practica english

Universitatea Dunrea de Jos

A Student Teachers Teaching Practice Guide

Universitatea Dunrea de Jos GalaiFacultatea de Litere, Istorie i Teologie

Catedra de Limba Englez

Ruxanda BontilA Student - Teachers Teaching Practice GuideA teacher affects eternity; he can never tell where his influence stops.

(Henry Adams, The Education of Henry Adams, 1907)Learn to write well, or not to write at all

(John Sheffield, Essay on Satire, 1680)Galai

2003

Concepie i redactare:

Ruxanda Bontil

lector limba englez

Universitatea Dunrea de Jos Galai

Facultatea de Litere, Istorie i Teologie

Catedra de Limba Englez

Au colaborat la capitolul V:

Prof. mentor Irina Scoraru

Prof. mentor Mariana Ziminschi

Prof mentor Georgeta Tofan

Prof. mentor Liliana Groza

Prof. mentor Mdlina Moscu

Prof. mentor Mihaela Neagu

La capitolele VII, VIII, IX, X, au fost utilizate materiale din programul de mentorat organizat i coordonat de Consiliul Britanic din Romnia.UNIVERSITY DUNREA DE JOSOF GALAI

DEPARTAMENTUL PENTRU PERFECIONAREA

CADRELOR DIDACTICE

DEPARTMENT OF ENGLISH

Student Teacher (Name and Surname):

Year of study (major/minor; IDD): ..

Mentor (Name and Surname): ...

Teaching Practice School: ....

Date of Teaching Practice (sem. I /sem. II; Univ.Year): ...

Student Teacher Observation RecordNo.DateClass observedTeacher / student teacher / own

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Contents

I. Successful TP Policy: some practical advice

7II. Record of School Documents/ English Curricula

9III. Actual Classroom Practice toward Self-exploration

17a. Foci of observation: class management

18b. Foci of observation: using the board

19c. Foci of observation: teacher talking time

20d. Foci of observation: instructions

21e. Foci of observation: stages of lesson

22f. Foci of observation: error correction

23g. Foci of observation: structure presentation and practice

24h. Foci of observation: introducing vocabulary

25i. Foci of observation: listening/reading

27j. Foci of observation: speaking

28k. Foci of observation: student observation

29l. Foci of observation: 50mins lesson

30IV. Describing teacher experience: a bank of valuable ideas

41V. Lesson Plans and Outlines: Examples by the mentors

45VI. Student teacher Lesson Plans

59VII. Self-observation Forms

69VIII. Self-evaluation Forms

73IX. Mentor Feedback Form

77X. TP Grade Descriptors

87XI. Foci of observation: educational class (observarea orei de dirigenie)

94XII. Notes on the observed student (observaii asupra elevului studiat)

95XIII. Learner Profile (Fisa psiho - pedagogic)

99XIV. Samples of valuable materials/tasks/tests

103XV. Teaching Practice Final Report

109XVI. TP Feedback Questionnaire

111XVII. Glossary of ELT terms

112XVIII. Select Bibliography

115I. Successful TP Policy: Some Practical Advice

Congratulations on reaching what is to be the truly applied component of the student teachers educational competencies.

1. Prepare yourself for entering a team of supportive colleagues, mentor and university supervisor. Remember: your contributions (both in debate sessions and actual teaching) are equally important to make the team work really profitable.

2. Prepare to observe, firstly, the mentor (approx. 6 classes first two weeks) and, subsequently, your peer trainees (approx. 36 classes remaining period), since the TP period consists of 56 hours (4 hours in total, i.e., 3 hours observation + an hour for reflection and observation feedback, on a weekly basis, and 3 teaching classes + 1 educational class). You have to observe two educational classes before actually monitoring one. The study of official school documents/records and English curricula will enhance your insights into actual school life and Ministry of Education cohesion.3. Feel free to choose any observation sheet from those proposed in this guide, according to type of lesson observed, your mentors indications or your own teaching intuition. Remember: learning observation means learning to manage teaching by getting insights simultaneously into classroom life, live learning and teaching experience and underlying methodological principles/strategies/concepts.

4. Make a habit to complete observation sheets while observing the class and efface yourself so as not to distract students or teachers attention (unless your contribution is required by teacher or even students).5. Make detailed notes on observation sheets with a view to preparing the ground for the feedback session with your mentor when lively give and take exchanges are expected. Remember: be constructively descriptive and not disgracefully judgemental.

6. Be congruent at all times. Speak your mind with self-respect and respect for peers, always allowing for counter/cross arguments, which prompt understanding, and correct (self)-assessment.7. Exercise reflection and communication strategies with your university supervisor too, if not for sharing impressions and conclusions, for getting hold of some useful aids/materials, i.e., tapes, textbooks, pictures, etc.8. Try hard to put yourself into the student/teachers shoes and dont jump to conclusions until you have pondered all arguments. Remember: common sense, modesty, politeness and intelligence never go unrewarded.

9. Rules of courtesy also include: punctuality, mobile phone-correctness, fair-play and sincere commitment among professionals.

10. TRUST YOURSELF, YOUR COLLEAGUES AND FUTURE COLLEAGUES!

GOOD LUCK!

We can never thank enough the mentors whose outstanding competencies and professional commitment will hopefully convince our students to enter teaching, and honour it.

Its also important to let our students know about the joint efforts of The British Council from Romania and the Ministry of Education in building a new, trustful professional category, the mentor, and also in harmonising evaluating criteria/observation sheets/descriptors all over the country.

