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TS, 2009-2010

Department of Language Teaching Methodology

Observation and Analytic Protocol Number:4

Trainee teacher: Tanja Ivanovska 8608!

"#servation Date: !$ "cto#er !00%

Time: &tart: ':!0 (nd: ):00

&chool: $8 &"* +,rofessor -asil .latarski+

Mentor Teacher: &vetlana ,etkova

&ection /: asic descriptive information 1include details a#out teacher2 grade level2 details a#out

students3

This is 'thgrade and this their second (nglish class for today and they are ready to 4ork5

The teacher is very relaed7 although the students are young and energetic there is no need to raise hervoice to any of them5 The students as a 4hole are very enthusiastic to take part in the activities and

each one of them 4ants to stand out of the others2 the noise in the classroom came from their

eagerness to participate and state their ideas5

/ll of them are happy and ecited #ecause the o#servers are present in their class and they 4ant to

improve in front of us5 The teacher is trying to #e active in the class5 &ome of them have good

kno4ledge and speak fluently (nglish for their age5

Todays unit is 9irst2 &econd; T4entieth

7/23/2019 Observation Protocol 4

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TS, 2009-2010

things that have #een 4orking in the class5

&he gives them home4ork5 from this class and with writing thehomework its a good way to learn thesame thing that before resentsdi!culty for them"

&ection >: "verall ratings of the lesson 1include summaries of the o#jectives and contents of thelesson3

or this lesson teacher is using tape recorder5 &tudents are listening and then repeating the

4ords5 The teacher asks if they find unfamiliar 4ords5 /lso the teacher is repeating some 4ords that

are harder for pronunciation and she is asking them to do the same in order to pronounce them #etter5

The teacher is 4riting 4ords from the #ook on the #lack#oard and she is translating the 4ords

from (nglish to ulgarian5 =o4 the students should read the tet loud one #ye one2 sentence #y

sentence and then they are translating the sentence into ulgarian5 ?hen the students dont kno4 the

ans4er to the asked @uestion or reply incorrectly the teacher corrects them #y repeating the right

ans4er5 &ometimes if the mistake is more common she needs to repeat a phrase or a 4ord several

times and get the children to repeat it themselves5

I can see on their faces enjoinment 4hen they are reading5

=et thing they are learning is cardinal num#ers and every student is 4riting one cardinal num#er

on the #lack#oard7 they learn 4hat these num#ers mean2 ho4 to spell and pronounce them5 Most of

the time they are speaking in their target language2 #ut 4hen they 4ant to ask that they dont

understand they are speaking in ulgarian5

&ection D: "verall assessment of the @uality of the lesson 1is this a good lesson2 4hyA3

I #elieve that this lesson can #e said to #e very good #ecause all of the students 4ere active5

The students as a 4hole are very enthusiastic to take part in the activities and each one of them 4ants

to stand out of the others &o2 it can #e said that our presence in class contri#uted to their 4illingness to

listen carefully to the teacher and take parts in all of the activities done in class5 The teacher stimulatesthem 4ith her patient and 4ants her students to learn everything 4hich is said in class5

&ection (: Becommendation 1ho4 can the efficacy of the lesson #e improvedA3

The efficacy of the lesson 4as on a very high level5 Mrs5 ,etkovais a #ery e$eriencedteacher, her lessons are #ery organi%ed and & learn lots of new things andteaching techni'ues that & can use in my ractice with my classes" This studentsuse the target language according to their le#el"