A Student - Teacher's Teaching Practice Guide: Ruxanda Bontilă

A Student – Teacher’s Teaching Practice Guide
Universitatea “Dunărea de Jos” Galaţi

Facultatea de Litere, Istorie şi Teologie
Catedra de Limba Engleză
Ruxanda Bontilă
A Student - Teacher’s Teaching Practice Guide
A teacher affects eternity; he can never tell where his influence stops.
(Henry Adams, The Education of Henry Adams, 1907)
Learn to write well, or not to write at all

(John Sheffield, Essay on Satire, 1680)
Galaţi
2003
1
Concepţie şi redactare:
Ruxanda Bontilă
lector limba engleză
Universitatea “Dunărea de Jos” Galaţi
Facultatea de Litere, Istorie şi Teologie
Catedra de Limba Engleză
Au colaborat la capitolul V:
Prof. mentor Irina Scorţaru
Prof. mentor Mariana Ziminschi
Prof mentor Georgeta Tofan
Prof. mentor Liliana Groza
Prof. mentor Mădălina Moscu
Prof. mentor Mihaela Neagu
La capitolele VII, VIII, IX, X, au fost utilizate materiale din programul de

mentorat organizat şi coordonat de Consiliul Britanic din România.
2
UNIVERSITY “DUNĂREA DE JOS”OF GALAŢI

DEPARTAMENTUL PENTRU PERFECŢIONAREA
CADRELOR DIDACTICE
DEPARTMENT OF ENGLISH
Student Teacher (Name and Surname): ……………………………………

Year of study (major/minor; IDD): ………………………………………..
Mentor (Name and Surname): …………………………………..……….…
Teaching Practice School: ……….…………………………………...
Date of Teaching Practice (sem. I /sem. II; Univ.Year): …………………...
Student Teacher Observation Record

No. Date Class observed Teacher / student teacher / own
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Contents
I. Successful TP Policy: some practical advice 7

II. Record of School Documents/ English Curricula 9
III. Actual Classroom Practice toward Self-exploration 17
a. Foci of observation: class management 18
b. Foci of observation: using the board 19
c. Foci of observation: teacher talking time 20
d. Foci of observation: instructions 21
e. Foci of observation: stages of lesson 22
f. Foci of observation: error correction 23
g. Foci of observation: structure presentation and practice 24
h. Foci of observation: introducing vocabulary 25
i. Foci of observation: listening/reading 27
j. Foci of observation: speaking 28
k. Foci of observation: student observation 29
l. Foci of observation: 50mins lesson 30
IV. Describing teacher experience: a bank of valuable ideas 41
V. Lesson Plans and Outlines: Examples by the mentors 45
VI. Student teacher Lesson Plans 59
VII. Self-observation Forms 69
VIII. Self-evaluation Forms 73
IX. Mentor Feedback Form 77
X. TP Grade Descriptors 87
XI. Foci of observation: educational class (observarea orei de dirigenţie) 94
XII. Notes on the observed student (observaţii asupra elevului studiat) 95
XIII. Learner Profile (Fisa psiho - pedagogică) 99
XIV. Samples of valuable materials/tasks/tests 103
XV. Teaching Practice Final Report 109
XVI. TP Feedback Questionnaire 111
XVII. Glossary of ELT terms 112
XVIII. Select Bibliography 115
5
6
I. Successful TP Policy: Some Practical Advice
Congratulations on reaching what is to be the truly applied component of the student

teacher’s educational competencies.
1. Prepare yourself for entering a team of supportive colleagues, mentor and university
supervisor. Remember: your contributions (both in debate sessions and actual
teaching) are equally important to make the team work really profitable.
2. Prepare to observe, firstly, the mentor (approx. 6 classes – first two weeks) and,
subsequently, your peer trainees (approx. 36 classes – remaining period), since the TP
period consists of 56 hours (4 hours in total, i.e., 3 hours observation + an hour for
reflection and observation feedback, on a weekly basis, and 3 teaching classes + 1
educational class). You have to observe two educational classes before actually
monitoring one. The study of official school documents/records and English curricula
will enhance your insights into actual school life and Ministry of Education cohesion.
3. Feel free to choose any observation sheet from those proposed in this guide, according
to type of lesson observed, your mentor’s indications or your own teaching intuition.
Remember: learning observation means learning to manage teaching by getting
insights simultaneously into classroom life, live learning and teaching experience
and underlying methodological principles/strategies/concepts.
4. Make a habit to complete observation sheets while observing the class and efface
yourself so as not to distract students’ or teacher’s attention (unless your contribution is
required by teacher or even students).
5. Make detailed notes on observation sheets with a view to preparing the ground for the
feedback session with your mentor when lively give and take exchanges are expected.
Remember: be constructively descriptive and not disgracefully judgemental.
6. Be congruent at all times. Speak your mind with self-respect and respect for peers,
always allowing for counter/cross arguments, which prompt understanding, and correct
(self)-assessment.
7. Exercise reflection and communication strategies with your university supervisor too, if
not for sharing impressions and conclusions, for getting hold of some useful
aids/materials, i.e., tapes, textbooks, pictures, etc.
8. Try hard to put yourself into the student/teacher’s shoes and don’t jump to conclusions
until you have pondered all arguments. Remember: common sense, modesty,
politeness and intelligence never go unrewarded.
9. Rules of courtesy also include: punctuality, ‘mobile phone-correctness’, fair-play
and sincere commitment among professionals.
10. TRUST YOURSELF, YOUR COLLEAGUES AND FUTURE COLLEAGUES!
GOOD LUCK!
We can never thank enough the mentors whose outstanding competencies and professional
commitment will hopefully convince our students to enter teaching, and honour it.
It’s also important to let our students know about the joint efforts of The British Council
from Romania and the Ministry of Education in building a new, trustful professional category, the
mentor, and also in harmonising evaluating criteria/observation sheets/descriptors all over the
country.
7
8
II. Record of School Documents/English Curricula
Educaţia pentru o muncă de calitate trebuie să vizeze dezvoltarea

capacităţilor de proiecţie şi planificare, de decizie şi de asumare a
riscului, de colaborare şi de evaluare şi reevaluare a rezultatelor.
Ea trebuie să stimuleze, în acelaşi timp, responsabilitatea pentru
munca realizată, însoţită de acceptarea evaluărilor obiective.
Seriozitatea şi calitatea bună a muncii depuse nu exclud realizarea
acesteia într-o atmosfera plăcută, destinsă, stimulantă. Această
atmosferă trebuie să se întoarcă în sălile de clasă din ţara noastră,
astfel încât elevii să guste plăcerea efortului cu sens, dedicaţia
pentru o chestiune interesantă avantajele muncii în grup, bine
coordonate. (“Buletin informativ al M.E.N.”, no 35, in ‘Supliment’,
edited by Tribuna Învăţământului, 2 February, 1999)
9
THE STRUCTURE OF THE DIDACTIC MODEL
ELEMENTS OF THE DIDACTIC ACT DIDACTIC CONSTITUENTS AND SUBCONSTITUENTS

LEARNERS/AUDIENCE
a. general  cognitive and attitudinal  communicative competence
cross-cultural representations
intellectual skills
b. skill-based  integrated skills
c. operational  for each teaching sequence
a. topics  socio-cultural component
b. speech acts  written communication oral communication pragmatic component:
c. vocabulary and grammar discourse grammar vocabulary phonetics / spelling linguistic component:
TEACHING / LEARNING METHODS communicative-functional techniques
Based on authentic materials
STANDARDS OF EVALUATION FOR

EVOLUTIA CAPACITATILOR SPECIFICE
PE CICLURI
OF THE INVATAMANT
DEFOREIGN LANGUAGE CURRICULUM IN ROMANIA
* insusirea informatiilor specifice
* constientizarea
spatiului cultural
valorilor, atitudinilor si mentalitatilor
(perspective interculturale)tipice (abordare comparati-va)
COORDINATESDIDACTIC
1 For whom . . . ?
To what purpose? OBIECTIVES
* intelegerea imaginilor si simbolurilor specifice

2
What . . .? CONTENT
* intelegerea elementelor socioculturale

ale vietii de zi cu zi (asemanari si 3

deosebiri)
4 How . . .? AND STRATEIGES 

relationarea interculturala
5 What aids . . .? DIDACTIC AIDS
6 What level . . . ? EACH CYCLE
11
12
* identificarea atitudinii * redactare de texte functionale * traducere * luarea de notite * redactare libera
autorului si a registrului
textului
* intelegerea * transformare de text (rezumare si dezvoltare) * redactare semidirijata cu/fara support vizual/auditiv * folosirea unor ele-mente reprezentative ale
detaliata codului comportamental acceptat in spatiul
cultural
* citire cu glas * scriere dirijata * dictare * completare de text * copiere

tare sau in gand
citirea scrierea
* discursuri functionale (prezentare de teme si proiecte)
* negocieri*siadecvarea
dezbaterilimbajului la context * transfer de informatie * interpretarea
* citirea asistata
textului
de instrumente de referinta
* emitere de opinii, sugestii, ipoteze

* naratiuni
* descrieri
simple
si relatari
* initiere
detaliate
si sustinere de dialoguri * constientizarea*lega-turilor
deducerea segmente-lor
dintre necunoscute
propozitii / paragrafe
sau ne-mentionate din context
* interactiune comuni-cativa elementara* descrieri si relatari simple

* producerea
* intrebari
desisunete
raspunsuri
specifice, cuvinte, propozitii * intelegerea glo-
bala si selectiva
vorbirea
13
14
* perceperea specificitatii discursului literar * transfer de informatie * intelegerea mesajelor expri-mate in accente non standard * intelegerea detaliilor
* ordonarea informatiei * deducerea segmente-lor necunoscute din context * intelegerea atitudinii vorbitorilor si a relatiei dintre ei
Ciclul
gimnazia
l
* intelegere
* intelegere
globala sisiselectiva
confirmare nonverbala * identificare
Ciclul
primar
Intelegere dupa auz

* intelegerea contextului sociocomunicativ al vorbirii
Ciclul
liceal
15
16
17
18
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III. Actual Classroom Practice toward Self-Exploration

Where there is much desire to learn, there of necessity will be much
arguing, much writing, many opinions; for opinion in good men is
but knowledge in the making.
(John Milton, Areopagitica, 1644)
20
a. Foci of observation: class management .

