Académique Documents
Professionnel Documents
Culture Documents
Ruxanda Bontil
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)
Galai
2003
Concepie i redactare:
Ruxanda Bontil
lector limba englez
Universitatea Dunrea de Jos Galai
Facultatea de Litere, Istorie i Teologie
Catedra de Limba Englez
Au colaborat la capitolul V:
Prof. mentor Irina Scoraru
Prof. mentor Mariana Ziminschi
Prof mentor Georgeta Tofan
Prof. mentor Liliana Groza
Prof. mentor Mdlina Moscu
Prof. mentor Mihaela Neagu
La capitolele VII, VIII, IX, X, au fost utilizate materiale din programul de
mentorat organizat i coordonat de Consiliul Britanic din Romnia.
Date
Class observed
36
Contents
I. Successful TP Policy: some practical advice
II. Record of School Documents/ English Curricula
III. Actual Classroom Practice toward Self-exploration
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
7
9
17
18
19
20
21
22
23
24
25
27
28
29
30
41
45
59
69
73
77
X. TP Grade Descriptors
87
94
95
103
109
111
112
115
I.
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.
Its 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.
II.
vocabulary
communicative-functional techniques
discourse grammar
b. speech acts
socio-cultural component
written communication
intellectual skills
cross-cultural representations
communicative competence
a. topics
LEARNERS/AUDIENCE
relationarea interculturala
STRATEIGES
DIDACTIC AIDS
EACH CYCLE
What aids . . .?
What level . . . ?
5
6
CONTENT
OBIECTIVES
How . . .?
What . . .?
To what purpose?
For whom . . . ?
COORDINATESDIDACTIC
11
12
ci
*
citire
cu
glas
tare
sau in
gand
scrierea
*
intelegerea
glo-bala si
selectiva
* producerea de sunete
specifice, cuvinte,
propozitii
tirea
* constientizarea
* deducerealega-turilor
segmente-lor
dintre
necunoscute
propozitiisau
/ paragrafe
ne-mentionate din contextintelegerea detaliata
* initiere si sustinere
de dialoguri
vorbirea
* adecvarea
limbajului la context
13
Ciclul
primar
14
* intelegerea detaliilor
Ciclul
gimnazia
l
* intelegerea contextului sociocomunicativ al vorbirii * perceperea specificitatii discursului literar * transfer de informatie * intelegerea mesajelor expri-mate in accente non standard
15
Ciclul
liceal
16
17
18
19
20
III.
21
(always/sometimes
/not enough/never)
(always/sometimes
/not enough/never)
(always/sometimes
/not enough/never)
Your notes
Your notes
23
Your notes
Your notes
Your notes
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.
25
e.
Try to identify the stages of the teachers 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
teachers lesson plan and discuss: suitability and agreement of aim and activity; pacing; variety of
activities; logical progression.
26
f.
Your notes
Your notes
Your notes
27
g.
Your notes
Your notes
Your notes
Your notes
Your notes
29
Your notes
Your notes
. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Purpose of presentation
Features of presentation
Activities
Type of interaction
Role of teacher
Degree of control
Correction
Length and pace of lesson
Success of lesson were students using
language correctly by the end?
Your notes
Your notes
31
Activities
Type of interaction
Role of teacher
Degree of control
Correction
Length and pace of lesson
Success of lesson were students using
language correctly by the end?
j.
Your notes
Your notes
Your notes
Your notes
Choose a student and try to determine his/her stance toward the learning/teaching activity.
Consider the following things:
Your notes
Your notes
33
l.
Teacher: . . . . . . . . . . . . . . . . . . . . . .
