caiet practica

A Student – Teacher’s Teaching Practice Guide

Universitatea “Dunărea de Jos” GalaţiFacultatea de Litere, Istorie şi TeologieCatedra de Limba Engleză

Ruxanda Bontilă

A Student - Teacher’s Teaching Practice Guide

A 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)

Galaţi2003

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Concepţie şi redactare:Ruxanda Bontilă

lector limba englezăUniversitatea “Dunărea de Jos” GalaţiFacultatea de Litere, Istorie şi TeologieCatedra de Limba Engleză

Au colaborat la capitolul V:Prof. mentor Irina ScorţaruProf. mentor Mariana ZiminschiProf mentor Georgeta TofanProf. mentor Liliana GrozaProf. mentor Mădălina MoscuProf. mentor Mihaela Neagu

La capitolele VII, VIII, IX, X, au fost utilizate materiale din programul de mentorat organizat şi coordonat de Consiliul Britanic din România.

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UNIVERSITY “DUNĂREA DE JOS”OF GALAŢIDEPARTAMENTUL PENTRU PERFECŢIONAREACADRELOR DIDACTICEDEPARTMENT 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 Record

No. Date Class observed Teacher / student teacher / own1234567891011121314151617181920212223242526272829303132333435

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Contents

I. Successful TP Policy: some practical advice 7

II. Record of School Documents/ English Curricula 9

III. Actual Classroom Practice toward Self-exploration 17

a. 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 30

IV. Describing teacher experience: a bank of valuable ideas 41

V. Lesson Plans and Outlines: Examples by the mentors 45

VI. Student teacher Lesson Plans 59

VII. Self-observation Forms 69

VIII. Self-evaluation Forms 73

IX. Mentor Feedback Form 77

X. TP Grade Descriptors 87

XI. Foci of observation: educational class (observarea orei de dirigenţie) 94

XII. Notes on the observed student (observaţii asupra elevului studiat) 95

XIII. Learner Profile (Fisa psiho - pedagogică) 99

XIV. Samples of valuable materials/tasks/tests 103

XV. Teaching Practice Final Report 109

XVI. TP Feedback Questionnaire 111

XVII. Glossary of ELT terms 112

XVIII. Select Bibliography 115

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I. Successful TP Policy: Some Practical Advice

Congratulations on reaching what is to be the truly applied component of the student teacher’s 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 mentor’s 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 teacher’s 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/teacher’s shoes and don’t 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.

It’s 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.

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II. Record of School Documents/English Curricula

Educaţia pentru o muncă de calitate trebuie să vizeze dezvoltarea capacităţilor de proiecţie şi planificare, de decizie şi de asumare a riscului, de colaborare şi de evaluare şi reevaluare a rezultatelor. Ea trebuie să stimuleze, în acelaşi timp, responsabilitatea pentru munca realizată, însoţită de acceptarea evaluărilor obiective. Seriozitatea şi calitatea bună a muncii depuse nu exclud realizarea acesteia într-o atmosfera plăcută, destinsă, stimulantă. Această atmosferă trebuie să se întoarcă în sălile de clasă din ţara noastră, astfel încât elevii să guste plăcerea efortului cu sens, dedicaţia pentru o chestiune interesantă avantajele muncii în grup, bine coordonate. (“Buletin informativ al M.E.N.”, no 35, in ‘Supliment’, edited by Tribuna Învăţământului, 2 February, 1999)

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III. Actual Classroom Practice toward Self-ExplorationWhere 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)

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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 necessaryThe instructions were clearThe teacher checked that the students had understood the instructionsThe teacher did not obscure the blackboardThe teacher’s voice was clearly audible at all times. Speech was not slow/fast/unclearThe students were clearly audible to each otherThe teacher was aware of students’ learning difficulties and responded in a supportive wayThe students took away useful and clearly illustrated language copied from the blackboard or in the form of a handout



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 necessaryThe instructions were clearThe teacher checked that the students had understood the instructionsThe teacher did not obscure the blackboardThe teacher’s voice was clearly audible at all times. Speech was not slow/fast/unclearThe students were clearly audible to each otherThe teacher was aware of students’ learning difficulties and responded in a supportive wayThe students took away useful and clearly illustrated language copied from the blackboard or in the form of a handout



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 necessaryThe instructions were clearThe teacher checked that the students had understood the instructionsThe teacher did not obscure the blackboardThe teacher’s voice was clearly audible at all times. Speech was not slow/fast/unclearThe students were clearly audible to each otherThe teacher was aware of students’ learning difficulties and responded in a supportive way

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

b. Foci of observation: using the board


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?


Your notes


(c) clarifying points on the spot?(d) correction? (e.g. grammar,


(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)What did the students write down and take away? Was it representative of the salient points of the

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lesson, and would the students have understood it several days later?Was the board overused or underused?


Your notes


(e) clarifying points on the spot?(f) correction? (e.g. grammar,


(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)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?

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

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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: instructions

Write 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.


Instructions Gestures Commente.g. listen everybody T cupped hand to ear Concise & clear but fast



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e. Foci of observation: stages of lesson

Try to identify the stages of the teacher’s 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 teacher’s lesson plan and discuss: suitability and agreement of aim and activity; pacing; variety of activities; logical progression.


Stage Purpose


Stage Purpose


Stage Purpose

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f. Foci of observation: error correction


Your notes

Note the type of mistakes – e.g. Pronunciation, grammar, vocabularyHow was the correction achieved? – e.g. Student guided to self-correction, student to student correction or teacher to student correctionNote 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

Note the type of mistakes – e.g. Pronunciation, grammar, vocabularyHow was the correction achieved? – e.g.

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Student guided to self-correction, student to student correction or teacher to student correctionNote 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


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

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occur?What evidence was there by the end of the lesson that the students had learned something?Any other interesting features?


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

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?

h. Foci of observation: introducing vocabulary


Your notes

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Lesson objectivesHow far does the lesson appear to have specific lexical objectives?If it does have lexical objectives, how would you express them?Reading/Listening ActivitiesHow 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’ roleWhat 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 objectivesHow far does the lesson appear to have specific lexical objectives?If it does have lexical objectives, how would you express them?Reading/Listening ActivitiesHow 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’ roleWhat instances are there of students’ misuse of lexis?How are these handled by the teacher/students?What systems of storing lexis do students

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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 objectivesHow far does the lesson appear to have specific lexical objectives?If it does have lexical objectives, how would you express them?Reading/Listening ActivitiesHow 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’ roleWhat 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?

i. Foci of observation: listening / reading


Your notes

Purpose of presentationFeatures of presentationActivitiesType of interactionRole of teacherDegree of controlCorrectionLength and pace of lessonSuccess of lesson – were students using

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language correctly by the end?