Lesson (grade/date/teacher/no of Ss/level/course book) (always/sometimes
. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . /not enough/never)
Did the teacher maintain good eye contact?
Did the teacher change position appropriately with action?
Did the students work well together?
The teacher rearranged the seating when necessary
The instructions were clear
The teacher checked that the students had understood the instructions
The teacher did not obscure the blackboard
The teacher’s voice was clearly audible at all times. Speech was not
slow/fast/unclear
The students were clearly audible to each other
The teacher was aware of students’ learning difficulties and responded
in a supportive way
The students took away useful and clearly illustrated language copied
from the blackboard or in the form of a handout

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . /not enough/never)
slow/fast/unclear
in a supportive way

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . /not enough/never)
slow/fast/unclear
in a supportive way
21
b. Foci of observation: using the board
Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Physical: Was the board visible to all? Was the
layout clear? (Did it appear overcrowded /
disorganized?)
Was the new language highlighted effectively?
Was the board work complete? (e.g. no
unfinished sentences)
Did the teacher use the board for:
(a) clarifying points on the spot?
(b) correction? (e.g. grammar,
pronunciation)
Could any of the following have been
appropriate?
(a) tabulation (e.g. substitution table)
(b) display of visuals (flashcards/drawings)
(c) prompts for practice
(d) preparation (e.g. giving information for
an activity)
What did the students write down and take
away?
Was it representative of the salient points of the
lesson, and would the students have understood
it several days later?
Was the board overused or underused?

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
disorganized?)
(c) clarifying points on the spot?
(d) correction? (e.g. grammar,
pronunciation)
appropriate?
(e) tabulation (e.g. substitution table)
(f) display of visuals (flashcards/drawings)
(g) prompts for practice
(h) preparation (e.g. giving information for
an activity)
away?
22

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
disorganized?)
(e) clarifying points on the spot?
(f) correction? (e.g. grammar,
pronunciation)
appropriate?
(i) tabulation (e.g. substitution table)
(j) display of visuals (flashcards/drawings)
(k) prompts for practice
(l) preparation (e.g. giving information for
an activity)
away?
c. Foci of observation: teacher talking time (TTT)
Answer the questions by making notes of your thoughts and with any specific examples.

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Did the T. talk more than necessary to
explain a point – or not enough?
Did the T. talk when the students could have
been doing the talking?
Did the T. speak too quickly/slowly?
Was the level of language about right?
Did the language sound authentic and
natural?
In which activities was student talking time
more than TTT?
Did the T. create enough opportunities for
student talking time?
Were instructions clear? Was what the
trainee/teacher had to say interesting,
informative, useful etc.?
23
If/when TTT was high, was there a good

reason for this?

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Did the T. talk more than necessary to
explain a point – or not enough?
Did the T. talk when the students could have
been doing the talking?
Did the T. speak too quickly/slowly?
Was the level of language about right?
Did the language sound authentic and
natural?
In which activities was student talking time
more than TTT?
Did the T. create enough opportunities for
student talking time?
Were instructions clear? Was what the
trainee/teacher had to say interesting,
informative, useful etc.?
If/when TTT was high, was there a good
reason for this?
d. Foci of observation: instructions
Write down as many examples –word for word of the teacher giving instructions. Also make a
note of any accompanying gestures. Allow time for comments too.
Lesson (grade/date/teacher/no of Ss/level/course book)

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Instructions Gestures Comment
e.g. listen everybody T cupped hand to ear Concise & clear but fast

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
24

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
e. Foci of observation: stages of lesson
Try to identify the stages of the teacher’s lesson and deduce the purpose behind each stage as well
as the main aims of the lesson. At the end of the lesson confront your assumptions with the
teacher’s lesson plan and discuss: suitability and agreement of aim and activity; pacing; variety of
activities; logical progression.

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Stage Purpose

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Stage Purpose

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Stage Purpose
25
f. Foci of observation: error correction

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Note the type of mistakes – e.g.
Pronunciation, grammar, vocabulary
How was the correction achieved? – e.g.
Student guided to self-correction, student to
student correction or teacher to student
correction
Note when the teacher corrected, e.g. on the
spot or delayed.
Did the teacher anticipate any mistakes? E.g.
pronunciation/grammar?
Did the teacher hear mistakes?
Did the teacher correct too much or too little?
Was the teacher right in their correction?
Did the teacher jot down mistakes?
Comment on the overall success of the
correction taking place.

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
correction
spot or delayed.

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
26
correction
spot or delayed.

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
correction
spot or delayed.
g. Foci of observation: structure presentation and practice

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
If the teacher presents a new grammatical
item, how was the meaning got across to the
students?
How much explicit attention to form was
there?
Was the approach inductive or deductive?
Was there a progression from controlled to
free practice? What types of activities were
used?
How much variety was there?
How much interaction was there between
students? How early in the lesson did it first
occur?
What evidence was there by the end of the
27
lesson that the students had learned

something?
Any other interesting features?

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
students?
there?
used?
occur?
something?

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
students?
there?
used?
occur?
something?
h. Foci of observation: introducing vocabulary

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Lesson objectives
How far does the lesson appear to have
28
specific lexical objectives?

If it does have lexical objectives, how would
you express them?
Reading/Listening Activities
How does the teacher prepare for anticipated
lexical difficulties?
During ‘while’ and ‘post’ listening/reading
phases, what lexical issues arise and how
does the teacher handle these?
What techniques does the teacher use to
explain/clarify/extend lexis (e.g. explanation,
definition, synonym, paraphrase, example,
etc.)?
Students’ role
What instances are there of students’ misuse
of lexis?
How are these handled by the
teacher/students?
What systems of storing lexis do students
appear to be operating? Do these systems
appear to be teacher guided/student initiated?
Is there evidence of use of reference
materials (dictionaries, etc.)? What is used?
How is it used? Does this use seem to be
teacher guided/student initiated?

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Lesson objectives
you express them?
etc.)?
Students’ role
of lexis?
teacher/students?
29


. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Lesson objectives
you express them?
etc.)?
Students’ role
of lexis?
teacher/students?
i. Foci of observation: listening / reading

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Purpose of presentation
Features of presentation
Activities
Type of interaction
Role of teacher
Degree of control
Correction
Length and pace of lesson
Success of lesson – were students using
language correctly by the end?
30

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Activities
Type of interaction
Role of teacher
Degree of control
Correction

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Activities
Type of interaction
Role of teacher
Degree of control
Correction
j. Foci of observation: speaking

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
What type of speaking skill e.g. dialogue
building, role-play, discussion, narrative
building?
What was the degree of control, i.e.
controlled/less controlled/freer?
How was the lesson set up?
What instructions were given and were they
clear?
Was the task realistic/appropriate/challenging
etc…?
How did the teacher deal with correction e.g.
did the teacher correct during the activity or at
the end?
Comment on how successful you feel the
lesson was? What factors contributed to this?

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
31
building?
clear?
etc…?
the end?

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
building?
clear?
etc…?
the end?
k. Foci of observation: student observation

Choose a student and try to determine his/her stance toward the learning/teaching activity.
Consider the following things:

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
level of interest/boredom in different stages
and possible reasons for that.
whether he/she is learning or practicing
something which stretches him/her.
the level of interaction with others; amount
of participation;
if getting any correction from teacher, peers
or corrects himself/herself.
Other points to consider

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
32
level of interest/boredom in different stages

and possible reasons for that.
whether he/she is learning or practicing
something which stretches him/her.
the level of interaction with others; amount
of participation;
if getting any correction from teacher, peers
or corrects himself/herself.
Other points to consider
l. Foci of observation: 50 min lesson
Teacher: . . . . . . . . . . . . . . . . . . . . . .
Date: . . . . . . . . . . . . . . . . . , No. of students: . . . . .. . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
2 SUITABILITY OF MATERIALS
3 USE OF AIDS
4 ACCURACY OF TEACHER’S
LANGUAGE
5 INSTRUCTIONS/CLASSROOM
MANAGEMENT
6 PRESENTATION OF NEW
LANGUAGE
7 ELICITATION
8 CHECKING UNDERSTANDING
9 CORRECTION
10 MONITORING
11 EXPLOITATION OF MATERIALS
12 STAGING
13 VARIETY
14 PACE
15 BALANCE –ACCURACY /
FLUENCY ACTIVITIES
16 STUDENT’S MOTIVATION /
PARTICIPATION
17 RANGE OF TEACHING
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
20 BALANCE OF ATTENTION
21 BODY LANGUAGE / EYE
CONTACT
22 MANNER / RAPPORT
33
23 ENCOURAGEMENT
24 GROUP DYNAMICS
25 UNDERSTANDING OF LEARNING
PROCESS
26 ACHIEVEMENT OF AIMS
34
Foci of observation: 50 min lesson

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
35

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
36

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
37

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
38

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
39

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
40

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
41

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
42

Teacher: . . . . . . . . . . . . . . . . . . . . . .
Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . .
Stage of course: . . . . . . . . . . . . . . . . . . . . . . . .
Aims:
AREAS COMMENTS
Clearness of aims
Lesson Plan
1 PREPARATION
Material/Aids
Classroom layout
3 USE OF AIDS
LANGUAGE
MANAGEMENT
LANGUAGE
7 ELICITATION
9 CORRECTION
10 MONITORING
12 STAGING
13 VARIETY
14 PACE
FLUENCY ACTIVITIES
PARTICIPATION
TECHNIQUES
18 MOBILITY
19 VOICE LOUDNESS
SPEED
PRONUNCIATION
CONTACT
22 MANNER / RAPPORT
23 ENCOURAGEMENT
24 GROUP DYNAMICS
PROCESS
43
44
IV. . Describing teacher experience: a bank of valuable ideas
If a man will begin with certainties, he shall end in doubts; but

if he will be content to begin with doubts, he shall end in
certainties
(Francis Bacon, The Advancement of Learning, 1605)
Ideas to be considered and adapted in the future

e.g. jigsaw stories with youngsters.
e.g. Ss keep language diaries; ss from different class read and respond to diary entries.
e.g. the teacher filming Ss.
45
46
47
48
V. Lesson Plans and Outlines. Examples by the mentors