Date: . . . . . . . . . . . . . . . . . , No. of students: . . . . .. . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
34
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
COMMENTS
35
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
36
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
COMMENTS
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
COMMENTS
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
37
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
38
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
COMMENTS
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
COMMENTS
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
39
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
40
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
COMMENTS
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
COMMENTS
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
41
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
42
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
COMMENTS
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
COMMENTS
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
43
AREAS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
44
Clearness of aims
Lesson Plan
PREPARATION
Material/Aids
Classroom layout
SUITABILITY OF MATERIALS
USE OF AIDS
ACCURACY
OF
TEACHERS
LANGUAGE
INSTRUCTIONS/CLASSROOM
MANAGEMENT
PRESENTATION
OF
NEW
LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE ACCURACY /
FLUENCY ACTIVITIES
STUDENTS
MOTIVATION
/
PARTICIPATION
RANGE
OF
TEACHING
TECHNIQUES
MOBILITY
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE
CONTACT
MANNER / RAPPORT
ENCOURAGEMENT
GROUP DYNAMICS
UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS
COMMENTS
45
IV.
46
47
48
49
V.
50
LESSON PLAN
NAME: Georgeta Tofan, trained mentor
DATE: 18 Nov. 2002
CLASS: 10 D
NO. OF STUDENTS: 28
SCHOOL: Liceul pedagogic C. Negri
TIME OF LESSON: 50 min
TEXTBOOK: Reward Upper-Intermediate
UNIT: 6
LESSON: Trust me- Im 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
individual
TIMING
15 min
ACTIVITY 2
AIMS: to prepare for listening; to unscramble text; to listen for gist; to check comprehension; to
practice speaking.
PROCEDURE
INTERACTION
individual
pair work
TIMING
20 min
group work
51
ACTIVITY 3
AIMS: to practice writing, to practice linking words: when, as, before; to rewrite a story from
another point of view;
PROCEDURE
INTERACTION
pair work
individual
TIMING
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 mentor
DATE: 9 Dec 2002
CLASS: 10 E
NO. OF STUDENTS: 28
SCHOOL: Liceul Pedagogic C. Negri
TIME OF LESSON: 50 min
TEXTBOOK: First Certificate Star
UNIT: 9
LESSON: 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;
PROCEDURE
52
INTERACTION
TIMING
whole class
5 min
pair work
whole class
10 min
PROCEDURE
TIMING
individually
5 min
pair work
5 min
ACTIVITY 3 Reading
AIMS: to read for gist;
INTERACTION
PROCEDURE
individually
TIMING
15 min
whole class
ACTIVITY 4 Speaking
AIM: to devise an interview using the vocabulary and information provided on cards; to role play
a given situation;
PROCEDURE
INTERACTION
pair work
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.
TIMING
10 min
HOMEWORK:
To write a news report for the headline DOG ATTACKS OLD AGE PENSIONER
LESSON PLAN
NAME: Liliana Groza, trained mentor
DATE: April, 24
CLASS: 10 Grade
NO. Of STUDENTS: 25
SCHOOL: COSTACHE NEGRI High school
TIMING: 50 min
53
TIMING
10 min
TIMING
20 min
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 team work
sentences with words connected to sounds the human
body makes.
- Ss get strips of paper with sentences. After reading the team work
20 min
54
LESSON PLAN
NAME: Anca-Madalina Moscu, trained mentor
DATE: 15.11.2002
CLASS: vii B
NO. OF Ss: 28
SCHOOL: COSTACHE NEGRI High school
TIMING: 50 min
TEXTBOOK: 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 UP
AIMS; - to get the Ss involved into the topic;
- to express personality traits;
- to practice word formation;
- to turn nouns into adjectives.
PROCEDURE
Ss 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.
T asks the Ss to answer the questions from the textbook,
p. 68; exercise A1; discussing upon the same topic.
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.
INTERACTION
Frontal
Team work
TIMING
Group work
15 min
frontal
55
ACTIVITY 2
AIMS:
- to practice personality related vocabulary;
- to discuss about qualities and shortcomings;
- to distinguish between positive and negative adjectives.
PROCEDURE
INTERACTION
T brings Ss two monsters, the good and the bad one. One Group work
by one, Ss come and pick cards with traits, feeding the
positive or negative monster, according to their meaning.
T asks the Ss to think of two features character (one Pair work
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).
TIMING
15 min
ACTIVITY 3
AIMS: - 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
TIMING
T presents some examples with modifiers, explaining how Group work
they increase or reduce the strength of adjectives.
