CELTA Teaching Practice
Peer observation task for TP6
What was their main aim? How
well was it met in class?
How well have they adapted to the
new level of learners?
What did they do to establish a
clear and engaging context for the
new language or text?
What techniques did they use to
help learners understand new
language or texts?
What practice of language/skills
did they provide? Was it effective?
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Teacher: Faizah
Her aim was to teach the past
modal verbs. While clarification,
she did not clarify the meaning
based on past but on present.
So the aim was somewhat met.
She adapted well with the
learners and tried to build up
strong communication with
them.
She used slides to make
students understand better. The
tasks that she provided was
good enough to keep them
engaged.
She used elicitation at the
earlier stage of the lesson to
make them predict the situation
of the first picture. She also
used drilling (individual drilling)
to clarify the pronunciation.
She used different activity like
fill in the gaps and rewriting
sentence to help learners to
learn the new language.
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© British Council 2020
Teacher: mustashin Teacher:
The aim of lesson was to clarify
the difference between would
rather and had better. There
was a bit wrong information
given during clarifying the
meaning when he said one of
these is mandatory, which is not
actually true. So the aim of
lesson is somewhat met.
He adapted nicely with the new
level of learners. He kept the
class interactive.
He kept the class engaging with
his slides and questions and
they were actively participating
during the lesson.
He elicited few ideas from the
learners. He used CCQs to
clarify the meaning.
He kept both the lead-in activity
and accuracy practice activity
similar, which was not so
effective to help learners to
learn new language.
 CELTA Teaching Practice
Peer observation task for TP6

How did they help students She used drilling to clear the
develop oral/written fluency? pronunciation of past modals.
This helped learners to develop
their pronunciation.

How did they respond to learner’s
language and ideas?
She respond well to the
learner’s ideas. However, she
was not so connected with the
learners initially and she was
trying to carry on her lesson by
ignoring involvement from the
learners. This changed at the
later part of the lesson where
she realised the need to make
the class interactive.
He was taking ideas of the
learners at the initial part of the
lesson, but he rushed his lesson
at the later part of the lesson
and ignored some ideas/input
from learners.

What follow-up questions and error She did not have any follow-up He did not have any follow-up
correction strategies did they use? questions at the last part of the questions at the last part of the
lesson and she just reviewed lesson.
what her learners talked in the
BORs.

What questions would you like to

ask the teacher?

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© British Council 2020
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.