One of the objectives of my lesson plan was to familiarize my students with five lexical items related to sickness and I believe I managed to realize this objective more or less.
My approach was mainly indirect since I did not present the target language content but rather gave them the chance to induce it by themselves (Borich 2007). I could have extended the items by asking for more examples and even non examples about other kinds of sicknesses which students were familiar with thus extending their prior knowledge further.
I made sure students pronounced the lexical items properly that they saw a written account of them. Here I should have kept the cue cards with the students or simply used the white board to provide a written account.
The staging of my lesson is logical. . My reminder of the previous lesson could have been more creative. My lead in was well managed and I was able to generate interest in the theme of sickness. I could have extended my act of being sick by adding more authentic accessories (tissues, a hat, louder coughs)
I purposefully had a horseshoe seating arrangement since it allows better back and front monitoring as well as better group chances .My interaction patterns were varied (individual, group work).
My timing was not bad assuming that I was teaching pre-intermediate students. Still, even if these were my colleagues in class I could have thought of ways to extend the timing to reach 20 minutes. However, I made sure that my students took their time throughout each task.
My anticipated question about the possible confusion between a cold and the flu was right there as it was planned for and luckily my proposed solution made me ready with an answer. I could have broadened the range of my anticipated questions and proposed solutions a bit more though.
The first slide of my power point presentation intended to displace two of the answers to encourage students (in groups) to call attention to the appropriateness of their answers.
I believe my classroom lesson presentation was good since I made sure I maintained eye contact, included everybody, provided smooth transitions, and kept the class enthusiastic (though communicative tasks accompanied with music).
