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Appendix B - Observation Checklist 1

In this Interpretation test, which contributes 50% of your classroom test score or 20% of the total module mark, you are going to interpret two sections. Scores of the two sections make equal contribution to the Interpretation score. In section 1, you are going to interpret a talk of eight chunks of around 20 to 30 words from English into Vietnamese. In section 2, you are going to interpret another talk of eight chunks of around 25 to 35 words from Vietnamese into English. Each talk has been

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99 views3 pages

Appendix B - Observation Checklist 1

In this Interpretation test, which contributes 50% of your classroom test score or 20% of the total module mark, you are going to interpret two sections. Scores of the two sections make equal contribution to the Interpretation score. In section 1, you are going to interpret a talk of eight chunks of around 20 to 30 words from English into Vietnamese. In section 2, you are going to interpret another talk of eight chunks of around 25 to 35 words from Vietnamese into English. Each talk has been

Uploaded by

Duyên Bùi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Appendix B

Observation Checklist

Plymouth Marjon University (PMU)

Hanoi University of Science and Technology (HUST)

Student’s Name: Bui Thi Duyen


School: Hanoi University of Science and Technology
Teacher’s Name: Kite Level: Primary 2
Number of student: 06 Schedule: Tue/Fri/Sun Date: 23/11/2021 (Tue)

INSTRUCTIONS: Check (√) the statement that you consider appropriate according
to your criteria. 

Preparation ☺ N And this is why…..

1. Lesson plans according to √ Having detailed lesson plans for


number of students and whole course (Primary 2A)
language level. (specific types of book, pages,
language level, homework, etc.)

2. Clear and specific objectives for √ Having detailed expectations of


lesson. each lesson including new target
languages, grammar

3. Selection of equipment and √ Using student’s book and


materials according to the grammar workbook 2, videos for
objectives of the lesson. the lesson

4. Time planning according to the √ Timing each activities such as


objectives of the lesson and the doing the tasks in limited time
activity(s) presented.

5. Clothing (polite, formal) √ Wearing uniform, polite

6. Background (noise or quiet, √ Quiet and appropriate


appropriate or not)

Teaching

7. Use of teaching techniques √ Teaching grammar and vocab,


according to the  objectives activities: Vocab drill, pair work,
(e.g. error correction, ask and answer, fill in gaps,

1
instructions,  explanations, grammar discussion, completing
feedback and evaluation, sentences, diary
etc.) Instruction, model, error
correction. Explanation,

8. Use and promotion of meaningful √ Use points, monster as a reward


communication

9. Learners actively involved in the √ Raise hands, proactively repeat


class. the words, sentences, and
answer the questions

Class Management

10. Student groupings according to √ Not including the group activities


activities. yet (online class)

11. Use of equipment needed for √ Using virtual white board,


the class. (e.g. neat and annotation
organized use of the white
board, annotation, etc.).

12. Use of materials needed for the √ Student’s book, Grammar


class (textbook/ slides). workbook, slides

13. Pace and time management √ 2m: check attendant


through the development of the 8m: Review grammar 1
class. 25m: New vocabulary
3m: Brain break-
20m: New grammar
2m: Diary (homework)
(Timing each task clearly)

14. Ability to deal with √ Reminding the students who


occasional didn’t focus on the class, Muting
classroom management students who have background
problems. noise (TA)

Self- Management

15. Punctuality √ 10m early before the class

16. Friendly and respectful to students √ Smiling and greeting students,


talk to them before the class

17. Use of body language, gestures √ Not showing the body language
and teaching space as needed yet, teaching space is big and
quiet enough for an online class

Language Use

2
18. Appropriate to student’s level. √ Using the simple instructions that
students can comprehend and
follow

19. Tone and volume of voice as √ Loud and clear enough


needed

Vocabulary: (pronunciation and denotation)


- Approach: direct vocabulary learning (teach particular words or word groups and help learners to
remember)
- Techniques:
 Pair work (ask and answer, fill in the gaps)
 Vocab drill
 Presentation (video + repeat)
 Eliciting (visual) ask st: “What is/are he/she/they doing?” students say the words

Grammar: (form, use and meaning)


- Approach: Deductive (Rule-driven learning): Rules  examples
- Techniques:
 Introducing grammar (explanations with examples, video): regular- add “s”, irregular-
change the whole words/spelling, ask students which one is regular/irregular, how many
people? One or more than one? (in the vid)
 Practicing grammar (complete sentences p.103)

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