1st Evaluative lesson plan

1^st EVALUATIVE LESSON PLAN

Student-teacher: Agnė Verikaitė

School: Vilniaus Viršuliškių Secondary school

Date: February 7, 2011

Time: 12⁰⁰ – 12⁴⁵

Form: 11c

Level: intermediate

Materials: Enterprise 4 Intermediate

Topic: Developing transport vocabulary

Aims:  1) to repeat transport vocabulary which students learnt through the last few lessons

            2) to add some new words into their vocabularies which are connected with transport

            3) to do the last exercises from language development

Time	Stages	ACTIVITY		Objectives	What if…?
		Teacher	Student
12:00	Introduction (2min)	Greets the students, asks if someone else is coming to the lesson, checks attendance and starts the lesson.	Greet the teacher and answer her questions.	To create a welcoming atmosphere.
12:02	Collecting HW  (2min)	Teacher asks students to give her their compositions. Today was a deadline, so students who didn’t bring their compositions will get the lowest mark.	Students hand in their compositions.	To check how students do their HW.	If students didn’t bring their compositions they will get the lowest mark.
12:04	Setting plan   (3min)	Teacher introduces what they will do today at the lesson. They will do the last exercises (page 148-149, ex 6, 7, 9, 10, 12, 13) from language development and repeat transport vocabulary.	Students listen carefully to their teacher.	To make them interested into the lesson. To catch their attention.
12:07	Production    (10min)	Teacher asks students to open page 148 and look at the exercise 6 and 7. Before doing the exercises teacher asks if everything is clear for the students, if they know all the words. Then she explains what they have to do and gives 4 minutes to do each exercise. After students do these exercises teacher asks them to read out loud and translate into Lithuanian (it takes about 2minutes).	Students listening attentively and looking through the exercises. If something is not clear then they are asking for the teacher. They are working individually. Students are reading one by one.	To revise transport vocabulary and apply new words in practice. To enhance learners’ vocabulary. To involve all the students into the lesson.	Teacher goes to each student personally if something is not clear. If it is not clear for most of the students, then teacher and students do exercise together.
12:15	Production    (8min)	Teacher gives 5 minutes to write sentences with following expressions: more … than, not as … as, less … than, as … as, the most/least … Students have to write only 1 sentence with an expression which gives teacher. They have to use adjectives like environmentally friendly, fast, comfortable, economical, stressful, reliable, etc. Also, they have to use names of vehicles: car, bus, plane, train, etc. Teacher asks everybody to read their answers (about 3 minutes).	Students write their sentences. Students read one by one their sentences.	To give freedom for their imagination and creativity. To check how students deal with new vocabulary. To check whether they are able to use new words in their daily language.	If something is not clear, teacher helps to write their sentences. Teacher can give some examples too. If student is wrong then teacher corrects his mistakes and gives the right sentence.
12:23	Production    (17min)	Teacher asks students to open page 149 and look at the exercise 10, where they have to fill in the gaps with words from the list (takes 2 minutes). Then teacher says to look at the exercise 12 and do it individually. They have to underline the correct word (5minutes). Then teacher asks them to check the exercise reading one by one the correct answer and translating the text into Lithuanian (4minutes). After that teacher asks to look at the last exercise 13 on page 149. She asks students to read one by one fill in the blanks with words derived from words in bold (6 minutes)	Students do this exercise together with the teacher. Students do this exercise individually. Students read one by one. Also, they translate text into Lithuanian. Students read out loud one by one. They read the correct answers and translate the text into Lithuanian.	To check learners’ ability to work quickly and at the same time to understand the task. To check how the students can work individually. To engage everybody into work. None of the students should be forgotten. To revise transport vocabulary.