Your notes

Purpose of presentationFeatures of presentationActivitiesType of interactionRole of teacherDegree of controlCorrectionLength and pace of lessonSuccess of lesson – were students using language correctly by the end?


Your notes

Purpose of presentationFeatures of presentationActivitiesType of interactionRole of teacherDegree of controlCorrectionLength and pace of lessonSuccess of lesson – were students using language correctly by the end?

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

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Your notes


k. Foci of observation: student observationChoose 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

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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 lessonTeacher: . . . . . . . . . . . . . . . . . . . . . .Date: . . . . . . . . . . . . . . . . . , No. of students: . . . . .. . . . . . . . . . . .Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .Aims:

AREAS COMMENTS

1 PREPARATION

Clearness of aimsLesson PlanMaterial/AidsClassroom layout

2 SUITABILITY OF MATERIALS3 USE OF AIDS4 ACCURACY OF TEACHER’S

LANGUAGE5 INSTRUCTIONS/CLASSROOM

MANAGEMENT6 PRESENTATION OF NEW

LANGUAGE7 ELICITATION8 CHECKING UNDERSTANDING9 CORRECTION10 MONITORING11 EXPLOITATION OF MATERIALS12 STAGING13 VARIETY14 PACE15 BALANCE –ACCURACY /

FLUENCY ACTIVITIES16 STUDENT’S MOTIVATION /

PARTICIPATION17 RANGE OF TEACHING

TECHNIQUES18 MOBILITY19 VOICE LOUDNESS

SPEEDPRONUNCIATION

20 BALANCE OF ATTENTION

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21 BODY LANGUAGE / EYE CONTACT

22 MANNER / RAPPORT23 ENCOURAGEMENT24 GROUP DYNAMICS25 UNDERSTANDING OF LEARNING

PROCESS26 ACHIEVEMENT OF AIMS

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Foci of observation: 50 min lessonTeacher: . . . . . . . . . . . . . . . . . . . . . .Date: . . . . . . . . . . . . . . . . . , No. of students: . . . . .. . . . . . . . . . . .Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .Aims:

AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION

20 BALANCE OF ATTENTION21 BODY LANGUAGE / EYE

CONTACT22 MANNER / RAPPORT23 ENCOURAGEMENT24 GROUP DYNAMICS25 UNDERSTANDING OF LEARNING


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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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AREAS COMMENTS

1 PREPARATION









SPEEDPRONUNCIATION




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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 futuree.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.

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43


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V. Lesson Plans and Outlines. Examples by the mentorsWisdom is the principal thing; therefore get wisdom; and with all thy getting get understanding.(The Bible, Proverbs 4:7)

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LESSON PLAN

NAME: Georgeta Tofan, trained mentorDATE: 18 Nov. 2002CLASS: 10 DNO. OF STUDENTS: 28SCHOOL: Liceul pedagogic “C. Negri”TIME OF LESSON: 50 minTEXTBOOK: Reward Upper-Intermediate”UNIT: 6LESSON: “Trust me- I’m 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;

PROCEDURE INTERACTION TIMING

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

frontal

15 min

ACTIVITY 2

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


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 answers

individual

pair work

group work

20 min

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ACTIVITY 3

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


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. Green’s 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

individual 15 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: 28SCHOOL: Liceul Pedagogic “C. Negri”TIME OF LESSON: 50 minTEXTBOOK: First Certificate StarUNIT: 9LESSON: “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 Speaking

AIMS: 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 workwhole class

5 min

10 min

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ACTIVITY 2 Vocabulary practice

AIMS: 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 work

5 min

5 min

ACTIVITY 3 ReadingAIMS: to read for gist;


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 class

15 min

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


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 work 10 min

HOMEWORK:

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

LESSON PLAN

NAME: Liliana Groza, trained mentorDATE: April, 24CLASS: 10 GradeNO. Of STUDENTS: 25SCHOOL: “COSTACHE NEGRI” High schoolTIMING: 50 min

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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-upAIMS: - 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.

PROCEDURE INTERACTION TIMING- 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”.

frontal 10 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.

PROCEDURE INTERACTION TIMING- 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 work 20 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 prizeT 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.

PROCEDURE INTERACTION TIMING- “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

team work 20 min

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the interlocutors perform.-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. 502. make up a short composition (100 lines) beginning like this:‘My eyes are closed. I’m in the middle of the… I can hear……………’

LESSON PLAN

NAME: Anca-Madalina Moscu, trained mentorDATE: 15.11.2002CLASS: vii BNO. OF Ss: 28SCHOOL: “”COSTACHE NEGRI” High schoolTIMING: 50 minTEXTBOOK: 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 –UPAIMS; - to get the Ss involved into the topic;

- to express personality traits;- to practice word formation;- to turn nouns into adjectives.

PROCEDURE INTERACTION TIMINGSs 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.

FrontalTeam work

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

Group work 15 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

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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 work 15 min

ACTIVITY 3AIMS: - 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.

PROCEDURE INTERACTION TIMINGT 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 work 20 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. Don’t forget to use both positive and negative adjectives. Use modifiers!

LESSON PLAN

NAME: Mariana Ziminschi, trained mentorDATE: February 12, 2002CLASS: 9TH GRADESCHOOL: Pedagogical High school “Costache Negri” GalatiTIME OF LESSON: 50 MINTEXTBOOK: Matters – IntermediateUNIT: “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).

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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-S 5 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.

PROCEDURE INTERACTION TIMING(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-S

5 min

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

1. hand itches / get rich2.want scratch right eye / see an old friend3. left ear / someone say rude things about you behind your back4. lips / kiss someone soon5 the itch on the left side of your head / meet a female stranger.

S-S 5 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.