II. Record of School Documents/English Curricula

Educaia pentru o munc de calitate trebuie s vizeze dezvoltarea capacitilor de proiecie i planificare, de decizie i de asumare a riscului, de colaborare i de evaluare i reevaluare a rezultatelor. Ea trebuie s stimuleze, n acelai timp, responsabilitatea pentru munca realizat, nsoit de acceptarea evalurilor obiective. Seriozitatea i calitatea bun a muncii depuse nu exclud realizarea acesteia ntr-o atmosfera plcut, destins, stimulant. Aceast atmosfer trebuie s se ntoarc n slile de clas din ara noastr, astfel nct elevii s guste plcerea efortului cu sens, dedicaia pentru o chestiune interesant avantajele muncii n grup, bine coordonate. (Buletin informativ al M.E.N., no 35, in Supliment, edited by Tribuna nvmntului, 2 February, 1999)

THE STRUCTURE OF THE DIDACTIC MODEL

OF THE FOREIGN LANGUAGE CURRICULUM IN ROMANIADIDACTIC CONSTITUENTS AND SUBCONSTITUENTScommunicative competencecross-cultural representationsintellectual skills socio-cultural component pragmatic component:

oral communication

written communication linguistic component:

phonetics / spelling

vocabulary

grammar

discourse communicative-functional techniques

ELEMENTS OF THE DIDACTIC ACT LEARNERS/AUDIENCEa. general cognitive and attitudinal b. skill-based integrated skillsc. operational for each teaching sequence a. topics b. speech acts c. vocabulary and grammar TEACHING / LEARNING METHODS AND STRATEIGES Based on authentic materials STANDARDS OF EVALUATION FOR EACH CYCLE

OBIECTIVES CONTENT DIDACTIC AIDS

DIDACTIC COORDINATESFor whom . . . ? To what purpose? What . . .? How . . .? What aids . . .? What level . . . ?

123456

EVOLUTIA CAPACITATILOR SPECIFICE PE CICLURI DE INVATAMANT * constientizarea valorilor, atitudinilor si mentalitatilor tipice (abordare comparati-va) * insusirea informatiilor specifice spatiului cultural (perspective interculturale)

* intelegerea imaginilor si simbolurilor specifice * folosirea unor ele-mente reprezentative ale codului comportamental acceptat in spatiul cultural

relationarea interculturala

* intelegerea elementelor socioculturale ale vietii de zi cu zi (asemanari si deosebiri)

* redactare libera * luarea de notite

* traducere

* redactare de texte functionale

* redactare semidirijata cu/fara support vizual/auditiv * transformare de text (rezumare si dezvoltare)

* copiere

* completare de text

* dictare

* scriere dirijata

scrierea

* identificarea atitudinii autorului si a registrului textului * citirea asistata de instrumente de referinta

* interpretarea textului

* transfer de informatie

* intelegerea detaliata * deducerea segmente-lor necunoscute sau ne-mentionate din context

* constientizarea lega-turilor dintre propozitii / paragrafe

* citire cu glas tare sau in gand * intelegerea glo-bala si selectiva

citirea

* adecvarea limbajului la context

* negocieri si dezbateri

* discursuri functionale (prezentare de teme si proiecte) * initiere si sustinere de dialoguri

* descrieri si relatari detaliate

* naratiuni simple

* emitere de opinii, sugestii, ipoteze* producerea de sunete specifice, cuvinte, propozitii

* intrebari si raspunsuri

* descrieri si relatari simple

* interactiune comuni-cativa elementara

vorbirea

* identificare * intelegere si confirmare nonverbala

* intelegere globala si selectiva

* intelegerea atitudinii vorbitorilor si a relatiei dintre ei

* deducerea segmente-lor necunoscute din context

* ordonarea informatieiIntelegere dupa auz

* intelegerea detaliilor

* intelegerea mesajelor expri-mate in accente non standard

* transfer de informatie

* perceperea specificitatii discursului literar

* intelegerea contextului sociocomunicativ al vorbirii

III. Actual Classroom Practice toward Self-Exploration

Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making.

(John Milton, Areopagitica, 1644)

a.Foci of observation: class management .

Lesson (grade/date/teacher/no of Ss/level/course book)

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . (always/sometimes /not enough/never)

Did the teacher maintain good eye contact?

Did the teacher change position appropriately with action?

Did the students work well together?

The teacher rearranged the seating when necessary

The instructions were clear

The teacher checked that the students had understood the instructions

The teacher did not obscure the blackboard

The teachers voice was clearly audible at all times. Speech was not slow/fast/unclear

The students were clearly audible to each other

The teacher was aware of students learning difficulties and responded in a supportive way

The students took away useful and clearly illustrated language copied from the blackboard or in the form of a handout


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .(always/sometimes /not enough/never)













. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . (always/sometimes /not enough/never)












b. Foci of observation: using the boardLesson (grade/date/teacher/no of Ss/level/course book)

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Physical: Was the board visible to all? Was the layout clear? (Did it appear overcrowded / disorganized?)

Was the new language highlighted effectively?

Was the board work complete? (e.g. no unfinished sentences)

Did the teacher use the board for:

(a) clarifying points on the spot?

(b) correction? (e.g. grammar, pronunciation)

Could any of the following have been appropriate?

(a) tabulation (e.g. substitution table)

(b) display of visuals (flashcards/drawings)

(c) prompts for practice

(d) preparation (e.g. giving information for an activity)

What did the students write down and take away?

Was it representative of the salient points of the lesson, and would the students have understood it several days later?

Was the board overused or underused?


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(c) clarifying points on the spot?

(d) correction? (e.g. grammar, pronunciation)


(e) tabulation (e.g. substitution table)

(f) display of visuals (flashcards/drawings)

(g) prompts for practice

(h) preparation (e.g. giving information for an activity)





. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes





(e) clarifying points on the spot?

(f) correction? (e.g. grammar, pronunciation)


(i) tabulation (e.g. substitution table)

(j) display of visuals (flashcards/drawings)

(k) prompts for practice

(l) preparation (e.g. giving information for an activity)




c.Foci of observation: teacher talking time (TTT)Answer the questions by making notes of your thoughts and with any specific examples.


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Did the T. talk more than necessary to explain a point or not enough?

Did the T. talk when the students could have been doing the talking?

Did the T. speak too quickly/slowly?

Was the level of language about right?

Did the language sound authentic and natural?

In which activities was student talking time more than TTT?

Did the T. create enough opportunities for student talking time?

Were instructions clear? Was what the trainee/teacher had to say interesting, informative, useful etc.?

If/when TTT was high, was there a good reason for this?


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Did the T. talk more than necessary to explain a point or not enough?

