DELTA – Post lesson evaluation sheet

Name of teacher: Katherine Name of observer: Mike

Lesson: LSA 1No of students: 10 Level: U-Int Date: 5/10/05
Main Aim of lesson: -To present and give controlled practice in ten frequently used
multi-word lexical items

Evaluation

Strengths of this lesson:

 The Background Assignment was on The Value of Teaching Lexis in
Combination and so the lesson was based around this by presenting 10
common lexical expressions.
I felt that there was good linkage between both this lesson and Jamie’s lesson on
Collocations with ‘Get’, though this, at the time of planning was unintentional. The
students therefore already had an awareness of what collocations were.
Stage 1. – The idea of the ‘storytelling’ activity to introduce the subject was a
nice idea and I felt that the visuals certainly helped in creating a good class
atmosphere. I also felt that the personalisation helped with this as well.
Stage 2 – The matching activity went well as worked as another easier introduction
for weaker students.
Stage 3 – As suggested in the assignment, transformations were used to reinforce
the meaning of the selected items. I was glad that I had thought about providing
an extra activity for the fast finishers as this meant they were able to keep
occupied. I felt my monitoring was very good during this activity and as I had
checked and corrected as I went round the individual pairs there was therefore no
need for whole class feedback. I also felt that the way I helped some students
work out why an answer was wrong was very good. I felt that by letting students
look a the matching exercise instilled more confidence in the weaker students so
that when I later covered the papers they were able to produce some of the
language independently.
Stage 4 – The fluency activity was a nice way to provide personalised context for
practice of the target language
Stage 5 – Having the song was a nice way to conclude a lesson and continued in
providing an excellent class atmosphere. By having the lexical items on the board I
was then able to ge the students to carry out a pre-listening recognition task
which helped when later completing the work sheet.
Stage 6 - Homework – The homework given was to be used to reinforce the items
previously leaned in the lesson today as well as previous lessons.
-To provide comprehensible input. (stage 1)
-To give practice in listening for language chunks. (stage 4)
-To have the students express their reaction to the story by being responsible for its
completion and allow them the opportunity to employ the target language in spoken production
should they feel ready to do so. (stage 5)
-To raise awareness of techniques for storing vocabulary. (homework)

-To provide learners with speaking practice to activate personal engagement with the target
language. (stage 3)

Use of the definitive article instead of the possessive adjective L1

interference may cause the students to produce utterances such as, she
changed the mind and he did the best. A list of subject pronouns and
possessive adjectives will be on the board in order to highlight this L1-L2
difference. The inclusion of the pronouns on the board will also aid the
explanation of the way the subject and object can be different in two of the
vocabulary items. I predict that the first two items (to get to know someone
and can't get someone/something off one's mind) will be the most difficult
to recall so coloured card for get will be used to aid memory. As these two
items are first to appear in the story they will be subject to the most back
checking.

Listening (Stage 4)
Some of the weaker learners may not recognise all the items from the song.
The learners will therefore be asked to identify the items in groups of three
or four. Similarly, I have extended some of the items in order to make the
task a little more achievable and illustrate a context. (e.g. if you need me, let
me know). Some learners may become a little discouraged if they have failed
to recognise the items from the song. After all the target vocabulary has
been sung at least once, I will give the learners the opportunity to read from
the OHP/photocopy whilst listening to the final part of the song. Although
language which is sung is perhaps not an ideal model, I think this activity can
go some way towards raising learners’ awareness of sound / spelling
relationships.