Date:18.03.

201
Class:a VI-a A
Teacher: Betco Patricia
Object:English
.Subiect: My dreams
Lesson was explicable and clear. It included a detailed and organized description
.of the objectives of the lesson and the strategies devised to achieve them
The teacher used two types of resources or instructional materials: the available textbook and a handout.
Relevant to the topic as it was, the handout was supposed to support and reinforce the learning achieved
in the preceding activities. At this level, the teacher could have varied her resources further by using
.more visual aids such as: PowerPoint slides, prompts, authentic pictures with comments, etc
The teacher started the lesson with an activity where she tried to elicit responses from students
related to 'sleep, dreams, agreeing and disagreeing. This was a warm-up activity through which she
.managed to get students ready to engage in the main listening and speaking tasks
The listening activity involved listening for gist and listening for specific information. The
instructor successfully managed to get her students to answer questions about the main idea and
questions about specific details. However, the instructor should have replayed the conversation more
than once in listening for specific information and should have asked students to read the rubrics before
.answering
Students participation in class was altogether favorable. With a relatively-limited number of
students, most of them were able to participate and get the chance to speak. The teacher appointed
individual students to answer her questions, but occasionally received collective answers. This made it
so that the same students almost always shouted out the answers. The teacher could have made some of
.the group questions into individual questions
The teacher was a facilitator throughout the lesson, but not sufficiently a checker or a
controller. This was mainly due to seat arrangement. The seats were arranged in a way that would not
.allow the teacher to move freely and promptly around to check students work
Transition between activities was most of the time done smoothly. The teacher succeeded in
marking the beginnings and closings of activities. Yet, sticking to the textbook almost drove the
classroom atmosphere to a final fadeout. Students were motivated again when the instructor asked some
.of their colleagues to perform role-play

:Suggestions
Need for more variation of resources, better time management, better use of the blackboard, more viable
seat arrangement, and more creative strategies of motivation for students are the elements most requiring
.attention. A more focused preparation of the lesson plan would additionally help smooth things

Date:18.04.2016
Class:a VI-a C
Teacher: Turcan Adriana
Object:English
.Subiect: In the street
Lesson was apparently carefully prepared. The lesson objectives were articulated clearly
and persuasively (expecting students to be able to use the past continuous, to talk and write about past events
using the past continuous tense, to fill in gaps in sentences using the appropriate form of the past continuous
or the present continuous, and to write paragraphs describing oneself). The description of the activities to be
.carried out was also formulated properly
The teacher used a variety of resources and instructional materials, including: the textbook, a
handout, a PowerPoint presentation, and a number of OHP transparencies which were used to reinforce
the learning acquired through previous activities. The teaching resources were in perfect tune with the
.lesson objectives
The tecaher started the lesson by presenting the topic. From the very beginning, he
demonstrated an enthusiasm for teaching. He seemed friendly and relaxed and his presentation style
.helped in adequately addressing the lesson's introduction to all student levels of the class
Next, the tecaher used a number of activities, including: a PowerPoint presentation on the
use of the past continuous and a number of exercises where students used past time expressions to
change present continuous into past continuous, wrote down their answers on transparencies, corrected
mistakes, wrote about their past activities, and discussed them in class. All the activities used were
.appropriate to the purpose of the lesson
The teacher-student interaction was perhaps the most remarkable element of strength in Y's
lesson. There was clear evidence of instructor-student rapport. The tecaher asked individual questions
and made sure that all students participated. He elicited responses about the use of the present
continuous and the past continuous and progressively led them to identify and distinguish them from the
.simple form
During the various tasks assigned to the learners, the teacher was multitalented. He was a
facilitator, a controller, a checker, and a guide who circulated from group to group asking probing
questions and answering students' queries. He was equally able to work with individual students without
losing sight of the entire class. He observed, listened, and redirected questions and problems back to
.groups (A and B) rather than simply providing answers
The tecaher also rewarded correct answers, asked students to read rubrics, created interest to
what would come next, and encouraged critical thinking which apparently yielded positive outcomes in
.terms of learning
Transitions between tasks were made so smooth that students were permanently engaged in
.the activities assigned to them. Time management was also done quite properly
:Suggestions
The teaching strategies he adopted matched the lesson's objectives most perfectly. Classroom
interaction, the instructor's directions, his explanation, his introduction of skills in the appropriate
sequence, his monitoring of student tasks, as well as his adequate seat arrangement and time
management all constituted an evidence of success. A more effective use of the blackboard, however,
will additionally help to achieve better outcomes

