TP5 OBSERVATION TASK – Language Focus

OBSERVING CANDIDATE A – Name:

Meaning

How is the language presented and contextualized? What strategies does the teacher use? Give examples.

How is meaning checked? What strategies does the teacher use? Give examples.

Is meaning clear to all students? What evidence is there? Give examples.

Form

How is form highlighted? Orally? In a text? On the board? Give examples.

Does the teacher use grammatical terminology that is clear to the students? Give examples.

Do students go away with a clear written record? Give examples.

Pronunciation

How is pronunciation highlighted? What strategies does the teacher use? Give examples.

What aspects of pronunciation are highlighted? Give examples.

Do the students hear a clear and natural model? Give examples.

Approach

What clarification strategies/techniques does the teacher use? Are these strategies/techniques taught on the course? Give examples.

Is there sufficient balance between teacher- and learner-centered strategies/techniques? Give examples.

Is there sufficient balance between input and output activities? Give examples.
OBSERVING CANDIDATE B – Name:

Meaning

How is the language presented and contextualized? What strategies does the teacher use? Give examples.

How is meaning checked? What strategies does the teacher use? Give examples.

Is meaning clear to all students? What evidence is there? Give examples.

Form

How is form highlighted? Orally? In a text? On the board? Give examples.

Does the teacher use grammatical terminology that is clear to the students? Give examples.

Do students go away with a clear written record? Give examples.

Pronunciation

How is pronunciation highlighted? What strategies does the teacher use? Give examples.

What aspects of pronunciation are highlighted? Give examples.

Do the students hear a clear and natural model? Give examples.

Approach

What clarification strategies/techniques does the teacher use? Are these strategies/techniques taught on the course? Give examples.

Is there sufficient balance between teacher- and learner-centered strategies/techniques? Give examples.

Is there sufficient balance between input and output activities? Give examples.
OBSERVING CANDIDATE C – Name: Angie (Diem)

Meaning

How is the language presented and contextualized? What strategies does the teacher use? Give examples.

How is meaning checked? What strategies does the teacher use? Give examples.

Is meaning clear to all students? What evidence is there? Give examples.

Form

How is form highlighted? Orally? In a text? On the board? Give examples.

Does the teacher use grammatical terminology that is clear to the students? Give examples.

Do students go away with a clear written record? Give examples.

Pronunciation

How is pronunciation highlighted? What strategies does the teacher use? Give examples.

What aspects of pronunciation are highlighted? Give examples.

Do the students hear a clear and natural model? Give examples.

Approach

What clarification strategies/techniques does the teacher use? Are these strategies/techniques taught on the course? Give examples.

Is there sufficient balance between teacher- and learner-centered strategies/techniques? Give examples.

Is there sufficient balance between input and output activities? Give examples.
OBSERVING CANDIDATE D – Name: Lam

Meaning

How is the language presented and contextualized? What strategies does the teacher use? Give examples.

Start the lesson by asking S’s preferences in the context of trying new things.

How is meaning checked? What strategies does the teacher use? Give examples.

To clarify some grammatical points, he uses CCQs.

Is meaning clear to all students? What evidence is there? Give examples.

Most of the students clearly know what they need to do.

Form

How is form highlighted? Orally? In a text? On the board? Give examples.

Use the timeline to explain past perfect and past continuous with example sentences. The teacher also uses colour coding.

Does the teacher use grammatical terminology that is clear to the students? Give examples.

Yes.
Do students go away with a clear written record? Give examples.

Pronunciation

How is pronunciation highlighted? What strategies does the teacher use? Give examples.

with the audio

Repetition used to highlight pronunciation. “I sat down before her.” “I’d sat down before her.”

What aspects of pronunciation are highlighted? Give examples.

Contraction “I had”.

Do the students hear a clear and natural model? Give examples.

They do, the audio used is clear and the teacher clarifies.

Approach

What clarification strategies/techniques does the teacher use? Are these strategies/techniques taught on the course? Give examples.

TTT
Use of CCQs during the lesson, gives examples for exercises.

Is there sufficient balance between teacher- and learner-centered strategies/techniques? Give examples.

Yes
Is there sufficient balance between input and output activities? Give examples.

Yes
OBSERVING CANDIDATE E – Name: Guo

Meaning

How is the language presented and contextualized? What strategies does the teacher use? Give examples.

By eliciting and drawing attention to the lesson, which is also a good start.

The language is presented with a video of exaggerations. The lesson is on exaggerations. Teacher also asked for similes of the word
exaggeration.

How is meaning checked? What strategies does the teacher use? Give examples.

Rarely use ICQs. Would be great if the teacher used ICQs.

Peer-checking, pair work

Teacher asks for similes of exaggeration, gives more examples throughout lesson.

Is meaning clear to all students? What evidence is there? Give examples.

Mostly clear for the majority. There are a few who don’t know what to do in the BORs.
Meaning became more clear as the lesson progressed.

Form

How is form highlighted? Orally? In a text? On the board? Give examples.

Both orally and on the slide with text.

Does the teacher use grammatical terminology that is clear to the students? Give examples.

Yes, the teacher makes the vocabulary in the lesson clear to students.

Do students go away with a clear written record? Give examples.

Yes.

Pronunciation

How is pronunciation highlighted? What strategies does the teacher use? Give examples.

Use of exaggeration in sentences, gives examples of when it's appropriate. Lets students repeat.

What aspects of pronunciation are highlighted? Give examples.

The pronunciation of exaggerations.

Do the students hear a clear and natural model? Give examples.

They do. Real-life examples are used.

Approach

What clarification strategies/techniques does the teacher use? Are these strategies/techniques taught in the course? Give examples.

TTT

Teacher uses CCQs throughout the lesson to check students comprehension.

Is there sufficient balance between teacher- and learner-centered strategies/techniques? Give examples.

TTT is a little bit higher. The teacher mostly leads the class. In the production stage, the teacher can let Ss do it themselves. Some students
dominate in the production stage while some students are silent.
Is there sufficient balance between input and output activities? Give examples.

Yes.
OBSERVING CANDIDATE F – Name:

Meaning

How is the language presented and contextualized? What strategies does the teacher use? Give examples.

How is meaning checked? What strategies does the teacher use? Give examples.

Is meaning clear to all students? What evidence is there? Give examples.

Form

How is form highlighted? Orally? In a text? On the board? Give examples.

Does the teacher use grammatical terminology that is clear to the students? Give examples.

Do students go away with a clear written record? Give examples.

Pronunciation

How is pronunciation highlighted? What strategies does the teacher use? Give examples.

What aspects of pronunciation are highlighted? Give examples.

Do the students hear a clear and natural model? Give examples.

Approach

What clarification strategies/techniques does the teacher use? Are these strategies/techniques taught on the course? Give examples.

Is there sufficient balance between teacher- and learner-centered strategies/techniques? Give examples.

Is there sufficient balance between input and output activities? Give examples.