Name

Joel Swagman

Date  / Time of obs

18:00--19:00, December 28, 2016

Class code

H1AG-PB-1608

No. of students

14

Main aim

Students gain speaking fluency practice in the context of phoning about an online order

Subsidiary aims

* students learn a number of lexical phrases related to the context of phoning about an online order

* students practice listening skills

* Students are exposed to intonation as a feature of communication to express friendliness, and will practice this skill

Materials

Book, handouts, speaking cards, CD (on interactive software), GoogleSlides (on Drive)

Signposting

Useful phrases for speaking will be posted on the IWB

Timetable fit

This is the 5th of 6 lessons related to a unit on the Environment

Anticipated problems (lateness, class size, dynamics etc.)

Solutions

Lateness is an issue.  It is possible that at the beginning of class there may be only one or two students

Have a lead-in discussion about on-line shopping.  If necessary, expand the lead-in.

Which specific skills will the learners practice? e.g. reading for gist and detail, writing a film review, speaking for fluency etc.

speaking fluency, pronunciation, intonation

Potential learner problems with skills

Possible solutions

students will have trouble making the jump from recognizing the phrases to using them in free production

Students tend to pronounce phrases in a flat way without the appropriate intonation

Drilling the phrases will help to get the students used to pronouncing them.  

The teacher will give the students a handout with the phases written on them that the students can see and use during controlled practice.

Also during controlled practice, the teacher will put the phrases up on GoogleSlides so that the students can see them.

Teacher will drill pronunciation

Time / Interaction

Aim (why)

Procedure

(what you and / or students and/or TA will do)

Observer comments

Lead-in

5-15 minutes

(Flexible time.  Expand if students are late in coming, reduce if enough students arrive on time.)

Interaction: Ss-Ss

* To create a buffer in case students arrive late

* For students to get speaking practice in the context of today’s topic

* To generate interest about the topic

Teacher gives students a half sheet of paper with 3 questions on it.  Students Talk to 3 different people, and make brief notes about their answers.  Then brief whole class feedback.

Feedback with “How many people…?” questions.

e.g. “How many people think online shopping is very popular in Vietnam?”

“How many people would buy clothes online?  How many people would never buy clothes online?  How many people would buy food online?  How many people would never buy food online?”

Reading lead-in

5 minutes

Interaction: Textbook--Ss

* To set the context for the listening

Teacher directs students’ attention to section number 2 of the textbook.  (Page 64).  Teacher sets time limit of 2 minutes.  Students read the section, then compare their answers with their partner, and then whole class feedback.

Listening

10 minutes

Interaction: Cd--Ss

* To give students listening practice

* To provide input for the students which will be later used in the speaking activity

Teacher directs students’ attention to #3 in their textbook.  Teacher plays the CD, and students answer the questions.  Students check with a partner.  Possibly the CD is played again if the students request it.  

Whole class feedback.  Teacher nominates students to answer.  

If students have trouble answering questions (as they often do) the teacher will replay the relevant sections of the CD again.

After the listening exercise finishes, the teacher gives the transcript to the students.

Sorting activity

10 Minutes

Interaction:

Worksheet-Ss

* To promote noticing of the different categories of telephone expressions.

The teacher gives students a worksheet to sort the expressions into.  

The students’ attention is directed to the underlined words in the transcript.  Students are told to sort the expressions into the appropriate categories.

Check meaning

10-15 minutes

Interaction:

Ss--Ss

PowerPoint--Ss

* To ensure that students correctly understand the meaning of all the highlighted expressions

On Googleslides, the teacher puts up CCQ questions to ensure that the students understand the meaning.

If there is extra time, the students can first match the meaning to the expressions in groups, and then do feedback on the GoogleSlides

Intonation

5 minutes

Interaction: Cd--Ss

* A discovery activity for students to encourage noticing of the meaning of  intonation patterns

Teacher directs students’ attention to #5 of the textbook.  Teacher plays CD, and students determine whether the intonation was friendly or unfriendly.

