(1) Planning

School
:

Teacher:

Class
:

Date
:

/ /

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

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 (T/P), stage, use of
materials)

Stage

T/P

Timin
g

Use of Materials

(2) The Lesson

Stage

T/P

Timin
g

Observation notes
Instructions
Explanations
MT use
Questioning
Modelling
Grading
T/P talk
Dealing with
Errors
Praise
Feedback
Listening/
Speaking
Personalisation
Adapted to Ps
Staging
Pace
Meaningful
Interaction
Class dynamic /
management
Materials
Resources

(3) After the Lesson

3.1 Reflection: How satisfied am I ...

that the lesson ...

1-5

that I ...

1-5

had clear learning objectives ?

created a positive learning

environment ?

met the learning objectives ?

related lesson material to pupils'

needs and interests ?

was clearly linked to the curriculum

objectives ?

communicated well with my class ?

(instructions, explanations,
questioning, elicitation, gestures, eye
contact, voice, moving around)

matched the abilities of the pupils ?

modelled and used English well ?

was well/logically sequenced and

managed ?

supported the verbal with the visual

well ?
(gesture, expression, pictures, board
work, etc)

was well paced ?

promoted listening and speaking

skills ?

had a variety of interactions ?

promoted personalised/genuine use

the language presented ?

was pupil centered ?

(they were actively involved)

dealt with learning mistakes when

appropriate to do so ?

had a variety of activities to promote

learning and maintain attention ?

motivated the pupils well ?

(praise, feedback, encouragement,
reinforcing positive learning
behaviours)

had an appropriate balance of

L1/L2 ?

checked understanding and

learning ?

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

3.3 Action plan (with mentor)

OVERVIEW
Use
Presentation
Knowledge

Comment:
Signed Teacher
Mentor
:Descriptors (key areas and sub-components)

Date:

Knowledge (of language, of the curriculum, of the pupils, of planning)

/2013

(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 - Descriptors 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.