4th Self Evaluation + self evaluation table + a lesson plan

Today I was very happy about my lesson. It went very well and according to the plan! First of all, my plan was very useful, I wanted to do all listening activities in 12 unit with my students. And we did! Everything went according to my plans. Also, there was variation in types of activities: we did listening and reading tasks. The time each activity took worked out as planned and I was very happy about it! What is more, there were no problems with my voice because it was audible all of the time and students could hear me very well. I established and maintained a purposeful working atmosphere. After the lesson teacher said that it was really a good lesson and she is proud of me. The lesson went very smoothly. As my mentor said there was a natural flow. This time I used tape-recorder and blackboard a lot. I think it was very useful for students because they could see how to write one or another word, also they were able to listen to native speakers on the tape. I ensured that all students take part in each activity. In other words, I paid attention to each student in the class. Students were in a good mood, ready to work and cooperate with me. I was really happy about this lesson. And now I will have some time to rest because it will be weekend.

4^th Self-evaluation table

Rate the lesson according to the following scale:

1…………………2……………….3…………………..4…………………….5

Does not at                 neutral                                    Is a totally

all reflect                                                                 accurate reflection

what went on                                                           of what

                                                                              went on

Personal qualities

1. My voice was clearly audible to all the students all of the time   1 2 3 4 5
2. I spoke at the right speed                   1 2 3 4 5
3. I controlled the level of my own language  1 2 3 4 5
4. I established and maintained a purposeful working atmosphere   1 2 3 4 5
5. I developed positive relationships with students that result in             

students feeling safe and confident.        1 2 3 4 5

General shape of the lesson

1. I identified clear objectives appropriate to the subject and the           

students                                1 2 3 4 5

2. The overall shape and balance of the lesson worked out as            planned                                 1 2 3 4 5
3. My lesson plan was very useful    1 2 3 4 5
4. I followed the stages of my lesson plan   1 2 3 4 5
5. There was variation in types of activities  1 2 3 4 5
6.  I set tasks for whole class, individual and group work 1 2 3 4 5
7. The time each activity took worked out as planed   1 2 3 4 5
8. The pace of each segment was appropriate for the type                  

of activity       1 2 3 4 5

Materials, aids

1. The materials were appropriate with regard to the age and level of the class

- in terms of their linguistic difficulty    1 2 3 4 5  

- in terms of their functional difficulty and use  1 2 3 4 5

2. My blackboard was clear and well laid out          1 2 3 4 5
3. My visual aids were necessary, clear and effective  1 2 3 4 5

Classroom management

1. I did not have problems in managing the class   1 2 3 4 5
2. I gave clear instructions and demonstrations     1 2 3 4 5
3. The sitting position of the students was appropriate for the type

of the activity involved                           1 2 3 4 5

4. The arrangement of groups and other students’ movement in the

class went on smoothly             1 2 3 4 5

Questions

1. The questions were phrased correctly to get the answers I                wanted                               1 2 3 4 5
2. The types of questions were varied          1 2 3 4 5
3. The types of questions were graded from easy to understand to difficult                              1 2 3 4 5
4. I distributed my questions among the students equally 1 2 3 4 5

Communication

1. I gave the students an opportunity for genuine communication  1 2 3 4 5
2. I ensured that the students take part in communication activities 1 2 3 4 5

Students’ response

1. All the students were interested all of the time    1 2 3 4 5

Errors

1. I coped effectively with the students’ errors which arose in the

class                                                                      1 2 3 4 5

Checking

1. I paid enough attention to each student in the class   1 2 3 4 5
2. I checked that every student had understood

the main teaching point                             1 2 3 4 5

Unexpected

1. I coped well with everything unexpected         1 2 3 4 5

Summary

1. I succeeded in achieving my aim                                    1 2 3 4 5
2. The students gained much from the lesson                     1 2 3 4 5
3. I evaluated my teaching critically and drew conclusions     1 2 3 4 5