PROCEDURE INTERACTION TIMING 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 don’t 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. Groups of five

10 min

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

Groups of five(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-S

10 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-S 10 min

Homework: design questionnaires to discover what people’s 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 women’s attitudes, the other men’s 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, 2002CLASS: 12th gradeNO. OF STUDENTS: 28SCHOOL: ‘M.Kogalniceanu’CollegeTIME OF LESSON: 50 minutesTEXTBOOK: Prospects-Super AdvancedLESSON: Talking Point 2 – MoneyLESSON 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

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PROCEDURE INTERACTION TIMINGSs 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-S 5 min

ACTIVITY 2 (Reading Speaking)

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

PROCEDURE INTERACTION TIMINGSs are asked to work in groups of 4Each 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

PROCEDURE INTERACTION TIMINGSs 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

PROCEDURE INTERACTION TIMINGSs 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 consider the arguments for only one fragment.T gets feedback from different groups.

S-S T-S

15 min.

ACTIVITY 5 (home assignment)

PROCEDURE INTERACTION TIMINGT 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 theymight write about.

T-S 5 min

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LESSON PLAN

NAME: Mihaela Simona Neagu, mentorDATE: October 28, 2002CLASS: 9th gradeNO.OF STUDENTS: 14SCHOOL: ‘M. Kogalniceanu’ CollegeTIME OF LESSON: 50 minutes

TEXTBOOK: Matters - intermediateUNIT 5: A bit windyTOPIC: Weather

LESSON AIMS: to allow Ss to express ideas freely on the topic; to get Ss familiar with the new vocabulary regarding weather; to give Ss a purpose for listening ; 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

PROCEDURE INTERACTION TIMING 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-Ss 10 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

PROCEDURE INTERACTION TIMINGSs 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-S

7 min.

ACTIVITY 3

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

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PROCEDURE INTERACTION TIMING 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

PROCEDURE INTERACTION TIMINGSs 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

GW

15 min

ACTIVITY 5 (Vocabulary focus)

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

PROCEDURE INTERACTION TIMINGSs 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, 2002Class: 12A / No. of students: 14.School: “Mihail Kogalniceanu” CollegeTime of lesson: 50 minutes

Textbook : New Proficiency GoldUnit/Topic: “The Hard Sell”/ advertising and consumerism

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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.

PROCEDURE INTERACTION TIMING- 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 questions

Frontal

Pair work

Group work

3 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.

PROCEDURE INTERACTION TIMING- 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 questions

Individual work

Pair work

Individual work

Group work

2 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.

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PROCEDURE INTERACTION TIMING- 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 workFrontal

Group work

5 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 children’s T.V. programme. They are asked to state their point of view clearly and use a consistent tone and register

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VI. Student-Teacher Lesson PlansAn expert is one who knows more and more about less and less.(Nicholas Murray Butler, Address, Columbia University, 1930)

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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/Time

Activities(Procedures)

Interaction Types

Focus(Skills)

CommentsRationale/Purpose

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62







Phase/Time


Interaction Types

Focus(Skills)


63


64







Phase/Time


Interaction Types

Focus(Skills)


65


66







Phase/Time


Interaction Types

Focus(Skills)


67


68


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VII. . Self-Observation FormsThe 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)

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My notes

Personal and professional qualitiesMy 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?

Lesson (grade/date/teacher/no of Ss/level/course book) My notes71


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .Personal and professional qualitiesMy ability to establish rapport (body language / gesture / eye contact;My voice (audibility / speed / intelligibility

My appearance

Preparation




Performance










My notes

72


Personal and professional qualitiesMy ability to establish rapport (body language / gesture / eye contact;My voice (audibility / speed / intelligibility

My appearance

Preparation




Performance









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VIII. Self-Evaluation FormsIf 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 FOCUS CONSIDERATIONS SUGGESTIONSASPECT OF THE LESSON WHAT I LIKED/ENJOYED

WHAT I OSERVED ABOUT MY MANNER/RAPPORTWHAT I WORKED WELLWHAT I APPRECIATED ABOUT MY STUDENTSWHAT MATERIALS WERE USED WELL

WHERE I NEED TO FOCUS MOREWHAT I MIGHT DO DIFFERENTLY NEXT TIMEANY HELP I NEEDANY MORE MATERIALPEERS’/MENTOR’S SUGGESTIONS

LESSON PLANNING

INTERACTION

AIDS/MATERIALS

LANGUAGE AIMS

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LESSON PLANNING

INTERACTION

AIDS/MATERIALS

LANGUAGE AIMS

76






LESSON PLANNING

INTERACTION

AIDS/MATERIALS

LANGUAGE AIMS

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IX. Mentor Feedback FormDo you know the difference between education and experience? Education is when you

read the fine print; experience is what you get when you don’t.( Peter Seeger “Pete”, American folksinger, Loose Talk, 1980)

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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 performance9 A good performance8 A fairly good perfprmance7 A satisfactory performance4 An unsatisfactory performance

PERSONAL QUALITIES Circle your Ratings

COMMENTS

Personality/presence/general style 4 7 8 9 10

Ability to establish rapport 4 7 8 9 10Voice: audibility, ability to project, speed

4 7 8 9 10

Professional appearance 4 7 8 9 10

COMMAND OF LANGUAGE Circle your Ratings

COMMENTS

Accuracy of: structure Vocabulary Pronunciation Register

4 7 8 9 104 7 8 9 104 7 8 9 104 7 8 9 10

Fluency 4 7 8 9 10Sensitivity to pupil’s level of English

4 7 8 9 10

PREPARATION Circle your Ratings

COMMENTS

Clarity and appropriateness of aims 4 7 8 9 10Balance and variety of activities 4 7 8 9 10Suitability of materials and methods for level, type of class, the particular students

4 7 8 9 10

Preparation of materials 4 7 8 9 10Timing 4 7 8 9 10Patterns of interaction carefully planned

4 7 8 9 10

Rationale 4 7 8 9 1079


Anticipation of learners’ difficulties 4 7 8 9 10Anticipation of teaching difficulties 4 7 8 9 10Awareness of place in curriculum 4 7 8 9 10Punctuality 4 7 8 9 10

EXECUTION Circle your Ratings

COMMENTS

Instructions/classroom management 4 7 8 9 10Presentation techniques: meaningful, contextualised, appropriately staged

4 7 8 9 10

Practice techniques: meaningful, motivating, contextualised, appropriately staged

4 7 8 9 10

Questioning/elicitation: graded, directed, appropriate, motivating

4 7 8 9 10

Use of aids, e.g. board, equipment 4 7 8 9 10Checking understanding 4 7 8 9 10Controlled practice: choral/individual

