Lesson Observation

Teacher Supervision

General information
Teacher: Ben
Observer: Ibrahim gamal
Course name: Conversation
Number of students: 3
Lesson Length: 1 hour.
Lesson type: Teaching the differences between comparatives and
superlatives in the context of discussing teens’ issues.
Date: 26/10/2021

Pre-Observation Conference

Yes No
Coursebook and / or other instructional materials are √
available.

Teacher is clear on the lesson aims. √

Teacher knows the learners’ profile. √

Teacher taught the same lesson before.

Teacher and observer discussed some techniques √
and / or tasks for the lesson.

Pre-Observation comments

The teacher discussed using new methods to teach vocabulary and how to

make his class more dynamic. Also he wanted to follow a more scaffolding

pattern that will help his students to be better able at practicing the target

17 Boulos Hanna, Dokki, Giza, Egypt

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language at the final stage of his lesson.

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17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: info@ihcairoeg.com | Website: www.ihcairoeg.com
 Teaching Practice Observer Feedback

General teaches a class with an awareness of the students' language ability and Half
interests Met

establishes good rapport with the students and ensures they are fully Half
involved in the learning activities met

adjusts his/her own use of language in the classroom according to the Met
students and context

sets whole class and/or group individual activities appropriate to the Met
lesson type

uses appropriate means to make instructions clear to students (ICQs) Not

met

allocates time appropriately suitable for task types not

met

monitors learners appropriately in relation to task or activity Not

met

provides learners with appropriate feedback on tasks and activities Half

met

ensures balance, variety and a communicative focus in materials, tasks Met

and activities

provides clear contexts and a communicative focus for the language Met

identifies errors and sensitively corrects the students' oral and written Half
language met

manages the learning process in a way that lesson aims are achieved Met

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: info@ihcairoeg.com | Website: www.ihcairoeg.com
Skills ensures an appropriate focus on developing receptive skills and Met
subskills

helps learners to develop oral fluency by ensuring a communicative Not met

focus in speaking activities

helps learners to produce written texts by ensuring focus on NA

developing writing skills and subskills

Systems focuses on language items by clarifying aspects of MPF Half MET

uses a range of questions effectively for the purpose of elicitation and MET
checking of understanding (CCQs)

provides accurate and appropriate models of oral and written MET

language in classroom

provides appropriate practice of language items Half MET

Feedback provides rationale for performance and choosing specific procedures Met

schedules a meeting with observer after observation Met

is aware of areas of strength Met

is aware of areas of action points Half met

accepts coordinator's constructive feedback / suggestions / Met

recommendations

shows improvement in the next observation

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: info@ihcairoeg.com | Website: www.ihcairoeg.com
 Post-Observation comments/action plan

The teacher conducted a grammar lesson at a conversation class. The

lesson generally was good. The teacher is still trying to figure out how

to have a more cohesive and well sequenced lesson. He was having a

more engaging questions this time. He tried to use new methods to

illustrate the lesson’s vocabulary. The execution didn’t help him to

reach out the exciting results that he was looking for, but we agreed

that he wanted to chunk and explain his instructions clearly along with

providing some help with the difficult words in the exercises.

For the future observations, the teacher needs to work on:

 Creating a clear communicative outcome to her spoken

activities.

 Working on students’ : ICQs and CCQs.

 Explaining pronunciation through the MPF stage.

 Taking notes of sts’ errors during the lesson and conducting an

Error Correction stage.

- Working on students’ :seating, ICQs, drilling and monitoring.

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17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: info@ihcairoeg.com | Website: www.ihcairoeg.com
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Teacher’s comments after discussing

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Teacher signature: _______________________________

Observer signature: ______________________________

Date: __________________________________________

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: info@ihcairoeg.com | Website: www.ihcairoeg.com