More points

Thornbury, (2005:10) mentions due to “some grammar items take longer to learn than others, Tt need not insist on immediate accuracy” but, I consider it depends on the situation given. For example, in the case of the writing task I felt everybody was ready to participate, therefore, I insisted that everybody passed in front in order to write the correct answers that I had observed they had written on their handouts. However, when one of my Ss was unsure about telling the answer in the listening part I felt he was not ready to produce accuracy since I am sure if the Ss is not ready may have a detrimental effect. Therefore, I conclude it depends on the situation given. In addition, only when Ss notice is when they learn.
On the other hand, I know that the basis of the lesson was the communicative task and it was accomplished at the end but there were moments in which the communication could be given, for example at the reading stage, Ss could have read aloud the sentences. In the listening part, they could also have spoken. However, they really practiced the structure given which aimed at improving both accuracy and some kind of fluency production.
In spite of the fact there were pair and group arrangements, they were no completely used. For some moment I forgot to follow my lesson plan. So, next time, I need to read it in order to follow it in a strict order.
The E-factor: Efficiency (economy, easy and efficacy) was applied when planning and choosing the resources and classroom materials as well as when giving the rule in each stage. (Thornbury, 2005:26) And the A-Factor: Appropriacy was achieved.
The conditions were optimal because there were comprehensible directions and explanations; I provided with opportunities to my Ss in order to speak, to get precision and fluidity. I was always motivating them during the whole class and I gave immediate feedback to them about pronunciation and the structure since I consider that by correcting learners’ errors, I not only provide feedback but I convey the message that accuracy is important, as Thornbury (2005:92) points out.
My conclusion is that when we teach bits of grammar, vocabulary, spelling before, during or after the focus must be always on the communicative task. Furthermore, it is important for Ss to use correct grammar when they are talking, as long as they are getting their message across in spite of the CLT has tended to place more weight on being intelligible than on being correct.
SOURCES: Thornbury, S., (2005) “How to Teach Grammar” Longman