Did the T. talk when the students could have been doing the talking?

Did the T. speak too quickly/slowly?

Was the level of language about right?

Did the language sound authentic and natural?

In which activities was student talking time more than TTT?

Did the T. create enough opportunities for student talking time?

Were instructions clear? Was what the trainee/teacher had to say interesting, informative, useful etc.?

If/when TTT was high, was there a good reason for this?

d. Foci of observation: instructionsWrite down as many examples word for word of the teacher giving instructions. Also make a note of any accompanying gestures. Allow time for comments too.


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InstructionsGesturesComment

e.g. listen everybodyT cupped hand to earConcise & clear but fast


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e.Foci of observation: stages of lesson

Try to identify the stages of the teachers lesson and deduce the purpose behind each stage as well as the main aims of the lesson. At the end of the lesson confront your assumptions with the teachers lesson plan and discuss: suitability and agreement of aim and activity; pacing; variety of activities; logical progression.


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StagePurpose


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StagePurpose


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StagePurpose

f.Foci of observation: error correction


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Note the type of mistakes e.g. Pronunciation, grammar, vocabulary

How was the correction achieved? e.g. Student guided to self-correction, student to student correction or teacher to student correction

Note when the teacher corrected, e.g. on the spot or delayed.

Did the teacher anticipate any mistakes? E.g. pronunciation/grammar?

Did the teacher hear mistakes?

Did the teacher correct too much or too little?

Was the teacher right in their correction?

Did the teacher jot down mistakes?

Comment on the overall success of the correction taking place.


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes











. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes











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g.Foci of observation: structure presentation and practice


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

If the teacher presents a new grammatical item, how was the meaning got across to the students?

How much explicit attention to form was there?

Was the approach inductive or deductive?

Was there a progression from controlled to free practice? What types of activities were used?

How much variety was there?

How much interaction was there between students? How early in the lesson did it first occur?

What evidence was there by the end of the lesson that the students had learned something?

Any other interesting features?


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes










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h. Foci of observation: introducing vocabulary


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Lesson objectives

How far does the lesson appear to have specific lexical objectives?

If it does have lexical objectives, how would you express them?

Reading/Listening Activities

How does the teacher prepare for anticipated lexical difficulties?

During while and post listening/reading phases, what lexical issues arise and how does the teacher handle these?

What techniques does the teacher use to explain/clarify/extend lexis (e.g. explanation, definition, synonym, paraphrase, example, etc.)?

Students role

What instances are there of students misuse of lexis?

How are these handled by the teacher/students?

What systems of storing lexis do students appear to be operating? Do these systems appear to be teacher guided/student initiated?

Is there evidence of use of reference materials (dictionaries, etc.)? What is used? How is it used? Does this use seem to be teacher guided/student initiated?


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Lesson objectives







Students role






. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Lesson objectives







Students role





i. Foci of observation: listening / reading


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

Purpose of presentation

Features of presentation

Activities

Type of interaction

Role of teacher

Degree of control

Correction

Length and pace of lesson

Success of lesson were students using language correctly by the end?


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes



Activities

Type of interaction

Role of teacher

Degree of control

Correction




. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes



Activities

Type of interaction

Role of teacher

Degree of control

Correction



j.Foci of observation: speaking


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

What type of speaking skill e.g. dialogue building, role-play, discussion, narrative building?

What was the degree of control, i.e. controlled/less controlled/freer?

How was the lesson set up?

What instructions were given and were they clear?

Was the task realistic/appropriate/challenging etc?

How did the teacher deal with correction e.g. did the teacher correct during the activity or at the end?

Comment on how successful you feel the lesson was? What factors contributed to this?


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes









. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes








k.Foci of observation: student observation

Choose a student and try to determine his/her stance toward the learning/teaching activity. Consider the following things:


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

level of interest/boredom in different stages and possible reasons for that.

whether he/she is learning or practicing something which stretches him/her.

the level of interaction with others; amount of participation;

if getting any correction from teacher, peers or corrects himself/herself.

Other points to consider


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Your notes

level of interest/boredom in different stages and possible reasons for that.

whether he/she is learning or practicing something which stretches him/her.

the level of interaction with others; amount of participation;

if getting any correction from teacher, peers or corrects himself/herself.

Other points to consider

l.Foci of observation: 50 min lesson

Teacher: . . . . . . . . . . . . . . . . . . . . . .

Date: . . . . . . . . . . . . . . . . . , No. of students: . . . . .. . . . . . . . . . . .

Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS

1PREPARATIONClearness of aims

Lesson Plan

Material/Aids

Classroom layout

2SUITABILITY OF MATERIALS

3USE OF AIDS

4ACCURACY OF TEACHERS LANGUAGE

5INSTRUCTIONS/CLASSROOM MANAGEMENT

6PRESENTATION OF NEW LANGUAGE

7ELICITATION

8CHECKING UNDERSTANDING

9CORRECTION

10MONITORING

11EXPLOITATION OF MATERIALS

12STAGING

13VARIETY

14PACE

15BALANCE ACCURACY / FLUENCY ACTIVITIES

16STUDENTS MOTIVATION / PARTICIPATION

17RANGE OF TEACHING TECHNIQUES

18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION

20BALANCE OF ATTENTION

21BODY LANGUAGE / EYE CONTACT

22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS

25UNDERSTANDING OF LEARNING PROCESS

26ACHIEVEMENT OF AIMS

Foci of observation: 50 min lesson

Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS




Teacher: . . . . . . . . . . . . . . . . . . . . . .


Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .

Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .

Aims:

AREASCOMMENTS


Lesson Plan

Material/Aids

Classroom layout


3USE OF AIDS




7ELICITATION


9CORRECTION

10MONITORING


12STAGING

13VARIETY

14PACE




18MOBILITY

19VOICELOUDNESS

SPEED

PRONUNCIATION



22MANNER / RAPPORT

23ENCOURAGEMENT

24GROUP DYNAMICS



IV. . Describing teacher experience: a bank of valuable ideas

If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts, he shall end in certainties

(Francis Bacon, The Advancement of Learning, 1605)

Ideas to be considered and adapted in the future

e.g. jigsaw stories with youngsters.

e.g. Ss keep language diaries; ss from different class read and respond to diary entries.e.g. the teacher filming Ss.