T gives the Ss strips of paper with statements, asking them Team work
20 min
to describe the people who said those sentences. Ss will
describe the persons using modifiers.
Ss are asked some yes/no questions, the Ss will fill in a Individual work
questionnaire, thus checking the answers from the previous
activity. T gives the results and the Ss talk on the subject.
HOMEWORK:
Make up three short texts, describing yourself, your best friend and a member of your family.
Dont forget to use both positive and negative adjectives. Use modifiers!
LESSON PLAN
NAME: Mariana Ziminschi, trained mentor
DATE: February 12, 2002
CLASS: 9TH GRADE
SCHOOL: Pedagogical High school Costache Negri Galati
TIME OF LESSON: 50 MIN
TEXTBOOK: Matters Intermediate
UNIT: 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).
56
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.
PROCEDURE
Have you got an itch? If so, it could be that your body is
trying to tell you something!
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..
T asks Ss to look at pictures and say in which picture they are
most likely to have good luck.
INTERACTION TIMING
T-S
S-S
5 min
Groups of five
Groups of five
10 min
S-S
S-S
5 min
S-S
10 min
LESSON PLAN
NAME: Mihaela Simona Neagu, mentor
DATE: October 28th, 2002
CLASS: 12th grade
NO. OF STUDENTS: 28
SCHOOL: M.KogalniceanuCollege
TIME OF LESSON: 50 minutes
TEXTBOOK: Prospects-Super Advanced
LESSON: Talking Point 2 Money
LESSON 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
58
5 min
PROCEDURE
Ss are helped to mention words about
money and people by means of definitions.
T expects Ss to be able to mention words such as: poorneedy, broke, hard up, thrifty greedy, economical,
corrupt, extravagant, rich, wealthy well-off, loaded,
millionaire, stinking rich
INTERACTION
T-S
TIMING
5 min
INTERACTION
TIMING
S-S
15 min.
INTERACTION
S-S
TIMING
10 min
T-S
INTERACTION
TIMING
S-S
T-S
15
min.
INTERACTION
T-S
TIMING
5 min
59
LESSON PLAN
NAME: Mihaela Simona Neagu, mentor
DATE: October 28, 2002
CLASS: 9th grade
NO.OF STUDENTS: 14
SCHOOL: M. Kogalniceanu College
TIME OF LESSON: 50 minutes
TEXTBOOK: Matters - intermediate
UNIT 5: A bit windy
TOPIC: Weather
LESSON AIMS:
ACTIVITY 1 ( Reading)
AIM : * to encourage Ss to use a text as a starting point for a conversation the topic
PROCEDURE
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
INTERACTION
TIMING
T-Ss
10 min
INTERACTION
S-S
(PW)
T-S
TIMING
7 min.
AIM:
PROCEDURE
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.
INTERACTION
TIMING
S-S (GW)
8 min
ACTIVITY 4 ( Listening)
AIM : * to encourage Ss to listen for the main idea and for details
PROCEDURE
Ss 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.
INTERACTION
PW
TIMING
T-S
15 min
GW
INTERACTION
S-S
TIMING
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 mentor
Date: December 7th, 2002
Class: 12A / No. of students: 14.
School: Mihail Kogalniceanu College
Time of lesson: 50 minutes
61
INTERACTION
Frontal
TIMING
3 min.
Pair work
3 min.
Group work
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
- 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
ACTIVITY 3 (writing)
Aims :
to revise the layout and style of a formal letter;
62
INTERACTION
Individual work
TIMING
2 min.
Pair work
5 min.
Individual work
2 min.
Group work
6 min.
PROCEDURE
- 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;
INTERACTION
Group work
TIMING
5 min.
Pair work
Frontal
5 min.
2 min.
Group work
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 childrens T.V. programme. They are asked to
state their point of view clearly and use a consistent tone and register
63
VI.
