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1、Classroom-Observation Report 1 (Observer) Name: Number: Class Group School _ Teacher _ Lesson _ Exposure to target language(activities & duration) Form- focused practice (activities & duration)Use of language(activities & duration) Is the teaching structure 3P or 3T? Why do you think so? Which activ
2、ity do you think most interesting & effective to the students? why? Adviser Date Classroom-Observation Report 2 (Observer) Name: Number: Class Group School _ Teacher _ Lesson _ Teacher What percentage of Ss speak in the lesson? How many times does the student who speaks most speak? Please observe an
3、 average student in the class (mark him/her in the above seat map with “#”) and report what he/ she does in the course of the lesson below. Which activity do you think he/ she likes most? Discuss with your peers and see if you feel the same. If yes, analyze the reason why Ss like it. Adviser Date Cl
4、assroom-Observation Report 3(Observer) Name: Number: Class Group School _ Teacher _ Lesson _ Pre-task(activities & duration) While-task (activities & duration)Post-task(activities & duration) Is the teaching structure task-based? Observe one speaking/ writing activity in the lesson and describe what
5、 the teacher does before and after Ss speaking/ writing? Do you think the Ss are willing to say/ write? Why do you think so? If not, what suggestions do you have for the teacher? Adviser Date Classroom-Observation Report 4 (Observer) Name: 庄子深、杨毅、陈美妍、王晓敏、项梦妮、郑志选 Class 6 Group 4 School 海南中学初中部初一（1）班
6、Teacher 符海英 Lesson _Unit10 Id like some noodles J1B Go for it _The learning objectivesThe learning ways & strategiesThe result of learning1.Words and expressions: use the words and expression about food and size(meat, noodles, egg, big, medium, etc.) to order food.2.Sentence and patterns and communi
7、cative functions: use the sentence patterns(May I take your order? What would you like? Yes, Id like.) to role-play waiter and customer in a restaurant.3.Learning skills and strategies: Review key words ,expressions and sentence patterns through role-play and translation activity. summarize language
8、 items through comparing sentences.4.Significance of learning: Knowing how to order food and how to give service to customers in a restaurant. Knowing how to distinguish countable and uncountable nouns. 1. T asks Ss to do role-play (waiter and customer) by using the words and expressions they have l
9、earned last class in order to consolidate the language points. 2.T asks Ss to translate the sentences about the language points they have learn to consolidate the language items. 3.T presents some sentences about “some” and “any” and asks Ss to discuss and tell the differences between them. And then
10、 asks some Ss to take turn to answer, and asks other Ss to listen carefully. 4.T adds some points according Sss answers, and asks Ss to do some exercises to consolidate the items.5.T presents the definition of countable and uncountable nouns and asks Ss to summarize the rules of countable and uncoun
11、table nouns, and what kinds of words are countable and what kinds of words are uncountable nouns by discussing with partner.6. T summarizes what Ss have said and presents some sentences to make Ss understand how to describe countable and uncountable nouns. Ss listen carefully and take notes. 7.T ask
12、s Ss to do some exercises to consolidate the language points, asks Ss to take turn to say out the answers. 1. About 98% Ss can use the words and expressions to order food and can give service to customer like in restaurants.2. Most of the Ss can understand the differences between “some” and “any”3.
13、About 99% Ss can distinguish countable and uncountable nouns. Does the lesson reach the goal? Almost Why do you think so? We all think almost most Ss can reach the goal. Because from observing Ss responses, we can draw this conclusion. First, T asks Ss to do role-play activity, the reason why T give
14、s this task is to help Ss to review and consolidate the language points, the sentence patterns. Ss act as a waiter and customer, from Ss performance, they can use the language points, the sentence patterns correctly and fluently. So Ss reach this goal. Secondly, T asks Ss to discuss with Ss partners
15、 to tell the differences between “some” and “any”. Ss can tell the most differences between them. Such as Ss can tell that “ some” use in positive sentences and “any” use in negative sentences and “some” modify the countable nouns and so on. T then adds some points, such as “some” sometimes can modi
16、fy uncountable, T gives sentence “please give me some water.” to make Ss understand deeply, Ss take notes and give T a positive response. Finally, T asks Ss to summarize what kinds of words are uncountable. Most Ss can say “肉类，液体不可数”. From what weve mentioned above, we can say almost Ss can reach th
17、e goal. How does the teacher draw Ss attention to the form of language? What teaching aids/ materials do you think helpful for Ss to notice the form of language? Why do you think so? Adviser Date Classroom-Observation Report 5(Observer) Name: Number: Class Group School _ Teacher _ Lesson _ Pre-readi
18、ng/listening(activities & duration) While-reading/listening (activities & duration)Post-reading/listening(activities & duration) Observe one listening/ reading activity in the lesson and see what the teacher does before listening/ reading? Do you think what the teacher does effective? Which part of the task do you think more effective to facilitate Ss understanding of the text? Why do you think so? Adviser Date