4 7 8 9 10

Handling transitions/change of stage

4 7 8 9 10

Pace and timing 4 7 8 9 10Variety of techniques 4 7 8 9 10Variety and sequencing of activities 4 7 8 9 10Balance of class, group, pair, individual practice

4 7 8 9 10

Balance of accuracy/fluency activities 4 7 8 9 10Ability to foster genuine language 4 7 8 9 10Balance between STT and TTT 4 7 8 9 10Appropriate teacher movement 4 7 8 9 10Monitoring 4 7 8 9 10Awareness and correction of errors 4 7 8 9 10Exploitation of materials 4 7 8 9 10Skills development 4 7 8 9 10Integration of skills 4 7 8 9 10Creativity/ingenuity 4 7 8 9 10Ability to encourage learner autonomy

4 7 8 9 10

Balance of attention 4 7 8 9 10Body language, eye contact, facial expression, gesture

4 7 8 9 10

Pupil’s motivation/participation 4 7 8 9 10Interest in the pupils as individuals 4 7 8 9 10Class dynamics 4 7 8 9 10Answering pupil questions 4 7 8 9 10Encouragement, praise, feedback 4 7 8 9 10

Understanding of learning process 4 7 8 9 10Class control/ ability to maintain discipline/ deal with problem students

4 7 8 9 10

Ability to adapt/ improvise/ to deal with the unexpected

4 7 8 9 10

Checking of learning/ evaluating 4 7 8 9 10

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student performanceAchievement of aims 4 7 8 9 104 7 8 9 10 4 7 8 9 10Grading 4 7 8 9 10

POST LESSON EVALUATION Circle yourRatings

COMMENTS

Ability to evaluate own performance

4 7 8 9 10

Ability to respond constructively to feedback

4 7 8 9 10

Ability to plan appropriate future action

4 7 8 9 10

Willingness to experiment/ take risks in order to develop/put action plans into practice

4 7 8 9 10

GENERAL Circle yourRatings

COMMENTS

Awareness of ELT materials available

4 7 8 9 10

Understanding of national and local educational system

4 7 8 9 10

Appropriate integration into school life/ working as a member of a team

4 7 8 9 10

Ability to work independently 4 7 8 9 10

GENERAL COMMENTS BASED ON THE LESSON OBSERVED

Positive aspects of the student teacher’s teaching

Suggestions for development

Student teacher’s proposals for future action

Final grade for the lesson: Mentor’s or methodologist’s signature:(write 10, 9, 8, 7, or 4)

Date: Student teacher’s signature:

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representative)

Student teacher:

Year of study:

Major: Minor:

School:

Date:





Aims of lesson:

Length of lesson:




COMMENTS



4 7 8 9 10



COMMENTS


4 7 8 9 104 7 8 9 104 7 8 9 104 7 8 9 10


4 7 8 9 10


COMMENTS


4 7 8 9 10

Preparation of materials 4 7 8 9 10Timing 4 7 8 9 10Patterns of interaction carefully 4 7 8 9 10

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plannedRationale 4 7 8 9 10Anticipation of learners’ difficulties 4 7 8 9 10Anticipation of teaching difficulties 4 7 8 9 10Awareness of place in curriculum 4 7 8 9 10Punctuality 4 7 8 9 10


COMMENTS


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


Understanding of learning process 4 7 8 9 10Class control/ ability to maintain discipline/ deal with problem students

4 7 8 9 10

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Ability to adapt/ improvise/ to deal with the unexpected

4 7 8 9 10

Checking of learning/ evaluating student performance

4 7 8 9 10

Achievement of aims 4 7 8 9 104 7 8 9 10 4 7 8 9 10Grading 4 7 8 9 10


COMMENTS


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


COMMENTS


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10








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representative)

Student teacher:

Year of study:

Major: Minor:

School:

Date:





Aims of lesson:

Length of lesson:




COMMENTS



4 7 8 9 10



COMMENTS


4 7 8 9 104 7 8 9 104 7 8 9 104 7 8 9 10


4 7 8 9 10


COMMENTS


4 7 8 9 10

Preparation of materials 4 7 8 9 10

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Timing 4 7 8 9 10Patterns of interaction carefully planned

4 7 8 9 10

Rationale 4 7 8 9 10Anticipation of learners’ difficulties 4 7 8 9 10Anticipation of teaching difficulties 4 7 8 9 10Awareness of place in curriculum 4 7 8 9 10Punctuality 4 7 8 9 10


COMMENTS


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


Understanding of learning process 4 7 8 9 10Class control/ ability to maintain 4 7 8 9 10

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discipline/ deal with problem studentsAbility to adapt/ improvise/ to deal with the unexpected

4 7 8 9 10

Checking of learning/ evaluating student performance

4 7 8 9 10

Achievement of aims 4 7 8 9 104 7 8 9 10 4 7 8 9 10Grading 4 7 8 9 10


COMMENTS


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10


COMMENTS


4 7 8 9 10


4 7 8 9 10


4 7 8 9 10







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X. TP Grade Descriptors

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GUIDE TO USING OBSERVATION SHEETS – Descriptors

Personal and professional qualities

10 9 8 7 4Professional attitude- commitment- appearance- punctuality

Highly responsible manner, keenness and commitment at all times; eager to find ideas; Commanding and pleasant presence; individual and positive teaching style; smart appearance; punctual at all times;

Responsible manner and commitment at all times. Commanding presence; positive teaching style; appropriately dressed; Punctual;

Reasonably responsible manner and commitment most of the time; Good presence; no serious defects in teaching style; appropriately dressed; punctual except for serious reasons;

Committed and willing to cooperate at times; Satisfactory presence; occasional defects in teaching style; Occasionally late;

Non-committed; insufficient cooperation; Personality has little or no impact; teaching style is boring; inappropriately dressed; frequently late;

Voice- audibility- speed /intelligibility

Very good quality of voice; very clear and expressive speech; appropriate speed;

Good quality of voice; clear speech;

Voice is audible; speech is intelligible from all parts of classroom;

Voice is audible most of the times; speech is intelligible only at close range;

Voice is inaudible or unpleasant; speech unintelligible at times;

Command of language- accuracy and fluency- sensitivity to pupils’ level

Excellent model of language for pupils; uses language fluently and accurately; can vary the level at will according to pupils’ needs;

Good model of language for pupils; clear pronunciation; mostly fluent and accurate; can vary level adequately most of the time;