V. Lesson Plans and Outlines. Examples by the mentors

Wisdom is the principal thing; therefore get wisdom; and with all thy getting get understanding.

(The Bible, Proverbs 4:7)

LESSON PLAN

NAME: Georgeta Tofan, trained mentorDATE: 18 Nov. 2002

CLASS: 10 D

NO. OF STUDENTS: 28

SCHOOL: Liceul pedagogic C. Negri

TIME OF LESSON: 50 min

TEXTBOOK: Reward Upper-Intermediate

UNIT: 6

LESSON: Trust me- Im a doctor

LESSON AIMS: By the end of the lesson the learners will have been introduced to vocabulary related to hospitals and medical matters and have had oral and written practice in using it appropriately.MATERIALS: textbook, pictures, audio cassette, hand-outs

ACTIVITY 1

AIMS: to introduce the story; to revise and practise the vocabulary related to hospitals and medical matters;

PROCEDUREINTERACTIONTIMING

T. asks the ss. to look at the picture and describe it.

T. elicits the words which are likely to appear in the story.

Ss are asked to think of other words related to the topic and write them on the blackboard.

T gives more words and revise vocabulary to do with medicine and hospital: plaster, anaesthetic, sore throat, casualty, etc. Ss do exercise 1. p. 16 (Circle the odd-one-out) from the workbook.individual

frontal

frontal15 min

ACTIVITY 2

AIMS: to prepare for listening; to unscramble text; to listen for gist; to check comprehension; to practice speaking. PROCEDUREINTERACTIONTIMING

T asks ss to read the sentences and predict the order of events in the story.

Ss listen to the tape and check if they arranged the events in the correct order.

T asks ss to work in pairs and predict what happens next in the story.

Ss answers the questions, then work with another pair and compare their answers.

Ss check their answers listening to the tape again.

T asks ss to match questions with answersindividual

pair work

group work20 min

ACTIVITY 3

AIMS: to practice writing, to practice linking words: when, as, before; to rewrite a story from another point of view; PROCEDUREINTERACTIONTIMING

T asks ss to complete sentences using suitable verbs at the appropriate past tenses to give a summary of the story.

Ss are asked to rewrite the story from Dr. Greens point of view using the first person singular and appropriate vocabulary.

T encourages ss to use linking words like: when, as, before, after and suitable tenses.pair work

individual15 min

HOMEWORK:

Write a short story about a respectable doctor with an appalling past. His position is threatened by someone who attempts to blackmail him.

LESSON PLAN

NAME: Georgeta Tofan, trained mentorDATE: 9 Dec 2002CLASS: 10 ENO. OF STUDENTS: 28

SCHOOL: Liceul Pedagogic C. NegriTIME OF LESSON: 50 minTEXTBOOK: First Certificate StarUNIT: 9

LESSON: Mysterious Monsters

LESSON AIMS: By the end of the lesson students will be able to devise a news report using the notes taken during an interview about an unusual encounter;

MATERIALS: textbooks, pictures, charts, ACTIVITY 1 SpeakingAIMS: to describe pictures, to answer questions; to discuss and express opinions;


T. asks ss to describe some pictures showing real or imaginary monsters.

Ss discuss questions about the animals in the pictures then report to the class their conclusions.whole class

pair work

whole class5 min

10 min

ACTIVITY 2 Vocabulary practiceAIMS: to introduce and activate vocabulary related to mysterious animals;


Ss are asked to order words under three headings and look for definitions of the more difficult words.

Ss predict what the text is going to be about from the words in the box and are asked to describe the monster and build up the events in the text.individually

pair work5 min

5 min

ACTIVITY 3 ReadingAIMS: to read for gist;PROCEDUREINTERACTIONTIMING

Ss read the text and match the headings to the paragraphs.

T asks ss to choose the correct answer to comprehension questions;

Ss are asked to find synonyms in the text;individually

whole class15 min

ACTIVITY 4 SpeakingAIM: to devise an interview using the vocabulary and information provided on cards; to role play a given situation;PROCEDUREINTERACTIONTIMING

Ss are divided into pairs and given cards with information about different animals, then they are asked to devise an interview based on the information provided on cards

T asks ss to play the interview in front of the class.pair work10 min

HOMEWORK:

To write a news report for the headline DOG ATTACKS OLD AGE PENSIONER

LESSON PLANNAME: Liliana Groza, trained mentor

DATE: April, 24

CLASS: 10 Grade

NO. Of STUDENTS: 25

SCHOOL: COSTACHE NEGRI High school

TIMING: 50 min

TEXTBOOK: First-Certificate Star/ Talking Sense

LESSON AIMS:

- to listen to different sounds and recognize them;

- to associate the sound / noise with the right animal / object;

- to fill in gapped texts;

- to practice new vocabulary using verbs denoting sounds;

- to practice reading skills;

- to become aware of language register.

MATERIALS: audio cassettes; posters; charts; prizes; strips of paper.

ACTIVITY 1 Warm-up

AIMS: - to get Ss involved into the topic;

- to listen to and identify sounds;

- to distinguish between noise and sound;

- to fill in gapped sentences;

- to practice new verbs expressing sounds/noises.PROCEDUREINTERACTIONTIMING

- T plays a cassette and asks the Ss to name what sounds they hear (Birds twittering; water flowing; etc.)frontal

- T introduces the distinction between sound and noise.frontal10 min

- T asks the Ss to fill in some sentences using: sound, noise, racket, din. Ss will guess the meaning of the unknown words from the context.frontal

ACTIVITY 2

AIMS: - to match words (animals and the sounds they make);

- to use unknown words in sentences of their own;

- to complete a chart.


- T plays a cassette for the Ss to recognize the sounds and name verbs.frontal

- Animals and sounds Ss match the animals with the verbs denoting the sounds they produce, writing down the unknown words.group work20 min

- In teams, Ss are asked to complete a chart with: animals, baby animals and noises they make.team work

- The winning team gets a prize

T displays the Ss charts; the Ss check their answers.