64
Phase/
Time
Activities
(Procedures)
Interaction
Types
Focus
(Skills)
Comments
Rationale/Purpose
65
66
Phase/
Time
Activities
(Procedures)
Interaction
Types
Focus
(Skills)
Comments
Rationale/Purpose
67
68
Phase/
Time
Activities
(Procedures)
Interaction
Types
Focus
(Skills)
Comments
Rationale/Purpose
69
70
Phase/
Time
Activities
(Procedures)
Interaction
Types
Focus
(Skills)
Comments
Rationale/Purpose
71
72
73
74
My notes
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?
My notes
75
. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Personal and professional qualities
My 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?
My notes
77
78
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
79
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
80
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
81
IX.
Do you know the difference between education and experience? Education is when you
read the fine print; experience is what you get when you dont.
( Peter Seeger Pete, American folksinger, Loose Talk, 1980)
82
Class:
Age of pupils:
Year of study:
Nos. in class
Major:
Minor:
School:
Aims of lesson:
Date:
Mentor/Methodologist:
Length of lesson:
PERSONAL QUALITIES
Circle your
Ratings
COMMENTS
Personality/presence/general style
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
COMMAND OF LANGUAGE
Circle your
Ratings
4 7 8 9 10
4
4
4
4
4
4
7
7
7
7
7
7
8
8
8
8
8
8
9
9
9
9
9
9
COMMENTS
10
10
10
10
10
10
PREPARATION
Circle your
Ratings
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
4 7 8 9 10
4 7 8 9 10
83
4
4
4
4
7
7
7
7
8
8
8
8
9
9
9
9
10
10
10
10
EXECUTION
Circle your
Ratings
Instructions/classroom management
Presentation techniques:
meaningful, contextualised,
appropriately staged
Practice techniques: meaningful,
motivating, contextualised,
appropriately staged
4 7 8 9 10
4 7 8 9 10
Questioning/elicitation: graded,
directed, appropriate, motivating
Use of aids, e.g. board, equipment
Checking understanding
Controlled practice:
choral/individual
Handling transitions/change of
stage
Pace and timing
Variety of techniques
Variety and sequencing of activities
Balance of class, group, pair,
individual practice
4 7 8 9 10
4
4
4
4
7
7
7
7
8
8
8
8
9
9
9
9
10
10
10
10
4
4
4
4
4
4
4
4
4
4
4
7
7
7
7
7
7
7
7
7
7
7
8
8
8
8
8
8
8
8
8
8
8
9
9
9
9
9
9
9
9
9
9
9
10
10
10
10
10
10
10
10
10
10
10
Integration of skills
Creativity/ingenuity
Ability to encourage learner
autonomy
Balance of attention
Body language, eye contact, facial
expression, gesture
Pupils motivation/participation
Interest in the pupils as individuals
Class dynamics
Answering pupil questions
Encouragement, praise, feedback
Understanding of learning process
Class control/ ability to maintain
discipline/ deal with problem
students
Ability to adapt/ improvise/ to deal
with the unexpected
Checking of learning/ evaluating
84
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
4
4
4
4
7
7
7
7
7
8
8
8
8
8
9
9
9
9
9
10
10
10
10
10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
student performance
Achievement of aims
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
Grading
POST LESSON EVALUATION
Circle your
Ratings
4 7 8 9 10
GENERAL
Circle your
Ratings
4 7 8 9 10
COMMENTS
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
Date:
85
Class:
Age of pupils:
Year of study:
Nos. in class
Major:
Minor:
School:
Aims of lesson:
Date:
Mentor/Methodologist:
Length of lesson:
PERSONAL QUALITIES
Circle your
Ratings
COMMENTS
Personality/presence/general style
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
COMMAND OF LANGUAGE
Circle your
Ratings
4 7 8 9 10
4
4
4
4
4
4
7
7
7
7
7
7
8
8
8
8
8
8
9
9
9
9
9
9
COMMENTS
10
10
10
10
10
10
PREPARATION
Circle your
Ratings
4 7 8 9 10
4 7 8 9 10
86
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
COMMENTS
Rationale
Anticipation of learners difficulties
Anticipation of teaching difficulties
Awareness of place in curriculum
Punctuality
4
