8th Self evaluation plan + self evaluation table + materials

Today I had my 8th self evaluative lesson. Some of the students didn't come to the lesson because they had to prepare for the event called "100 days till exams". That is why I thought we shouldn't take new topic from the book while all the students are not at the lesson. I found a text called "Close encounter with sharks" from book "Get on Track to FCE". We did a lot of reading and speaking. Also, we did a few exercises related to the text. First of all, my voice was clearly audible all of the time and students could understnad me very well. It was good because this way I was able to establish and maintain a purposeful working atmosphere.Students at my lessons feel calm and relaxed.Then I identified clear objectives which were appropriate to the subject which we were learning at the lesson. As always I was following my lesson plan because it was very useful. I always know what to do next. So I can say that the overall shape and balance of the lesson worked out as planned. The materials were appropriate with regard to the age and level of the class. The text was intermediate level which suits to 11th form students. What is more, there were no problems in managing the class because I always gave clear instructions and demonstrations. The questions were phrased correctly because I've got the answers which I have expected from my students. Finally, my students had an opportunity for genuine communication and all of them took part in communication activities. All of the students got enough attention from me while doing the exercises, reading and speaking. All in all, after the lesson me and my teacher discussed good and bad points of the lesson and I evaluated my teaching critically and drew conclusions. 

8^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

                                                  8^th SELF EVALUATION LESSON PLAN

Student-teacher: Agnė Verikaitė

School: Vilniaus Viršuliškių Secondary school

Date: March 4, 2011

Time: 12⁰⁰ – 12⁴⁵

Form: 11c

Level: intermediate

Materials: Get on Track to FCE

Topic: Animals

Aims:  1) to revise “animals” active vocabulary;

            2) to develop reading skills while reading particular text about sharks;

            3) to develop speaking skills while talking about animals.

Time	Stages	ACTIVITY		Objectives	What if…?
		Teacher	Student
12:00	Introduction (5min)	Greets the students, asks if someone else is coming to the lesson, checks attendance and starts the lesson. Teacher says that today some of the students won’t be at the class so with the rest of the class she won’t take a new topic from the book Mission 2, but they will read a text about sharks. This way they will revise “animals” topic.	Students greet the teacher and listen to the lesson plan.	To create a welcoming atmosphere. To establish contact with the students. To inform the students what they are going to do at the lesson.
12:05	Warm-up       (5min)	Teacher gives out sheets of paper with a text “Close encounter with sharks” from book “Get on Track to FCE”. Then teacher asks student to look at the pictures and guess what they will talk about today. Then she gives more questions about this topic: Are you afraid of sharks? Would you like to go cage-diving? Have you ever gone diving? Would you like to? Why not? What are the general impressions about sharks? Do you support these ideas yourself?	Students look through the sheets of paper.   Students look at the pictures and guess the topic. Then they answer the questions and try to discuss with each other and the teacher.	To revise “animals” topic. To make students interested into the lesson. To give an opportunity for genuine communication. To develop speaking skills while answering questions about sharks and diving.	If students are shy or cannot answer by themselves, teacher helps – asks more questions, gives examples, words and phrases which may help them to answer the questions.
12:10	Reading Pre-reading     (3min) While-reading      (15min) After-reading	Teacher says that they will read the text now. As always they will translate every sentence into Lithuanian in order to understand the text. Then they will do a few tasks. Teacher asks to read the text. After they read the text teacher asks whether students’ impressions about the sharks have change or remained the same. Then she asks students to discuss about the text. What was strange or interesting? Then teacher asks to look at the multiple-choice questions where they have to choose the answer A, B or C which they think fits the best according to the text. Teacher gives few minutes to do the task individually. After that teacher asks to read it out loud and say the correct answers. Then teacher asks to find all the adjectives the writer uses to talk about sharks in the text. She asks to do it together with her. After that she asks there are more positive or negative meaning adjectives? Then teacher reminds what they have learnt today and wishes students a good weekend.	Students attentively listen to their teacher. Students read one by one and translate the text into Lithuanian. Students tell their opinions about the text and sharks. They try to discuss about the text. Students do the exercise. Students read one by one and say the answers. Also, they prove the answers with sentences from the text. Students search for the adjectives in the text which describe sharks. Then they answer teachers’ question. Students thank to the teacher.	To develop students’ reading skills while reading particular text. To check the understanding of the text. To encourage students to speak more at the classroom. To develop speaking skills about particular topic. To check students’ understanding of the text. To check students’ previous grammar topic knowledge and understanding. To revise what they have learnt today.	If students don’t know some words – teacher translates.   If students are correct, then teacher praises them.