ACTIVITY 3

AIMS: - to fill in gapped sentences;

- to practice new words connected to sounds produced by the human body;

- to guess actions;

- to read sentences; mime; perform actions; utter sounds;

- to write short texts using given words/clues.


- What your body does T asks Ss to fill in some sentences with words connected to sounds the human body makes.team work

- Ss get strips of paper with sentences. After reading the situations, the other teams will have to guess what actions the interlocutors perform.team work20 min

-T gives Ss some strips of paper, asking them to read the sentences and, after finding the sound verb, read/perform the sentences. team work

Ss will make up short texts using some given words.Team work

HOMEWORK: 1. exercise 2, p. 50

2. make up a short composition (100 lines) beginning like this:

My eyes are closed. Im in the middle of the I can hear

LESSON PLAN

NAME: Anca-Madalina Moscu, trained mentor

DATE: 15.11.2002

CLASS: vii B

NO. OF Ss: 28

SCHOOL: COSTACHE NEGRI High school

TIMING: 50 min

TEXTBOOK: All Right / Places. Events, Personalities / Glories Infinite- Adjectives

LESSON AIMS:

- to use the appropriate vocabulary when talking about traits;

- to practise personality related vocabulary in sentences of their own;

- to describe people using the correct adjective;

- to change nouns into adjectives;

- to practice modifying adjectives;

- to express personal opinions concerning human traits.

MATERIALS: pieces of coloured paper; badges; posters; two monsters positive and negative); questionnaires; strips of paper.

ACTIVITY I WARM UP

AIMS; - to get the Ss involved into the topic;

- to express personality traits;

- to practice word formation;

- to turn nouns into adjectives.


Ss are asked several questions about weather and their mood. Ss are divided into five teams (red, green, yellow, blue and orange). Each team will decide upon the most important personality trait. Ss write them on sheets of paper and display them on a board. Ss bring arguments.Frontal

Team work

T asks the Ss to answer the questions from the textbook, p. 68; exercise A1; discussing upon the same topic.Group work15 min

T brings the Ss a list with traits of personality, asking them to come to the board and turn the nouns into adjectives (word-formation), paying attention to suffixes and spelling rules.frontal

ACTIVITY 2

AIMS: - to practice personality related vocabulary;

- to discuss about qualities and shortcomings;

- to distinguish between positive and negative adjectives.


T brings Ss two monsters, the good and the bad one. One by one, Ss come and pick cards with traits, feeding the positive or negative monster, according to their meaning. Group work

T asks the Ss to think of two features character (one positive, one negative) that best characterizes them and Ss write the two traits down. The Ss will toss a coin and if it is the head, they will confess the quality (the others will find the bad side of it) and if it is the tail, the Ss will confess the shortcoming (the Ss will find the good side of it).Pair work15 min

ACTIVITY 3

AIMS: - to practice the reading skills to describe people using modifiers adjectives;

- to ask and answer questions;

- to complete questionnaires;

- to express personal opinions on the chosen topic.


T presents some examples with modifiers, explaining how they increase or reduce the strength of adjectives.Group work

T gives the Ss strips of paper with statements, asking them to describe the people who said those sentences. Ss will describe the persons using modifiers.Team work20 min

Ss are asked some yes/no questions, the Ss will fill in a questionnaire, thus checking the answers from the previous activity. T gives the results and the Ss talk on the subject.Individual work

HOMEWORK:

Make up three short texts, describing yourself, your best friend and a member of your family. Dont forget to use both positive and negative adjectives. Use modifiers!

LESSON PLAN

NAME: Mariana Ziminschi, trained mentor

DATE: February 12, 2002

CLASS: 9TH GRADE

SCHOOL: Pedagogical High school Costache Negri Galati

TIME OF LESSON: 50 MIN

TEXTBOOK: Matters Intermediate

UNIT: Reading the Signs

LESSON AIMS:

1. to stir the students imagination and curiosity and get them involved in the topic.

2. to get the students acquainted to open conditionals (making predictions).

3. to use a short text in order to prove these texts are highly productive (texts in fairly simple language hide intense and profound feelings and ideas).

MATERIALS: Textbook; pictures; tapes; handouts; materials used in off the wall workshops.

ACTIVITY 1 Your body is trying to tell you something!

AIMS: - To stir the Ss imagination and curiosity;

- to get them involved in the topic.


Have you got an itch? If so, it could be that your body is trying to tell you something!T-S

Ss are invited to listen to a recorded text (Peter Marsh asks the question Is our Future up to Scratch?) and talk about itches as signs which may help one foretell the future..S-S5 min

T asks Ss to look at pictures and say in which picture they are most likely to have good luck.

ACTIVITY 2 MAKING PREDICTIONS!

AIMS: -to get acquainted to the use and form of open conditionals (first conditional)

- to make predictions.


(a) T explains the rules using a poster:

CONDITIONAL CLAUSE

A type of adverbial clause; the event described in the MAIN CLAUSE depends on the condition described in the IF CLAUSE

OPEN CONDITIONALS (first conditionals) referring to the future for:

-making predictions / promises / threats / warnings.T-S

S-S5 min

(b) Ss are invited to make predictions from cues (individually, on handouts)

1. hand itches / get rich

2.want scratch right eye / see an old friend

3. left ear / someone say rude things about you behind your back

4. lips / kiss someone soon

5 the itch on the left side of your head / meet a female stranger.S-S5 min

Optional Ss may be asked to write the right verb form (Future Present) in given sentences.T-S

ACTIVITY 3 Texts are important for what they do not say!

AIM: - to use a short text in simple language in order to reveal its hidden side of feelings and ideas.


A short text on poster is read silently by Ss: He never sent me flowers. He never wrote me letters. He never took me to restaurants He never spoke of love. We met in parks. I dont remember what he said, but I remember how he said it. Most of it was silence anyway.

(a) Expansion: Ss are encouraged to add as many adjectives as they can to the text; as well as sentences.

