INTRODUCTION

Description of learners
This is an established class of 11 students of Intermediate 1 level. This is a group of
young adult students whose ages range from 16 to 23. There are 7 female, who mostly
are university students and 4 male, who have finished their studies or are on the way to
get their degree. They work well together and usually participates actively though some
are quiet but they carry out activities without major problems according to their level .
Description of the lesson
My lesson was focused on grammar practice and vocabulary presentation with
prepositions (at,on,in,by). I mainly contrasted The Past Simple and The Present Perfect
use and meaning as well as developed semi controlled and freer practice activities with
Present Perfect + ever/never.

POSITIVE SAMPLES
1. What might have happened to her? (Grammar- Speculation and Deduction)
Context:

I was checking attendance and asking my students to speculate on the

reason for her classmates absence.

Comment:
I consider the use of this complex structure with a past modal appropriate for this level.
Although my students might not have seen this grammar structure before I consider
appropriate to expose them to this kind of form modal=might + aux=have + p.p. verb
because as Jeremy Harmer says, Students can cope with more language when they
read and listen than they can when they have to come out with it themselves (2007, p
232). Therefore, using complex grammar structures in context will help them to
produce this structure successfully when requested with easiness and familiarity in the
future. Willis (1985)

2. Please, write them down. (Vocabulary - Multiword verb)

Context:

I was giving instructions for a semi controlled communicative activity with

Present Perfect + ever/never.

Comment:
In this sample the use of a multi word verb was an accurate way of making students
aware of how words fit together and form patterns. I consider that using a form like
write something down is a significant aid to encourage my students to think not only in
words but in chunks, so that they can both work out meaning from context and use
forms correctly whenever they come across phrasal verbs in English. Parrot (2010)

3. Excuse me? (Function Requesting)

Context:

I was monitoring and providing help to students doubts during and

speaking activity.

Comment:

This is a good sample of accurate functional language usage where a student not only
could interpret how language takes on different meaning depending on the context and
how it is said but also try to infer the speakers or writers intention. While changing the
common function of the exponent excuse me from getting someone attention to
request politely for repetition I got my student to say his question again. Scrivener
(2005).

NEGATIVE SAMPLES
1. I would like you to register your partners answer (VocabularyWrong choice)
Context:

I was giving instructions and organising students onto pairs for a

speaking activity.

Comment:
In this sample the use of the verb register is inaccurate .The Longman Dictionary of
Contemporary English defines, register to record a name, details

about

something etc. on an official list It does not convey the meaning of noting down
that I was referring to. Additionally, the situation was more appropriate to be expressed
in a less formal style to keep the flow of the conversation mainly informal. I should have
said:
Dont forget to make brief notes on your partners answers to report back to the class.

2.

Expand a little your answer (Grammar- Word Order)

Context:

I was giving instructions on how to develop a speaking activity.

Comment:
In this sample the word order I used was inaccurate. In English any information
expressed in a clause comes after what it qualifies (Parrot, p.417) . The error
seems to show evidence of a rule being fairly systematically (but not yet accurately)

applied Thornbury (1999). It may be the case that I knew the right rule but in the heat
of the moment I failed to apply it . That`s why I should have said:
Expand your answer a little.

3. Welcome back, Elvir (Pronunciation Intonation)

Context:

I was checking attendance at the beginning of the class.

Comment:
In this sample, the way I stressed the utterance was inaccurate. I used a flat intonation
that was neither accurate to transmit a genuine expression of concern about my
students health nor a good way to express a common polite attitude. When listening to
people speaking , we get clear messages about their attitude from the way things are
said because stress typically marks out the context carrying words in the sentence.
This mostly affects nouns, verbs and adjectives.) The content word that carries the
main meaning of the sentence is usually the one you are going to stress ScrIvener
(2005) That is why I think I should have used a rising intonation at the beginning of my
utterance as:

Welcome back, Elvir

WORD COUNT: 816

BIBLIOGRAPHY

Longman Dictionary of Contemporary English. New Ed. for Advanced Learners.

Pearson Education.
Parrot,Martin, (2010). Grammar for English Language Teachers. CUP
Scrivener,Jim (2005). Learning Teaching. MacMillan
Thornbury,Scott, (1999). How to Teach Grammar. Pearson Education
Willis,Jane, (1981.Teaching English Through English .Pearson Education