Wisdom is the principal thing; therefore get wisdom; and with
all thy getting get understanding.
(The Bible, Proverbs 4:7)
49
LESSON PLAN
NAME: Georgeta Tofan, trained mentor
DATE: 18 Nov. 2002
CLASS: 10 D
NO. OF STUDENTS: 28
SCHOOL: Liceul pedagogic “C. Negri”
TIME OF LESSON: 50 min
TEXTBOOK: Reward Upper-Intermediate”
UNIT: 6
LESSON: “Trust me- I’m a doctor”
LESSON AIMS: By the end of the lesson the learners will have been introduced to vocabulary
related to hospitals and medical matters and have had oral and written practice in using it
appropriately.
MATERIALS: textbook, pictures, audio cassette, hand-outs
ACTIVITY 1
AIMS: to introduce the story; to revise and practise the vocabulary related to hospitals and
medical matters;
PROCEDURE INTERACTION TIMING

 T. asks the ss. to look at the picture and describe it. individual
 T. elicits the words which are likely to appear in the
story. frontal
 Ss are asked to think of other words related to the
topic and write them on the blackboard.
 T gives more words and revise vocabulary to do with 15 min
medicine and hospital: plaster, anaesthetic, sore
throat, casualty, etc.
 Ss do exercise 1. p. 16 (Circle the odd-one-out) from frontal
the workbook.
ACTIVITY 2
AIMS: to prepare for listening; to unscramble text; to listen for gist; to check comprehension; to
practice speaking.

 T asks ss to read the sentences and predict the order of individual
events in the story.
 Ss listen to the tape and check if they arranged the events
in the correct order.
 T asks ss to work in pairs and predict what happens next pair work 20 min
in the story.
 Ss answers the questions, then work with another pair
and compare their answers. group work
 Ss check their answers listening to the tape again.
 T asks ss to match questions with answers
50
ACTIVITY 3
AIMS: to practice writing, to practice linking words: when, as, before; to rewrite a story from
another point of view;

 T asks ss to complete sentences using suitable verbs at pair work
the appropriate past tenses to give a summary of the
story.
 Ss are asked to rewrite the story from Dr. Green’s individual 15 min
point of view using the first person singular and
appropriate vocabulary.
 T encourages ss to use linking words like: when, as,
before, after and suitable tenses.
HOMEWORK:
Write a short story about a respectable doctor with an appalling past. His position is threatened
by someone who attempts to blackmail him.
LESSON PLAN
NAME: Georgeta Tofan, trained mentor

DATE: 9 Dec 2002
CLASS: 10 E
NO. OF STUDENTS: 28
SCHOOL: Liceul Pedagogic “C. Negri”
TIME OF LESSON: 50 min
TEXTBOOK: First Certificate Star
UNIT: 9
LESSON: “Mysterious Monsters”
LESSON AIMS: By the end of the lesson students will be able to devise a news report using the
notes taken during an interview about an unusual encounter;
MATERIALS: textbooks, pictures, charts,
ACTIVITY 1 Speaking
AIMS: to describe pictures, to answer questions; to discuss and express opinions;

 T. asks ss to describe some pictures showing real whole class 5 min
or imaginary monsters.
 Ss discuss questions about the animals in the pair work 10 min
pictures then report to the class their conclusions. whole class
51
ACTIVITY 2 Vocabulary practice
AIMS: to introduce and activate vocabulary related to mysterious animals;

 Ss are asked to order words under three headings individually 5 min
and look for definitions of the more difficult
words.
 Ss predict what the text is going to be about from pair work 5 min
the words in the box and are asked to describe the
monster and build up the events in the text.
ACTIVITY 3 Reading
AIMS: to read for gist;

 Ss read the text and match the headings to the individually 15 min
paragraphs.
 T asks ss to choose the correct answer to
comprehension questions;
 Ss are asked to find synonyms in the text; whole class
ACTIVITY 4 Speaking
AIM: to devise an interview using the vocabulary and information provided on cards; to role play
a given situation;

 Ss are divided into pairs and given cards with pair work 10 min
information about different animals, then they are
asked to devise an interview based on the
information provided on cards
 T asks ss to play the interview in front of the class.
HOMEWORK:
To write a news report for the headline “DOG ATTACKS OLD AGE PENSIONER”
LESSON PLAN
NAME: Liliana Groza, trained mentor

DATE: April, 24
CLASS: 10 Grade
NO. Of STUDENTS: 25
SCHOOL: “COSTACHE NEGRI” High school
52
TIMING: 50 min
TEXTBOOK: First-Certificate Star/ “Talking Sense”
LESSON AIMS:
- to listen to different sounds and recognize them;
- to associate the sound / noise with the right animal / object;
- to fill in gapped texts;
- to practice new vocabulary using verbs denoting sounds;
- to practice reading skills;
- to become aware of language register.
MATERIALS: audio cassettes; posters; charts; prizes; strips of paper.
ACTIVITY 1 Warm-up
AIMS: - to get Ss involved into the topic;
- to listen to and identify sounds;
- to distinguish between “noise” and “sound”;
- to fill in gapped sentences;
- to practice new verbs expressing sounds/noises.

- T plays a cassette and asks the Ss to name what sounds frontal
they hear (Birds twittering; water flowing; etc.)
- T introduces the distinction between “sound” and frontal 10 min
“noise”.
- T asks the Ss to fill in some sentences using: “sound”, frontal
“noise”, “racket”, “din”. Ss will guess the meaning of the
unknown words from the context.
ACTIVITY 2
AIMS: - to match words (animals and the sounds they make);
- to use unknown words in sentences of their own;
- to complete a chart.
- T plays a cassette for the Ss to recognize the sounds and frontal
name verbs.
- “Animals and sounds” – Ss match the animals with the group work 20 min
verbs denoting the sounds they produce, writing down the
unknown words.
- In teams, Ss are asked to complete a chart with: animals, team work
baby animals and noises they make.
- The winning team gets a prize
T displays the Ss’ charts; the Ss check their answers.
ACTIVITY 3
AIMS: - to fill in gapped sentences;
- to practice new words connected to sounds produced by the human body;
- to guess actions;
- to read sentences; mime; perform actions; utter sounds;
- to write short texts using given words/clues.
- “What your body does” T asks Ss to fill in some team work
sentences with words connected to sounds the human
body makes.
- Ss get strips of paper with sentences. After reading the team work 20 min
53
situations, the other teams will have to guess what actions

the interlocutors perform.
-T gives Ss some strips of paper, asking them to read the team work
sentences and, after finding the sound verb, read/perform
the sentences.
Ss will make up short texts using some given words. Team work
HOMEWORK: 1. exercise 2, p. 50
2. make up a short composition (100 lines) beginning like this:
‘My eyes are closed. I’m in the middle of the… I can hear……………’
LESSON PLAN
NAME: Anca-Madalina Moscu, trained mentor
DATE: 15.11.2002
CLASS: vii B
NO. OF Ss: 28
SCHOOL: “”COSTACHE NEGRI” High school
TIMING: 50 min
TEXTBOOK: All Right / ‘Places. Events, Personalities’ / “Glories Infinite”- Adjectives
LESSON AIMS:
- to use the appropriate vocabulary when talking about traits;
- to practise personality related vocabulary in sentences of their own;
- to describe people using the correct adjective;
- to change nouns into adjectives;
- to practice modifying adjectives;
- to express personal opinions concerning human traits.
MATERIALS: pieces of coloured paper; badges; posters; two monsters positive and negative);
questionnaires; strips of paper.
ACTIVITY I WARM –UP

AIMS; - to get the Ss involved into the topic;
- to express personality traits;
- to practice word formation;
- to turn nouns into adjectives.

Ss are asked several questions about weather and their Frontal
mood. Ss are divided into five teams (red, green, yellow, Team work
blue and orange). Each team will decide upon the most
important personality trait. Ss write them on sheets of
paper and display them on a board. Ss bring arguments.
T asks the Ss to answer the questions from the textbook, Group work 15 min
p. 68; exercise A1; discussing upon the same topic.
T brings the Ss a list with traits of personality, asking frontal
them to come to the board and turn the nouns into
adjectives (word-formation), paying attention to suffixes
and spelling rules.
54
ACTIVITY 2
AIMS:
- to practice personality related vocabulary;
- to discuss about qualities and shortcomings;
- to distinguish between positive and negative adjectives.
T brings Ss two monsters, the good and the bad one. One Group work
by one, Ss come and pick cards with traits, feeding the
positive or negative monster, according to their meaning.
T asks the Ss to think of two features character (one Pair work 15 min
positive, one negative) that best characterizes them and Ss
write the two traits down. The Ss will toss a coin and if it is
the head, they will confess the quality (the others will find
the bad side of it) and if it is the tail, the Ss will confess the
shortcoming (the Ss will find the good side of it).
ACTIVITY 3
AIMS: - to practice the reading skills to describe people using modifiers adjectives;
- to ask and answer questions;
- to complete questionnaires;
- to express personal opinions on the chosen topic.
T presents some examples with modifiers, explaining how Group work
they increase or reduce the strength of adjectives.
T gives the Ss strips of paper with statements, asking them Team work 20 min
to describe the people who said those sentences. Ss will
describe the persons using modifiers.
Ss are asked some yes/no questions, the Ss will fill in a Individual work
questionnaire, thus checking the answers from the previous
activity. T gives the results and the Ss talk on the subject.
HOMEWORK:
Make up three short texts, describing yourself, your best friend and a member of your family.
Don’t forget to use both positive and negative adjectives. Use modifiers!
LESSON PLAN
NAME: Mariana Ziminschi, trained mentor
DATE: February 12, 2002
CLASS: 9TH GRADE
SCHOOL: Pedagogical High school “Costache Negri” Galati
TIME OF LESSON: 50 MIN
TEXTBOOK: Matters – Intermediate
UNIT: “Reading the Signs”
LESSON AIMS:
1. to stir the students’ imagination and curiosity and get them involved in the topic.
2. to get the students acquainted to open conditionals (making predictions).
55
3. to use a short text in order to prove these texts are highly productive (texts in fairly
simple language “hide” intense and profound feelings and ideas).
MATERIALS: Textbook; pictures; tapes; handouts; materials used in “off the wall” workshops.
ACTIVITY 1 “ Your body is trying to tell you something!”