Afterwards, teacher elicits from students what made some of the intonations friendly.  (A flat or falling intonation is unfriendly, whereas a rising and falling intonation sounds friendly.)

Drilling

5 minutes

Interaction: T--Ss

* For students to practice pronunciation and (mainly) intonation of 5 of the useful phrases needed for telephone conversations

Teacher plays the CD for section 5B.  Students are encouraged to mimic the rising and falling pitch with their hand gestures.  Then teacher repeats the phrases as a model (using hand gestures as a guide) and students repeat afterwards.

controlled practice:

10-15 minutes

Interaction Ss--Ss

* For students to get controlled practice using the useful phrases for phoning about an order

* For students to practice speaking

Teacher assigns students pairs.  Teacher assigns roles (customer, and Customer sales assistant.)  Students speak, and teacher monitors.  Delayed correction.  (Possibly immediate correction on any dropped /s/ phonemes.)  

After delayed correction, students will switch roles, and do a new role play.

In order to encourage students to use the useful phrases, teacher will encourage students to reference their handout, and also put the useful phrases up on the GoogleSlides.

Free practice

15-20 minutes

(Unlikely to have time for this during the first hour, so quite possibly this will either get cut or pushed to after the break)

Interaction:

Ss--Ss

* For students to get free  practice using the useful phrases for phoning about an order

* For students to practice speaking

Teacher sets up two circles.  Students are assigned roles as either customers or customer service assistants.  Students are instructed to take one card and read the situation.  They then role play the situation, and take another card.

After 2 or 3 minutes, the teacher stops the interaction and gives delayed feedback on any mistakes.  Then students change partner and repeat again.

Teacher:

Observation number:

Date & Time:

Number of students:

Class/ level:

Text:

Lesson

overview:

Summary

Strengths:

Things to consider:

Overall:

Professional Development Actions:  

Observer: 

Date:   

Section 1a: All lessons - planning / pre-observation meeting

Score

1*

Lesson plan is complete and professionally presented

2*

Lesson plan has a clearly defined language and/or skill aim(s) that is/are measurable

3*

Lesson plan has comprehensive and descriptive language analysis that relates to lesson aims

4*

Lesson plan has realistic/thoughtful predictions of potential problems and appropriate solutions

5

Predictions of problems with target language/skills show a clear understanding of students’ ability and age

6*

Interaction patterns (e.g. working in pairs, small groups, open class) are included

7

Interaction patterns are varied, well-planned and appropriate

8*

Stage procedures (i.e. what the teacher and students are going to do) are clear

9*

Stage procedures are descriptive and appropriate considering stage aims

10*

Staging is logical in terms of overall lesson aims

11

Stage aims are clear, measureable, clearly defined and appropriate for the age group

12*

Planned pacing shows an awareness of time constraints

13*

Planned pacing is appropriate to the students’ needs

14*

Teacher has planned to present and practice language through an appropriate context

15*

Teacher has planned suitable productive activities

16*

Productive activities have communicative purpose

17*

Feedback is planned at appropriate points throughout the lesson

18*

Teacher has planned an appropriate balance and frequency of stirrers and settlers

19*

Lesson includes  a fun warmer

20

Lesson contains a high level of creativity/use of imagination/self produced materials

Total

0.0

Section 1b: All lessons - classroom practice

Score

1*

Teacher sets up classroom to effectively facilitate classroom practice (e.g. by arranging chairs effectively)

2

Teacher greets students as they arrive

3*

Instructions are generally clear.

4

Instructions are very clear and effective (e.g. use of models, gestures, examples, use of imperatives, etc.)

