Practice Teaching Observation Sheet

Teachers Name:
# of Students:
Date:
Lesson type/topic:
Lesson Plan:
Learning Objective:

SIT TESOL Certificate Course

Andrew
25
Oct 13
ECRIF
LP and LA excellent, turned in early.

Trainer: Linda-Marie
Level: Intermediate
Time: 30 mins + GTKY

SWBAT: will be able to use 2-3 past modals(could have, must have, may have, might have) for speculating about unresolved past
situations in mingle activity Learning objective was met!

In general: This was a perfect ECRIF lesson, although it ran over time a bit. Excellent CCQs, chunking, sequencing the ECRIF stages.
Great classroom management skill demonstrated. SWBAT achieved!

In regards to your work on 1. Make bigger materials and smaller groups so all students has the opportunity to participate
action points during this
It looked like this worked very smoothly!
lesson:
2. Use more CCQs and modeling to clarify understanding. Definitely you are ace-ing the CCQs!

Actions points for next PT: 1. Calibrate clarifying and remembering activities so too much time isnt spent on them, so that theres
more time for internalizing and fluency activities.
2.
Time

I notice
(Description of students and teacher
actions or words)

12:00

Tells a story about a chocolate cake

that someone started eating. Has a
file with 3 suspectsCookie
monster? Do you think it was him?
S: yes because he likes chocolate
T Writes OB: Anyone could have
taken the cake. It may have been
him, but he likes cookies.

I am wondering and/or thinking.

Interpretation: what helped/hindered
student learning and
Generalizations: Themes and inside or
outside theory that connects to and/or
explain what might have helped and/or
hindered student learning
I really love the way your lessons
coordinate with your co-teachers!

This is really BRILLIANT!

I am offering
(specific and measurable possible action
plans/suggestions as well as questions for
consideration and exploration)

Shows suspect #2 a boy with veggies,

SS: I suspect
T writes: The boy might have eaten
because he doesnt like vegetables.
Were just speculating. Suspect #3 is
a baby with chocolate on his face.
SS love it. Theyre using lots of target
language from todays lessons.
S: the slice was cut perfectly
T: its very unlikely, right? Writes:
The baby couldnt have
What were we doing?
SS: investigating, to link the
evidence, T writes: speculating, and
what language do we have?
S: past participle
T elicits and underlines the Past
Participle in each sentence.
T elicits and boxes the BE verb Have,
T elicits and circles modals.

I like the way you underline, box and

circle the TL! Very clear what is what!

SS continue to speculate using the

modals.
3:10
C

Pairs, use modals to change

Sentences:
How are we going to work?
SS: pairs
T: make pairs first,
SS scoot together,
T hands out one paper to each pair.
Writes multiple choice answers on
board.

Good chunking. You have control of

the class. Its pretty hard to
I am impressed at how readily you
adapted your lesson to include the
Trainers last minute advice! You are

A SS asks whether to write entire

sentence?

very flexible!

SS are talking and doing this

together. It seems like they are
having to really think and consult.

Excellent speaking practice, meaning

making in pairs while doing this
written exercise! Low stress in pairs.

T asks a S to read a sentence, t

confirms that she could have put may
have or could have. Elicits from
others and group checks.

This is really nicetheyre getting correct

answers, and youre giving them positive
feedback on their work.

Perla helps put the POS tags above

sentences as T elicits each in order.
Subject Modal Have (could you put
has? SS: no) Past participle,
complement
Groups check

Good idea to get a S to help you with the

materials so that you can focus on the
class.

3:19

Groups of 4, T tries to help some

.gives the colored popsicle sticks
And strips for speculating about
situation.

Gives instructions using colored

popsicle sticks matched to part of
speech.
T monitors, decides that SS need to
have an example. Gets everyones
attention first.
T Does the first sentence
SS: Ah hah!

Good work assessing that they didnt

quite understand how to do it, and
then getting everyones attention
instead of just explaining group by
group!
Now they know how to do it

One group isnt sure about meaning

What do you think about this? What

3:30

of a sentence, T explains with cellinterpretations do you have?

phone example, and then again in
another group.
Does anybody have Qs about the
structure?
S: No.
S: Can I say ..? T says yes
Teacher! they wont let me pass (?) Whats the problem? What do you think
is going on with these students?
What are we going to do? How?
Wonderful CCQs!