AIMS: - To stir the Ss’ imagination and curiosity;
- to get them involved in the topic.
Have you got an itch? If so, it could be that your body is T-S
trying to tell you something!
Ss are invited to listen to a recorded text (Peter Marsh asks the S-S 5 min
question “Is our Future up to Scratch?”) and talk about itches
as signs which may help one foretell the future..
T asks Ss to look at pictures and say in which picture they are
most likely to have good luck.
ACTIVITY 2 MAKING PREDICTIONS!

AIMS: -to get acquainted to the use and form of open conditionals (first conditional)
- to make predictions.
(a) T explains the rules using a poster: T-S 5 min
CONDITIONAL CLAUSE
 A type of adverbial clause; the event described in the
MAIN CLAUSE depends on the condition described in the IF
CLAUSE
 OPEN CONDITIONALS (first conditionals) referring S-S
to the future for:
 -making predictions / promises / threats / warnings.
(b) Ss are invited to make predictions from cues S-S 5 min
(individually, on handouts)
1. hand itches / get rich
2.want scratch right eye / see an old friend
3. left ear / someone say rude things about you behind your
back
4. lips / kiss someone soon
5 the itch on the left side of your head / meet a female
stranger.
 Optional – Ss may be asked to write the right T-S
verb form (Future – Present) in given sentences.
ACTIVITY 3 Texts are important for what they do not say!

AIM: - to use a short text in simple language in order to reveal its “hidden” side of feelings and
ideas.

 A short text on poster is read silently by Ss: ‘He never 10 min
sent me flowers. He never wrote me letters. He never took me
to restaurants He never spoke of love. We met in parks. I
don’t remember what he said, but I remember how he said it.
Most of it was silence anyway.
(a) Expansion: Ss are encouraged to add as many
adjectives as they can to the text; as well as sentences. Groups of five
56
(b) Reduction: Ss are asked to reduce the text by cutting

out repetition
Groups of five
(c) Media transfer: Ss are encouraged to write out the 10 min
text as a poem and use the exact words of the text but
arrange them on the page to make the most effect; they
may give the poem a title.
(d) Matching: Ss are asked to look at some pictures and
say which woman / man is most likely to have said
that. S-S 5 min
(e) Selection: Ss are invited to choose a title: Silence; S-S
Indifference; Memories; Frustration; Never.
(f) Interpretation (personal knowledge / experience must be
relied on)
(g) Creating a text (the text is to be used as a springboard for S-S 10 min
the creation of new texts): Ss are asked to write a poem using
some of the words from the text (*max. ten different words).
“Never flowers/ Never letters/ Never love/ I remember/
Silence”.
Homework: design questionnaires to discover what people’s 5 min

attitudes to courtship are (What should a man do to attract a
partner? What should a woman do?). Next class the
questionnaires will be distributed, completed, collected and
the results tabulated in two separate displays (one showing
women’s attitudes, the other men’s attitudes), One member of
each group will prepare a brief talk to explain the results to
the rest of the class.
LESSON PLAN
NAME: Mihaela Simona Neagu, mentor

DATE: October 28th, 2002
CLASS: 12th grade
NO. OF STUDENTS: 28
SCHOOL: ‘M.Kogalniceanu’College
TIME OF LESSON: 50 minutes
TEXTBOOK: Prospects-Super Advanced
LESSON: Talking Point 2 – Money
LESSON AIMS:
- to elicit vocabulary related to the topic
- to encourage variety of interaction
- to present different sayings about money
- to encourage Ss to express their opinions
MATERIALS: textbook, handouts-sayings, text
ACTIVITY 1 (Pre-Reading)
AIM * to elicit from the Ss vocabulary related to money and people
57

Ss are helped to mention words about
money and people by means of definitions.
T expects Ss to be able to mention words such as: poor- T-S 5 min
needy, broke, hard up, thrifty greedy, economical,
corrupt, extravagant, rich, wealthy well-off, loaded,
millionaire, stinking rich
ACTIVITY 2 (Reading Speaking)
AIM * to encourage Ss to talk by agreeing/disagreeing with the ideas presented in the fragments

Ss are asked to work in groups of 4
Each group is given a different fragment. S-S 15 min.
T monitors the groups ‘discussions.
T gets feedback from different groups.
Ss may be asked to enlarge on their opinions.
ACTIVITY 3 (Reading Matching)

AIM: * to provide Ss with the opportunity to study different sayings about money

Ss are given handouts with sayings S-S
and definitions that can be matched. 10 min
Ss will work in pairs. T-S
A conversation on some of the sayings
can follow.
ACTIVITY 4 (Reading Presenting arguments)

AIM * to give Ss further opportunity to read in order to compare arguments

Ss read an essay supporting the idea that the only thing
people are interested in today is earning more money.
Ss can work in groups of 4, discuss the arguments, S-S
then present them to the class.
Ss may be allowed to read the whole text but con- 15
sider the arguments for only one fragment. T-S min.
T gets feedback from different groups.
ACTIVITY 5 (home assignment)

T gives home assignment.
Ss are asked to write a similar essay, presenting
arguments on the topic:”The only thing people T-S 5 min
are not interested in today is....”
T asks Ss to brainstorm ideas on what they
might write about.
58
LESSON PLAN
NAME: Mihaela Simona Neagu, mentor
DATE: October 28, 2002
CLASS: 9th grade
NO.OF STUDENTS: 14
SCHOOL: ‘M. Kogalniceanu’ College
TIME OF LESSON: 50 minutes
TEXTBOOK: Matters - intermediate

UNIT 5: A bit windy
TOPIC: Weather
LESSON AIMS:
· to allow Ss to express ideas freely on the topic;
· to get Ss familiar with the new vocabulary regarding weather;
· to give Ss a purpose for listening ;
· to encourage Ss to listen for details;
MATERIALS: textbook, cassette, handouts- exercises and texts
ACTIVITY 1 ( Reading)
AIM : * to encourage Ss to use a text as a starting point for a conversation the topic

T gets Ss into the topic (’Weather’)
by asking them about the kind of weather
they really like / hate.
After expressing their opinions, Ss read a T-Ss 10 min
text which presents the way people are
affected by the weather.
T asks Ss to personalize the information taken from the text
and refer to the way they are influenced by weather.
ACTIVITY 2 ( Before Listening)
AIM: * to encourage Ss’ interaction in order to match some headlines with photos
* to motivate Ss to use their imagination

Ss are asked to work in pairs and match the headlines with S-S
the photos (ex.1/33). (PW) 7 min.
T can ask them to suppose what has happened in each case. T-S
ACTIVITY 3
AIM: * to get Ss familiar with the vocabulary related to different types of Weather
59

T allows Ss to work in groups of 4
and choose from a list of statements the ones that can be
listed under the headings: warm weather, rain, cold weather
and wind. S-S (GW) 8 min
Each group will work on a different heading.
T monitors the groups to help them with
possible problems of vocabulary.
T gets feedback from each group.
ACTIVITY 4 ( Listening)
AIM : * to encourage Ss to listen for the main idea and for details

Ss listen to recording 1 and circle the best summary of PW
the weather report. (ex.1/34).
Before playing recording 2, T asks Ss to predict why the
weather forecaster in the first report became famous.
T explains some unknown words: batter, masonry T-S
topple, disrupt, assess. 15 min
Ss listen to rec 2 and , while listening, fill in the gaps.
For the third recording, Ss will work in 2 groups of 7.
One member of each group will focus on the tenses GW
used in the reports. The other members will focus on
the questions about details in the reports.
T may ask each member to deal with only one question.
ACTIVITY 5 (Vocabulary focus)
AIM: * to give further practice on the vocabulary related to weather

Ss are asked to work in pairs and match the words , fill in
the gaps, order words and sentences. (ex. 1-4/34) S-S 10 min.
T gets feedback from different pairs.
T gives home assignment. Ss will have to make up a story based on one of the 3 texts provided. Ss
are asked to give plenty of details and use vocabulary related to weather.
LESSON PLAN
Teacher: IRINA SCORTARU, trained mentor
Date: December 7th, 2002
Class: 12A / No. of students: 14.
School: “Mihail Kogalniceanu” College
Time of lesson: 50 minutes
Textbook : New Proficiency Gold

Unit/Topic: “The Hard Sell”/ advertising and consumerism
60
Lesson aims: - raise awareness of techniques used in advertising and marketing;

- develop vocabulary skills;
- introduce students to three-option multiple choice questions;
- make Ss aware of the features of different registers and how to identify
them;
- revise layout and style of a formal letter.
Skills : reading, listening, writing.

Materials : textbook, different advertisements, tape, different letters.
Possible drawbacks:
- Ss may have some problems in using specific vocabulary;
- Ss may be confused where advertisement-writing techniques are
concerned.
- Ss may be tempted to use informal language in formal letters.
ACTIVITY 1 (reading and speaking)

Aims :
 raise the students awareness of the specific language techniques used in advertising
and marketing;
 to develop vocabulary skills;
 to prepare for the listening activity.

- the Ss are asked to read a text and identify the Frontal 3 min.
correct answers;
- the Ss solve another cloze, after reading a second text; Pair work 3 min.
explanations are given for the new words;
- the T. asks Ss to discuss starting from some given
questions Group work 9 min.
ACTIVITY 2 (listening)
Aims:
 to introduce students to three-option multiple-choice questions based on short texts;
 to develop the skills needed to answer this type of questions;
 to practice listening to authentic language samples.

