(1) Planning Teacher: School: Class: Date:

1.1 Lesson objectives / learner outcomes: (what is the lesson focus? / what will
the pupils learn?)

By the end of 6-year primary schooling pupils should be able to

1.2 Links to National Curriculum:

1.3 Links to Primary Language Learning Objectives: 1.4 Links to previous & future lessons:

1.5 Language analysis: (key language learning focus)

1.6 Materials & resources:

1.7 Outline lesson structure: (proposed timing, stages, interactions, use of

materials)

Timing Stage 10 minute s

1. Intro / warmer (10 minutes) 2. Lesson (30 minutes)

T/P

Materials & Resources

30 minute s

3. Activity 1 Playing Game (20 minutes) 4. Activity 2- Activity book & Worksheet (20 minutes)

5. Closer (10 minutes)

(2) The Lesson Timi ng Stage & procedure T/P Observation notes
Instructions Explanation s MT use Questionin g Modelling Grading T/P talk Dealing with Errors Praise Feedback Listening/ Speaking Personalisa tion Adapted to Ps Staging Pace Meaningful Interaction Class management/dyna mic Materials

Resources

(3) After the Lesson 3.1 Reflection: How satisfied am I ...

that the lesson ... 1234 5 that I ... 1234 5

had clear learning objectives ? met the learning objectives ? was clearly linked to the curriculum objectives ?

created a positive learning environment ? related lesson material to pupils' needs and interests ? communicated well with my class ? (instructions, explanations, questioning, elicitation, gestures, eye contact, voice, moving around) modelled and used English well ? supporting the verbal with the visual well ? (gesture, expression, pictures, board work, etc) promoted listening and speaking skills ? promoted personalised/genuine use the language presented ? dealt with learning mistakes when appropriate to do so ? motivated the pupils well ? (praise, feedback, encouragement, reinforcing positive learning behaviours) checked understanding and learning ?

matched the abilities of the pupils ? was well/logically sequenced and managed ?

was well paced ? had a variety of interactions ? was pupil centered ? (they were actively involved) had a variety of activities to promote learning and maintain attention ? had an appropriate balance of L1/L2 ?

3.2 Identification of strengths, issues and needs (with mentor)

3.3 Action plan (with mentor)

Overview Knowledge Use Presentatio n

Signed: _____________ _______________ Descriptors (key areas and sub-components) Knowledge (of language, of the curriculum, of the pupils, of planning) (1) of language taught (language analysis pron, structure/grammar, collocation, function, formality, etc.) (2) of the National Curriculum & Primary Language Learning Objectives (3) of the pupils' needs, strengths & weaknesses (as a group and as individuals) (4) of classroom management & dynamics (control and discipline, pupil participation according to ability, pair/group work, T vs P talking time) (5) of lesson planning (single lessons & from lesson to lesson) Use (of language) (1) teacher's classroom language to present tasks (instructions, explanations, questioning, eliciting, MT use) (2) teacher's classroom language to present language (modelling, voice, grading, fluency of, appropriacy of) (3) teacher's classroom language to motivate (praise, feedback, encouragement, reinforcing positive learning behaviours) (4) supporting the verbal with the visual (gesture, expression, pictures, board work, etc) (5) teacher's own language use (language competency clarity, diction, intonation) Presentation (of language in context, of materials, of the lesson) (1) promotion of meaningful interaction (2) promotion of listening and speaking skills (back to basics primary focus of Nat Curr) (3) promotion of personalised use by the pupils of language and skills presented

(4) of materials and resources (quality of, clarity of, appropriacy of) (5) of the lesson (cohesive lesson structure, staging and pacing) 3. Reflection - Decriptors for self-assessment Try and base your personal assessment of the lesson you gave on a 5-point scale, where you feel: 1 = very concerned about a number of aspects. 2 = not satisfied, but had some positive points. 3 = generally satisfied, but concerned about certain aspects. 4 = quite satisfied overall. 5 = very satisfied.