PEER EVALUATION FORM FOR SINEM SARPKAYA

Firstly she tried to elicit the topic by using the pictures. Her choice of pictures
were good I think as they were eliciting the topic well. When the class saw the
picture of the ‘‘pipe’’ they all said ‘‘detectives’’.
However, there was no smooth transition to the useful language. Instead of
saying directly ‘‘Yes we learnt can’t/must last week..’’. She could ask:

‘‘ How could you predict the topic immediately? ’’

‘‘ Did the pictures give enough clue about the topic?’’

The students would certainly say ‘yes’ and she could continue talking about the
structure then:
‘‘As you see we can deduce sth. according to the pictures.’’and then she could
ask:
‘‘How could you express your prediction ‘‘detectives’’ with the structure we
learnt last week?’’
By referring the pictures she would have elicited the structure. ( I m not sure
If Gulsen Hoca said it or not.. I thought it just because the structure was
totally related to the inferences and related to the elicitation to some extent.)

As to the information given about the structure it was good to revise. However
there were a little bit more information. I mean in real class it may be difficult
to make them read & listen.
I m doubtful about what to do in such kind of situations..
Maybe gamelike revisions work well :s

(SUGGESTION: T gives 10 papers on which there are sentences giving clues

(f.example: she is lying on the bed, she has taken some pills..) and other 10
sentences requiring the structure be used like this: (She/ill). and students are
needed to match the clues with the sentences in other 10 papers and write them
by using (can’t/must/..). It could be carried out individually or in pairs.
According to the performances of the group T also gets some feedback about
their understanding of the structure. If they finish immediately and T scan the
answers and she decides on which points she should focus on..
For Sinem’s presentation it would be some kind of a preperation for the game I
think- as the activity and the game have many things in common.)

While giving istructions of the game I really appreciated her. She gave an
example and thanks to it we understood what we were going to do. She also
helped gthe ones whose mind was not clear about the game.She asked as if the
instruction was clear or not again.

As to the game, it was a little bit challenging. I think it because of the choices
of the sentences.
I mean simpler context should have been chosen. Because I was the one who had
the most difficulty in deducing. I mean I could not guess the ‘‘public holiday’’.
Altough I m advanced students I dont recall any kind of collocation :/ I thought
it was because of me, however when I asked other members telling that
sentence, they also said it was a hard one to tell.
I think the idea of the game was good and gives good opportunity to use the
structure but due to the sentences chosen İt failed a little bit.

I also realised she was really nervous and I think it was due to the fact that she
was the first presenter. I am sure she would probably less nervous if she were
not the first one. As a class and game-presenters we were not a clear idea she
could not control her nervousness level. As I konow her other presentations it is
not boring to see her on the stage 