(b) Reduction: Ss are asked to reduce the text by cutting out repetition Groups of five

Groups of five10 min

(c) Media transfer: Ss are encouraged to write out the text as a poem and use the exact words of the text but arrange them on the page to make the most effect; they may give the poem a title.

(d) Matching: Ss are asked to look at some pictures and say which woman / man is most likely to have said that.S-S10 min

5 min

(e) Selection: Ss are invited to choose a title: Silence; Indifference; Memories; Frustration; Never.(f) Interpretation (personal knowledge / experience must be relied on)S-S

(g) Creating a text (the text is to be used as a springboard for the creation of new texts): Ss are asked to write a poem using some of the words from the text (*max. ten different words).

Never flowers/ Never letters/ Never love/ I remember/ Silence.

S-S10 min

Homework: design questionnaires to discover what peoples attitudes to courtship are (What should a man do to attract a partner? What should a woman do?). Next class the questionnaires will be distributed, completed, collected and the results tabulated in two separate displays (one showing womens attitudes, the other mens attitudes), One member of each group will prepare a brief talk to explain the results to the rest of the class.5 min

LESSON PLAN

NAME: Mihaela Simona Neagu, mentorDATE: October 28th, 2002

CLASS: 12th grade

NO. OF STUDENTS: 28

SCHOOL: M.KogalniceanuCollegeTIME OF LESSON: 50 minutes

TEXTBOOK: Prospects-Super Advanced

LESSON: Talking Point 2 Money

LESSON AIMS:

to elicit vocabulary related to the topic to encourage variety of interaction to present different sayings about money to encourage Ss to express their opinions

MATERIALS: textbook, handouts-sayings, text

ACTIVITY 1 (Pre-Reading)

AIM * to elicit from the Ss vocabulary related to money and people


Ss are helped to mention words about

money and people by means of definitions.

T expects Ss to be able to mention words such as: poor-needy, broke, hard up, thrifty greedy, economical, corrupt, extravagant, rich, wealthy well-off, loaded, millionaire, stinking rich T-S5 min

ACTIVITY 2 (Reading Speaking)

AIM * to encourage Ss to talk by agreeing/disagreeing with the ideas presented in the fragments


Ss are asked to work in groups of 4

Each group is given a different fragment.

T monitors the groups discussions.

T gets feedback from different groups.

Ss may be asked to enlarge on their opinions.S-S

15 min.

ACTIVITY 3 (Reading Matching)

AIM: * to provide Ss with the opportunity to study different sayings about money


Ss are given handouts with sayings

and definitions that can be matched.

Ss will work in pairs.

A conversation on some of the sayings

can follow.S-S

T-S10 min

ACTIVITY 4 (Reading Presenting arguments)

AIM * to give Ss further opportunity to read in order to compare arguments


Ss read an essay supporting the idea that the only thing people are interested in today is earning more money.

Ss can work in groups of 4, discuss the arguments,

then present them to the class.

Ss may be allowed to read the whole text but con-

sider the arguments for only one fragment.

T gets feedback from different groups.S-S

T-S 15 min.

ACTIVITY 5 (home assignment)


T gives home assignment.

Ss are asked to write a similar essay, presenting

arguments on the topic:The only thing people

are not interested in today is....

T asks Ss to brainstorm ideas on what they

might write about. T-S5 min

LESSON PLAN

NAME: Mihaela Simona Neagu, mentorDATE: October 28, 2002

CLASS: 9th grade

NO.OF STUDENTS: 14

SCHOOL: M. Kogalniceanu College

TIME OF LESSON: 50 minutes

TEXTBOOK: Matters - intermediate

UNIT 5: A bit windy

TOPIC: Weather

LESSON AIMS:

SYMBOL 183 \f "Symbol" \s 10 \h to allow Ss to express ideas freely on the topic;

SYMBOL 183 \f "Symbol" \s 10 \h to get Ss familiar with the new vocabulary regarding weather;

SYMBOL 183 \f "Symbol" \s 10 \h to give Ss a purpose for listening ; SYMBOL 183 \f "Symbol" \s 10 \h to encourage Ss to listen for details;

MATERIALS: textbook, cassette, handouts- exercises and texts

ACTIVITY 1 ( Reading)

AIM : * to encourage Ss to use a text as a starting point for a conversation the topic


T gets Ss into the topic (Weather)

by asking them about the kind of weather

they really like / hate.

After expressing their opinions, Ss read a

text which presents the way people are

affected by the weather.T asks Ss to personalize the information taken from the text and refer to the way they are influenced by weather.T-Ss10 min

ACTIVITY 2 ( Before Listening)

AIM: * to encourage Ss interaction in order to match some headlines with photos

* to motivate Ss to use their imagination


Ss are asked to work in pairs and match the headlines with the photos (ex.1/33).

T can ask them to suppose what has happened in each case.S-S

(PW)

T-S7 min.

ACTIVITY 3

AIM: * to get Ss familiar with the vocabulary related to different types of Weather


T allows Ss to work in groups of 4

and choose from a list of statements the ones that can be listed under the headings: warm weather, rain, cold weather and wind.

Each group will work on a different heading.

T monitors the groups to help them with

possible problems of vocabulary.

T gets feedback from each group.S-S (GW) 8 min

ACTIVITY 4 ( Listening)

AIM : * to encourage Ss to listen for the main idea and for details


Ss listen to recording 1 and circle the best summary of the weather report. (ex.1/34).

Before playing recording 2, T asks Ss to predict why the weather forecaster in the first report became famous.

T explains some unknown words: batter, masonry

topple, disrupt, assess.

Ss listen to rec 2 and , while listening, fill in the gaps.

For the third recording, Ss will work in 2 groups of 7.

One member of each group will focus on the tenses

used in the reports. The other members will focus on

the questions about details in the reports.

T may ask each member to deal with only one question.PW

T-S

GW15 min

ACTIVITY 5 (Vocabulary focus)

AIM: * to give further practice on the vocabulary related to weather


Ss are asked to work in pairs and match the words , fill in the gaps, order words and sentences. (ex. 1-4/34)

T gets feedback from different pairs.S-S 10 min.

