Appendix B

Observation Checklist

Plymouth Marjon University (PMU)

Hanoi University of Science and Technology (HUST)

Student’s Name: Bui Thi Duyen

School: Hanoi University of Science and Technology
Teacher’s Name: Kite Level: Primary 2
Number of student: 06 Schedule: Tue/Fri/Sun Date: 23/11/2021 (Tue)

INSTRUCTIONS: Check (√) the statement that you consider appropriate according
to your criteria. 

Preparation ☺ N And this is why…..

1. Lesson plans according to √ Having detailed lesson plans for

number of students and whole course (Primary 2A)
language level. (specific types of book, pages,
language level, homework, etc.)

2. Clear and specific objectives for √ Having detailed expectations of

lesson. each lesson including new target
languages, grammar

3. Selection of equipment and √ Using student’s book and

materials according to the grammar workbook 2, videos for
objectives of the lesson. the lesson

4. Time planning according to the √ Timing each activities such as

objectives of the lesson and the doing the tasks in limited time
activity(s) presented.

5. Clothing (polite, formal) √ Wearing uniform, polite

6. Background (noise or quiet, √ Quiet and appropriate

appropriate or not)

Teaching

7. Use of teaching techniques √ Teaching grammar and vocab,

according to the  objectives activities: Vocab drill, pair work,
(e.g. error correction, ask and answer, fill in gaps,

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 instructions,  explanations, grammar discussion, completing
feedback and evaluation, sentences, diary
etc.) Instruction, model, error
correction. Explanation,

8. Use and promotion of meaningful √ Use points, monster as a reward

communication

9. Learners actively involved in the √ Raise hands, proactively repeat

class. the words, sentences, and
answer the questions

Class Management

10. Student groupings according to √ Not including the group activities

activities. yet (online class)

11. Use of equipment needed for √ Using virtual white board,

the class. (e.g. neat and annotation
organized use of the white
board, annotation, etc.).

12. Use of materials needed for the √ Student’s book, Grammar

class (textbook/ slides). workbook, slides

13. Pace and time management √ 2m: check attendant

through the development of the 8m: Review grammar 1
class. 25m: New vocabulary
3m: Brain break-
20m: New grammar
2m: Diary (homework)
(Timing each task clearly)

14. Ability to deal with √ Reminding the students who

occasional didn’t focus on the class, Muting
classroom management students who have background
problems. noise (TA)

Self- Management

15. Punctuality √ 10m early before the class

16. Friendly and respectful to students √ Smiling and greeting students,

talk to them before the class

17. Use of body language, gestures √ Not showing the body language
and teaching space as needed yet, teaching space is big and
quiet enough for an online class

Language Use

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 18. Appropriate to student’s level. √ Using the simple instructions that
students can comprehend and
follow

19. Tone and volume of voice as √ Loud and clear enough

needed

Vocabulary: (pronunciation and denotation)

- Approach: direct vocabulary learning (teach particular words or word groups and help learners to
remember)
- Techniques:
 Pair work (ask and answer, fill in the gaps)
 Vocab drill
 Presentation (video + repeat)
 Eliciting (visual) ask st: “What is/are he/she/they doing?” students say the words

Grammar: (form, use and meaning)

- Approach: Deductive (Rule-driven learning): Rules  examples
- Techniques:
 Introducing grammar (explanations with examples, video): regular- add “s”, irregular-
change the whole words/spelling, ask students which one is regular/irregular, how many
people? One or more than one? (in the vid)
 Practicing grammar (complete sentences p.103)