School Experience Observation Tasks: Core Curriculum English Language Teaching Methodology Bachelor's Level

Core Curriculum
English Language Teaching Methodology

Bachelor’s Level
School Experience
Observation tasks
Module 4
1
Contents
Module 4 Preparing to Teach 3 .................................................................................................. 3
Unit 4.1 Planning Teaching ..................................................................................................... 3
Task Twenty-Five ................................................................................................................ 3
Unit 4.2 Working with Materials .............................................................................................. 4
Task Twenty-Six ................................................................................................................. 4
Unit 4.3 Error Analysis and Dealing with Errors ...................................................................... 5
Task Twenty-Seven ............................................................................................................ 5
Unit 4.4 Testing and Assessment ........................................................................................... 6
Task Twenty-Eight .............................................................................................................. 6
Students undertake school practice throughout the whole methodology course. There are three
phases to students’ school experience:
• Guided observation
• Teacher assistantship
• Observed teaching.
Guided observation takes place in Semesters 3 and 4. It gives students an opportunity to

observe experienced teachers at work and to make connections with their learning during the first
year of the methodology course. To help in this process they complete observation tasks.
During Teacher assistantship in semesters 5 to 7, students act as teacher assistants, planning

teaching, undertaking microteaching and generally supporting the English teachers. Modules in
these semesters also include observation tasks aimed at linking methodology classes to school
experience.
2
Module 4 Preparing to Teach 3
Unit 4.1 Planning Teaching
Task Twenty-Five
Task focus: Lesson planning
1. Before observation, ask the teacher to give you a copy of his/her lesson plan.
2. Observe a lesson to see how the lesson planning principles that you worked with in your
methodology sessions are put into practice. Write a 100-word summary.
3. While observing the lesson, compare the actual lesson to the original plan. Make notes.
Timing The original plan Timing The actual lesson Reasons for changes
4. Have a post-lesson discussion with the teacher about the changes she/he made to the
original plan.
Observation summary
What have you learnt from this observation?
3
Unit 4.2 Working with Materials
Task Twenty-Six
Task focus: Materials
Observe a lesson focussing on the materials used and how they are used. Tick (✓) the most
appropriate answer. Add comments where necessary.
No Question Yes To some No Comments

extent
1. Is the content appropriate to the group?
2. Does it promote intercultural

understanding and awareness?
3. Is the material engaging?
4. Does it meet the abilities and needs of

the group?
5. Does it promote a variety of learning
skills and strategies?
6. Does it include opportunity for sharing
or interacting?
7. Is the language suitable to the level
and age of the group?
8. Is the amount of the material
appropriate to the time allocated?
9. Are the tasks/instructions easy to
follow?
10. Is it up to date and visually attractive?
11. Does the teacher change any of the

procedures envisioned by the book?
12. Does the teacher adapt any texts in the
book?
13. Does the teacher exploit the potential
of the book to the full?
14. Does the teacher supplement the book
with any other materials?
15. Are all the changes for the better?
Observation summary
4
Unit 4.3 Error Analysis and Dealing with Errors
Task Twenty-Seven
Task focus: Error correction techniques in a particular context
Observe 2 or 3 lessons and see how learners’ errors are dealt with.
Note down any learner errors and identify reasons for them. Make notes of error correction
techniques which the teacher uses at different stages of the lesson.
Lesson stage What learner(s) Learner errors Possible reasons Correction

and activities does (do) techniques
(use the list below
for reference)
Error Correction/Awareness Raising Techniques
1. Clarification request 7. Gestures 13. Reformulation

2. Correction diary 8. Metalinguistic feedback 14. Underlining/highliting
3. Correction slots 9. Mouthing 15. Using correction code
4. Dictogloss 10. Noting down errors 16. Using fingers
5. Elicitation 11. Recast (Echoing) 17. Visual reminders
6. Explicit correction 12. Recording
Observation summary
5
Unit 4.4 Testing and Assessment
Task Twenty-Eight
Task focus: Assessing learner progress
Observe several lessons and note down ways the teacher assesses learner progress.
Evaluate the extent of appropriacy for particular learning contexts and the curriculum as well as
the effectiveness of assessment.
Extent
large certain limited
effectiveness
effectiveness
effectiveness
appropriacy
appropriacy
appropriacy
Type and way of assessment
Observation summary

School Experience Observation Tasks: Core Curriculum English Language Teaching Methodology Bachelor's Level

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Core Curriculum

English Language Teaching Methodology

Guided observation takes place in Semesters 3 and 4. It gives students an opportunity to

During Teacher assistantship in semesters 5 to 7, students act as teacher assistants, planning

Unit 4.1 Planning Teaching

Task focus: Lesson planning

What have you learnt from this observation?

Task focus: Materials

No Question Yes To some No Comments

2. Does it promote intercultural

4. Does it meet the abilities and needs of

11. Does the teacher change any of the

What have you learnt from this observation?

Task focus: Error correction techniques in a particular context

Lesson stage What learner(s) Learner errors Possible reasons Correction

Error Correction/Awareness Raising Techniques

1. Clarification request 7. Gestures 13. Reformulation

What have you learnt from this observation?

Task focus: Assessing learner progress

What have you learnt from this observation?

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