T gives home assignment. Ss will have to make up a story based on one of the 3 texts provided. Ss are asked to give plenty of details and use vocabulary related to weather.

LESSON PLAN

Teacher: IRINA SCORTARU, trained mentorDate: December 7th, 2002

Class: 12A / No. of students: 14.

School: Mihail Kogalniceanu College

Time of lesson: 50 minutes

Textbook : New Proficiency Gold

Unit/Topic: The Hard Sell/ advertising and consumerism

Lesson aims: - raise awareness of techniques used in advertising and marketing;

develop vocabulary skills;

introduce students to three-option multiple choice questions;

make Ss aware of the features of different registers and how to identify them;

revise layout and style of a formal letter.

Skills : reading, listening, writing.

Materials : textbook, different advertisements, tape, different letters.

Possible drawbacks:

Ss may have some problems in using specific vocabulary;

Ss may be confused where advertisement-writing techniques are concerned.

Ss may be tempted to use informal language in formal letters.

ACTIVITY 1 (reading and speaking)

Aims :

raise the students awareness of the specific language techniques used in advertising and marketing;

to develop vocabulary skills;

to prepare for the listening activity.


- the Ss are asked to read a text and identify the correct answers;

- the Ss solve another cloze, after reading a second text; explanations are given for the new words;

- the T. asks Ss to discuss starting from some given questionsFrontal

Pair work

Group work3 min.

3 min.

9 min.

ACTIVITY 2 (listening)

Aims:

to introduce students to three-option multiple-choice questions based on short texts;

to develop the skills needed to answer this type of questions;

to practice listening to authentic language samples.


- the Ss are asked to read through the questions in order to anticipate and better focus on listening;

- the Ss are asked to listen to short extracts and answer questions;

- the Ss must fill in the gaps and use the complete text for further discussions;

- the T. asks Ss to discuss starting from some given questionsIndividual work

Pair work

Individual work

Group work2 min.

5 min.

2 min.

6 min.

ACTIVITY 3 (writing)

Aims :

to revise the layout and style of a formal letter;

to give Ss criteria to use when judging the acceptability of an advertisement;

to give Ss the chance to respond personally to advertisements.


- the Ss are asked to read the case study presented and discuss it;

- the Ss are to describe the advert they have;

- the Ss revise the pattern of formal letters;

- the Ss read the model letter and discuss the pattern and style;Group work

Pair work

Frontal

Group work5 min.

5 min.

2 min.

6 min.

Teacher gives home assignment: the Ss will have to write a similar letter, complaining about the presence of a certain commercial during a childrens T.V. programme. They are asked to state their point of view clearly and use a consistent tone and register

VI. Student-Teacher Lesson Plans

An expert is one who knows more and more about less and less.

(Nicholas Murray Butler, Address, Columbia University, 1930)

Name of student- teacher. . . . . . . . . . . . . . . Date: . . . . . . . . . .Level of students: . . . . . . . . . . . . . .Number of students . . . . . . Time: . . . . . . . .Topic of lesson/textbook: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Aims: overall and specific

Assumptions (with reference to previous knowledge):

Anticipated problems (with reference to common cases of interference in pronunciation, vocabulary, grammar, etc.):

Aids: materials to be used:

Phase/

TimeActivities

(Procedures)Interaction

TypesFocus

(Skills)Comments

Rationale/Purpose

Name of student- teacher. . . . . . . . . . . . . . . Date: . . . . . . . . . .Level of students: . . . . . . . . . . . . . .

Number of students . . . . . . Time: . . . . . . . .Topic of lesson/textbook: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Aims: overall and specific




Phase/

TimeActivities


TypesFocus

(Skills)Comments

Rationale/Purpose







Phase/

TimeActivities


TypesFocus

(Skills)Comments

Rationale/Purpose







Phase/

TimeActivities


TypesFocus

(Skills)Comments

Rationale/Purpose

VII. . Self-Observation Forms

The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.

(Anatole France, The Crime of Sylvestre Bonnard, 1881)


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .My notes

Personal and professional qualities

My ability to establish rapport (body language / gesture / eye contact;

My voice (audibility / speed / intelligibility

My appearance

Preparation

Was there appropriateness of aims and rationale?

Were there balance / variety of activities?

Suitability of materials?

Anticipated problems?

Performance

My managing the class (instructions / mobility / balance of attention / ability to maintain discipline / monitoring);

My presentation techniques;

My way of questioning / eliciting;

My practice technique (choral / individual / pair / group practice);

My way of varying activities / techniques)

Balance of STT / TTT.

Exploitation of materials / teaching aids;

My instances of fostering genuine language; balancing accuracy/fluency activities; of creating language awareness; correcting errors;

My ability of facilitating/maintaining class dynamics / motivation / involvement;

My ability of giving feedback (checking understanding/learning; encouragement / praise; evaluating/grading students;

My ability to adapt / improvise / deal with the unexpected;

Instances of creativity? Ingenuity?

Use of native language (some/no instances)?

Achievement of aims/objectives?


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .My notes




My appearance

Preparation





Performance
















. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .My notes




My appearance

Preparation





Performance















VIII. Self-Evaluation Forms

If a little knowledge is dangerous, where is the man who has so much as to be out of danger?

(Thomas Henry Huxley, On Elemental Instruction in Physiology, 1877)


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AREAS OF FOCUSCONSIDERATIONSSUGGESTIONS

ASPECT OF THE LESSONWHAT I LIKED/ENJOYED

WHAT I OSERVED ABOUT MY MANNER/RAPPORT

WHAT I WORKED WELL

WHAT I APPRECIATED ABOUT MY STUDENTS

WHAT MATERIALS WERE USED WELL

WHERE I NEED TO FOCUS MORE

WHAT I MIGHT DO DIFFERENTLY NEXT TIME

ANY HELP I NEED

ANY MORE MATERIAL

PEERS/MENTORS SUGGESTIONS

LESSON PLANNING

INTERACTION

AIDS/MATERIALS

LANGUAGE AIMS


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WHAT I WORKED WELL





ANY HELP I NEED

ANY MORE MATERIAL


LESSON PLANNING

INTERACTION

AIDS/MATERIALS

LANGUAGE AIMS


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WHAT I WORKED WELL





ANY HELP I NEED

ANY MORE MATERIAL


LESSON PLANNING

INTERACTION

AIDS/MATERIALS

LANGUAGE AIMS

IX. Mentor Feedback Form

Do you know the difference between education and experience? Education is when you read the fine print; experience is what you get when you dont.

