Low Intermediate (B1) Grammar and Reading Catherine McFarlane

Your name:Nurcan Polat Your colleague’s name: Date:14.02.2021

The lesson as a whole (POT 4)

For this task, you’ll need to study the lesson plan as well as observing the lesson.

Lesson preparation: Aims Comments

What are the aims of the lesson? Main Aims:
Are they appropriate for the learners? -To provide practice of Modals of speculation
Does the procedure reflect the aims? (past time) in the context of must/not,
might/not, could/not through speaking
activities, worksheets and controlled as well as
free practice.
Subsidiary Aims:
-To provide clarification and practice of
modals of speculation (past time) in the context
of must/not, might/not, could/not,
should/should not through speaking activities,
worksheets, and controlled and freer practices.
-yes, the students were engaged and were able
to practice and use the target language.

Stages Comments
Are there clear stages to the lesson? -yes.
Does the lesson develop logically? - She could provide context for the target
Is there sufficient variety? language through a text or situation.
Is the timing realistic? -she could clarify the meaning, form and
pronunciation of the target language (must,
might (not), could (not), should (not)).
-She could concept check and make sure the
students understand how and where to use the
TL.
-Yes, this lesson has good variety and balance.
-There are a number of mini-stages in the
lesson, which could take time to set up but she
could prepare while learners are carrying out
the previous task/activity.
- She has short, sharp, concentrated stages and
frequent changes of pace, focus and activities.
All of these are made in logical order.

Materials Comments
What materials are used? - Materials were well selected and adapted for
Are they interesting? different tasks.
Low Intermediate (B1) Grammar and Reading Catherine McFarlane

Are they well presented? - They need recapping and recycling of new
Are they appropriate? language so ensure she leaves enough time for
practising language or skills.-Guided discovery
/ She could familiarize SS with the use of
"should/shouldn't have + past participle".
- The students are not bored since a written text
is shorter.
- Activities are procedurally clear. Learners
might be fully clear what is expected of them.
-The lesson might be more teacher-centred but
it is still student led or driven.

Lesson delivery: Motivation Comments

Are the learners involved and interested? -She could concept check further and prepare
Do you think they are learning? students for free practice.
Is there a good atmosphere? - A gist task working alone and an error
correction task in pairs. It is a good idea for
involving students.
- She could reinforce SS' knowledge on
"should/shouldn't have + past participle" with
card game.

Management Comments
Does the teacher organise activities well? -She is walking around to listen to students’
Does (s)he vary their role? conversations but she is also sitting down by
Does (s)he project well? tuning in and out of conversation. Monitoring
Which techniques are well used? also helps her to assess timing and to anticipate
how to conduct plenary.
-Instead of telling students something, she asks
them a question, gives them a definition or
examples etc. to encourage them to say it
instead of her.
-she uses her fingers as a visual way of
highlighting language.
-she uses a useful strategy (normally questions)
for checking students’ understanding of
language.
When students are discussing in pair, she looks
over their shoulder. İt is helpful to look over
their shoulder to see what they are writing.
- She provides lots of choral and individual
drilling. She elicits stress placement from
students.

Efficacy Comments
Low Intermediate (B1) Grammar and Reading Catherine McFarlane

Is each stage of the lesson effective? - learning aims were achieved because at the
Were the learning aims achieved? end of the lesson, students could be available
What led to this? to use functional language give in the to create
a short conversation. The students were
engaged and were able to practice and use the
target language.