Good model of language for pupils; clear pronunciation; minor inaccuracies; uses the language appropriately; sensitive to pupils’ level but not always able to react accordingly

Fairly good model of language for pupils; recurrent pronunciation mistakes and inaccuracies; able to adjust level only if forewarned;

Poor model of language for pupils; uses language inappropriately; for pupils difficult to understand; sometimes incorrect; can not pitch the level to pupils’ level;

Ability to establish rapport- body language/ gesture- eye contact

Friendly, positive and relaxed atmosphere; teacher and pupils relate very well to one another, belong to the same working group; excellent non-verbal communication;

Good working atmosphere; teacher and pupils cooperate well; Good non-verbal communication;

Reasonably pleasant atmosphere in classroom; pupils do not regard student teacher as outsider; adequate non-verbal communication;

Adequate working atmosphere; occasional lack of cooperation; satisfactory non-verbal communication;

Strained, uncomfortable or unpleasant atmosphere; teacher and pupils clearly do not relate to one another; lack of eye contact, misleading body-language;

Preparation

10 9 8 7 4Clarity and appropriateness of aims and rationale

Very clear and lucid specification of realistic aims; appropriate objectives; very clear idea and selection of criteria for

Clear and realistic aims; relevant and attainable objectives; clear ways of checking them;

Sensible aims linked to attainable objectives; generally clear about how achievement of objectives is to be checked;

Usually clear about aims /objectives; some idea about how achievement of objectives is to be checked;

Unrealistic aims /objectives; aims and objectives do not mach; no clear idea /criteria for checking achievement of objectives;

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checking achievement of objectives;

Balance /variety and timing of activities /methods

Extreme sensitivity to the actual needs of pupils; great variety of activities; right balance of timing; pupils’ reaction is well anticipated and judged;

Sensitivity to the actual need of the pupils; realism shown in range and management of activities; adequate balance and timing; pupil reaction suitably interpreted;

Attention is paid to the actual needs of the pupils concerning the balance and timing of activities; manageable and reasonably motivating range of activities; pupil reaction taken into consideration;

Pupils’ needs generally taken into consideration; satisfactory balance and range of activities; fairly good timing; pupil reaction occasionally misjudged;

Too much or insufficient time allocated to certain activities; lack of variety in choosing activities; pupil reaction is often misjudged;

Suitability and preparation of materials;

Imagination and originality shown in selection and devising of materials; aids highly relevant and effective for the class and objectives; sequencing is logical; aids facilitate learning and make it enjoyable;

Materials carefully chosen or devised suitable for class and objectives; adequate sequencing;

Materials usually support the teaching points; acceptable sequencing;

Teaching materials usually based on textbook; occasional use of aids /materials; satisfactory sequencing;

Teaching material entirely based on textbook; little or no thought given to aids; materials unsuitable irrelevant or unhelpful; sequencing confuses learners;

Anticipation of problems

Teaching and learner problems have obviously been thought through and remedy action has been planned accordingly;

Teacher can anticipate problems realistically; plans for remedy are appropriate;

Teacher generally anticipates problems realistically; plans for remedy action are feasible;

Teacher tries to anticipate problems; remedy actions are satisfactory planned;

Teacher can not anticipate or misjudges problems; plans for solutions are inadequate;

Awareness of- educational system- place in curriculum

Teacher is highly familiar with the national educational system and place of lesson in curriculum;

Teacher is familiar with the national educational system and place of lesson in curriculum;

Teacher is aware of the national educational system and place of lesson in curriculum;

Teacher has some idea of the national educational system and place of lesson in curriculum;

Teacher is not aware /ignores place of lesson in curriculum;

Performance

10 9 8 7 4Classroom management- instructions- teacher’s mobility- balance of attention- ability to maintain discipline- monitoring

Teacher is always in control; deals effectively with pupils’ misbehaviour /lack of concentration on task; gives clear instructions and checks understanding; very good balance of

Teacher is always in control and pupils generally on task; teacher gives clear instructions and checks understanding most of the time; good balance of attention; gestures and movements

Teacher is generally in control and pupils on task most of the time; instructions are usually clear, confusion is rare; balance of attention is usually good; gestures and movements do

Teacher sometimes loses control and finds it difficult to keep pupils on task; instructions are not always clear enough; understanding is not checked; attention is unequally divided; gestures

Class is confused, disorganised; teacher unable to deal with pupil misbehaviour /lack of concentration on task; instructions are unclear, contradictory or misleading; inefficient /non-existent

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attention; teacher’s gestures and movements reinforce communication; very good monitoring;

facilitate communication; good monitoring;

not impede communication; fairly good monitoring;

and movements are not always helpful; satisfactory monitoring;

monitoring;

Presentation techniques

Teacher uses meaningful, motivating, contextualized and appropriately staged and varied techniques;

Teacher uses meaningful, contextualized and appropriately staged techniques but not always motivating or varied;

Teacher generally uses meaningful and contextualized techniques but not always appropriately staged and motivating; little variety;

Presentation techniques are mostly meaningful but not always context related; staging is often confusing; little or no variety or motivation;

Presentation techniques are not meaningful or motivating; they are not context related; there is no apparent staging;

Questioning /elicitation

Highly relevant, varied, graded, directed, appropriate and stimulating for the pupils;

Relevant, graded, directed, reasonably varied and stimulating;

Appropriate, clear, keep lesson moving forward;

Generally clear and appropriate; however there is little variation and motivation for pupils;

Random, irrelevant, unclear, monotonous, tactless;

Practice techniques- balance of choral /individual /pair /group /class practice- variety of activities /techniques- balance of STT /TTTdevelopment /integration of skills

Teacher provided a great variety of activities with changes in modes of working (e.g. choral, individual, pair, group, class activities); teacher keeps a low profile and gives effective language help, all the necessary information and maximum chance to practice the language /develop skills;

Teacher provided activities with changes in modes of working; teaches does not dominate the class and gives pupils appropriate language support /information and chance to practice the language /develop skills;

Teacher provided activities with changes in modes of working; teaches is not too dominant the class; gives sufficient language support /information and chance to practice the language /develop skills;

Teacher provides little variety of activities with few changes in modes of working; sometimes unnecessarily dominates the class but still provides language /help /information on request; pupils get some chance to practice the language / develop skills;

