, therefore some of the vocabulary was quite challenging for the new students. The class however, all gave very positive feedback, saying that they felt much more confident thanks to the techniques presented for tackling listening both in and out of the classroom. They also showed evidence of understanding by completing the worksheets appropriately and bringing up relevant points during the discussion. Weaknesses Aims: I set myself very high aims which meant there was a lot to cover during the lesson. Using body-language to help with listening was only briefly mentioned due to time constraints. Next time I will… • • • set myself realistic aims. keep a journal detailing my aims and reflections. defer my lesson if I feel that it may be too challenging for the class and re-evaluate the lesson in terms of the actually class available. edit the listening to make it shorter which will impose less of a strain of the learners. explore ‘live’ listening with two speakers would improve quality and authenticity of the listening. pilot the task on a willing student as well as myself before the lesson. make sure the task progresses logically to make it easier. write a reminder on my lesson plan so that I do not talk over my students heads when I am nervous. record parts of my lesson on tape to see if this is a problem I need to address more specifically.

Tape, text and tasks: The listening was long and not as clear as I had hoped for. Task 2 in Appendix 3 should have progressed in the same order as the listening

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Language: I did not monitor my language well in the first ten minutes of the lesson.

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Timing: My anticipated times were too short partly due to the tape length and difficulty level. I ‘wasted’ time rechecking answers.

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include more flexi stages and try the stages out before deciding on times. not hesitate giving students the answers if I feel they have done all they can on their own. include exactly how I intend to check a task in my lesson plan.

• Flexibility: Everyone followed and participated in the lesson and it progressed smoothly. I omitted tasks which were not essential and made sure that by the end of the class all students identified and discussed listening skills and strategies. Positive learning environment: There was a relaxed atmosphere in class and since I did not ask any one specific student for an answer, there was no pressure on the weaker students even though the tasks were challenging.

Aims: Overall, I felt my lesson aims were achieved. This was evident by the students completing the tasks set and using the techniques in class during the following lessons.

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