: 26.03.

2015
: ;
: IX ()
:
: Bullying-
:
- - ;
- ;
- .
Observation task

Answer

Interaction:

What is the
predominant type of
interaction?

Does it seem
appropriate to the
aims of the lesson?

In which interaction
were the learners
most productive?

Comment

The predominant type

of interaction at this
lesson was the
teacher student
interaction.

This type of
interaction is
appropriate to the
aims of the lesson.

In this type of
interaction the
students were the
most productive.

Meaning:

Are there any points

during the lesson

At the beginning of
the lesson, the
learners seemed
unclear about what

The interaction
between the teacher
and the students at
this lesson was good.
At the beginning of
the lesson the
teacher asked a
question about the
title of the text. The
students didnt know
the meaning of the
title and the teacher
led them to the
meaning of the word
bulling through short
questions and
synonyms of the
word.
This was a good way
to activate the
students and I
personally think that
this type of interaction
is the most productive
because the teacher
leads the students to
the main point of the
lesson. But in my
opinion, there was
lack of student
student interaction in
any point of the
lesson. I suggest of a
short real life
situation dialogue
between the
students.
The way the teacher
led the students to
the meaning of the
unknown title and the

when the learners

seem unclear as to
what something
means? How can you
tell?
How is the problem
resolved?
Does the teacher
deliberately seek to
check
understanding?
How is this done?
How effective is it?

Learner participation:

How much speaking

(in English) does she
do during the lesson?
How many
contributions does
she make in the
whole class stages?
Do these
contributions take the
form of one- or twoword utterances, or a
complete sentence?
At any point does the
learner contribute
more than a
sentence?

the title of the text

means. (Bullying).
The teacher
explained the
meaning of the word
bully.
The teacher left the
students to self
-deduce the meaning
of the texts title by
asking questions and
making synonyms.
The students
effectively resolved
the task.
Her communication is
mainly in English
(asking and
answering questions,
giving suggestions).
She made
contributions in the
whole class stages.
The contributions
took form of a
complete sentence
(In English) by giving
full answers to the
questions asked by
the teacher.

students success of
finding out the
meaning by
themselves made
their confidence
grows up. This was a
good way to stimulate
the students to find
out the meaning of an
unknown word which
means success at the
same time for both
sides (the teacher
and the students).

There were very few

learners who could
fluently speak in
English.
The communication
(interaction) between
the teacher and the
students was mainly
in English, which in
my opinion is
important at this age
for the English
learning students.
The foreign language
communication at the
lesson made
difficulties for the
students who are not
fluently speaking the
foreign language
because they could
not understand the
conversation.

: 25.03.2015
: ;
: VIII ()
:
: - Have to ,dont have to,
mustnt
:
-
-
Observation task
Interaction:

Answer

What is the
predominant type of
interaction?

Does it seem
appropriate to the
aims of the lesson?

In which interaction
were the learners
most productive?

The predominant type

of interaction at this
lesson was the
teacher student
interaction as well as
student student
interaction (pair
works).
These types of
interaction are
appropriate to the
aims of the lesson.
The teacher student
was used at the
beginning of the
lesson in order to
review the modal
verbs the students
already know using
the Spider technique.
The student student
interaction was used
during the pair work
while doing the given
exercises.
In both types of
interaction the
students were very
productive.

Comment

The interaction
between the teacher
and the students at
this lesson was good.
At the beginning of
the lesson the
teacher asked the
students to name the
modal verbs they
know from the
previous lesson.
Using appropriate
technique she writes
students answers on
the board. They are
also given a task to
think of a sentence
using one modal
verb. The correct
composed sentences
the teacher writes on
the board.
This was a good way
to activate the
students attention
and to review the
material from the
previous lesson.
Almost every student
composed a
sentence using a
modal verb.
The interaction
student student was
used during the
exercise and it was
obviously productive
but in my opinion, if I
was the teacher I
would compare the
work between the
pairs and I would ask

them (each pair of

students) to explain
how and why they
used a given modal
verb.

Learner participation:

How much speaking

(in English) does she
do during the lesson?
How many
contributions does
she make in the
whole class stages?
Do these
contributions take the
form of one- or twoword utterances, or a
complete sentence?
At any point does the
learner contribute
more than a
sentence?

The students
communication was
mainly in English
(answering questions,
giving suggestions to
its classmate in pair
work).
She made
contributions in the
whole class stages.
First at the begging
activity of the lesson
she composed a
sentence using one
of the given modal
verbs. She also
actively participated
in the pair work giving
suggestions about
the task they were
working on.
The contributions
took form of a
complete sentence
(In English) by giving
full answers to the
questions asked by
the teacher.

There was a good

number of learners
who could fluently
speak in English. The
division in pairs was
good.
The communication
(interaction) between
the teacher and the
students was mainly
in English, which in
my opinion is
important at this age
for the English
learning students.
The given instructions
were short, clear and
one at a time so
almost all students
could understand an
participate in the
given task.
The foreign language
communication was
used during the all
stages of the lesson.
Even the
conversation between
the students while
working in pairs was
mainly in English.
The weaker students
were also able to
compose sentences
using the examples
given on the board at
the beginning of the
lesson.