- the Ss are asked to read through the questions in order Individual work 2 min.
to anticipate and better focus on listening;
- the Ss are asked to listen to short extracts and
answer questions; Pair work 5 min.
- the Ss must fill in the gaps and use the complete text
for further discussions; Individual work 2 min.
- the T. asks Ss to discuss starting from some given
questions Group work 6 min.
ACTIVITY 3 (writing)
Aims :
 to revise the layout and style of a formal letter;
 to give Ss criteria to use when judging the acceptability of an advertisement;
 to give Ss the chance to respond personally to advertisements.
61

- the Ss are asked to read the case study presented and Group work 5 min.
discuss it;
- the Ss are to describe the advert they have; Pair work 5 min.
- the Ss revise the pattern of formal letters; Frontal 2 min.
- the Ss read the model letter and discuss the pattern
and style; Group work 6 min.
Teacher gives home assignment: the Ss will have to write a similar letter, complaining about
the presence of a certain commercial during a children’s T.V. programme. They are asked to
state their point of view clearly and use a consistent tone and register
62
VI. Student-Teacher Lesson Plans

An expert is one who knows more and more
about less and less.
(Nicholas Murray Butler, Address, Columbia
University, 1930)
63
Name of student- teacher. . . . . . . . . . . . . . . Date: . . . . . . . . . .Level of students: . . . . . . . . . . . . . .

Number of students . . . . . . Time: . . . . . . . .Topic of
lesson/textbook: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................
Aims: overall and specific
Assumptions (with reference to previous knowledge):
Anticipated problems (with reference to common cases of interference in pronunciation, vocabulary, grammar, etc.):
Aids: materials to be used:
Phase/ Activities Interaction Focus Comments

Time (Procedures) Types (Skills) Rationale/Purpose
64
65

lesson/textbook: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................

66
67

lesson/textbook: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................

68
69

lesson/textbook: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................

70
71
72
VII. . Self-Observation Forms

The whole art of teaching is only the art of awakening the natural curiosity of young minds
for the purpose of satisfying it afterwards.
(Anatole France, The Crime of Sylvestre Bonnard, 1881)
73
Lesson (grade/date/teacher/no of Ss/level/course book) My notes

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
Personal and professional qualities
My ability to establish rapport (body
language / gesture / eye contact;
My voice (audibility / speed / intelligibility
My appearance
Preparation
Was there appropriateness of aims and
rationale?
Were there balance / variety of activities?
Suitability of materials?
Anticipated problems?
Performance
My managing the class (instructions /
mobility / balance of attention / ability to
maintain discipline / monitoring);
My presentation techniques;
My way of questioning / eliciting;
My practice technique (choral / individual /

pair / group practice);
My way of varying activities / techniques)
Balance of STT / TTT.
Exploitation of materials / teaching aids;
My instances of fostering genuine language;

balancing accuracy/fluency activities; of
creating language awareness; correcting errors;
My ability of facilitating/maintaining class
dynamics / motivation / involvement;
My ability of giving feedback (checking
understanding/learning; encouragement /
praise; evaluating/grading students;
My ability to adapt / improvise / deal with the
unexpected;
Instances of creativity? Ingenuity?
Use of native language (some/no instances)?
Achievement of aims/objectives?

74
. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
My appearance
Preparation
rationale?
Performance


unexpected;

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
75

My appearance
Preparation
rationale?
Performance


unexpected;
76
VIII. Self-Evaluation Forms

If a little knowledge is dangerous, where is the man who has so much as to be out of danger?
(Thomas Henry Huxley, On Elemental Instruction in Physiology, 1877)
77

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
AREAS OF FOCUS CONSIDERATIONS SUGGESTIONS
ASPECT OF THE LESSON WHAT I LIKED/ENJOYED WHERE I NEED TO
WHAT I OSERVED ABOUT FOCUS MORE
MY MANNER/RAPPORT WHAT I MIGHT DO
WHAT I WORKED WELL DIFFERENTLY NEXT
WHAT I APPRECIATED TIME
ABOUT MY STUDENTS ANY HELP I NEED
WHAT MATERIALS WERE ANY MORE MATERIAL
USED WELL PEERS’/MENTOR’S
SUGGESTIONS
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
78

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
SUGGESTIONS
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
79

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . .
SUGGESTIONS
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
80
IX. Mentor Feedback Form

Do you know the difference between education and experience? Education is when you
read the fine print; experience is what you get when you don’t.
( Peter Seeger “Pete”, American folksinger, Loose Talk, 1980)
81
TEACHER TRAINING LESSON EVALUATION

(compiled by the Universities of Cluj, Sibiu, and Baia Mare under the guidance of Sue Mace, British Council
representative)
Student teacher: Class: Age of pupils:
Year of study: Nos. of years of English Nos. in class
Major: Minor: Materials used(coursebook/supplementary materials)
School:
Aims of lesson:
Date:
Mentor/Methodologist: Length of lesson:
You are only required to indicate the level of Levels of performance may be summarized thus:
performance in areas that are appropriate to the 10 A very good performance
lesson observed. 9 A good performance
On the basis of the lesson observed you are 8 A fairly good perfprmance
invited to make more general comments at the 7 A satisfactory performance
end. 4 An unsatisfactory performance
PERSONAL QUALITIES Circle your COMMENTS

Ratings
Personality/presence/general style 4 7 8 9 10
Ability to establish rapport 4 7 8 9 10
Voice: audibility, ability to project, 4 7 8 9 10
speed
Professional appearance 4 7 8 9 10
COMMAND OF LANGUAGE Circle your COMMENTS

Ratings
Accuracy of: structure 4 7 8 9 10
Vocabulary 4 7 8 9 10
Pronunciation
Register
4 7 8 9 10
4 7 8 9 10
Fluency 4 7 8 9 10
Sensitivity to pupil’s level of 4 7 8 9 10
English
PREPARATION Circle your COMMENTS

Ratings
Clarity and appropriateness of aims 4 7 8 9 10
Balance and variety of activities 4 7 8 9 10
Suitability of materials and methods
for level, type of class, the 4 7 8 9 10
particular students
Preparation of materials 4 7 8 9 10
Timing 4 7 8 9 10
Patterns of interaction carefully 4 7 8 9 10
planned
Rationale 4 7 8 9 10
82
Anticipation of learners’ difficulties 4 7 8 9 10

Anticipation of teaching difficulties 4 7 8 9 10
Awareness of place in curriculum 4 7 8 9 10
Punctuality 4 7 8 9 10
EXECUTION Circle your COMMENTS

Ratings
Instructions/classroom management 4 7 8 9 10
Presentation techniques: 4 7 8 9 10
meaningful, contextualised,
appropriately staged
Practice techniques: meaningful, 4 7 8 9 10
motivating, contextualised,
Questioning/elicitation: graded, 4 7 8 9 10
directed, appropriate, motivating
Use of aids, e.g. board, equipment 4 7 8 9 10
Checking understanding 4 7 8 9 10
Controlled practice: 4 7 8 9 10
choral/individual
Handling transitions/change of 4 7 8 9 10
stage
Pace and timing 4 7 8 9 10
Variety of techniques 4 7 8 9 10
Variety and sequencing of activities 4 7 8 9 10
Balance of class, group, pair, 4 7 8 9 10
individual practice
Balance of accuracy/fluency activities 4 7 8 9 10
Ability to foster genuine language 4 7 8 9 10
Balance between STT and TTT 4 7 8 9 10
Appropriate teacher movement 4 7 8 9 10
Monitoring 4 7 8 9 10
Awareness and correction of errors 4 7 8 9 10
Exploitation of materials 4 7 8 9 10
Skills development 4 7 8 9 10
Integration of skills 4 7 8 9 10
Creativity/ingenuity 4 7 8 9 10
Ability to encourage learner 4 7 8 9 10
autonomy
Balance of attention 4 7 8 9 10
Body language, eye contact, facial 4 7 8 9 10
expression, gesture
Pupil’s motivation/participation 4 7 8 9 10
Interest in the pupils as individuals 4 7 8 9 10
Class dynamics 4 7 8 9 10
Answering pupil questions 4 7 8 9 10
Encouragement, praise, feedback 4 7 8 9 10
Understanding of learning process 4 7 8 9 10
Class control/ ability to maintain 4 7 8 9 10
discipline/ deal with problem
students
Ability to adapt/ improvise/ to deal 4 7 8 9 10
with the unexpected
Checking of learning/ evaluating 4 7 8 9 10
83
student performance
Achievement of aims 4 7 8 9 10
4 7 8 9 10 4 7 8 9 10
Grading 4 7 8 9 10
POST LESSON EVALUATION Circle your COMMENTS

Ratings
Ability to evaluate own 4 7 8 9 10
performance
Ability to respond constructively to 4 7 8 9 10
feedback
Ability to plan appropriate future 4 7 8 9 10
action
Willingness to experiment/ take 4 7 8 9 10
risks in order to develop/put action
plans into practice
GENERAL Circle your COMMENTS

Ratings
Awareness of ELT materials 4 7 8 9 10
available
Understanding of national and local 4 7 8 9 10
educational system
Appropriate integration into school 4 7 8 9 10
life/ working as a member of a team
Ability to work independently 4 7 8 9 10
GENERAL COMMENTS BASED ON THE LESSON OBSERVED
Positive aspects of the student teacher’s teaching
Suggestions for development
Student teacher’s proposals for future action
Final grade for the lesson: Mentor’s or methodologist’s signature:

(write 10, 9, 8, 7, or 4)
Date: Student teacher’s signature:
84

representative)
School:
Aims of lesson:
Date:

Ratings
speed

Ratings
Pronunciation
Register
4 7 8 9 10
4 7 8 9 10
Fluency 4 7 8 9 10
English

Ratings
particular students
Timing 4 7 8 9 10
85
planned

Ratings
choral/individual
stage
individual practice
autonomy
expression, gesture
students
86

with the unexpected
student performance
4 7 8 9 10 4 7 8 9 10
Grading 4 7 8 9 10

Ratings
performance
feedback
action
plans into practice

Ratings
available
educational system

(write 10, 9, 8, 7, or 4)
87

representative)
School:
Aims of lesson:
Date:

Ratings
speed

Ratings
Pronunciation
Register
4 7 8 9 10
4 7 8 9 10
Fluency 4 7 8 9 10
English

Ratings
particular students
88
Timing 4 7 8 9 10
planned

Ratings
choral/individual
stage
individual practice
autonomy
expression, gesture
89

students
with the unexpected
student performance
4 7 8 9 10 4 7 8 9 10
Grading 4 7 8 9 10