                                                   4^th SELF EVALUATION LESSON PLAN

Student-teacher: Agnė Verikaitė

School: Vilniaus Viršuliškių Secondary school

Date: February 4, 2011

Time: 12⁰⁰ – 12⁴⁵

Form: 11c

Level: intermediate

Materials: Enterprise 4 Intermediate, tape-recorder, tape

Topic: Transport

Aims:  1) to develop learners’ listening skills in particular topic “transport”

            2) to repeat new “transport” vocabulary which students learnt in previous lessons

Time	Stages		ACTIVITY		Objectives	What if…?
			Teacher	Student
12:00	Introduction     (5min)		Greets students asks how are they. Also, asks if someone else is coming.	Greet their teacher and answer her questions.	To create a friendly atmosphere.
12:05	Setting HW and collecting HW     (5min)		Teacher asks to give compositions which they had to write for today. Teacher collects students’ compositions and says that she will bring them on Monday.	Students give their compositions on separate sheets of paper; write down their names and class.	To check how do they understood the task; what is their level of language.	If students don’t bring their compositions, teacher says that Monday is a deadline and they will get lower marks than those who brought their compositions today on Friday.
12:10	Setting plan    (3min)		Teacher explains what they are going to do at this lesson. They are going to devote this lesson to listening. They will listen to some exercises and do particular tasks. Also, teacher sets aims which they are going to reach at this lesson.	Students listen carefully. If they don’t understand something, they can raise their hands and ask.	To introduce what students’ will learn today. To catch their attention. To make them interested in the lesson.
12:13	Pre-listening    (2min)		Teacher says to open their books at page 144 and look at the first task, and then she explains what they have to do. They have to listen to the tape and match the place with the type of taxi and the driver’s weekly wage.	Students listen to their teacher carefully if something is not clear – they ask. Then prepare to listen to the text.	To raise their interest into the lesson. To wake them up and create a working atmosphere.
12:15	While-listening     (7min)		Teacher turn on the tape and observing how students are working.	Students are listening to the text and matching the words.	To develop learners’ listening skills in particular text.	If they cannot understand the text properly, teacher plays the text once again and explains the words which they don’t understand.
12:22	After-listening    (2min)		Teacher asks students to read the exercise and check their answers out loud.	Students read one by one and explain their answer.	To check how they understand the text.
12:24	Pre-listening    (1min)		Teacher asks to open page 147 and check the exercise 5 where they have to listen to announcements and guess the missing words.	Students listen to the task and check if they understand everything what they have to do.	To repeat new “transport” vocabulary which students learnt in previous lessons.
12:25	While-listening    (5min)		Teacher turns on the tape-recorder.	Students listen to the announcements and try to insert the missing words.	To develop learners’ listening skills in particular situation and place with a native speaker.	. If students do not understand or don’t manage to put all the words which are missing in the text, then teacher plays announcements again. Not more than 2 times.
12:30	After-listening   (2min)		Asks to read their answers out loud.	Reads one by one their answers.
12:32	Pre-listening    (1min)		Teacher asks students to open page 148 and check the exercise 8 where they have to listen to the dialogues and fill in the missing words.	Students listen carefully.	To develop learners’ listening skills in particular situations and places with native speakers.
12:33 12:37	While-listening    (4min)		Teacher turns on the tape-recorder.	Students are listening to the dialogues and trying to insert the missing words.
	After-listening    (2min)		Teacher again asks to read their answers out loud.	2 pairs of students read dialogues out loud. One student is A, another – B.
12:39	Pre-listening   (2min)	Teacher says to open page 149 and read the task of exercise 11. Teacher explains that students have to listen to the short dialogues and tick the information they hear in the boxes provided.		Students read the task out loud.	To check students’ level of language. To check their knowledge of the words in particular text and topic.	If students do not understand the words, teacher explains out loud the meaning for the whole class.
12:41	While-listening    (3min)	Teacher turn on the tape-recorder.		Students listen and tick the information they hear in the dialogues.
12:44	After-listening  (1min)	Teacher asks to read quickly their answers.		Students read their answers in a choir and out loud.