( Peter Seeger Pete, American folksinger, Loose Talk, 1980)

TEACHER TRAINING LESSON EVALUATION

(compiled by the Universities of Cluj, Sibiu, and Baia Mare under the guidance of Sue Mace, British Council representative)

Student teacher:

Year of study:

Major: Minor:

School:

Date:

Mentor/Methodologist:

Class: Age of pupils:

Nos. of years of English Nos. in class

Materials used(coursebook/supplementary materials)

Aims of lesson:

Length of lesson:

You are only required to indicate the level of performance in areas that are appropriate to the lesson observed.

On the basis of the lesson observed you are invited to make more general comments at the end.Levels of performance may be summarized thus:

10 A very good performance

9 A good performance

8 A fairly good perfprmance

7 A satisfactory performance

4 An unsatisfactory performance

PERSONAL QUALITIES

Circle your

RatingsCOMMENTS

Personality/presence/general style4 7 8 9 10

Ability to establish rapport4 7 8 9 10

Voice: audibility, ability to project, speed4 7 8 9 10

Professional appearance4 7 8 9 10

COMMAND OF LANGUAGECircle your

RatingsCOMMENTS

Accuracy of: structure

Vocabulary

Pronunciation

Register

4 7 8 9 10

4 7 8 9 10

4 7 8 9 10

4 7 8 9 10

Fluency4 7 8 9 10

Sensitivity to pupils level of English4 7 8 9 10

PREPARATIONCircle your

RatingsCOMMENTS

Clarity and appropriateness of aims4 7 8 9 10

Balance and variety of activities4 7 8 9 10

Suitability of materials and methods for level, type of class, the particular students4 7 8 9 10

Preparation of materials4 7 8 9 10

Timing4 7 8 9 10

Patterns of interaction carefully planned4 7 8 9 10

Rationale4 7 8 9 10

Anticipation of learners difficulties4 7 8 9 10

Anticipation of teaching difficulties4 7 8 9 10

Awareness of place in curriculum4 7 8 9 10

Punctuality4 7 8 9 10

EXECUTIONCircle your

RatingsCOMMENTS

Instructions/classroom management4 7 8 9 10

Presentation techniques: meaningful, contextualised, appropriately staged 4 7 8 9 10

Practice techniques: meaningful, motivating, contextualised, appropriately staged4 7 8 9 10

Questioning/elicitation: graded, directed, appropriate, motivating4 7 8 9 10

Use of aids, e.g. board, equipment4 7 8 9 10

Checking understanding4 7 8 9 10

Controlled practice: choral/individual4 7 8 9 10

Handling transitions/change of stage4 7 8 9 10

Pace and timing4 7 8 9 10

Variety of techniques4 7 8 9 10

Variety and sequencing of activities4 7 8 9 10

Balance of class, group, pair, individual practice4 7 8 9 10

Balance of accuracy/fluency activities4 7 8 9 10

Ability to foster genuine language4 7 8 9 10

Balance between STT and TTT4 7 8 9 10

Appropriate teacher movement4 7 8 9 10

Monitoring4 7 8 9 10

Awareness and correction of errors4 7 8 9 10

Exploitation of materials4 7 8 9 10

Skills development4 7 8 9 10

Integration of skills4 7 8 9 10

Creativity/ingenuity4 7 8 9 10

Ability to encourage learner autonomy4 7 8 9 10

Balance of attention4 7 8 9 10

Body language, eye contact, facial expression, gesture4 7 8 9 10

Pupils motivation/participation4 7 8 9 10

Interest in the pupils as individuals4 7 8 9 10

Class dynamics4 7 8 9 10

Answering pupil questions4 7 8 9 10

Encouragement, praise, feedback4 7 8 9 10

Understanding of learning process4 7 8 9 10

Class control/ ability to maintain discipline/ deal with problem students4 7 8 9 10

Ability to adapt/ improvise/ to deal with the unexpected4 7 8 9 10

Checking of learning/ evaluating student performance4 7 8 9 10

Achievement of aims4 7 8 9 10

4 7 8 9 104 7 8 9 10

Grading4 7 8 9 10

POST LESSON EVALUATIONCircle your

RatingsCOMMENTS

Ability to evaluate own performance4 7 8 9 10

Ability to respond constructively to feedback4 7 8 9 10

Ability to plan appropriate future action4 7 8 9 10

Willingness to experiment/ take risks in order to develop/put action plans into practice4 7 8 9 10

GENERALCircle your

RatingsCOMMENTS

Awareness of ELT materials available4 7 8 9 10

Understanding of national and local educational system4 7 8 9 10

Appropriate integration into school life/ working as a member of a team4 7 8 9 10

Ability to work independently4 7 8 9 10

GENERAL COMMENTS BASED ON THE LESSON OBSERVED

Positive aspects of the student teachers teachingSuggestions for developmentStudent teachers proposals for future actionFinal grade for the lesson:

Mentors or methodologists signature:

(write 10, 9, 8, 7, or 4)

Date:

Student teachers signature:

TEACHER TRAINING LESSON EVALUATION

(compiled by the Universities of Cluj, Sibiu, and Baia Mare under the guidance of Sue Mace, British Council representative)

Student teacher:

Year of study:

Major: Minor:

School:

Date:

Mentor/Methodologist:

Class: Age of pupils:

Nos. of years of English Nos. in class

Materials used(coursebook/supplementary materials)

Aims of lesson:

Length of lesson:

You are only required to indicate the level of performance in areas that are appropriate to the lesson observed.

On the basis of the lesson observed you are invited to make more general comments at the end.Levels of performance may be summarized thus:

11 A very good performance

10 A good performance

9 A fairly