ANGOL Szakos Oramegfigyelesi Szempontok
ANGOL Szakos Oramegfigyelesi Szempontok
ANGOL Szakos Oramegfigyelesi Szempontok
Personality
Professionalism
Teaching style
Based on your observation and experience, what do you think about the use of L1 in the
language classroom?
Observation Focus 4:
Error correction and feedback
Use the table below to record data on the error correction practice of the teacher. Put the
erroneous utterance in the appropriate column.
The teacher The teacher noticed The teacher The teacher signalled for The teacher called for
did not notice the error, but did not corrected the error self-correction peer-correction
the error correct it automatically
Feedback
How does the teacher show his/her appreciation when students excel? How are students praised?
Mention some examples.
___________________________________________________
What other forms of feedback do students get? At which point of the lesson?
The tasks are relevant for the group, they match their interests, age and level of 1 2 3
proficiency.
The tasks are meaningful. 1 2 3
Drills are dominant. 1 2 3
Grammar practice and translation are dominant. 1 2 3
The teacher uses the coursebook predominantly. 1 2 3
The teacher uses the coursebook and the workbook. 1 2 3
The teacher asks students’ opinion about the tasks 1 2 3
The objectives of the tasks were clear to the learners. 1 2 3
The teacher uses extra material from different sources. 1 2 3
Example:
The teacher uses realia and authentic materials. 1 2 3
Example:
The teacher tailors the coursebook to the group’s need. (skipped certain tasks, 1 2 3
added other tasks)
Example:
The teacher uses internet sources 1 2 3
Example:
The teacher uses audio material. 1 2 3
Example:
The teacher uses video material 1 2 3
Example:
The teacher uses the smartboard. 1 2 3
Example:
The teacher uses visuals. 1 2 3
Example:
Learners rehearsed in class skills they will need in real communicative situations 1 2 3
outside class.
Example:
There were opportunities for controlled practice. 1 2 3
Example:
The activities were challenging but not threatening. 1 2 3
Example:
Learners were required to cooperate. 1 2 3
Example:
Learners were required to share information. 1 2 3
Example:
The activities would have been suitable for a mixed ability class. 1 2 3