4
4
4
4
7
7
7
7
7
8
8
8
8
8
9
9
9
9
9
10
10
10
10
10
EXECUTION
Circle your
Ratings
Instructions/classroom management
Presentation techniques:
meaningful, contextualised,
appropriately staged
Practice techniques: meaningful,
motivating, contextualised,
appropriately staged
4 7 8 9 10
4 7 8 9 10
Questioning/elicitation: graded,
directed, appropriate, motivating
Use of aids, e.g. board, equipment
Checking understanding
Controlled practice:
choral/individual
Handling transitions/change of
stage
Pace and timing
Variety of techniques
Variety and sequencing of activities
Balance of class, group, pair,
individual practice
4 7 8 9 10
4
4
4
4
7
7
7
7
8
8
8
8
9
9
9
9
10
10
10
10
4
4
4
4
4
4
4
4
4
4
4
7
7
7
7
7
7
7
7
7
7
7
8
8
8
8
8
8
8
8
8
8
8
9
9
9
9
9
9
9
9
9
9
9
10
10
10
10
10
10
10
10
10
10
10
Integration of skills
Creativity/ingenuity
Ability to encourage learner
autonomy
Balance of attention
Body language, eye contact, facial
expression, gesture
Pupils motivation/participation
Interest in the pupils as individuals
Class dynamics
Answering pupil questions
Encouragement, praise, feedback
Understanding of learning process
Class control/ ability to maintain
discipline/ deal with problem
students
Ability to adapt/ improvise/ to deal
with the unexpected
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
4
4
4
4
7
7
7
7
7
8
8
8
8
8
9
9
9
9
9
10
10
10
10
10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
87
4 7 8 9 10
Grading
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
Circle your
Ratings
4 7 8 9 10
GENERAL
Circle your
Ratings
4 7 8 9 10
COMMENTS
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
Date:
88
Class:
Age of pupils:
Year of study:
Nos. in class
Major:
Minor:
School:
Aims of lesson:
Date:
Mentor/Methodologist:
Length of lesson:
PERSONAL QUALITIES
Circle your
Ratings
COMMENTS
Personality/presence/general style
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
COMMAND OF LANGUAGE
Circle your
Ratings
4 7 8 9 10
4
4
4
4
4
4
7
7
7
7
7
7
8
8
8
8
8
8
9
9
9
9
9
9
COMMENTS
10
10
10
10
10
10
PREPARATION
Circle your
Ratings
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
4 7 8 9 10
89
Rationale
Anticipation of learners difficulties
Anticipation of teaching difficulties
Awareness of place in curriculum
Punctuality
4
4
4
4
4
7
7
7
7
7
8
8
8
8
8
9
9
9
9
9
10
10
10
10
10
EXECUTION
Circle your
Ratings
Instructions/classroom management
Presentation techniques:
meaningful, contextualised,
appropriately staged
Practice techniques: meaningful,
motivating, contextualised,
appropriately staged
4 7 8 9 10
4 7 8 9 10
Questioning/elicitation: graded,
directed, appropriate, motivating
Use of aids, e.g. board, equipment
Checking understanding
Controlled practice:
choral/individual
Handling transitions/change of
stage
Pace and timing
Variety of techniques
Variety and sequencing of activities
Balance of class, group, pair,
individual practice
4 7 8 9 10
4
4
4
4
7
7
7
7
8
8
8
8
9
9
9
9
10
10
10
10
4
4
4
4
4
4
4
4
4
4
4
7
7
7
7
7
7
7
7
7
7
7
8
8
8
8
8
8
8
8
8
8
8
9
9
9
9
9
9
9
9
9
9
9
10
10
10
10
10
10
10
10
10
10
10
Integration of skills
Creativity/ingenuity
Ability to encourage learner
autonomy
Balance of attention
Body language, eye contact, facial
expression, gesture
Pupils motivation/participation
Interest in the pupils as individuals
Class dynamics
Answering pupil questions
Encouragement, praise, feedback
Understanding of learning process
Class control/ ability to maintain
discipline/ deal with problem
students
Ability to adapt/ improvise/ to deal
with the unexpected
90
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
4
4
4
4
7
7
7
7
7
8
8
8
8
8
9
9
9
9
9
10
10
10
10
10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
Grading
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
4 7 8 9 10
Circle your
Ratings
4 7 8 9 10
GENERAL
Circle your
Ratings
4 7 8 9 10
COMMENTS
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
Date:
91
X.