5*

Checking comprehension of instructions is effective, and ICQs are present if required

6

Checking comprehension of instruction is consistently effective and purposeful

7*

Checking comprehension of concepts is effective, and CCQs are present

8

Checking comprehension of concepts and CCQs ensure student comprehension

9*

Activity setup (i.e. arranging students, distributing materials, setting time limits) is effective

10

Activity setup is consistently well thought-out, shows obvious signs of forethought and planning

11*

Introduction/presentation of language is effective and covers meaning in context

12*

Introduction/presentation of language is effective and covers form

13*

Introduction/presentation of language is effective and covers pronunciation

14

Introduction/presentation of language uses an age appropriate context, ensures student comprehension, and takes into account predicted problems

15*

Practice of skills is effective

16*

TTT is appropriate and language is graded

17

TTT is consistently limited, handing more responsibility over to SS and increasing their amount of production

18*

Feedback activities are present

19

Feedback is effective, efficient, purposeful and consistently varied

20*

Error correction is present

21

Error correction takes place at appropriate points in the lesson

22

Error correction is consistently targeted and effective,  and ensures comprehension of the correction by SS

23*

Teacher is aware of weak or strong students and has strategies to manage them

24*

Level of challenge is sufficient

25

Level of challenge is high (e.g. students are encouraged to produce natural language)

26*

Level of challenge is adjusted in response to student performance

27*

Staging, pacing and interaction patterns generally follow the lesson plan

28*

The amount of practice for students is sufficient

29*

Teacher provides opportunities for production during the lesson

30

The amount of production from students is high and appropriate

31*

The language being practiced is useful and authentic

32*

Activities are effective in meeting their stage aims

33*

Activities motivate students through competition/fun

34*

Teacher ensures that all students are engaged and involved in activities

35

Teacher monitors effectively and promotes output

36*

Teacher creates opportunities for personalisation

37*

Rapport and classroom atmosphere are positive

38

Rapport and CA are very positive (e.g. SS addressed by name, consistently praised, cooperation present)

39*

Classroom and behaviour are well-managed (e.g. VN limited; students are on task and focused, etc.)

40

Teacher effectively adapts lesson plan to deal with emergent language/conditions/student questions

41*

Lesson aims are sufficiently met (e.g. target language is presented, practiced and produced)

42*

Teacher identifies issues in observation feedback

43

Teacher effectively self-assesses and diagnoses issues in observation feedback and is able to reflect critically

44*

Materials are appropriate to the lesson aims and age group

45

Materials are creative / creatively adapted from the course book or the supplementary resources

46

Teacher has focused on a previously identified area (e.g. giving instructions) and shown marked improvement

Total

0.0

Section 2: EY – Super Juniors and Smart Teens

Score

1*

CM system is present on whiteboard

2*

CM system is very effective in controlling SS behaviour and is referred to throughout the lesson

3*

Classroom organisation is effective (e.g. students are familiar with routines, TA participates/assists)

4*

Lesson has content/themes relevant to YLs’ lives

5*

Teacher creates a caring and supportive YL friendly classroom environment (e.g. secure, comfortable, builds self-esteem)

6

Use of TAs aids learning through small group work, and individual or weak student attention

Total  

0.0

Section 3: Use of Edu-tech

Score

1

Teacher demonstrates effective use of tech tools such as the IWB or tablets

2

Teacher uses tech tools to promote an interactive classroom

3

Teacher enhances SS motivation through the use of the IWB

4

Teacher enhances level of challenge through the use of the IWB

5

Teacher uses wide range of visual images and/or audio to support learning

6

Teacher experiments with software (e.g. ActiveInspire, Prezi) to enhance delivery of lesson content

7

Use of tech tools facilitates achievement of lesson aims

8

The use of tech tools promotes a student centred classroom

Total

0.0

Final Assessment

Points available

Points awarded

Assessment key

Points

Section 1a

20

Not to Standard

0-30

Section 1b

46

Low Standard

31-39

Section 2 – Super Juniors & Smart Teens

6

Standard

40-49

Section 3 - Edu-tech

(8)

High Standard

50-59

Final Lesson Total (section 1 & 2 only)

72

0.0

Above Standard

60-72