Monotonous activities; no variation in mode working; teacher interferes with group /pair work; fails to provide the necessary language help or information; talks unnecessarily, dominates the class, does not offer enough chance to practice language /develop skill;

Pace and timing Lesson seems to develop its own rhythm and is experienced as an organic whole; pace adequately adapted to activities; accurate timing;

Lesson develops smoothly, pace suitable for class /activities; sensible timing;

Lesson develops reasonably smoothly; generally good pace and satisfactory timing;

Broken rhythm at times; sometimes inadequate timing;

Pace either too alert or too slow; time allotment disproportionate;

Handling transition

Teacher moves effectively between the different stages of the lesson; activities follow one another naturally; teacher has no difficulty in regaining control of class at the appropriate

Natural flow of activities; teacher is able to regain control of class without interruption;

Activities follow one another sometimes with unjustified breaks; teacher generally regains control of the class;

Activities sometimes disconnected; occasionally teacher has difficulty in regaining control of the class;

Activities do not seem to connect to one another; teacher has difficulty in regaining control of the class;

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point;Exploitation of materials use of teaching aids

Exploited /used appropriately, competently, effectively, confidently, creatively; they clearly facilitate learning;

Exploited /used appropriately, competently and effectively; they facilitate learning;

Good use of materials /aids; they relate to the teaching point;

Materials /aids are used but not to their full potential; they do not always facilitate learning; connection to the teaching point is sometimes far-fetched;

Exploited /used inappropriately, ineffectively; they confuse the teacher and /or the pupils; materials attract attention to themselves and not to the teaching point; material poor or lacking;

Ability to foster genuine language; balance of accuracy /fluency activities; awareness and correction of errors

Teacher shows imagination in creating true to life situations that foster the use of genuine language; usually knows when to ignore and /or to correct; uses tactful and varied strategies to signal, identify and aid correction of errors; pupils take correction as teacher support;

Teacher is able to foster the use of genuine language; usually knows when to ignore and /or correct; correction techniques are effective and useful for the pupils;

Most of the time teacher can foster the use of genuine language; teacher tries to correct systematically but does not overcorrect; pupils are not offended by correction;

Teacher is sometimes able to foster the use of genuine language; teacher does not always know when to correct /ignore errors /mistakes; correction may sometimes be disruptive or tactless;

Teacher uses /fosters artificial language; corrects inappropriately; is unaware /ignores errors /mistakes; teacher overcorrect or corrects in an embarrassing way;

Class dynamics; pupils’ motivation and involvement

Teacher establishes, facilitates and maintains pupils’ interest, involvement and attention; teacher motivates /involves all pupils and is sensitive to their different abilities /needs /interests /emotions; teacher varies patterns of interaction to ensure maximum participation;

Teacher can generally establish, facilitate and maintain pupils’ interest and involvement; patterns of interaction are quite motivating and varied; pupils appear involved and interested most of the time;

Teacher tries to motivate and involve all pupils but their participation is uneven; patterns of interaction are reasonably varied;

Teacher sometimes succeeds in motivating and involving pupils; pattern of interaction rather monotonous; sporadic involvement of all pupils;

Teacher is not able to motivate and involve pupils or maintain interest; pupils appear to be bored and restless;

In-class feedback- checking of understanding and learning- encouragement /praise- evaluating pupil performance- grading

Teacher always checks understanding and learning; gives constructive feedback encouraging pupils to take responsibility for their learning; teacher uses

Teacher checks understanding and learning most of the time, adequately uses encouragement and praise; teacher has clear and fair criteria for evaluation /grading that encourage pupil

Teacher sometimes checks understanding and learning; encouragement and praise are satisfactory; teacher has reasonably sound criteria for evaluating

Teacher randomly or rarely checks understanding and learning; sporadically encourages and praises pupils; criteria for evaluating /grading are not always clearly

Teacher omits to check understanding and learning; generally overlooks the necessity of encouragement /praise or overpraises /discourages pupils; does not

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appropriate language of encouragement and praise; has sound, fair and systematic criteria for assessment; encourages pupils to evaluate their own work and progress; grades constructively; this is understood and appreciated by pupils;

progress; /grading largely understood by pupils; these do not negatively affect classroom atmosphere;

defined and /or understood by pupils;

have clear criteria for evaluating /grading; often grades are perceived as unfair;

Ability to adapt /improvise /deal with the unexpected

Teacher is flexible, able to improvise /change direction if an activity does not seem to be working or adopt a different strategy from the planned one;

Teacher shows flexibility of response, is seldom at a loss; changes direction if an activity does not seem to be working; is able to improvise if necessary;

Teacher is flexible most of the time; if an activity does not seem to be working teacher is eventually able to improvise and adopt a different strategy;

Teacher is sometimes flexible; not always aware of why an activity does not seem to be working and consequently may be late to respond; response sometimes not adequate;

Teacher is over-rigid, ignores what is inconvenient or unforeseen, is easily put out by unexpected developments in the lesson;

Giving homework /follow up assignment (if /when appropriate)

Teacher is able to bring the lesson to a successful close, set relevant home assignments that reinforce /highlight the teaching point(s); able to explain /check understanding of task;

Teacher is able to bring lesson to a close; assigns adequate follow-up work; gives necessary explanations and understanding is checked most of the time;

Teacher manages to bring the lesson to a close; follow-up work is generally connected to the teaching points; teacher gives clear explanations for tasks;

Teacher has some difficulty in bringing the lesson to a close; choice of home tasks is not always the most suitable; explanations may be somewhat confusing or even lacking;

Teacher is not able to bring the lesson to a close; home task is irrelevant /ambiguous;

Creativity /ingenuity

Teacher creatively exploits human resources; uses materials /aids /situations imaginatively; is able to capitalise on or at least fully compensate for shortcomings;

Achievement of aims /objectives

Teacher achieves all the stated objectives in the fullest manner possible in the context of the lesson;

Teacher achieves most of the stated objectives of the lesson;

Teacher achieves objectives to a reasonable degree in the context of the lesson;

Teacher partially achieves objectives of the lesson;

Teacher does not achieve objectives to the degree expected in the context of the lesson;

Reflection and awareness

10 9 8 7 4

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Ability to- evaluate own /peer performance- respond to feedback

Teacher demonstrates the ability to evaluate own /peer performance, is fully cooperative in the evaluation progress, suggests lines of improvement, is non-judgemental, responds constructively to feedback;