92
TP Grade Descriptors
Voice
- audibility
- speed
/intelligibility
Command of
language
- accuracy and
fluency
- sensitivity to
pupils level
Ability to
establish rapport
- body language/
gesture
- eye contact
10
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;
Very good quality
of voice; very
clear and
expressive
speech;
appropriate
speed;
Excellent model
of language for
pupils; uses
language fluently
and accurately;
can vary the level
at will according
to pupils needs;
9
Responsible
manner and
commitment at all
times.
Commanding
presence; positive
teaching style;
appropriately
dressed; Punctual;
8
Reasonably
responsible
manner and
commitment most
of the time; Good
presence; no
serious defects in
teaching style;
appropriately
dressed; punctual
except for serious
reasons;
7
Committed and
willing to
cooperate at
times;
Satisfactory
presence;
occasional defects
in teaching style;
Occasionally late;
4
Non-committed;
insufficient
cooperation;
Personality has
little or no
impact; teaching
style is boring;
inappropriately
dressed;
frequently late;
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;
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
Friendly, positive Good working
Reasonably
and relaxed
atmosphere;
pleasant
atmosphere;
teacher and pupils atmosphere in
teacher and pupils cooperate well;
classroom; pupils
relate very well to Good non-verbal do not regard
one another,
communication; student teacher as
belong to the
outsider; adequate
same working
non-verbal
group; excellent
communication;
non-verbal
communication;
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;
Adequate
working
atmosphere;
occasional lack of
cooperation;
satisfactory nonverbal
communication;
Strained,
uncomfortable or
unpleasant
atmosphere;
teacher and pupils
clearly do not
relate to one
another; lack of
eye contact,
misleading bodylanguage;
10
Very clear and
lucid
specification of
realistic aims;
appropriate
objectives; very
clear idea and
selection of
criteria for
checking
7
Usually clear
about aims
/objectives; some
idea about how
achievement of
objectives is to be
checked;
4
Unrealistic
aims /objectives;
aims and
objectives do not
mach; no clear
idea /criteria for
checking
achievement of
objectives;
Good model of
language for
pupils; clear
pronunciation;
mostly fluent and
accurate; can vary
level adequately
most of the time;
Preparation
Clarity and
appropriateness
of aims and
rationale
9
Clear and realistic
aims; relevant
and attainable
objectives; clear
ways of checking
them;
8
Sensible aims
linked to
attainable
objectives;
generally clear
about how
achievement of
objectives is to be
checked;
93
Balance /variety
and timing of
activities
/methods
Suitability and
preparation of
materials;
Anticipation of
problems
Awareness of
- educational
system
- place in
curriculum
achievement of
objectives;
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;
Materials usually
support the
teaching points;
acceptable
sequencing;
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;
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;
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;
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;
Teaching and
learner problems
have obviously
been thought
through and
remedy action has
been planned
accordingly;
Teacher is highly
familiar with the
national
educational
system and place
of lesson in
curriculum;
Materials
carefully chosen
or devised
suitable for class
and objectives;
adequate
sequencing;
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 is not
aware /ignores
place of lesson in
curriculum;
10
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
attention;
9
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
facilitate
8
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
not impede
7
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
and movements
4
Class is confused,
disorganised;
teacher unable to
deal with pupil
misbehaviour
/lack of
concentration on
task; instructions
are unclear,
contradictory or
misleading;
inefficient /nonexistent
monitoring;
Performance
Classroom
management
- instructions
- teachers
mobility
- balance of
attention
- ability to
maintain
discipline
- monitoring
94
Presentation
techniques
Questioning
/elicitation
teachers gestures
and movements
reinforce
communication;
very good
monitoring;
Teacher uses
meaningful,
motivating,
contextualized
and appropriately
staged and varied
techniques;
Highly relevant,
varied, graded,
directed,
appropriate and
stimulating for
the pupils;
Practice
Teacher provided
techniques
a great variety of
- balance of
activities with
choral /individual changes in modes
/pair /group /class of working (e.g.