12th Evaluative lesson plan

12^th EVALUATIVE LESSON PLAN

Student-teacher: Agnė Verikaitė

School: Vilniaus Viršuliškių Secondary school

Date: March 3, 2011

Time: 12⁵⁵ – 13⁴⁰

Form: 11c

Level: intermediate

Materials: Mission 2

Topic: Weather

Aims:  1) to introduce new vocabulary related to weather;

            2) to develop reading skills while reading particular text about weather;

            3) to develop speaking skills while answering questions about weather.

Time	Stages	ACTIVITY		Objectives	What if…?
		Teacher	Student
12:55	Introduction (5min)	Greets the students, checks attendance and starts the lesson. Asks about today’s celebration at school, if students are prepared and what they are going to do.	Greet the teacher and answer her questions.	To create a warm and friendly atmosphere.
13:00	Warm-up       (10min)	Teacher asks students to open their books at page 10 and look at the pictures. She asks how do they think what is their topic today. Then she asks: Can you think of any weather words? What kind of people need to listen to a weather forecast and why? In which country people talk the most about weather? What about people in Lithuania? Do you follow weather forecast?	Students look at the book and the pictures there and then they try to answer the questions. They start a discussion.	To give an opportunity for genuine communication in the classroom. To develop speaking skills while answering questions about weather.	If students cannot think of the answers then teacher gives some examples, words or phrases to encourage her students.
13:10	Reading Pre-reading    (5min) While-reading   (15min) After-reading    (15min)	Teacher asks students to look at the text at page 10. She says that they will read the text and translate it into Lithuanian. Then after they read the text they will do some tasks. Teacher asks students to read. Teacher thanks students for reading the text and asks to look at page 11 where they can see a task. For questions 8-15 they have to choose the answer (A, B, C or D) which they think fits best according to the text. Then teacher gives 4 minutes to do the task. After they do the exercise teacher asks her students to read the answers out loud and one by one. Also, they have to prove their answers with sentences from the text.  (~ 3min) Then teacher asks to look at the task which is at page 10. Students have to read the following T/F statements and try to answer them according to the text.	Students attentively listen to their teacher and prepare to read the text. Students are reading the text one by one and translating the sentences. Students look through the text and insert the correct answers. Students read one by one the correct answers. Students attentively listen to the task and then they read the statements one by one and say which one is True which one is False.	To develop reading skills while reading particular text about weather. To learn new words related to weather. To enhance students’ vocabulary.   To check students’ understanding of the text. To give an individual work for students. To check the answers. To check students’ understanding of the text.	If students don’t know some words, teacher asks them to write the words down in their notebooks and tells the meaning. If students are correct then teacher praises them for the good answer, if not – then she asks the correct answer for the whole class.
13:35	Setting HW    (5min)	Teacher asks students to open their books at page 12 and says to do the exercise 2 at home. There they have to fill in the correct word from the list below which is given. Then teacher asks students again what they were talking about today. She mentions some words which they learnt and then she says that the lesson is finished.	Students write down their HW task to their notebooks.	To give some exercise where they can practice new vocabulary. To check their understanding of new words.