Teacher generally shows the ability to reflect on own /peer performance, is cooperative in post-lesson discussion; is able to make feasible suggestions for improvement, is non-judgemental and on the whole response to feedback is constructive;

Teacher is able to evaluate own /peer performance reasonably well and react to evaluation in a positive way; is ready to accept /give suggestions for improvement;

Teacher has some difficulty in evaluating own /peer performance; is usually cooperative in the post-lesson discussion but is not always able to offer possible alternatives /suggestions; is sometimes reluctant to accept suggestions;

Teacher is confused about /unaware of strengths /weaknesses of own /peer performance; reacts unconstructively to evaluation from others; cannot capitalise on self evaluation in a sensible /helpful way or suggest lines of improvement; can often be judgemental;

Ability to plan future action /willingness to experiment, take risks for development

Teacher is able to plan efficient future actions, is eager to experiment and even take risks for development;

Teacher can adequately plan own future action; is generally willing to experiment /take risks for self-development;

Teacher is generally able to devise future action plans for self-improvement; only occasionally willing to experiment /take risks;

Teacher needs some help planning future action; is rarely willing to experiment /take risks;

Teacher is unable to learn from own /peer teaching experience and to plan future action without help; is not willing to take any risks or to experiment;

Ability to work as a member of a team /individually

Teacher is fully aware of his/her role as a member of a professional team and is perfectly capable of developing effective working relations in that team but is also able to work independently;

Teacher is capable of developing adequate working relations in a team; can generally work well independently when necessary;

Teacher is generally able to work as a member of a team but is only partly involved and sometimes is satisfied with a passive /minor role; is usually able to work independently;

Teacher accepts teamwork but fits in with some difficulty; might often rely too much on the support of the other members; might not always be able to work without guidance;

Teacher either cannot /is not willing to act as a member of a team or is too shy /feels unsafe /unprepared to be able to work independently;

Working with official school records

Teacher is familiar with the different types of official school records /documents and can easily handle them;

Teacher can appropriately use the most important official school records;

Teacher is generally able to handle the most important official school records;

Teacher has difficulty in using official school records correctly;

Teacher is unaware of the need to handle official school records /documents accurately;

Proposed by a Cluj working party: Marina Cristian, Susana Demeter, Gabriela Wainblat – Mentors, Mentor Trainers

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

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Ora de dirigenţie (clasa / data / profesor / nr.elevi)…………./………../…………………/………

Subiectul lecţiei:…………………………….Desfăşurarea activităţii

Observaţii, aprecieri, întrebări, concluzii

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Ora de dirigenţie (clasa / data / profesor / nr.elevi)…………./………../…………………/………

Subiectul lecţiei:…………………………….Desfăşurarea activităţii

Observaţii, aprecieri, întrebări, concluzii

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XII. Notes on the observed student (observaţii asupra elevului studiat)(tabel din Cristea, S., Caietul dirigintelui, în “Revista de pedagogie”, nr. 2/1991, pp.22-27)

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Mediul de observaţie: clasa,şcoala, familia, societatea

Prezentarea faptei şi a sursei de informare

Interpretarea psiho-pedagogică a faptelor

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XIII. Learner Profile (Fişa psiho-pedagogică)

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CARACTERIZAREA PSIHO-PEDAGOGICĂ A ELEVULUI

A. DATE GENERALE DESPRE ELEV:a. Date biografice:

- nume:- clasa:- data şi locul naşterii:-şcoli absolvite:- domiciliul actual:

b. Date privind familia:-domiciliul părinţilor:-ocupaţia şi locul de muncă al părinţilor:

tatăl:mama:

-nivelul cultural:

c. Starea sănătăţii şi dezvoltarea fizică a elevului:

B. ASPECTE PRINCIPALE ALE ACTIVITĂŢII ŞI CONDUITEI ELEVULUIa. situaţia şcolară:

b. atitudinea faţă de şcoală/muncă

c. atitudinea faţă de munca şcolară şi succesul la învăţătură

d. aspecte ale proceselor psihice implicate în viaţa şcolară

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e. conduita elevului:

f. activitatea şi conduita elevului în colectiv:

C. TRĂSĂTURI PRINCIPALE ALE PERSONALITĂŢII ELEVULUIa. interesele dominante ale elevului:

b. aptitudinele elevului:

c. temperamentul elevului:

d. trăsăturile de voinţă şi caracter

D. APRECIERI ŞI RECOMANDĂRI EDUCATIVE CU CARACTER PROGNOSTIC ŞI DIAGNOSTIC:

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103


XIV. Samples of valuable materials / tasks / tests of your own makingIt is the supreme art of the teacher to awaken joy in creative expression and knowledge.(Albert Einstein, Out of My Later Years, 1950)

104


105


106


107


108


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XV. Teaching Practice Final ReportGrace is given of God, but knowledge is bought in the market.(Arthur Hugh Clough, The Bothie of Tober-na-Voulich, 1848)

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English Teaching Practice Final Report

Student Teacher: …………………….. Year…….Mentor: …………………………………Major/MinorSchool: ………………………………………………….

GRADE :………………………(in figures and words)

The following report should give a clear picture of the student teacher’s teaching competence after TP and suggest their future potential as ELT teachers.

Mentor: …………………………. Signature: …………….Date: ………………Methodologist……………………Signature: ……………Date: ………………

Description of grades

10 A very good performance 9 A good performance 8 A fairly good performance 7 A satisfactory performance 4 An unsatisfactory performance

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XVI. Teaching Practice Feedback Questionnaire

For one semester you took part in Teaching Practice supervised by a mentor. This was scheduled over a 10-week period. Please look back over the whole experience and answer the following questions. Your reflections will help in further improving the methodology component of the University course and Teaching Practice.