practice
choral,
- variety of
individual, pair,
activities
group, class
/techniques
activities);
- balance of
teacher keeps a
STT /TTT
low profile and
development
gives effective
/integration of
language help, all
skills
the necessary
information and
maximum chance
to practice the
language
/develop skills;
Pace and timing Lesson seems to
develop its own
rhythm and is
experienced as an
organic whole;
pace adequately
adapted to
activities;
accurate timing;
Handling
Teacher moves
transition
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
point;
communication; communication;
good monitoring; fairly good
monitoring;
Teacher uses
meaningful,
contextualized
and appropriately
staged techniques
but not always
motivating or
varied;
Presentation
techniques are
mostly
meaningful but
not always
context related;
staging is often
confusing; little
or no variety or
motivation;
Generally clear
and appropriate;
however there is
little variation
and motivation
for pupils;
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;
Presentation
techniques are not
meaningful or
motivating; they
are not context
related; there is
no apparent
staging;
Teacher generally
uses meaningful
and
contextualized
techniques but
not always
appropriately
staged and
motivating; little
variety;
Relevant, graded, Appropriate,
directed,
clear, keep lesson
reasonably varied moving forward;
and stimulating;
Random,
irrelevant,
unclear,
monotonous,
tactless;
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;
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;
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;
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;
95
Exploitation of
materials use of
teaching aids
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 Teacher shows
Teacher is able to Most of the time Teacher is
Teacher uses
genuine
imagination in
foster the use of teacher can foster sometimes able to /fosters artificial
language; balance creating true to
genuine
the use of
foster the use of language;
of accuracy
life situations that language; usually genuine
genuine
corrects
/fluency
foster the use of knows when to
language; teacher language; teacher inappropriately;
activities;
genuine
ignore and /or
tries to correct
does not always is unaware
awareness and
language; usually correct;
systematically
know when to
/ignores errors
correction of
knows when to
correction
but does not
correct /ignore
/mistakes; teacher
errors
ignore and /or to techniques are
overcorrect;
errors /mistakes; overcorrect or
correct; uses
effective and
pupils are not
correction may
corrects in an
tactful and varied useful for the
offended by
sometimes be
embarrassing
strategies to
pupils;
correction;
disruptive or
way;
signal, identify
tactless;
and aid correction
of errors; pupils
take correction as
teacher support;
Class dynamics; Teacher
Teacher can
Teacher tries to
Teacher
Teacher is not
pupils
establishes,
generally
motivate and
sometimes
able to motivate
motivation and
facilitates and
establish,
involve all pupils succeeds in
and involve
involvement
maintains pupils facilitate and
but their
motivating and
pupils or maintain
interest,
maintain pupils participation is
involving pupils; interest; pupils
involvement and interest and
uneven; patterns pattern of
appear to be
attention; teacher involvement;
of interaction are interaction rather bored and
motivates
patterns of
reasonably
monotonous;
restless;
/involves all
interaction are
varied;
sporadic
pupils and is
quite motivating
involvement of
sensitive to their and varied; pupils
all pupils;
different
appear involved
abilities /needs
and interested
/interests
most of the time;
/emotions;
teacher varies
patterns of
interaction to
ensure maximum
participation;
In-class feedback Teacher always
Teacher checks
Teacher
Teacher
Teacher omits to
- checking of
checks
understanding
sometimes
randomly or
check
understanding
understanding
and learning most checks
rarely checks
understanding
and learning
and learning;
of the time,
understanding
understanding
and learning;
gives
adequately uses and learning;
and learning;
generally
encouragement
constructive
encouragement
encouragement
sporadically
overlooks the
/praise
feedback
and praise;
and praise are
encourages and
necessity of
- evaluating pupil encouraging
teacher has clear satisfactory;
praises pupils;
encouragement
performance
pupils to take
and fair criteria
teacher has
criteria for
/praise or
- grading
responsibility for for evaluation
reasonably sound evaluating
overpraises
their learning;
/grading that
criteria for
/grading are not /discourages
teacher uses
encourage pupil evaluating
always clearly
pupils; does not
appropriate
