CELTA Teaching Practice
Peer observation task for TP4
In what ways did they grade their
language to the level of the
learners?
Did they make any language
slips? Give examples
What did they do to establish the Throughout the lesson, he tried
communicative context in their
lesson? How did they maintain it? and he was successful in that.
What did they do to help learners
understand new language or
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Teacher: Mustashin
His language grading was good.
Most of the language which he
used during the lesson was
comprehensible. However, the
pace of the speech could have
been reduced a little more to
make the comprehension
smoother. On some occasions,
he used advanced language but
rephrased as soon as he
realised that.
Yes. On some occasions, the
teacher made language slips.
For example, while comparing
different cities, he said, "...when
we compare with everyone
else...".
keeping the context the same,
He used slides where
instructions were shown clearly.
He tried keeping the learners
engaging with the slides. He was
on track most of the time.
He took the help of slides to help She took the help of straight
them understand how
Teacher: Faizah Teacher:
Her language grading was good. He graded his language well.
Learners understood her His learners were understanding
speech, but they got confused him well.
on some occasions when her
instructions were not clear.
There were no major No.
grammatical slips in her lesson.
She kept her lesson within the He elicited lexis for each stage
context throughout the class and of the lesson and connected
practiced drilling with the those with their memories and
learners, which was the main also demonstrated the useful of
aim of the lesson plan. She was the lexis. Throughout the lesson,
successful in keeping the he kept his learners on track.
session within the context.
However, in some parts, the
transition was not smooth. That
made the lesson staging a bit
confusing.
He acted out, showed gestures,
lines on her slides to show them drew images on the board to
© British Council 2020
 CELTA Teaching Practice
Peer observation task for TP4

texts? Did it work? comparative and superlative
sentences were formed. They
understood the slides on most
occasions.
the difference between rise-
intonation and fall-intonation.
They understood the difference
on some occasions.
make learners understand the
new lexis. It worked pretty well
as learners realised in which
situation they need to use which
lexis.

What practice of language/skills
did they provide? Was it
effective?
He aimed to teach the difference
between comparative and
superlative sentences and the
rules of comparative adjectives.
He used meta-language on his
slides and even did not explain
the meaning (like 'one/two
syllables', 'one vowel & one
consonant'). This created
confusion and some stopped
engaging for a while. But after
one or two learners took part in
the lesson, others realized what
to do.
She aimed to teach the He tried teaching new
pronunciation of comparative vocabularies related to
and superlative adjectives and childhood memories. It was
the intonation pattern. She effective because learners could
rushed her lesson in some parts use those new lexis during their
that made the learners confused discussion.
about the actual pronunciation of
her marker sentences used for
the context of the lesson plan.
Learners were suggesting the
wrong way of pronunciation to
each other, and they were
unsure till the end. Some
learners excelled, but most of
them failed to correct
pronunciation.The stage,
showing how intonation works,
was rushed. This stage needed
further clarification.

How did they help students
develop oral/written fluency?
He practiced drilling with
learners to help them realise
how certain words sound. It was
effective.
She skipped some words of
marker sentences, which
created problems for learners to
pronounce certain words. Apart
from that, she did chorus and
substitution drilling, which were
successful to the most extent.
Learners later practiced using
those adjectives with accurate
pronunciation.
He helped them by giving new
vocabulary for certain situation
so that learners can use those
during their communication. He
practiced pronunciation drilling
for certain words.

© British Council 2020

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

What did they do to make their
instructions clear?
When and how did they monitor
learners doing their activities?
What did they do to make the
monitoring effective?
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
He tried keeping his instructions
clear and simple. But most of his
instructions were not clear or
incomplete. He made his
instructions repetitive.
While giving them tasks, he
observed who was doing those
properly. He kept the members
of BORs unchanged, but he
monitored them well and
questions to those who were not
participating. He kept visiting
BORs to check if all are doing
their activities.
© British Council 2020
CELTA Teaching Practice
Peer observation task for TP4
On some occasions, she gave He kept his instructions short
texts before the task. During and simple. He made them
pre-teaching, learners first understand by demonstrating
listened to audio without any what they need to do.
clue what they had to note
down. Then she gave the
instruction that made the task
difficult. Before sending learners
to BOR for freer practice, she
tried making the instruction
shorter. But this created more
confusion, and she had to
repeat and explain the whole
thing, which made the whole
process longer than usual.
She changed the members of He monitored his learners while
BORs to ensure different group they were discussing with each
combinations. She observed other. He made notes of errors
learners most of the time if they and discussed with class later
are doing the tasks properly. on.
However, she needs to look
more keenly to see if all are
understanding her instructions
more accurately.