: 30.03.2015
: ;
: VIII ()
:
: -
:
-
-
Observation task
Interaction:

Answer

What is the
predominant type of
interaction?
Does it seem
appropriate to the
aims of the lesson?
In which interaction
were the learners
most productive?

The predominant type

of interaction at this
lesson was the
teacher student
interaction as well as
student student
interaction (pair
works).
These types of
interaction are
appropriate to the
aims of the lesson.
The teacher student
was used at the
beginning of the
lesson in order to
review the vocabulary
for diseases they
alredy know and to
introduce the new
vocabulary in using
demonstrations and
explanations.
The student student
interaction was used
during a game where
one student was
asking questions and
other was answering
using the vocabulary
for diseases.
In both types of
interaction the
students were very
productive, especially
the student student
interaction when they
reviewed the new and
the vocabulary they
already knew about
the diseases.

Comment

The interaction
between the teacher
and the students at
this lesson was good.
The attention and
discipline was at a
high level.
The participation of
the students was
even and the weaker
students also got a
chance to express
themselves.
Using an interesting
game the new
vocabulary was
reviewed and the
students enjoyed. In
my opinion, this is a
good way to catch
students attention
and interest for the
learning material.
They also efficiently
use the target
(English) language.

The teachers position and

body language.

When and where do

they sit?
When and where do
they stand?
How close do they
approach the
learners to different
parts of the lesson?
When do they move
around?
Do they project to
all off the learners?
Can they be heard
and seen by all the
learners?
Do they use
gestures
effectively?
Do they make eye
contact with
individual learners?

The teacher was

sitting at the
beginning of the
lesson and during the
game the students
played.
The teacher was
standing while
presenting the new
vocabulary and giving
instructions for the
game.
The teacher used a
projector and
presented the new
vocabulary through
short riddles / idioms
also using
demonstrations
(mime, act) helping
students to found out
the correct answer.
While presenting, the
teacher moved
around the student
encouraging them.
The eye contact was
effective especially at
the beginning of the
lesson when the
teacher wanted to get
the students
attention.

The students
communication was
mainly in English
(answering and
asking questions).
The student made
contributions in the
main stage of the
lesson while doing
the game for
reviewing the
diseases vocabulary.
The contributions
took form of two
sentences (question
and answer). The
student asked and
answered a question.

Getting students
attention and
encouraging them to
speak the target
language in front of
their classmates
makes an effective
lesson.
That is what this
lesson was. The
students were
focused on the
presentation,
participated in the
given activities and at
the same time it was
fun and interesting for
them. In my opinion,
the aim of this lesson
was achieved. They
learnt a new
vocabulary, reviewed
the one they already
know and used it in a
given conversation.

Learner participation:

How much speaking

(in English) does she
do during the lesson?
How many
contributions does
she make in the
whole class stages?
Do these
contributions take the
form of one- or twoword utterances, or a
complete sentence?
At any point does the
learner contribute
more than a

The lesson was

interesting and well
organized. The
participation of the
students was
included in all the
stages of the lesson;
they were not only
listeners passive
participants.
The participation of
the students was
even, but there were
students who were
more fluent speakers
of the language than
others.
All the tasks given to
the students required

sentence?

basic knowledge of
the language so they
were all able to do it
(with assistance of
the teacher for the
weaker students).

The student did not

contribute more than
a single sentence. He
wasnt a fluent
English speaker.

: 26.03.2015
: ;
: VI ()
:
: Object pronouns - -

:
-
-
-
Observation task
The teachers position and
body language.

When and where do

they sit?
When and where do
they stand?
How close do they
approach the
learners to different
parts of the lesson?
When do they move
around?
Do they project to
all off the learners?
Can they be heard
and seen by all the
learners?
Do they use
gestures
effectively?
Do they make eye
contact with
individual learners?

Answer

During this lesson the

teacher was standing
all of the time.
At the beginning of
the lesson the
teacher checked the
homework before she
started a reviewing
presentation of the
object pronouns.
Showing the
presentation slide by
slide she explained
the main rules for
using the object
pronouns (where and
why). During this
presentation the
learners had to do
some exercises
(orally) and approach
to this stage of the
learning process.
The learners could
hear and see the
teacher while she
was explaining.
While the learners
were doing the
worksheet the

Comment

The teachers
position and body
language was good.
She didnt sit during
the class. She
included the learners
in the all stages of the
class.
While the students
were working
individually she was
monitoring them and
helping the students
who had difficulties
doing the exercises.
She paid attention to
the students who had
difficulties in
reviewing the material
about the object
pronouns and
difficulties in doing
the exercises.
She was speaking
slowly and clearly so
all the students could
hear and understand
what the teacher was
talking about. The
teacher was also

teacher was moving

around the classroom
monitoring the
learners work and
helping individuals
who had difficulties
doing the exercises.

explaining the rules

and exercises in
mother tongue for the
students who could
not clearly
understand the rules
and the instructions in
English.
In my opinion we
should reduce the
mother tongue usage
in order to increase
the usage of the
target language.