progress;
/grading largely defined and /or
have clear criteria
96
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 farfetched;
Ability to adapt
/improvise /deal
with the
unexpected
Giving
homework
/follow up
assignment (if
/when
appropriate)
Creativity
/ingenuity
Achievement of
aims /objectives
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;
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;
understood by
pupils; these do
not negatively
affect classroom
atmosphere;
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;
understood by
pupils;
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 able to Teacher is able to Teacher manages Teacher has some
bring the lesson bring lesson to a to bring the
difficulty in
to a successful
close; assigns
lesson to a close; bringing the
close, set relevant adequate follow- follow-up work is lesson to a close;
home
up work; gives
generally
choice of home
assignments that necessary
connected to the tasks is not
reinforce
explanations and teaching points; always the most
/highlight the
understanding is teacher gives
suitable;
teaching point(s); checked most of clear
explanations may
able to explain
the time;
explanations for be somewhat
/check
tasks;
confusing or even
understanding of
lacking;
task;
Teacher
creatively
exploits human
resources; uses
materials /aids
/situations
imaginatively; is
able to capitalise
on or at least
fully compensate
for shortcomings;
Teacher achieves Teacher achieves Teacher achieves Teacher partially
all the stated
most of the stated objectives to a
achieves
objectives in the objectives of the reasonable degree objectives of the
fullest manner
lesson;
in the context of lesson;
possible in the
the lesson;
context of the
lesson;
for evaluating
/grading; often
grades are
perceived as
unfair;
Teacher is not
able to bring the
lesson to a close;
home task is
irrelevant
/ambiguous;
10
Teacher
9
8
7
4
Teacher generally Teacher is able to Teacher has some Teacher is
97
- evaluate own
/peer
performance
- respond to
feedback
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;
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;
evaluate own
/peer
performance
reasonably well
and react to
evaluation in a
positive way; is
ready to accept
/give suggestions
for improvement;
Teacher is
generally able to
devise future
action plans for
selfimprovement;
only occasionally
willing to
experiment /take
risks;
Ability to work
Teacher is fully
Teacher is
Teacher is
as a member of a aware of his/her capable of
generally able to
team
role as a member developing
work as a
/individually
of a professional adequate working member of a
team and is
relations in a
team but is only
perfectly capable team; can
partly involved
of developing
generally work
and sometimes is
effective working well
satisfied with a
relations in that
independently
passive /minor
team but is also
when necessary; role; is usually
able to work
able to work
independently;
independently;
Working with
Teacher is
Teacher can
Teacher is
official school
familiar with the appropriately use generally able to
records
different types of the most
handle the most
official school
important official important official
records
school records;
school records;
/documents and
can easily handle
them;
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 needs
some help
planning future
action; is rarely
willing to
experiment /take
risks;
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;
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;
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;
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
98
XI.
99
100
101
102
103
104
b. atitudinea fa de coal/munc
c. atitudinea fa de munca colar i succesul la nvtur
105
e. conduita elevului:
b. aptitudinele elevului:
c. temperamentul elevului:
106
107
108
109
110
111
112
113
114
115
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.
Thank you
116
XVII.
Activity
Accuracy vs. Fluency Activities
Aims
ARC
Brainstorming
Clarification and focus
Classroom management
Cloze exercise
Communicative activity
Contextualization
Drills/Drilling
Elicitation/Socratic technique
Extensive reading/listening
Feedback session
Functional syllabus
Group work
Icebreakers
Information gap
Intensive reading/listening
Jigsaw learning
Layout
Language skills
Language systems/areas
Lockstep technique
Monitoring
Objectives
Observation task
Pair work
PPP
Project work
Pyramid group
Rapport
Role play
Self-access
Self-assessment
STT
Substitution tables
Syllabus
Task
Task-based learning
TTT
Test format
Test reliability
Test rubric
118
Test validity
Visual aids
Warmer/warm-up
Workshop
119
XVIII.
Select Bibliography
120
121