CELT S: Summative Assessment feedback form

Date of observation:

________________________________________

Name of Teacher:

Kata (TV lesson)

Name of Tutor:

________________________________________

Assessment Criteria
a) Planning
The teacher produces
a lesson plan which
includes aims for the
lesson and
procedures and
activities to achieve
these aims

Comment
Aims are included for the lesson as a whole and for individual stages
These are well expressed and focus on the speaking and reading skills
development taking place in the lesson. Procedures are detailed and are
easy to follow. They are appropriate for achieving the reading and
speaking aims set out in stage aims. The plan could have included some
group stages to replace open class exchanges of ideas.

b) Learning
atmosphere
The teacher involves
and supports learners

There was a good atmosphere in the class and learners were happy to
share their opinions. The teacher used learners names and personalised
the lesson. Most of the learners were involved for the whole lesson but
there could have been a better spread of contributions in open class
answers. There was also a need to deal with fast finishers in the early
stages of the lesson.

c) Resources
The teacher uses
available resources
and activities

Materials are interesting and engaging for the learners and the addition
of visuals and IWB text helps create interest and aids understanding. The
text is well selected for the learners and tasks are appropriate for the
level of the learners and the text. The materials encourage the learners to
engage with the topic and provide a platform for learners to give their
opinions.

d) Language and
skills
The teacher uses
techniques and
strategies for
language and skills
development

Lesson aims relating to reading and speaking were achieved and

learners got a lot of speaking practice. Vocabulary of different types of TV
programme was elicited/given early in the lesson and clear models were
provided. There needed to be more checking that learners had
understood the meanings of the different words and a bit more
pronunciation practice could have been provided.

e) Classroom
management
The teacher sets up,
manages and
monitors whole class,
individual, and pair or
group activities

Instructions for tasks were clear and activities were well set up. There
was, however, a need to make sure that instructions for tasks were
complete and that learners knew what they would be asked to do in
feedback. For example, they were asked to justify T/F answers but were
not prepared as they had not been told they would have to do this. There
were opportunities for learners to practise speaking and exchange views.
This could have been increased if some of the open class plenary stages
had been replaced with groups sharing views. Monitoring was effective
but a bit uneven.

Cambridge English CELT-S Standardisation: Summative Assessment Kata secondary listening

August 2015

f) Checking learning
and giving feedback
The teacher uses
techniques for
checking learning,
giving feedback and
for correction

Feedback was provided on each activity. This could have been more
varied as it was always T to S plenary and some feedback to answers
would have been more economical if learners hadnt read out the
questions or statements as well as the answers. There was a great deal
of on the spot correction of learners contributions in open class stages
on both content and language. Different correction techniques could have
been used at times, e.g. delayed error correction following pair speaking
tasks.

Summary and overall recommendation

This was good lesson. The lesson plan is well completed and includes good detail of
procedures. Aims were well expressed and reflected the aims for activities. Materials were
interesting for the learners and tasks were well designed. The teacher made good use of the
IWB and visuals were well selected to establish the topic and to contextualise vocabulary. In
class the teacher had a good, confident classroom manner, good rapport with learners and
created a nice classroom atmosphere. She used learners name to nominate, she
personalised the topic and did some effective eliciting of vocabulary and ideas. Her language
was reasonably well graded and she set up tasks efficiently. There were opportunities for
learners to work in pairs so maximising learner talking and the learners were comfortable to
contribute opinions. The lesson focused well on the topic throughout and reading and
speaking aims were achieved.
The lesson plan would have been improved by including some group activities for learners to
share ideas and the teacher needed to plan strategies for dealing with fast finishers in the
early stages of the lesson. In the classroom the teacher could improve her monitoring by
providing a better spread of attention to ensure that all of the learners got support and
attention. Feedback to tasks would have been more economical with less reading out loud,
and full instructions needed to be given for reading tasks so that learners knew they would
need to justify answers. She also needed to make sure that all of the learners were included
in plenary feedback and there could have been a greater variety of techniques employed for
dealing with errors.
Recommended Grade:
Merit

Cambridge English CELT-S Standardisation: Summative Assessment Kata secondary listening

August 2015