- Teacher’s introduction to the explanation was short and capture pupil’s attention.
Main ideas within the explanation
- Organisation of ideas in a logical and coherent sequence: YES
- Easy to follow: YES
- Links between the main ideas: YES
- Summary at the end: SOMETIMES
Within the Explanation
- Language clear and fluent: USES L1
- New words explained: YES
- Choice of words and level of language appropriate to age, interests and ability level: YES
- Sentences clear, short: YES
- Good and clear examples given to illustrate the topic: SHE DREW A LETTER AND POINTED THE SUPPOSED PLACE OF SENDER AND RECEIVER
- Examples; are familiar to students’ own experience: YES
- Repetition: YES
- Pace of explanation OK for class: YES
- Questions and other forms of feedback to find out if class is following/has understood: YES
- Are contributions from class invited and used?: YES
- Use of other materials to make points: SOMETIMES
- Volume: APPROPRIATE
- Speed: APPROPRIATE
- Varied in pitch: MOSTLY
- Emphasis: YES
- Pauses: YES
- Gestures: RARELY USE
- Movement: YES
- Eye contact: IN A HIGH TENSE CONDITION
- How does teacher keep the attention of all students?: GENERALLY SPEAKING LOUDLY
Teacher’s Explaining and Instruction
- Teacher explained the difference between “will” and “be going to”, and in what conditions we can use it.
- Teacher asked to write back an e-mail. She said “ you need to say an excuse for not coming”.
- She explained the meaning of the following structures by giving some examples;
You know, …
… is very important for me.
I’m interested in …
Let me know if …
I hope …
- Teacher explained why native speakers use the term “you know”, what the meaning of it is, and in what conditions we can use it.
- While giving instruction, she said “ Read the text and answer the following questions about it. Don’t be afraid of when you see length of the text.”
- She explained the diffrence between text message and message note.