Tutors Report on the Diagnostic Lesson

Candidates Name: Edgar Argel Perez

Centre Name: Ih Mexico

Centre number: MX026

Date of assessment: _Nov 23rd , 2017

Level of class: Elementary Intermediate Up. Int.

Pre Int. Advanced X

Number in class: 20 Length of Lesson 60

(Minimum 45 minutes - maximum 60 minutes)

To be completed by the Course Tutor:

I confirm that the following requirements were met:

5 (or more) learners of English were present

The lesson length was between 45 and 60 minutes.

I received a copy of the lesson plan.

I received a copy of the lesson materials.

Please print your name: Orlando Delgado Mata

 Report for the Diagnostic Lesson

6 - 9Teaching

6 Creating and maintaining an atmosphere conducive to learning

A successful Delta candidate demonstrates that they can effectively:
MET, NOT
MET or
PARTIALLY
MET:
6a) teach the class as a group and individuals within the group, with sensitivity to the learners M
needs and backgrounds, level and context, providing equal opportunities for participation
6b) purposefully engage and involve learners M
6c) vary their role in relation to the emerging learning and affective needs of learners during M
the lesson
6d) listen and respond appropriately to learner contributions M

Comment

6a) You are able to build up rapport with learners and everybody seems, overall, involved. There is some contextualisation
at the start of the lesson and transitions from the early stages to the core stages in terms of topic and context are relevant.
There were normally equal opportunities for participation.

6b) You engaged learners with the TL well through some good text-based work (see 8a). Context-wise, the lesson seemed
relevant and engaging. The tasks you planned were focused on meeting the main aims.

6c) You are indeed making an effort to engage learners in more student-centred work through pair and group work at most
times. Your teacher roles are relevant to the different stages of the lesson overall. I wonder if you could do some more GD
in clarification of language to speed things up in coverage of MPF (see 7d).

6d) You can react to learners ideas well overall, engaging in following up discussion when relevant and possible.

7 Understanding, knowledge and explanation of language and language skills

A successful Delta candidate demonstrates that they can effectively:

MET, NOT
MET or
PARTIALLY
MET:
7a) use language which is accurate and appropriate for the teaching and learning context M
7b) adapt their own use of language to the level of the group and individuals in the group M
7c) give accurate and appropriate models of language form, meaning/use and pronunciation PM
7d) give accurate and appropriate information about language form, meaning/use and PM
pronunciation and/or language skills/sub skills
7e) notice and judiciously exploit learners language output to further language and skills/sub- M
skills development

Comment

7a) Your language is accurate and appropriate for this learning and teaching context, and at this level overall.
7b) Your language is appropriate to the level of these learners and the context, with some useful prompting at times.

7c), 7d) You introduce your TL and this was well selected for grammatical purposes (though not always well exploited in
task focus (see 8b). You moved on from the reading stage to the clarification stage with the use of extra additional
questions (see 8d) to get your markers sentences, which you then wrote on the WB. You selected some good marker
sentences from the text to work with and clarified Meaning through some concept check questions and prompts. Your first
example was:

These incident are reported to have

And you labelled this as impersonal passive. The concept came across clearly overall, and there was some overall
concept checking and prompting/eliciting going on here. You then moved on to a second option in terms of form:

1
It is believed that.

This was helpful and prompted one of your learners to discuss issues of lexical choices (see 7e)

It is . believed/reported/assumed/said/rumours vs These incidents are reported/assumed/rumoured/believed

However, this could have probably been done in a more student centred way maybe through some GD or quick pair
discussion on what verbs they could use and who?

The big issue missing here was Pronunciation. There was no attention to Pronunciation whatsoever (no sentence stress,
no IPA, connected speech, tone units) As a result of this, this criterion is Partially Met.

7e) There were some opportunities for emergent language and relevant work on this during the clarification stage. One of
your learners asked you about the type of verbs one could use in the TL (see 7d). You took advantage of this and clarified
perception verbs (though a bit teacher-centred), and used this to further clarify the TL.

8 Classroom, procedures and techniques

A successful Delta candidate demonstrates that they can effectively:

MET, NOT
MET or
PARTIALLY
MET:
8a) use procedures, techniques and activities to support and consolidate learning and to PM
achieve language and/or skill aims
8b) exploit materials and resources to support learning and achieve aims PM
8c) deliver a coherent and suitably varied lesson PM
8d) monitor and check students learning and respond as appropriate PM

Comment

8a) You planned the lesson to follow a Text-based framework. There is good contextualisation of your target language
through a text, and this is well exploited (see 8b below), to allow for interaction and work with the TL here. Well done! Still,
y you need to double check the focus of tasks. For example, your reading for gist task fails to focus learners attention to
early overall Meaning processing of the text getting learners to identify specific answers is quite bottom up, not a gist
task for top-down processing.. This is bottom-up, and so one could argue there is no scaffolding here towards your second
task (which already focuses on detail work). The second reading task, while helpful to further engage with the text, does not
fully focus learner attention on the TL only answers c and d have your TL in them. This meant the transition from Reading
to Task 1 to Task 2 was a bit abrupt and learners could have engaged with the text for overall Meaning before exploring
this for more detail, and task 2 does not really engage learners with the TL as such. Although there was some lack of
exploitation of contextualisation in the the lesson in relation to learner engagement and output, you introduced the topic
overall and engaged the learners in some interesting noticing- I wonder if you could have also allowed for some guided
discovery? Clarification of the TL then followed (see 7d above). There was some practice in the TL, but this was mainly
accuracy-oriented was there wasnt really much of an opportunity for learners to engage in real communicate work which
could engage involve them in understanding of Meaning. The task design is also questionable (see 8b) No time for freer
practice.

