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1、Evaluation of a LessonTeachers Qualities Teachers language1. Does T have clear, correct and beautiful pronunciation and intonation?2. Is teachers oral English accurate, fluent and appropriate?3. Is teachers body language appropriate?4. Does T speak naturally?5. Does T give clear and brief instructio
2、ns?6. Is Ts error-correction gentle?7. Does Ts feedback tend to encourage SS? 8. Does T encourage real use of language?Teachers knowledge and skills9. Is T knowledgable about the subject?10. Is T well prepared and organized for the class?11. Is T responsive to SS needs / questions?12. Does Ts teachi
3、ng style keep SS engaged?13. Does T demonstrate effective presentation skills?Teachers personality 14. Is T easy-going?15. Does T smile often?16. Can T arouse SS interest and motivation in the lesson?17. Does T seem interested in and responsible for the lesson?Teaching Aims 1. Are the educational an
4、d instructional aims clear? 2. Do the aims include the five components (language knowledge, language skills, affect and attitudes, cultural awareness, and learning strategies) in the new National English Curriculum?3. Are the specific aims for each stage of the teaching procedure clear?4. Has the te
5、acher achieved the aims through the teaching procedures?Design of the Lesson1. Does the teaching model reflect modern teaching theories and ideas?2. Is the teaching model student-centered?3. Does the lesson balance between language input and output, and involve integrated skills?4. Are the teaching
6、methods effective?5. Does the teacher design a variety of activities? Any creative activities?6. Do SS actively participate in the class activities? Teaching Procedures1. What teaching model does the teacher employ?2. Are the stages of the lesson and aims of each stage clear?3. Is there logical conn
7、ection between the stages?4. Are the focal points and difficult points clear?5. Is time arrangement / allotment of each stage appropriate?Class Assessment/Feedback1. Is there timely assessment / feedback of class activities?2. Does the feedback encourage students?3. Does the class assessment attach
8、importance to the process, not only product?Teaching Aids1. Does T employ a variety of teaching aids ?2. Does T employ teaching aids appropriately?3. Can T adapt textbook / materials appropriately?4. Design of PPT:Is the design of PPT brief, clear, interesting and motivating?Is the background pictur
9、e of PPT related to the topic?Are the focal points and difficult points clear on PPT?Are there front page and end page on PPT?Are the colors of each page on PPT too many (at most 3 colors on each page)?Are the lines on each page on PPT too many (at most 10 lines on each page)?Are the words on PPT cl
10、ear enough for SS?5. Design of blackboard (BB): New presentation content should be in the middle or on the left and cannot be erased till the end of the class. Is the handwriting on BB designed accurately and reasonably?Does the handwriting on BB emphasize the focal and difficult points?Are the word
11、s on BB clear enough for SS? Teaching Effects1. Are the teaching aims achieved?2. Does every student actively participate in the class and really learn something? 3. Does T show any creativity and originality in certain aspects?SuggestionsSSSSS (5S) Principles for Evaluating a LessonSympathize: obse
12、rver should understand the problems T faces and show sympathy for himSummarize: observer give the general impression(when writing your comments on a lesson, first summarize the general impression of the lesson.)Select: observer chooses one or two aspects to focus on (which aspect? Why?)Suggest: Observer give their own opinion on some specific aspects and make the comments constructive and helpful by offering specific advice.Stress: affirm the strong points of the teaching observed.
