(1) PLANNING / PRE-LESSON

Teacher: ________________________Mentor: _________

Class: ______ Level: ______
School: ___________________________ Date: ___/___/____ Time: _______________
Type of support: Observation Team Teaching Demonstration Length of teacher contact: ___
1.1 Lesson objectives / learner outcomes: (what is the lesson focus? / What will the pupils learn?)
Students will be able to:

1.2 Links to National Curriculum:

1.3 Links to Primary Language Learning Objectives:

1.4 Links to previous & future lessons:

Review: _______________________________________________________________
Continue next lesson: _____________________________________________________
Other: _________________________________________________________________
1.5 Language analysis: (key language learning focus) (Circled focus applies)
Phonemes graphemes syllables sight words silent letters spelling Grammar how we use it
Vocabulary stress intonation authentic communication TPR Other: _________________
1.6 Materials & resources: (circled materials apply)
Text book
Activity book worksheets flashcards ppt realia song/chant storybook
Pocket Chart Velcro Board Word Wall White Board Other___________________________
1.7 Outline lesson structure: (proposed timing, stages, interactions, use of materials)
Timing

Stage/Activities

T/P

Materials & Resources

Warm up:

__________________

Review:

Practise of Topic:

(I do, We do, You do)

(PPP: Present,

Practise, Perform)

__________________

Closure:

__________________

(2) The LESSON / OBSERVATION

Timing

Stage/Activities

T/P

Observation Notes

Instructions Stepped,
clear, simple
Explanations:
Appropriate use of
Mother Tongue
Questioning for
comprehension
&communication
Modelling
expectations
Grading: Adapted to
Pupils ability
Teacher/Pupil talk
Dealing with
errors
Praise
Feedback
Listening/
Speaking
Personalisation
Adapted to Ps
Staging
Pace
Meaningful
interaction
Class management/dynamic
Use of
resources/visual aids

2.
Teachers name: _______________
Mentor: ________________
AFTER the LESSON / REFLECTION (completed by classroom teacher before reflections)

3.1 Reflection: How satisfied am I ...

1 = very concerned

that the lesson ...

12345

5= very satisfied

that I ...

12345

had clear learning objectives?

created a positive learning environment?

met the learning objectives?

related lesson material to pupils' needs and interests?

was clearly linked to the curriculum objectives?

communicated well with my class?

(instructions, explanations, questioning, elicitation,
gestures, eye contact, voice, moving around)

matched the abilities of the pupils?

modelled and used English well?

was well/logically sequenced and managed?

supported the verbal with the visual well?

(gestures, expression, pictures, board work, etc.)

was well paced?

promoted listening and speaking skills ?

had a variety of interactions?

promoted personalised/genuine use of the language

presented?

was pupil centered?

(Pupils were actively involved)

dealt with learning mistakes when appropriate to do so?

had a variety of activities to promote learning and

maintain attention?

motivated the pupils well?

(praise, feedback, encouragement, reinforcing positive
learning behaviours)

had an appropriate balance of L1/L2? (BM/BI)

checked understanding and learning?

3.2 Identification of strengths, issues and needs (with mentor) W= WOW! Successful because O=Ow

had problems because

W_____________________________________________________________________________
O _____________________________________________________________________________
W_____________________________________________________________________________
3.3 Action plan (with mentor)
Make the ow into a wow by:
_______________________________________________________________________________
Needs more review: ______________________________________________________________
Overview
Pupils needs, strengths,
Classroom management &
Lesson Planning: Single
Knowledge structurelanguage: National
Curriculum
& weaknesses, group &
dynamics
lessons & from lesson to
&Learning Objectives individuals
Control, discipline, pupil
lesson
grammar
Of:
participation, pair/group work

function,
formality
&,pronunciation

Use of:

teacher's
classroom
language to
present tasks
(instructions,
explanations,
questioning,
eliciting, MT use)

teacher's
classroom
language to
present language
(modelling, voice,
grading, fluency
of, appropriacy
of)

teacher's classroom
language to motivate
(praise, feedback,
encouragement,
reinforcing positive
learning behaviours)

supporting the verbal

with the visual (gesture,
expression, pictures,
board work, etc)

teacher's own language

use (language
competency clarity,
diction, intonation)

Presentation

promotion of
meaningful
interaction

promotion of
listening a&
speaking skills
(back to basics
focus of Nat
Curriculum)

promotion of
personalised use by
the pupils of
language and skills
presented

of materials and
resources (quality of,
clarity of, appropriacy
of)

of the lesson (cohesive

lesson structure, staging
and pacing)

PLD: Language Tip of the Day: ______________________________________________________

Signed: Teacher ____________________________ Mentor ______________________________

DESCRIPTORS (key areas and sub-components)

Knowledge (of language, of the curriculum, of the pupils, of planning)
(1) of language taught (language analysis pron, structure/grammar, collocation, function, formality, etc.)
(2) of the National Curriculum & Primary Language Learning Objectives
(3) of the pupils' needs, strengths & weaknesses (as a group and as individuals)
(4) of classroom management & dynamics (control and discipline, pupil participation according to ability,
pair/group work, T vs P talking time)
(5) of lesson planning (single lessons & from lesson to lesson)

Use (of language)

(1) teacher's classroom language to present tasks (instructions, explanations, questioning, eliciting, MT use)
(2) teacher's classroom language to present language (modelling, voice, grading, fluency of, appropriacy of)
(3) teacher's classroom language to motivate (praise, feedback, encouragement, reinforcing positive learning
behaviours)
(4) supporting the verbal with the visual (gesture, expression, pictures, board work, etc)
(5) teacher's own language use (language competency clarity, diction, intonation)

Presentation (of language in context, of materials, of the lesson)

(1) promotion of meaningful interaction
(2) promotion of listening and speaking skills (back to basics primary focus of Nat Curr)
(3) promotion of personalised use by the pupils of language and skills presented
(4) of materials and resources (quality of, clarity of, appropriacy of)
(5) of the lesson (cohesive lesson structure, staging and pacing)

3. Reflection Descriptors for Self-Assessment

Try and base your personal assessment of the lesson you gave on a 5-point scale, where you feel:
1 = very concerned about a number of aspects.
2 = not satisfied, but had some positive points.
3 = generally satisfied, but concerned about certain aspects.
4 = quite satisfied overall.
5 = very satisfied.