8b) Your materials were appropriate overall in terms of language introduction and noticing but these need refining for
focus and design with attention to top-down processing first. The first reading task is scanning rather than gist (see
comments in 8a), and thus material for contextualisation fails to achieve the stage aim.The second reading task is detailed,
yes, but this does not purposefully or fully focus learners attention on the TL e.g. only answers c and d have your TL as
such.
Material are attractive and visual though, , with some very good contextualisation, but your are not fully taken advantage of
them to engage learners with the lesson aim (e.g. see 8a) Similarly, the reading tasks might have been a bit too complex in
nature in relation to the focus of this class (grammar). The focus is not reading, but just an excuse to introduce the TL.

Your first practice stage needed refocusing- While there are some grammatical changes relevant to the focus of the lesson
e.g People believe that he is the head of.. vs He is believed to be the head of, there are some sentences which are
already in impersonal passive:

e.g.
It is thought that they are

So why would they have to change this and what is the purpose of this transformation task? This was not totally clear and
fails to differentiate the use of impersonal passive turning the task into a simple mechanical exercise.

2
8c) The lesson was well staged overall, with attention to text-based procedures.You need to vary interaction
patterns/groupings I know it is a small classroom given the size of the class, but you could still somehow move people
around.Timing was consistent with your planning overall, with a good steady pace that engaged learner overall.
Transitioning was clear and relevant overall (but see 8a). Still, timing was not consistent with your planning due to issues
with task design and focus (see 8b) and slightly teacher-centred clarification (see 7d).This meant there was no time for
freer practice.

8d) You were able to monitor but you need to do this more consistently so that you can provide some feedback on tasks.
E.g. little monitoring during second reading task and mainly from the front. Also, you could consider doing feedback
consistently e.g. there was no feedback on the lead in as such. Still, it is good to see you allow for pair checks consistently.
Moving forward, consider visualisation of FB moving on to clarification of the TL (writing answers on the WB to link second
reading task to clarification work you did this but based on a different set of questions, why if you could have exploited the
text for such questions in the first place (see 8b). It was good to see you are asking why to justify the reading task, but it
is hard to follow this if just verbalised why not show the text on the WB, with the help of the projector, and use this to
clarify answers?

You can react to learners in terms of their work on your task (giving feedback and checking answers), but you could deal
with emergent language and ideas much more in the lesson. It seems like you are just mechanically following procedures
(setting tasks, allow for feedback, then the next task), rather than truly engaging in natural/organic conversation with your
learners (this only happened more effectively in the final stage of the lesson rather than throughout). Overall, student
Output wasnt fully taken advantage of here. How about asking them, at different points in the lesson, what they found
interesting about the text? What did they think of Harry? Apart from the lead in, no more chances were created in between
stages for this purpose, and it was only later at the end of the class when this happened. Finally, there was no
reformulation of student output or worthwhile error correction on student output here either.

9 Classroom Management
A successful Delta candidate demonstrates that they can effectively:

MET, NOT
MET or
PARTIALLY
MET:
9a) implement the lesson plan and where necessary adapt it to emerging learner needs PM
9b) manage the classroom space, furniture, equipment, materials and resources M
9c) set up whole class and/or group and/or individual activities, as appropriate M
9d) ensure the learners remain focused on the lesson aims and the learning outcomes PM

Comment

9a) You followed the lesson plan well overall and appropriately in relation to the focus of the stages and tasks. Still, this
could have been adapted to maximise output, reformulate this, or clarify the TL to further depth.

9b) You are able to use the classroom resources well, including use of visuals to set main tasks up and contextualise
these. You could further use this to set main reading tasks and show materials at the same time e.g showing the text and
reading task that accompanies this.

9c) You are able to set up tasks overall, with some overall staging and management of materials, including ICQs. Tasks
have a focus and a purpose overall, though design could be improved (see 8b).

9d) You kept learners focused on the main aim of the lesson. However, the fact you didnt clarify Pronunciation and there
was no time to engage in freer practice means this criterion is only partially met.

Overall comment (Please summarise strengths and weaknesses with reference to the criteria)

Edgar, you are obviously a capable English teacher that can engage learners and react to them. However, you need to
consider your focus of tasks an design 8b). This impacted on timing and purpose of tasks today (8c) and the extent to
which you could have, or not, exploited the text for work on the TL (see 8a). in terms of clarification of MPF, make sure you
do clarify Pronunciation, this is also assessed (7d). Due to issues of timing, as a consequence of focus and design of
materials (8b), there was no time for freer practice nor exploitation of learner output as a result (8a, 8d).This all impacted on
quality of learning (9a)
Work on these areas and Im sure you will be able to complete your first LSA without any difficulty