VIDEO LESSON OBSERVATION 4

Teacher: Iryna Reshotka

Topic: Used to
Level: Pre-intermediate

Key elements Questions Answers

T wants her Ss to know the difference

1. What does the teacher want the students
to know and to be able to do?
2. What is the main aim of the lesson? What
Aims
is the sub-aim?
3. Were the aims achieved? How do you
know it?
between "use to" and tenses and be able to
use "use to" in practice.
The main aim is to introduce and teach how
to use the "use to" construction. The sub-aim
is to show the difference with other tenses to
avoid mistakes in the future.
Yes, they were. During the production task,
Ss were able to use the construction to
describe their habits in the past.

1. Were there any activities that didn’t

No, there weren’t.
logically connect to the previous ones?

2. Does every activity correspond to the main
aim of the lesson?
Logical structure
3. Was there a lead-in and did it raise
students’ interest?
4. What kinds of bridges were used if any?
Yes, all of them correspond to the main aim
of the lesson.
Yes, there was; Ss were supposed to work in
pairs and discuss how the photos are related
to the teacher's past; Ss seemed to be
engaged
There were questions asked in OC, some
discussion questions, and pictures.

1. Are the activities relevant to the level,

Yes, they are.
topic and language presented at the lesson?

2. Did the teacher use any additional material

Relevance of the Yes, she did.
at the lesson?
material
- There were some tasks adapted from the
book (e. g. write sentences with "use to" and
3. Was the additional material taken from
"Present Simple").
other resources or adapted from the book?
- There were some on Worksheet which T
has prepared herself.

1. How many types of feedback were used at T has used immediate and delayed feedback.
the lesson?
Classroom
management
The T brought realia to make the lesson more
2. How did the teacher vary forms of work? entertaining (e. g. toys from childhood thanks
to which the Ss then practiced).
 3. What is the overall atmosphere at the The T was very sociable and nice, so the Ss
lesson? (relaxed, intense, friendly etc.) worked with pleasure.

She was joining and listening to Ss; when Ss

4. How did the teacher monitor students
had trouble doing the tasks, she got involved
during individual, pair and group work?
in conversations.

5. What ways of regrouping students did the With the help of a counter. Who got the same
teacher use? numbers - worked in pairs.

No, it was not. The T was observing and

1. Was the timing planned for each activity? when the Ss were finishing, she finished the
task accordingly.

2. Did the timing in the plan correspond to

Yes, it did.
the factual timing at the lesson?
Time
management
3. Was the timing planned relevant? Yes, it was.

4. Was the time limit stated to the students Yes, it was. But not always. Basically, the T
and did the teacher stick to it? was observing and finished the task herself.

1. Were the instructions given in English? Yes, they were.

Yes, it was. T checked understanding in such

2. Was the understanding of instructions ways:
checked? How? - asked ICQs;
Instructions - asked one of the Ss to do one example in OC.
3. How much time did the teacher and the
60% - STT; 40% - TTT
students talk?
4. How did the teacher deal with Ukrainian
She asked her Ss to switch to English.
statements and questions?

She used eliciting and CCQs while presenting

1. Did the teacher present the material
the material; she nominated Ss to make
himself or did he involve students? How?
everyone involved.
Ways of
presenting
language 2. Were the eliciting questions prepared
The questions were prepared beforehand.
(grammar, beforehand or did the teacher think of them
The T acted according to the plan.
vocabulary, during presentation?
functional
language)

3. Did the teacher give enough examples? Yes, she did.

 4. Did the teacher check students’
Yes, she did. After almost each task.
understanding of the new material with
Especially during the presentation.
concept checking questions? How?

She used IEC and DEC. The last task was for
1. What forms of error correction were used
the students to correct their own mistakes
at the lesson?
made during the lesson.
Error correction
2. Was error correction relevant to the time
Yes, it was.
and activity?