The document summarizes an observation of an English language lesson. It notes that while the teacher's objective was clear, the steps of the lesson plan were not always followed due to time constraints. It also found that while students were motivated to participate, they were not motivated to use the target language and the teacher relied heavily on the students' first language to provide instructions. Overall, the observation indicated that the teacher could improve by using more examples, simplifying instructions, challenging students to think in English, and using more correction techniques while students speak.

1. Observation format
Aspects to observe Yes No Comments
1. A lesson plan is used.   Seems that the teacher has memorized the activity and no longer uses a
written plan, but keep in mind in which moment introduce each activity.
2. Are the steps of the plan followed?  It seems that the times that the teacher has planned not been met, for
external problems activities would continue over than planned.
3. The objective of the lesson is clear.  The objective is clear but in an indirect way, I mean for us the observers
was clear but maybe not for the students, they did not knew what they
were going to learn.
4. The activities to develop are related to the topic.  It is a conversational activity and the subject it is a
5. Task examples are provided.  Examples are given only by way spoken.
6. The instructions are clear.  The language used for the instructions is not leveled for the students so
this causes that the students misunderstand some of the instructions of
what they have to do.
7. Motivate students to use the target language.  Target language is only used by the teacher, but even the teacher uses L1
to communicate with the students, so they do not make an effort to speak
in the SL2.
8. Motivate students to participate.  Students are motivated to participate on the class but not motivated to
use the SL2.
9. Involves the students in the develop of the class  The instructions are given with strict steps to follow and students only
decide who to work with, and the subject with which they will develop the
activity.
10. Checks students understanding  Teacher asks for doubts to the students, and if they did not understand
she returns and explains again.
11. The language used is leveled for the students.  When the teacher give the instructions the language used is too
advanced, then the use of the L1 is strictly required.
12. Use efficient correction techniques  L2 is not used for the students, only for basic rules (May I come in? etc.),
so they are not corrected while they speak.
13. Challenge students thinking  The use of L2 is not request, so they do not feel challenged to think or
speak on English.
14. Provides activities that satisfy students needs  The students do not have enough practice with the target language but
the activities applied are suitable for the students.
15. Guides students progress  The teacher goes team by team asking to the students if they have doubts

2. Observation format
and attends the doubts one by one.
16. Promotes team work  The activities are developed in teams, because of the number of students
is too big, but students only wanted to work with friends.
17. Uses didactic materials  The teacher only speaks; do not even use a book, in the classroom there is
no multimedia equipment (enciclomedia).
18. The environment is appropriate for the students  The installations of the school and the classroom are suitable for the
students.
19. Promotes communicative activities  The activity to develop is totally communicative but, the students are not
encouraged to use the target language.
20. Manage moments of indiscipline  The teacher has the control of the class, at the moment of making teams
occurs that there is a lot of noise, the teacher speak up and the students
do what he/she says.
21. Prize or punish students behavior  Not always, but at the end of the class the line of chairs with less noise
and garbage can go out first.
22. Handles unexpected problems of indiscipline  Exist troubles between students and this affects also the all group, but the
teacher looks for solutions to make them work together.