Ratings
performance
feedback
action
plans into practice

Ratings
available
educational system

(write 10, 9, 8, 7, or 4)
90
X. TP Grade Descriptors
91
GUIDE TO USING OBSERVATION SHEETS – Descriptors
10 9 8 7 4
Professional Highly Responsible Reasonably Committed and Non-committed;
attitude responsible manner and responsible willing to insufficient
- commitment manner, keenness commitment at all manner and cooperate at cooperation;
- appearance and commitment times. commitment most times; Personality has
- punctuality at all times; eager Commanding of the time; Good Satisfactory little or no
to find ideas; presence; positive presence; no presence; impact; teaching
Commanding and teaching style; serious defects in occasional defects style is boring;
pleasant presence; appropriately teaching style; in teaching style; inappropriately
individual and dressed; Punctual; appropriately Occasionally late; dressed;
positive teaching dressed; punctual frequently late;
style; smart except for serious
appearance; reasons;
punctual at all
times;
Voice Very good quality Good quality of Voice is audible; Voice is audible Voice is inaudible
- audibility of voice; very voice; clear speech is most of the times; or unpleasant;
- speed clear and speech; intelligible from speech is speech
/intelligibility expressive all parts of intelligible only at unintelligible at
speech; classroom; close range; times;
appropriate
speed;
Command of Excellent model Good model of Good model of Fairly good Poor model of
language of language for language for language for model of language for
- accuracy and pupils; uses pupils; clear pupils; clear language for pupils; uses
fluency language fluently pronunciation; pronunciation; pupils; recurrent language
- sensitivity to and accurately; mostly fluent andminor pronunciation inappropriately;
pupils’ level can vary the level accurate; can vary
inaccuracies; uses mistakes and for pupils difficult
at will according level adequately the language inaccuracies; able to understand;
to pupils’ needs; most of the time;appropriately; to adjust level sometimes
sensitive to only if incorrect; can not
pupils’ level but forewarned; pitch the level to
not always able to pupils’ level;
react accordingly
Ability to Friendly, positive Good working Reasonably Adequate Strained,
establish rapport and relaxed atmosphere; pleasant working uncomfortable or
- body language/ atmosphere; teacher and pupils atmosphere in atmosphere; unpleasant
gesture teacher and pupils cooperate well; classroom; pupils occasional lack of atmosphere;
- eye contact relate very well to Good non-verbal do not regard cooperation; teacher and pupils
one another, communication; student teacher as satisfactory non- clearly do not
belong to the outsider; adequate verbal relate to one
same working non-verbal communication; another; lack of
group; excellent communication; eye contact,
non-verbal misleading body-
communication; language;
Preparation
10 9 8 7 4
Clarity and Very clear and Clear and realistic Sensible aims Usually clear Unrealistic
appropriateness lucid aims; relevant linked to about aims aims /objectives;
of aims and specification of and attainable attainable /objectives; some aims and
rationale realistic aims; objectives; clear objectives; idea about how objectives do not
appropriate ways of checking generally clear achievement of mach; no clear
objectives; very them; about how objectives is to be idea /criteria for
clear idea and achievement of checked; checking
selection of objectives is to be achievement of
criteria for checked; objectives;
92
checking
achievement of
objectives;
Balance /variety Extreme Sensitivity to the Attention is paid Pupils’ needs Too much or
and timing of sensitivity to the actual need of the to the actual generally taken insufficient time
activities actual needs of pupils; realism needs of the into allocated to
/methods pupils; great shown in range pupils concerning consideration; certain activities;
variety of and management the balance and satisfactory lack of variety in
activities; right of activities; timing of balance and range choosing
balance of timing; adequate balance activities; of activities; activities; pupil
pupils’ reaction is and timing; pupil manageable and fairly good reaction is often
well anticipated reaction suitably reasonably timing; pupil misjudged;
and judged; interpreted; motivating range reaction
of activities; pupil occasionally
reaction taken misjudged;
into
consideration;
Suitability and Imagination and Materials Materials usually Teaching Teaching material
preparation of originality shown carefully chosen support the materials usually entirely based on
materials; in selection and or devised teaching points; based on textbook; little or
devising of suitable for class acceptable textbook; no thought given
materials; aids and objectives; sequencing; occasional use of to aids; materials
highly relevant adequate aids /materials; unsuitable
and effective for sequencing; satisfactory irrelevant or
the class and sequencing; unhelpful;
objectives; sequencing
sequencing is confuses learners;
logical; aids
facilitate learning
and make it
enjoyable;
Anticipation of Teaching and Teacher can Teacher generally Teacher tries to Teacher can not
problems learner problems anticipate anticipates anticipate anticipate or
have obviously problems problems problems; remedy misjudges
been thought realistically; plans realistically; plans actions are problems; plans
through and for remedy are for remedy action satisfactory for solutions are
remedy action has appropriate; are feasible; planned; inadequate;
been planned
accordingly;
Awareness of Teacher is highly Teacher is Teacher is aware Teacher has some Teacher is not
- educational familiar with the familiar with the of the national idea of the aware /ignores
system national national educational national place of lesson in
- place in educational educational system and place educational curriculum;
curriculum system and place system and place of lesson in system and place
of lesson in of lesson in curriculum; of lesson in
curriculum; curriculum; curriculum;
Performance
10 9 8 7 4
Classroom Teacher is always Teacher is always Teacher is Teacher Class is confused,
management in control; deals in control and generally in sometimes loses disorganised;
- instructions effectively with pupils generally control and pupils control and finds teacher unable to
- teacher’s pupils’ on task; teacher on task most of it difficult to keep deal with pupil
mobility misbehaviour gives clear the time; pupils on task; misbehaviour
- balance of /lack of instructions and instructions are instructions are /lack of
attention concentration on checks usually clear, not always clear concentration on
- ability to task; gives clear understanding confusion is rare; enough; task; instructions
maintain instructions and most of the time; balance of understanding is are unclear,
discipline checks good balance of attention is not checked; contradictory or
- monitoring understanding; attention; usually good; attention is misleading;
very good gestures and gestures and unequally inefficient /non-
balance of movements movements do divided; gestures existent
93
attention; facilitate not impede and movements monitoring;

