Appendix III
A classroom observation scheme
Part A: Teacher talk
Does the teacher use the target language for communication purposes?
Does the teacher address him/ herself to the whole class?
Does the teacher address him/ herself to individual students?
Does the teacher modify his/ her language in order to be comprehended?
Does the teacher modify his/ her language in advance, or does he/ she do so
according to the level of comprehension of each individual student?
Does the teacher scaffold students in order to understand language that is
above their level of comprehension? How?
Does the teacher make use of ‘simple codes’?
Is the teacher a good language model for the students?
How does the teacher correct students? (overtly/ covertly)
Part B: Types of activities observed
Are the activities observed controlled, or communicative?
Do the activities focus on language use or on language usage?
Do the activities give students the chance to work in groups or pairs?
Are the activities provided meaningful and purposeful?
Does the teacher allow students sufficient time to respond?
Does the teacher use songs and games effectively and appropriately?
Does the teacher provide students with any other activities apart from the ones
contained in the coursebook/ activity book?
Does the teacher give students some say in the selection of classroom
activities?
Part C:Type of interaction
What is the teaching model employed by the teacher?
Are students given the chance to initiate topics?
Do students have the chance to participate as equals in the discourse?
What kind of questions (referential/ display) does the teacher ask ?
Does the teacher ask open or closed questions?
Do students raise their hands to answer questions?
Is there informal interaction in the target language?
Do students feel comfortably and relaxed?
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