ANADOLU UNIVERSITY

EDUCATION FACULTY
ELT DEPARTMET
İNÖ417 TEACHING PRACTICE

Berna Önal

SELF-EVALUATION

1) In general, how responsive were the learners to you and the lesson today?

They were so energetic. They participated in all of the activities I prepared. I did not try to give so many instructions. Instead,
I modelled it and they could understand so fast. Furthermore, they were so motivated, and they could do the activities.
Therefore, each student could play the game thrice or more.

2) What were the 3 main strengths from this lesson?

a) I helped them practice ‘IS’ and ‘HAS’ before making them play the game.
b) I varied the drilling technique. For instance, I made them repeat a word silently, fast, and slowly.
c) At the end of the lesson, I gave feedback for the vocabulary they misspelled.

3) How did these help you achieve your lesson aims?

a) They could easily use the target structure and the vocabulary because I helped them practice the sentences that I
want them to use.
b) I could easily spot which students did not say the words and which students mispronounced them. Also, this
technique attracts their attention.
c) I made sure not to leave anything unclear behind.

4) a) If you taught a language focused lesson (grammar, lexis, functions), how effective were your techniques for clarifying
meaning, form, pronunciation (e.g. eliciting, concept checking, drilling, highlighting form, guided discovery, etc.) OR
how effective were your feedback and correction techniques?

I used cartoon characters they were familiar to, which attracted their attention. Therefore, they could easily say that
Necati Dede is old. For drilling, I used my voice in different tones. In this way, I could spot the ones who are not actually
repeating the word or misspell them. For correction, I waited for the ones who did wrong in the matching part. However,
I immediately corrected the ones who misspelled. I also took notes during the game. Then, we repeated the words
once more. Lastly, I taught them ‘He is’ and ‘He’s’ with finger-pointing as in Harmer’s book.

b) If you taught a skills lesson (reading, listening, speaking, writing), how did you make sure that learners actually did
the tasks in the way that you wanted them to and thereby practiced or developed what you actually wanted them to
practice/develop?

5) What issues did learners have with what you were teaching them? Provide concrete evidence for this, e.g. examples of
ANADOLU UNIVERSITY
EDUCATION FACULTY
ELT DEPARTMET
İNÖ417 TEACHING PRACTICE

specific errors, completing tasks incorrectly, etc.

 Some mixed the wavy flashcard with curly hair.
 In the second activity, some could stick the paper to the correct circle but could not remember the word.

6) Did you support learners with these issues? If yes, how did you do this? If not, how could you have supported them?

 I made them use a gesture for the wavy and curly hair to reinforce their learning more if they are kinaesthetic
learners.
 I waited for them to say it. Then, I wrote the initial letter of the word to give them a clue.

7) Considering all the above, were your lesson aims met? Why/Why not?
I think my lesson aims were met. When they were playing the game, I saw that they were using the structures and the
newly learned vocabulary while describing the criminal to their friends. I also wanted them to practice English alphabet
because I saw that they were having difficulty in spelling the letters correctly in the previous weeks. While playing
hangman, I corrected the ones who misspelled the letters.