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Observation Questions

Student’s Notes

1. Is the phonetic warm-up connected with the topic of the lesson?

2. Does the phonetic warm-up help the teacher achieve the aims of the lesson?

3. What teaching aids are used at the lesson for teaching pronunciation?

4. Does the teacher’s pronunciation serve a model for the pupils?

5. What sounds do the pupils concentrate on?

6. What sounds are mispronounced by the pupils?

7. Do the pupils practice anything in chorus? Individually?

8. How valuable are the activities aimed at teaching pronunciation?

9. Do the pupils practice stress and melody? In which way?

10. Is the authentic material used for a phonetic warm-up? Which one?

11. What feed-back would you like to give to the teacher?

Observation Questions

Student’s Notes

1. What is the practical aim of teaching vocabulary at this particular lesson?

2. Do the activities done correspond to the aim of the lesson and to the stage of the lexical competence formation?

3. What ways of disclosing the meaning of the new words the teacher uses at the lesson?

4. How valuable is each activity aimed at teaching vocabulary?

5. What is the role of the pupils in each activity?

6. Does the teacher realize the communicative approach to teaching vocabulary?

7. Are the pupils supposed to master new words while speaking, reading, listening or writing?

8. How does the teacher check pupils’ understanding of the new vocabulary?

9. Do you approve of the ways the teacher practices the new words? What are they?

10. Does the teacher use verbal and visual

prompts? What is their role at the

lesson?

11. Can you suggest your own techniques for the improvement of the lesson? Do it, please.

Observation Questions

Student’s Notes

1. Do the pupils deal with the focused practice or communicative practice in learning grammar?

2. What activities does the teacher use to practice grammar? Do they correspond to the aim of the lesson?

3. What grammar activities dominate at the lesson? How do they help in learning?

4. What difficulties in assimilating English grammar have you managed to notice?

5. How does the teacher check the pupils’ understanding of the grammar material?

6. Is the usage of verbal and visual prompts valuable? In which way?

7. What do the pupils write on the board or in their note-books?

8. What grammatical mistakes are made by the pupils? How does the teacher correct them?

9. Who makes mistakes: all pupils, several, a few?

10. Did the pupils use the new grammar material successfully at the end of the lesson?

11. What would you like to improve or change if you were a teacher?

Observation Questions

Student’s Notes

1. Is teaching listening based on the authentic text? Which one?

2. Can you define the adequacy of the audiotext and activities aimed at teaching Listening Comprehension to the school syllabus requirements?

3. Is the audiotext being retold, read or taped?

4. What activities do the pupils do as anticipation?

5. What activities does the teacher suggest for prediction?

6. What way of checking comprehension is used at the lesson?

7. What makes the pupils be interested in the process of listening?

8. How do the Listening activities relate to the practical aim of the lesson?

9. In which way does the teacher use the communicative approach to teaching Listening at the lesson?

10. Are all the pupils involved in the activities aimed at the development of their competence in Listening?

11. Which activities would you like to improve: pre-listening, while-listening or post-listening? In which way?

Observation Questions

Student’s Notes

1. What mode of reading prevails at the lesson?

2. Is reading related to other language activities?

3. Does the teacher set a task before reading? Which one?

4. What activities are done before reading?

5. What activities are done in the process of reading?

6. What way of comprehension check is chosen by the teacher?

7. How does the teacher encourage the pupils to do follow-up activities?

8. What text was used for teaching reading at the lesson?

9. Do the pupils exploit the text successfully?

10. How does reading help to develop speaking skills of the pupils?

11. Would you like to change anything at the lesson? If so, in which way?

Observation Questions

Student’s Notes

1. What kind of writing activities are used at the lesson?

2. Are these activities important for teaching creative writing?

3. Does the teacher use the activities for teaching spelling or creative writing?

4. What is the task before writing? Does it encourage the pupils to create anything independently?

5. What do the pupils write directly under the teacher’s control?

6. What do the pupils write freely in the classroom?

7. What prompts does the teacher use for teaching writing?

8. Is anything used as a stimulus for creative writing?

9. How does the teacher correct the pupils’ mistake? Are there good reasons for this?

10. Do the pupils use the board or only their notebooks?

11. Do you think all the pupils learned? What were they required to learn? To write. If not, why not?

Observation Questions

Student’s Notes

1. What speaking activities are used at the lesson? Are they valuable? Why do you think so?

2. What is the role of every pupil in each activity?

3. Do all the pupils have enough practice in oral speech?

4. How does the teacher correct the pupils’ mistakes? When? Does he interrupt them?

5. Does the teacher focus the pupils’ attention on the focused or communicative practice? What are the reasons?

6. What prompts are used to make speaking effective?

7. Which oral activities mean real speaking?

8. Can you identify any speaking problem at the lesson? Which one?

9. Are the pupils motivated to speak monologically/ dialogically?

10. Do the pupils interact? In which way?

11. Do you have any effective ideas to improve the lesson?

Observation Questions

Student’s Notes

1. What age peculiarities of the pupils have you managed to observe at this lesson?

2. How are the pupils of this age alike?

3. How do they differ emotionally, physically and intellectually?

4. How does the teacher create efficient atmosphere at the lesson?

5. What effective techniques does the teacher apply at the lesson?

6. Are the TPR activities used at the lesson?

7. What do the learners produce freely to encourage his pupils?

8. What ways does the teacher use to encourage the pupils?

9. Does the teacher praise the pupils? In which way?

10. In which ways do the pupils correspond to the foreign language?

11. Can you suggest a better variant of class arrangement for the pupils of this stage?