teacher’s gestures communication; communication; are not always
and movements good monitoring; fairly good helpful;
reinforce monitoring; satisfactory
communication; monitoring;
very good
monitoring;
Presentation Teacher uses Teacher uses Teacher generally Presentation Presentation
techniques meaningful, meaningful, uses meaningful techniques are techniques are not
motivating, contextualized and mostly meaningful or
contextualized and appropriately contextualized meaningful but motivating; they
and appropriately staged techniques techniques but not always are not context
staged and varied but not always not always context related; related; there is
techniques; motivating or appropriately staging is often no apparent
varied; staged and confusing; little staging;
motivating; little or no variety or
variety; motivation;
Questioning Highly relevant, Relevant, graded, Appropriate, Generally clear Random,
/elicitation varied, graded, directed, clear, keep lesson and appropriate; irrelevant,
directed, reasonably varied moving forward; however there is unclear,
appropriate and and stimulating; little variation monotonous,
stimulating for and motivation tactless;
the pupils; for pupils;
Practice Teacher provided Teacher provided Teacher provided Teacher provides Monotonous
techniques a great variety of activities with activities with little variety of activities; no
- balance of activities with changes in modes changes in modes activities with variation in mode
choral /individual changes in modes of working; of working; few changes in working; teacher
/pair /group /class of working (e.g. teaches does not teaches is not too modes of interferes with
practice choral, dominate the dominant the working; group /pair work;
- variety of individual, pair, class and gives class; gives sometimes fails to provide
activities group, class pupils sufficient unnecessarily the necessary
/techniques activities); appropriate language dominates the language help or
- balance of teacher keeps a language support class but still information; talks
STT /TTT low profile and support /information and provides unnecessarily,
development gives effective /information and chance to practice language /help dominates the
/integration of language help, all chance to practice the language /information on class, does not
skills the necessary the language /develop skills; request; pupils offer enough
information and /develop skills; get some chance chance to practice
maximum chance to practice the language
to practice the language / /develop skill;
language develop skills;
/develop skills;
Pace and timing Lesson seems to Lesson develops Lesson develops Broken rhythm at Pace either too
develop its own smoothly, pace reasonably times; sometimes alert or too slow;
rhythm and is suitable for smoothly; inadequate time allotment
experienced as an class /activities; generally good timing; disproportionate;
organic whole; sensible timing; pace and
pace adequately satisfactory
adapted to timing;
activities;
accurate timing;
Handling Teacher moves Natural flow of Activities follow Activities Activities do not
transition effectively activities; teacher one another sometimes seem to connect
between the is able to regain sometimes with disconnected; to one another;
different stages of control of class unjustified occasionally teacher has
the lesson; without breaks; teacher teacher has difficulty in
activities follow interruption; generally regains difficulty in regaining control
one another control of the regaining control of the class;
naturally; teacher class; of the class;
has no difficulty
in regaining
control of class at
the appropriate
94
point;
Exploitation of Exploited /used Exploited /used Good use of Materials /aids
Exploited /used
materials use of appropriately, appropriately, materials /aids; are used but not
inappropriately,
teaching aids competently, competently and they relate to the to their full
ineffectively;
effectively, effectively; they teaching point; potential; they do
they confuse the
confidently, facilitate not always
teacher and /or
creatively; they learning; facilitate
the pupils;
clearly facilitate learning;materials attract
learning; connection to the
attention to
teaching point is
themselves and
sometimes far-
not to the
fetched; teaching point;
material poor or
lacking;
Ability to foster Teacher shows Teacher is able to Most of the time Teacher is Teacher uses
genuine imagination in foster the use of teacher can foster sometimes able to /fosters artificial
language; balance creating true to genuine the use of foster the use of language;
of accuracy life situations that language; usually genuine genuine corrects
/fluency foster the use of knows when to language; teacher language; teacher inappropriately;
activities; genuine ignore and /or tries to correct does not always is unaware
awareness and language; usually correct; systematically know when to /ignores errors
correction of knows when to correction but does not correct /ignore /mistakes; teacher
errors ignore and /or to techniques are overcorrect; errors /mistakes; overcorrect or
correct; uses effective and pupils are not correction may corrects in an
tactful and varied useful for the offended by sometimes be embarrassing
strategies to pupils; correction; disruptive or way;
signal, identify tactless;
and aid correction
of errors; pupils
take correction as
teacher support;
Class dynamics; Teacher Teacher can Teacher tries to Teacher Teacher is not
pupils’ establishes, generally motivate and sometimes able to motivate
motivation and facilitates and establish, involve all pupils succeeds in and involve
involvement maintains pupils’ facilitate and but their motivating and pupils or maintain
interest, maintain pupils’ participation is involving pupils; interest; pupils
involvement and interest and uneven; patterns pattern of appear to be
attention; teacher involvement; of interaction are interaction rather bored and
motivates patterns of reasonably monotonous; restless;
/involves all interaction are varied; sporadic
pupils and is quite motivating involvement of
sensitive to their and varied; pupils all pupils;
different appear involved
abilities /needs and interested
/interests most of the time;
/emotions;
teacher varies
patterns of
interaction to
ensure maximum
participation;
In-class feedback Teacher always Teacher checks Teacher Teacher Teacher omits to
- checking of checks understanding sometimes randomly or check
understanding understanding and learning most checks rarely checks understanding
and learning and learning; of the time, understanding understanding and learning;
- gives adequately uses and learning; and learning; generally
encouragement constructive encouragement encouragement sporadically overlooks the
/praise feedback and praise; and praise are encourages and necessity of
- evaluating pupil encouraging teacher has clear satisfactory; praises pupils; encouragement
performance pupils to take and fair criteria teacher has criteria for /praise or
- grading responsibility for for evaluation reasonably sound evaluating overpraises
their learning; /grading that criteria for /grading are not /discourages
teacher uses encourage pupil evaluating always clearly pupils; does not
95
appropriate progress; /grading largely defined and /or have clear criteria
language of understood by understood by for evaluating
encouragement pupils; these do pupils; /grading; often
and praise; has not negatively grades are
sound, fair and affect classroom perceived as
systematic atmosphere; unfair;
criteria for
assessment;
encourages pupils
to evaluate their
own work and
progress; grades
constructively;
this is understood
and appreciated
by pupils;
Ability to adapt Teacher is Teacher shows Teacher is Teacher is Teacher is over-
/improvise /deal flexible, able to flexibility of flexible most of
sometimes rigid, ignores
with the improvise response, is the time; if an
flexible; not what is
unexpected /change direction seldom at a loss; activity does not
always aware of inconvenient or
if an activity does changes direction seem to be why an activity unforeseen, is
not seem to be if an activity does working teacher
does not seem to easily put out by
working or adopt not seem to be is eventually able
be working and unexpected
a different working; is able to improvise and
consequently developments in
strategy from the to improvise if adopt a different
may be late to the lesson;
planned one; necessary; strategy; respond; response
sometimes not
adequate;
Giving Teacher is able to Teacher is able to Teacher manages Teacher has some Teacher is not
homework bring the lesson bring lesson to a to bring the difficulty in able to bring the
/follow up to a successful close; assigns lesson to a close; bringing the lesson to a close;
assignment (if close, set relevant adequate follow- follow-up work is lesson to a close; home task is
/when home up work; gives generally choice of home irrelevant
appropriate) assignments that necessary connected to the tasks is not /ambiguous;
reinforce explanations and teaching points; always the most
/highlight the understanding is teacher gives suitable;
teaching point(s); checked most of clear explanations may
able to explain the time; explanations for be somewhat
/check tasks; confusing or even
understanding of lacking;
task;
Creativity Teacher
/ingenuity creatively
exploits human
resources; uses
materials /aids
/situations
imaginatively; is
able to capitalise
on or at least
fully compensate
for shortcomings;
Achievement of Teacher achieves Teacher achieves Teacher achieves Teacher partially Teacher does not
aims /objectives all the stated most of the stated objectives to a achieves achieve
objectives in the objectives of the reasonable degree objectives of the objectives to the
fullest manner lesson; in the context of lesson; degree expected
possible in the the lesson; in the context of
context of the the lesson;
lesson;
Reflection and awareness
10 9 8 7 4
96
Ability to Teacher Teacher generally Teacher is able to Teacher has some Teacher is
- evaluate own demonstrates the shows the ability evaluate own difficulty in confused about
/peer ability to evaluate to reflect on /peer evaluating own /unaware of
performance own /peer own /peer performance /peer strengths
- respond to performance, is performance, is reasonably well performance; is /weaknesses of
feedback fully cooperative cooperative in and react to usually own /peer
in the evaluation post-lesson evaluation in a cooperative in the performance;
progress, discussion; is positive way; is post-lesson reacts
suggests lines of able to make ready to accept discussion but is unconstructively
improvement, is feasible /give suggestions not always able to evaluation
non-judgemental, suggestions for for improvement; to offer possible from others;
responds improvement, is alternatives cannot capitalise
constructively to non-judgemental /suggestions; is on self evaluation
feedback; and on the whole sometimes in a sensible
response to reluctant to /helpful way or
feedback is accept suggest lines of
constructive; suggestions; improvement; can
often be
judgemental;
Ability to plan Teacher is able to Teacher can Teacher is Teacher needs Teacher is unable
future action plan efficient adequately plan
generally able to some help to learn from own
/willingness to future actions, is own future devise future planning future /peer teaching
experiment, take eager to action; is action plans for action; is rarely experience and to
risks for experiment and generally willing
self- willing to plan future action
development even take risks to experimentimprovement; experiment /take without help; is
for development; /take risks for
only occasionally risks; not willing to
self-development;
willing to take any risks or
experiment /take to experiment;
risks;
Ability to work Teacher is fully Teacher is Teacher is Teacher accepts Teacher either
as a member of a aware of his/her capable of generally able to teamwork but fits cannot /is not
team role as a member developing work as a in with some willing to act as a
/individually of a professional adequate working member of a difficulty; might member of a team
team and is relations in a team but is only often rely too or is too shy
perfectly capable team; can partly involved much on the /feels unsafe
of developing generally work and sometimes is support of the /unprepared to be
effective working well satisfied with a other members; able to work
relations in that independently passive /minor might not always independently;
team but is also when necessary; role; is usually be able to work
able to work able to work without guidance;
independently; independently;
Working with Teacher is Teacher can Teacher is Teacher has Teacher is
official school familiar with the appropriately use generally able to difficulty in using unaware of the
records different types of the most handle the most official school need to handle
official school important official important official records correctly; official school
records school records; school records; records
/documents and /documents
can easily handle accurately;
them;
Proposed by a Cluj working party: Marina Cristian, Susana Demeter, Gabriela Wainblat – Mentors, Mentor
Trainers
97
XI. Foci of observation: educational class

(observarea orei de dirigenţie)
98
Ora de dirigenţie (clasa / data / profesor / nr.elevi)

…………./………../…………………/………
Subiectul lecţiei:……………………………. Observaţii, aprecieri,
Desfăşurarea activităţii întrebări, concluzii
99
Ora de dirigenţie (clasa / data / profesor / nr.elevi)

…………./………../…………………/………
Subiectul lecţiei:……………………………. Observaţii, aprecieri,
Desfăşurarea activităţii întrebări, concluzii
100
XII. Notes on the observed student (observaţii asupra elevului studiat)

(tabel din Cristea, S., Caietul dirigintelui, în “Revista de pedagogie”, nr. 2/1991, pp.22-27)
101
Mediul de observaţie: clasa, Prezentarea faptei şi a sursei Interpretarea psiho-

şcoala, familia, societatea de informare pedagogică a faptelor
102
XIII. Learner Profile (Fişa psiho-pedagogică)
103
CARACTERIZAREA PSIHO-PEDAGOGICĂ A ELEVULUI
A. DATE GENERALE DESPRE ELEV:

a. Date biografice:
- nume:
- clasa:
- data şi locul naşterii:
-şcoli absolvite:
- domiciliul actual:
b. Date privind familia:

-domiciliul părinţilor:
-ocupaţia şi locul de muncă al părinţilor:
tatăl:
mama:
-nivelul cultural:
c. Starea sănătăţii şi dezvoltarea fizică a elevului:
B. ASPECTE PRINCIPALE ALE ACTIVITĂŢII ŞI CONDUITEI

ELEVULUI
a. situaţia şcolară:
b. atitudinea faţă de şcoală/muncă
c. atitudinea faţă de munca şcolară şi succesul la învăţătură
d. aspecte ale proceselor psihice implicate în viaţa şcolară
104
e. conduita elevului:
f. activitatea şi conduita elevului în colectiv:
C. TRĂSĂTURI PRINCIPALE ALE PERSONALITĂŢII ELEVULUI

a. interesele dominante ale elevului:
b. aptitudinele elevului:
c. temperamentul elevului:
d. trăsăturile de voinţă şi caracter
D. APRECIERI ŞI RECOMANDĂRI EDUCATIVE CU CARACTER

PROGNOSTIC ŞI DIAGNOSTIC:
105
106
XIV. Samples of valuable materials / tasks / tests of your own making

It is the supreme art of the teacher to awaken joy in
creative expression and knowledge.
(Albert Einstein, Out of My Later Years, 1950)
107
108
109
110
111
112
XV. Teaching Practice Final Report

Grace is given of God, but knowledge is bought in the market.
(Arthur Hugh Clough, The Bothie of Tober-na-Voulich, 1848)
113
English Teaching Practice Final Report
Student Teacher: …………………….. Year…….