11th Evaluative lesson plan

11^th EVALUATIVE LESSON PLAN

Student-teacher: Agnė Verikaitė

School: Vilniaus Viršuliškių Secondary school

Date: March 1, 2011

Time: 8⁵⁵ – 9⁴⁰

Form: 11c

Level: intermediate

Materials: Mission 2

Topic: Animals

Aims:  1) to do some exercises and this way practice vocabulary related with pets/animals

            2) to learn more new words related with animals/pets

            3) to revise some grammar rules

Time	Stages	ACTIVITY		Objectives	What if…?
		Teacher	Student
8:55	Introduction (5min)	Greets the students, asks how is their preparation for the event which they are organising.	Greet the teacher and talk about the event.	To create a welcoming atmosphere.
9:00	Checking-HW   (5min)	Teacher asks to open books at page 8 and read check their HW exercise 2.	Students read their HW task one by one and translate the unknown words in Lithuanian.	To check students’ HW. To check how students work individually.	If students don’t have their HW, then teacher gives some extra time to do it at the classroom.
9:05	Practice   (35min)	Teacher asks to look at the exercise 3 where they have to fill in the correct word from the lists which are given above the sentences. First of all, teacher finds out the meaning of those words from the students. Then teacher gives a few minutes for students to do the task individually. After that teacher says to check the exercise 4, where again they have to fill in the word(s) from the list which is given. Teacher explains that these phrases will be taken from the text which they read the last lesson. Again she gives a few minutes to do the task. Then teacher gives a bit different task (ex 5) where students have to fill in the appropriate particle. It is a harder task because they have to think of particle on their own. It’s not written anywhere. Teacher gives a few minutes to do the task. After that teacher says to move to the exercise 6 where they have to match the animals with their young. Teacher says that this task they will do together. She is saying an English name of the animal and students try to say or guess the Lithuanian name for it. Then teacher says that they will do another interesting task (ex 7) where they have to match each animal from the list with the animal group it belongs to. Again they do the exercise together and translate the words in Lithuanian.  After that teacher asks to look at the exercise 8 where they have to fill in the gaps with one of the animal-related idioms. First of all, teacher with her students find out the meanings of each idioms and then she gives a few minutes to do the task. Then teacher gives 2-3 minutes for each student to think of a sentence where they have to contrast or compare two animals (dog and monkey) in terms of having them as pets. Teacher reminds to use some expressions like: however, both…and, although, etc. After that teacher asks to look at the exercise 10 where they have to complete key word transformations. Again teacher gives few minutes to finish the sentences. Finally, teacher asks to do the exercise which is called “Grammar Check”. Students have to cross out the unnecessary words. But they have to remember that some sentences are correct.	Students look at the exercise. Then listen to their teacher and trying to guess or say the meaning of the words above the sentences. After they do the task, they read the answers out loud one by one. Students listen attentively and do the task. After they do the task, teacher again asks to read it one by one. Students do the task. After they do the task, they read the answers one by one. Students try to say or guess the meanings of some words. Then they match the animals with their young. E.g. pig – piglet, lion – cub, kangaroo – joey, etc. Students try to guess which animal belongs to which animal group. E.g. goat – herbivores, sparrow – birds, frog – amphibians, etc. Students learn the meanings of the idioms; translate them in Lithuanian and then do the exercise individually. After that they check the correct answers together with the teacher. Students think of a sentence and then after a few minutes they say them out loud. Students do the task and the read the answers one by one. Students do the exercise and then they check it together with the teacher.	To revise vocabulary and learn some new words. To revise active vocabulary. To check students’ knowledge of grammar rules and vocabulary. To enhance students’ vocabulary on particular topic. To enhance students’ vocabulary. To learn and revise useful animal-related idioms. To practice active vocabulary. To revise grammar rules. To revise particular grammar rules.	If students are working good then teacher praises them. If students do not manage to do all the exercises which their teacher planned to do, then they have to do them at home as their HW tasks.