UFRPE

Departamento de Letras
Estgio Supervisionado 1
Lesson observation grid

Lesson organization
Objectives are clear
Lesson is pitched to students level and skills
Didactic materials are adequate and engaging

Lesson follows a clear sequence

Lesson procedures
Engages students attention before the lesson
Tasks and objectives are coherent
Grammar is communicatively approached
Didactic resources are different and creative

The overall structure of the lesson

What is students proficiency level? Does the
teacher work at students level or is the lesson too
easy or too difficult for them? Or there is no
connection between students proficiency and what
is done by the teacher?
What are the skills the teacher works?
If the teacher works with reading or listening do they
pre-teach vocabulary? Do they work grammar
before or after the text? How do they present the
text to students?
If the teacher works with speaking/writing: is it
contextualized? Is it individual/pairs/groups? How is
the activity presented to students?
What is the sequence of activities? Are the
instructions clear?

Does the teacher use any warmer technique? What

is the lead-in to the subject of the lesson? What is
the objective (primary and secondary) of the
lesson?
Which is the focus: grammar or vocabulary? Does
the lesson lead to communicative tasks?
How does the teacher correct students?
Does the teacher monitor students during tasks?
Are the tasks associated to the objectives of the
lesson? How? Is it effective?
What is the didactic resource used by the teachers?

Balance between language skills

Provides language feedback

Rapport building
Language environment favors learning
Students are equally able to accomplish tasks
Supports students through tasks
Promotes different interaction techniques

Manages difficult situations

Is the classroom big enough for all students? Is it

ventilated? Is it comfortable? Do all students have
the material?
Does the teacher prepare the classroom in a
different way before the lesson? How is the tone and
type of relation between teachers and students?
Would you say the lesson is teacher-centered or
learner-centered?
Are strong students paired with weak students?
How well can students accomplish their tasks?
Does the teacher notice if students are having
difficulties? What does she do?
Do students fight or complain during the lesson? Do
they talk a lot on the side? How does the teacher
deal with it?