1. Please rate the T.P. experience in your development as an ELT teacher. very important important quite important not very important useless

2. Please rate your mentor on the scale below. One of the main characteristics of T.P. has been openness and constructive feedback. Your mentor would like to know how successful she has been in helping you become a teacher. You could mention particular incidents, events, during T.P. to illustrate your views.

excellent very good good

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Here are some special characteristics of T.P. Please express your opinion about the value of each in helping you become an ELT teacher, by ticking the appropriate box. Reflection on experience as a major tool of development

very useful useful quite useful useless Self-evaluation as a major development tool

very useful useful quite useful useless Peer observation, evaluation and feedback

very useful useful quite useful useless Developmental not judgmental feedback i.e. Mentors and peers being helpful, supportive

guides rather than judges. very useful useful quite useful useless

A gradual journey towards teaching complete lessons rather than being thrown in at the deep end.e.g. team planning and teaching with the mentor and peer trainees.

very useful useful quite useful useless

4. Do you feel you have been prepared enough to cope with starting as a beginner teacher in a school?

Yes No

5. How confident do you feel about this project? very confident confident quite confident not very confident not at all confident

6. Suggestions for improving TP in the following year

Thank you

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XVII.Glossary of ELT Terms

Activity A single exercise, problem-solving task, game, etc.Accuracy vs. Fluency Activities Activities meant to enhance language correct usage;

activities meant to encourage language use. Aims What the teacher hopes to achieve during an activity,

lesson.ARC =Authentic use (e.g. communicative tasks/activities),

Restricted use (e.g. transformations; drills; etc.), Clarification and focus.

Brainstorming A group activity meant to generate a lot of ideas. All suggestions (however unlikely) are recorded to be sieved later by collaborative effort.

Clarification and focus The stage of a lesson dedicated to clarifying things about language system items (form, meaning, use).

Classroom management Step-by-step decisions and actions concerning organization of the classroom and activities (e.g. seating and grouping arrangements, instructions, rapport, etc.).

Cloze exercise A gap-fill exercise with regularly-spaced gaps (e.g. every eighth word).

Communicative activity An activity whose major aim is communication, either oral or written (main features: information gap, choice, feedback).

Contextualization Creating a specific situational illustration for a language item.

Drills/Drilling Oral repetition with change of one language item.Elicitation/Socratic technique A form of teaching by question and answer gradually

leading to generating ideas, enlarging language semantic fields, etc.

Extensive reading/listening Either referring to reading/listening outside class, or reading/listening for the gist of the text.

Feedback session A class activity in which students report back to the class on what they have been researching or discussing. It may also be a session in which the teacher reports back to students on their work.

Functional syllabus Syllabus presenting grammatical items and phrases under functional (situational) headings.

Group work The class organization where activities are carried out in groups.

Icebreakers Activities meant to accommodate students and teacher with each other.

Information gap That which creates the need and desire to communicate with each other ( i.e. to find out the missing information crucial for understanding a certain issue).

Intensive reading/listening Detailed reading of/listening to excerpts of written/spoken text.

Jigsaw learning A form of learning/teaching in which students cover different areas of a topic and later pool their knowledge (e.g. by seminar/class proper).

Layout Seating arrangement within a classroom.

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Language skills The four interactive skills are: reading, listening, writing and speaking. They usually integrate in a lesson (i.e. integrative skills), although one may prevail.

Language systems/areas They are: grammar, lexis, phonology.Lockstep technique The class grouping where all the students are working

with the teacher, where all students are ‘locked into’ the same rhythm and pace, the same activity.

Monitoring It happens when the students do the learning and the teacher only supervises, being alert about how learning occurs.

Objectives Intended student achievements in a lesson.Observation task A specific task to be done while an observer is

watching another teacher in class.Pair work The class grouping where activities are carried out in

twos.PPP Having a grammar lesson organized on the pattern:

Presentation (giving the language item), Practice (providing opportunities to use it in controlled ways) and Production (integrating it communicatively).

Project work A kind of task-based activity which usually involves an extended amount of independent work, either by an individual student or a group of students.

Pyramid group A form of group activity in which the class is divided into groups. After some time, pairs of groups are joined together and continue the discussion. This procedure is repeated until there is only one group, comprising the whole class. Sometimes called a snowball group.

Rapport The quality of relationship within the classroom.Role play A form of simulation in which the participants adopt

certain roles.Self-access i.e. self-access centre (where students have free

access to materials).Self-assessment When one self-evaluates his/her achievements,

qualities, prospective development, etc.STT =Student Talking Time (the amount of time that

students get to talk during the lesson).Substitution tables A way of writing out grammar information as

patterns that can allow for generation of further sentences.

Syllabus A list of course contents.Task Something what the student is asked to do in class.Task-based learning Used to describe any kind of learning which involves

the performance of a specific task or piece of work.TTT = Teacher Talking Time (the amount of time teacher

talks during the lesson).Test format The way in which the test is organized, such as

multiple-choice or interview.Test reliability Consistency, the extent to which the scores resulting

from a test are similar wherever and whenever it is taken, and whoever marks it.

Test rubric Information for the student on how to do the test,

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including instructions, examples, and the organization of test procedures.

Test validity The extent to which a test measures what it is intended to measure.

Visual aids = pictures, charts, posters, diagrams, etc. used by the teacher to enhance language understanding.

Warmer/warm-up ‘Starter’ served to students to wind their imagination and enthusiasm about the language activity to follow.

Workshop A kind of task-based group activity which involves the completion of a certain specified task. It is expected that all the members of the group to contribute something to the completion of the task.

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XVIII. Select Bibliography

Ministerul Educaţiei Naţionale, Consiliul Naţional pentru Curiculum, Limba engleză, Curriculum şcolar pentru clasa a VII-a. Bucureşti, 1977.

Allwright, D., and K. M. Bailey, Focus on the Language Classroom. New York: Cambridge University Press, 1991.

Bailey, K., M., Diary studies in teacher education programs. In Second Language Teacher Education, ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990.

Barna, A., Antohe, G. Curs de Pedagogie. Teoria instruirii, curriculum-ului şi evaluării, Logos, Galaţi, 2001.

Bartlett, L., Teacher Development through reflective teaching. In Second Language Teacher Education, ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990.

Day, R.,R., Teacher observation in second language teacher education. In Second Language Teacher Education, , ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990.

Gebhard, J. G., Seeing teaching differently: The teacher as observer. The Language Teacher, 15, 5, pp. 17-20, 1991

Gebhard, J.G., and A. Ueda-Motonaga, The power of observation. In Collaborative teaching and learning, ed. D.Nunan. New York: Cambridge University Press, 1992

Nunan, D., Action Research in the language classroom. In Second Language Teacher Education, ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990.

Scrivener, Jim, Learning Teaching, Macmillan Heinemann, English Language Teaching, 1998.

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caiet practica

Documents

practice foci of observation

observation feedback

student teachers

hours observation

time foci of observation

vocabulary foci of observation

board foci of observation

teacher student teacher