Planning and staging:

Is there a clear
division into
stages?
How is each new
stage signaled?
What is the aim of
each stage?

The stages of the

class were clearly
divided but at the
same time connected
with each other. The
beginning of the
lesson was a
reviewing
presentation and
short exercises about
the objective
pronouns.
The second main
stage was signaled
by the teacher by
giving the students a
worksheet of
exercises for using
the rules they have
reviewed at the
beginning.
The end of the lesson
was marked by doing
an exercise from the
book for reviewing
the learned clothes
vocabulary.
The aim of the first
stage was to review
the usage and
meaning of the object
pronouns.
The aim of the
second stage was to
practice the reviewed
material.
Review and use the

Without knowing in
advance how the
lesson was planned I
was able to mark all
the stages of the
lesson correctly. This
was a result of the
good organization of
the lesson the
teacher had. It was all
good separated into
stages which were at
the same time
connected and
flooded into each
other.
After the lesson by
comparing my
impression with the
teachers plan and
preparation for the
class we concluded
that the aim of the
lesson was achieved.
The students
managed to review
and exercise the
material.

clothes vocabulary in
exercises.
Learner participation:
How much speaking
(in English) does she
do during the lesson?
How many
contributions does
she make in the
whole class stages?
Do these
contributions take the
form of one- or twoword utterances, or a
complete sentence?
At any point does the
learner contribute
more than a
sentence?

The teacher was

explaining the rules
and the instructions in
English and
Macedonian so all the
students could
understand them
clearly. The student I
was monitoring was
using the English
language to
participate in the
lesson
communication.
The student made
several contributions
mainly in the second
main stage of the
lesson.
Its utterance took
form of short, clear
sentences in English.

The communication
was in both English
and Macedonian
which was important
for the learners to
understand what the
teacher was
explaining and asking
from them.
Some of the students
were fluently
speaking English but
there were some who
could not understand
the teacher speaking
in English.
The communication
between the teacher
and the students was
very good during the
whole lesson.

: 31.03.2015
: ;
: VI ()
:
: ( )
:
-
-
-
Observation task
The teachers position and
body language.

When and where do

they sit?
When and where do
they stand?
How close do they
approach the
learners to different
parts of the lesson?
When do they move
around?
Do they project to
all off the learners?
Can they be heard
and seen by all the
learners?
Do they use
gestures
effectively?
Do they make eye
contact with
individual learners?

Planning and staging:

Is there a clear
division into
stages?
How is each new
stage signaled?
What is the aim of
each stage?

Answer

Comment

During this lesson the

teacher was standing
all of the time.
At the beginning of
the lesson the
teacher checked the
homework and
presented the aim of
the lesson.
While the students
were individually
doing the given tasks
the teacher was
constantly monitoring
their work.
She was giving
instructions about the
exercises clearly and
one at a time so the
learners could
effectively do the
given tasks.
The students who
were having
difficulties in doing
the tasks got some
extra help from the
teacher.

The stages of the

class were clearly
divided but at the
same time connected
with each other. The
beginning of the
lesson was a
reviewing exercise
about the objective
pronouns and the
clothes vocabulary.
The second main

At the begging by
using the technique
Spider the students
reviewed the clothes
vocabulary and the
object pronouns.
The teacher
presented the task to
the students.
They were working
individually while the
teacher was
monitoring their work
and helping with the
exercises (giving
instructions,
explaining the
exercises the
students were doing
on their computers)

The division into

stages at this lesson
was not strict. The
material they
reviewed at the
beginning of the
lesson was used in
the exercises in the
main part of the
lesson.
The explanations of

Learner participation:
How much speaking
(in English) does she
do during the lesson?
How many
contributions does
she make in the
whole class stages?
Do these
contributions take the
form of one- or twoword utterances, or a
complete sentence?
At any point does the
learner contribute
more than a
sentence?

stage was doing

exercises on the
computer by using
the knowledge the
students had from the
previous lesson.
The aim of the first
stage was to review.
The aim of the
second stage was to
practice.
The aim of the last
stage of the lesson
was to make a self
check of the
exercises they did.

The teacher was

explaining the rules
and the instructions in
English and
Macedonian so all the
students could
understand them
clearly. The student I
was monitoring was
using the English
language to
participate in the
lesson
communication.
Its communication
with the teacher was
in English.
Its utterance took
form of short, clear
sentences in English.

the teacher were

clear and specific.
The teacher was
helping and
motivating the
students during their
working.
The teacher paid
attention to the
students who had
difficulties in doing
the given task which
in my opinion is good
for their motivation to
work, instead of
working only with the
good students.
The communication
was in both English
and Macedonian
which was important
for the learners to
understand what the
teacher was
explaining and asking
from them.
Some of the students
were fluently
speaking English but
there were some who
could not understand
the teacher speaking
in English.
The communication
between the teacher
and the students was
very good during the
whole lesson.