Language
communicatively to what they were saying rather than just their
Language grading
Giving appropriate models
Explanation, giving
information
Classroom procedures
Developing learners’
Control/fluency
Developing skills and sub-
skills
Providing a variety of tasks/
activities
Error correction
Classroom management
Voice, manner, rapport
Monitoring
Managing, grouping
+you spoke to the students in a natural way responding
language errors
+ clear writing on the board
+ good to personalize the task when you could
! Although your explanation of the TL was good, it is always
useful to ask CCQ to double check if the sts understood the
meaning.
! The sts could have benefited from more focus on the meaning
of the TL. For example, you could have ask them to put the
highlighted expressions into three categories, (e.g. sts sticking
cards on the wb. under appropriate headings), thus raising their
awareness of the TL and making them more confident in their
language use later on.
!Try to drill more, especially at low levels
! The lead in stage could have been exploited more to develop
sts’ fluency. ( e.g. instead of asking each student individually,
you could have asked them to talk in pairs about the gadgets
they use, thus giving them more opportunities to speak)
! Although the listening task was staged appropriately, there
were not enough opportunities to practice the TL in
personalised speaking.
! Try not to rush through feedback stages, give sts time to
check their answers in pairs first and then check them with the
whole class, thus encouraging peer correction.
! Improve error correction, try to use variety of error correction
techniques (self, peer and delayed)
+friendly and enthusiastic teaching manner involving the class
and keeping the sts attentive throughout the lesson.
+good rhythm and challenging pace.
! The lesson looked very teacher-centered. Try to plan for the
sts to work with different partners and to practice speaking
both in pairs and groups, not only answering the teacher’s
 questions individually.
Pace, focus, timing, ! Think of the ways to make your instructions clearer –
instructions sometimes sts appeared to be unclear of what they were
supposed to be doing (e.g. check your instructions with CCQ or
repeat yourself). Also be more realistic with setting the time
limit ( five minutes was too much just for reading three
questions)
! Try to monitor better and help sts with any problems. Avoid
being in a pair or group yourself as this leaves your unable to
supervise the class.
! Try to reduce TTT

Overall comments about the - There was enough exposure to vocabulary, although the
lesson opportunities to exploit the new language in personalized
speaking could have been more developed. In the following
lessons try to plan more student-centered activities to give
sts an opportunity to speak to each other and practice
fluency, plan more freer practice activities, reduce TTT, give
clearer instructions and try to exploit the content of the
lesson more making it flow logically from one stage to
another