Mentor: …………………………………Major/Minor
School: ………………………………………………….
GRADE :………………………(in figures and words)
The following report should give a clear picture of the student teacher’s teaching
competence after TP and suggest their future potential as ELT teachers.
Mentor: …………………………. Signature: …………….Date: ………………

Methodologist……………………Signature: ……………Date: ………………
Description of grades
10 A very good performance

9 A good performance
8 A fairly good performance
7 A satisfactory performance
4 An unsatisfactory performance
114
XVI. Teaching Practice Feedback Questionnaire
For one semester you took part in Teaching Practice supervised by a mentor. This was
scheduled over a 10-week period. Please look back over the whole experience and answer the
following questions. Your reflections will help in further improving the methodology component
of the University course and Teaching Practice.
1. Please rate the T.P. experience in your development as an ELT teacher.

very important important quite important not very important useless
2. Please rate your mentor on the scale below. One of the main characteristics of T.P. has been
openness and constructive feedback. Your mentor would like to know how successful she has
been in helping you become a teacher. You could mention particular incidents, events, during
T.P. to illustrate your views.
excellent very good good
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
3. Here are some special characteristics of T.P. Please express your opinion about the value of
each in helping you become an ELT teacher, by ticking the appropriate box.
 Reflection on experience as a major tool of development
very useful useful quite useful useless
 Self-evaluation as a major development tool
 Peer observation, evaluation and feedback
 Developmental not judgmental feedback i.e. Mentors and peers being helpful, supportive
guides rather than judges.
 A gradual journey towards teaching complete lessons rather than being thrown in at the
deep end.e.g. team planning and teaching with the mentor and peer trainees.
4. Do you feel you have been prepared enough to cope with starting as a beginner teacher in a
school?
Yes No
5. How confident do you feel about this project?

very confident confident quite confident not very confident not at all confident
6. Suggestions for improving TP in the following year
Thank you
115
XVII. Glossary of ELT Terms
Activity A single exercise, problem-solving task, game, etc.

Accuracy vs. Fluency Activities Activities meant to enhance language correct usage;
activities meant to encourage language use.
Aims What the teacher hopes to achieve during an activity,
lesson.
ARC =Authentic use (e.g. communicative tasks/activities),
Restricted use (e.g. transformations; drills; etc.),
Clarification and focus.
Brainstorming A group activity meant to generate a lot of ideas. All
suggestions (however unlikely) are recorded to be
sieved later by collaborative effort.
Clarification and focus The stage of a lesson dedicated to clarifying things
about language system items (form, meaning, use).
Classroom management Step-by-step decisions and actions concerning
organization of the classroom and activities (e.g.
seating and grouping arrangements, instructions,
rapport, etc.).
Cloze exercise A gap-fill exercise with regularly-spaced gaps (e.g.
every eighth word).
Communicative activity An activity whose major aim is communication,
either oral or written (main features: information gap,
choice, feedback).
Contextualization Creating a specific situational illustration for a
language item.
Drills/Drilling Oral repetition with change of one language item.
Elicitation/Socratic technique A form of teaching by question and answer gradually
leading to generating ideas, enlarging language
semantic fields, etc.
Extensive reading/listening Either referring to reading/listening outside class, or
reading/listening for the gist of the text.
Feedback session A class activity in which students report back to the
class on what they have been researching or
discussing. It may also be a session in which the
teacher reports back to students on their work.
Functional syllabus Syllabus presenting grammatical items and phrases
under functional (situational) headings.
Group work The class organization where activities are carried out
in groups.
Icebreakers Activities meant to accommodate students and
teacher with each other.
Information gap That which creates the need and desire to
communicate with each other ( i.e. to find out the
missing information crucial for understanding a
certain issue).
Intensive reading/listening Detailed reading of/listening to excerpts of
written/spoken text.
Jigsaw learning A form of learning/teaching in which students cover
different areas of a topic and later pool their
knowledge (e.g. by seminar/class proper).
116
Layout Seating arrangement within a classroom.

Language skills The four interactive skills are: reading, listening,
writing and speaking. They usually integrate in a
lesson (i.e. integrative skills), although one may
prevail.
Language systems/areas They are: grammar, lexis, phonology.
Lockstep technique The class grouping where all the students are working
with the teacher, where all students are ‘locked into’
the same rhythm and pace, the same activity.
Monitoring It happens when the students do the learning and the
teacher only supervises, being alert about how
learning occurs.
Objectives Intended student achievements in a lesson.
Observation task A specific task to be done while an observer is
watching another teacher in class.
Pair work The class grouping where activities are carried out in
twos.
PPP Having a grammar lesson organized on the pattern:
Presentation (giving the language item), Practice
(providing opportunities to use it in controlled ways)
and Production (integrating it communicatively).
Project work A kind of task-based activity which usually involves
an extended amount of independent work, either by
an individual student or a group of students.
Pyramid group A form of group activity in which the class is divided
into groups. After some time, pairs of groups are
joined together and continue the discussion. This
procedure is repeated until there is only one group,
comprising the whole class. Sometimes called a
snowball group.
Rapport The quality of relationship within the classroom.
Role play A form of simulation in which the participants adopt
certain roles.
Self-access i.e. self-access centre (where students have free
access to materials).
Self-assessment When one self-evaluates his/her achievements,
qualities, prospective development, etc.
STT =Student Talking Time (the amount of time that
students get to talk during the lesson).
Substitution tables A way of writing out grammar information as
patterns that can allow for generation of further
sentences.
Syllabus A list of course contents.
Task Something what the student is asked to do in class.
Task-based learning Used to describe any kind of learning which involves
the performance of a specific task or piece of work.
TTT = Teacher Talking Time (the amount of time teacher
talks during the lesson).
Test format The way in which the test is organized, such as
multiple-choice or interview.
Test reliability Consistency, the extent to which the scores resulting
from a test are similar wherever and whenever it is
taken, and whoever marks it.
117
Test rubric Information for the student on how to do the test,

including instructions, examples, and the organization
of test procedures.
Test validity The extent to which a test measures what it is
intended to measure.
Visual aids = pictures, charts, posters, diagrams, etc. used by the
teacher to enhance language understanding.
Warmer/warm-up ‘Starter’ served to students to wind their imagination
and enthusiasm about the language activity to follow.
Workshop A kind of task-based group activity which involves
the completion of a certain specified task. It is
expected that all the members of the group to
contribute something to the completion of the task.
118
XVIII. Select Bibliography
Ministerul Educaţiei Naţionale, Consiliul Naţional pentru Curiculum, Limba engleză,

Curriculum şcolar pentru clasa a VII-a. Bucureşti, 1977.
Allwright, D., and K. M. Bailey, Focus on the Language Classroom. New York: Cambridge
University Press, 1991.
Bailey, K., M., Diary studies in teacher education programs. In Second Language Teacher
Education, ed. J. C. Richards and D. Nunan, New York: Cambridge University Press,
1990.
Barna, A., Antohe, G. Curs de Pedagogie. Teoria instruirii, curriculum-ului şi evaluării,

Logos, Galaţi, 2001.
Bartlett, L., Teacher Development through reflective teaching. In Second Language Teacher
1990.
Day, R.,R., Teacher observation in second language teacher education. In Second Language
Teacher Education, , ed. J. C. Richards and D. Nunan, New York: Cambridge
University Press, 1990.
Gebhard, J. G., Seeing teaching differently: The teacher as observer. The Language Teacher,
15, 5, pp. 17-20, 1991
Gebhard, J.G., and A. Ueda-Motonaga, The power of observation. In Collaborative teaching

and learning, ed. D.Nunan. New York: Cambridge University Press, 1992
Nunan, D., Action Research in the language classroom. In Second Language Teacher
1990.
Scrivener, Jim, Learning Teaching, Macmillan Heinemann, English Language Teaching,

1998.
119
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A Student – Teacher’s Teaching Practice Guide

Universitatea “Dunărea de Jos” Galaţi

A Student - Teacher’s Teaching Practice Guide

Learn to write well, or not to write at all

La capitolele VII, VIII, IX, X, au fost utilizate materiale din programul de

UNIVERSITY “DUNĂREA DE JOS”OF GALAŢI

Student Teacher (Name and Surname): ……………………………………

Student Teacher Observation Record

I. Successful TP Policy: some practical advice 7

I. Successful TP Policy: Some Practical Advice

Congratulations on reaching what is to be the truly applied component of the student

10. TRUST YOURSELF, YOUR COLLEAGUES AND FUTURE COLLEAGUES!

II. Record of School Documents/English Curricula

Educaţia pentru o muncă de calitate trebuie să vizeze dezvoltarea

ELEMENTS OF THE DIDACTIC ACT DIDACTIC CONSTITUENTS AND SUBCONSTITUENTS

a. general  cognitive and attitudinal  communicative competence

b. skill-based  integrated skills

c. operational  for each teaching sequence

a. topics  socio-cultural component

b. speech acts  written communication oral communication pragmatic component:

TEACHING / LEARNING METHODS communicative-functional techniques

Based on authentic materials

STANDARDS OF EVALUATION FOR

To what purpose? OBIECTIVES

* intelegerea imaginilor si simbolurilor specifice

* intelegerea elementelor socioculturale

ale vietii de zi cu zi (asemanari si 3

4 How . . .? AND STRATEIGES 

6 What level . . . ? EACH CYCLE

* citire cu glas * scriere dirijata * dictare * completare de text * copiere

tare sau in gand

* emitere de opinii, sugestii, ipoteze

* interactiune comuni-cativa elementara* descrieri si relatari simple

Intelegere dupa auz

III. Actual Classroom Practice toward Self-Exploration

a. Foci of observation: class management .

Lesson (grade/date/teacher/no of Ss/level/course book) (always/sometimes

Lesson (grade/date/teacher/no of Ss/level/course book) (always/sometimes

b. Foci of observation: using the board

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

Was the board overused or underused?

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

c. Foci of observation: teacher talking time (TTT)

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

If/when TTT was high, was there a good

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

d. Foci of observation: instructions

Lesson (grade/date/teacher/no of Ss/level/course book)

Lesson (grade/date/teacher/no of Ss/level/course book)

Lesson (grade/date/teacher/no of Ss/level/course book)

e. Foci of observation: stages of lesson

Lesson (grade/date/teacher/no of Ss/level/course book)

Lesson (grade/date/teacher/no of Ss/level/course book)

Lesson (grade/date/teacher/no of Ss/level/course book)

f. Foci of observation: error correction

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

g. Foci of observation: structure presentation and practice

Lesson (grade/date/teacher/no of Ss/level/course book) Your notes

lesson that the students had learned