(1) Planning

Teacher:School

:Class

:Date

:/ /

1.1 Lesson objectives / learner outcomes: (what is the lesson focus? / what will the pupils learn?)

1.2 Links to National Curriculum:

1.3 Links to Primary Language Learning Objectives:

1.4 Links to previous & future lessons:

1.5 Language analysis: (key language learning focus)

1.6 Materials & resources:

1.7 Outline lesson structure: (proposed timing, stages, interactions (T/P), stage, use of materials)

Stage T/PTimin

gUse of Materials

(2) The Lesson

Stage T/PTiming

Observation notes

Instructions

Explanations

MT use

Questioning

Modelling

Grading

T/P talk

Dealing withErrors

PraiseFeedback

Listening/Speaking

PersonalisationAdapted to Ps

Staging

Pace

MeaningfulInteraction

Class dynamic /management

MaterialsResources

(3) After the Lesson3.1 Reflection: How satisfied am I ...

that the lesson ... 1-5 that I ... 1-5

had clear learning objectives ? created a positive learning environment ?

met the learning objectives ? related lesson material to pupils' needs and interests ?

was clearly linked to the curriculum objectives ?

communicated well with my class ?(instructions, explanations, questioning, elicitation, gestures, eye contact, voice, moving around)

matched the abilities of the pupils ? modelled and used English well ?

was well/logically sequenced and managed ?

supported the verbal with the visual well ?(gesture, expression, pictures, board work, etc)

was well paced ? promoted listening and speaking skills ?

had a variety of interactions ? promoted personalised/genuine use the language presented ?

was pupil centered ?(they were actively involved)

dealt with learning mistakes when appropriate to do so ?

had a variety of activities to promote learning and maintain attention ?

motivated the pupils well ?(praise, feedback, encouragement, reinforcing positive learning behaviours)

had an appropriate balance of L1/L2 ?

checked understanding and learning ?

3.2 Identification of strengths, issues and needs (with mentor)

3.3 Action plan (with mentor)

OVERVIEWUse

Presentation

Knowledge

Comment:

Signed:

Teacher Mentor Date: / /2013Descriptors (key areas and sub-components)

Knowledge (of language, of the curriculum, of the pupils, of planning)

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

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

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

3. Reflection - Descriptors for self-assessment

Try and base your personal assessment of the lesson you gave on a 5-point scale, where you feel:

1 = very concerned about a number of aspects.2 = not satisfied, but had some positive points.3 = generally satisfied, but concerned about certain aspects.4 = quite satisfied overall.5 = very satisfied.