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Video Lesson Observation 5

The video lesson observation summarizes a revision lesson on communication taught at the upper-intermediate level. The teacher's goals were for students to consolidate materials learned and be able to use them in practice. Various games and activities were used to review vocabulary in small groups. While there was no formal plan or timing, the friendly atmosphere allowed students to reinforce their knowledge through interactive feedback and practice.

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Alina
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24 views3 pages

Video Lesson Observation 5

The video lesson observation summarizes a revision lesson on communication taught at the upper-intermediate level. The teacher's goals were for students to consolidate materials learned and be able to use them in practice. Various games and activities were used to review vocabulary in small groups. While there was no formal plan or timing, the friendly atmosphere allowed students to reinforce their knowledge through interactive feedback and practice.

Uploaded by

Alina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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VIDEO LESSON OBSERVATION 5

Teacher: Alina Medus


Topic: Communication revision
Level: Upper-intermediate

Key elements Questions Answers

1. What does the teacher want the students T wants her Ss to consolidate the studied
to know and to be able to do? materials and be able to use in practice.

The main aim is to review what Ss have


2. What is the main aim of the lesson? What
Aims learned and repeat. The sub-aim is to
is the sub-aim?
remember the forgotten.
Yes, they were. The students repeated the
3. Were the aims achieved? How do you
forgotten vocabulary and consolidated it
know it?
better.

1. Were there any activities that didn’t Yes, there were. But it is a revision lesson so
logically connect to the previous ones? it is fine.

2. Does every activity correspond to the main Yes, all of them correspond to the main aim
aim of the lesson? of the lesson.
Logical structure
3. Was there a lead-in and did it raise No, there was not. But it is a revision lesson
students’ interest? so it is fine.

4. What kinds of bridges were used if any? No, there were not.

1. Are the activities relevant to the level,


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

Relevance of the 2. Did the teacher use any additional material


No, she did not.
material at the lesson?

3. Was the additional material taken from


Ss played games given by the teacher.
other resources or adapted from the book?

There were more feedbacks from Ss who


1. How many types of feedback were used at
found forgotten vocabulary for themselves.
the lesson?

Classroom The T gave games, then instructions and


2. How did the teacher vary forms of work?
management divided into groups.

The atmosphere at the lesson was friendly


3. What is the overall atmosphere at the not intense. There were no new topics, so the
lesson? (relaxed, intense, friendly etc.) Ss just played to consolidate the material
they had learned.
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 As it was an online lesson, the T used Zoom
teacher use? tools to regroup Ss.

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


No, there was not a plan.
the factual timing at the lesson?
Time
management
3. Was the timing planned relevant? No, there was not.

4. Was the time limit stated to the students No, it was not. The T was observing and
and did the teacher stick to it? finished the task herself.

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

2. Was the understanding of instructions


Yes, it was. The T asked ICQs.
checked? How?
Instructions
3. How much time did the teacher and the
20% - STT; 80% - TTT
students talk?
4. How did the teacher deal with Ukrainian
Ss did not switch to their native language.
statements and questions?

1. Did the teacher present the material


The T gestured a lot.
himself or did he involve students? How?

2. Were the eliciting questions prepared


Ways of
beforehand or did the teacher think of them There was nothing to elicit.
presenting
during presentation?
language
(grammar,
vocabulary,
functional
3. Did the teacher give enough examples? Yes, she did.
language)

4. Did the teacher check students’


understanding of the new material with Yes, she did.
concept checking questions? How?

1. What forms of error correction were used


Error correction She used IEC and DEC.
at the lesson?
2. Was error correction relevant to the time
Yes, it was.
and activity?

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