Class:a VII-a B
Teacher: Chiriac Elena
Object:Limba engleza
Subject: Travelling by Plane
The teacher used the available textbook, a data show to present the documents she prepared, and a
pile of handouts. Apparently, she was working on quantity rather than quality. The many word-format
documents which were presented on the screen did not have a true functional utility in terms of
.instruction. A few PowerPoint slides would have done the job much more effectively
The teacher began the lesson by reminding students of the use of the adverbs of frequency. She
then asked them to do an exercise from the textbook. But as observers, we could not determine which
objective the instructor was trying to achieve since no anticipation was effected prior to the practice in
.question
Later on, the teacher started using the data-show and asked her students to answer a number of
questions included in the projected documents. Students response to this activity did not show a
positive interaction. The teachers audience were somehow confused by the teachers hesitation and
.tentative attempts to find the document that would achieve the specific objective she had in mind
The demarcation lines between the performed activities were not specified. Most of the learners
.did not know when and where the tasks assigned to them started and ended
Until the end of the lesson, we did not feel that the many handouts distributed to the students
.had any instrumental value in terms of instruction and learning
Most of the time, the teacher asked group questions and accordingly waited for collective
answers. Only occasionally did she ask individual question where she successfully managed to get some
.of the shy students to speak
The teacher-student interactions were not therefore truly conductive to learning (when only
brilliant students interact, the remaining others will end up by grasping only an insignificant amount of
knowledge). Also, drilling, which is a behaviorist strategy, is no longer seen as an efficient teaching
.method in similar subjects
Student-student interaction was at its minimal level since seat arrangement was hardly favorable
for that. Seating also prevented the instructor from checking, controlling, and guiding students activities
.in a proper way
Suggestions:
The teaching strategies and the objectives spoke into different spaces. Need for an adequate lesson
plan, an effective use of the blackboard, smooth transition between activities, a flexible seat arrangement,
an effective role of the instructor, and a focused use of technology are the elements mostly requiring
.attention
However, she needs to become more aware of the pedagogical importance of varying instructional
.resources, devising more creative strategies of teaching, and bringing real-life situations into the classroom

 Class:a VII-a
Teacher: Turcan Adriana
Object:Limba engleza
Subject: Travelling by Plane
Lesson plan included a set of objectives (introducing the simple present tense and the present
continuous tense, familiarizing students with the differences between them, introducing non-active verbs,
and defining subject pronouns, possessive adjectives as well as object pronouns), a list of the instructional
materials to be used, and a description of the activities which were supposed to implement the objectives
described above. The instructor used the past tense to describe the activities, but this was not an appropriate
choice. In a lesson plan, we describe activities to be done (potential activities) not already done. Moreover,
we do not say possessive pronouns; we say: possessive adjectives.
The instructor used the available textbook, a data show to present the documents she prepared, and a
pile of handouts. Apparently, she was working on quantity rather than quality. The many word-format
documents which were presented on the screen did not have a true functional utility in terms of instruction.
A few PowerPoint slides would have done the job much more effectively.
The instructor began the lesson by reminding students of the use of the adverbs of frequency. She then
asked them to do an exercise from the textbook. But as observers, we could not determine which objective
the instructor was trying to achieve since no anticipation was effected prior to the practice in question.
Later on, the instructor started using the data-show and asked her students to answer a number of
questions included in the projected documents. Students response to this activity did not show a positive
interaction. The instructors audience were somehow confused by the teachers hesitation and tentative
attempts to find the document that would achieve the specific objective she had in mind.
The demarcation lines between the performed activities were not specified. Most of the learners did
not know when and where the tasks assigned to them started and ended.
Until the end of the lesson, we did not feel that the many handouts distributed to the students had any
instrumental value in terms of instruction and learning.
Most of the time, the instructor asked group questions and accordingly waited for collective answers.
Only occasionally did she ask individual question where she successfully managed to get some of the shy
students to speak.
The instructor-student interactions were not therefore truly conductive to learning (when only brilliant
students interact, the remaining others will end up by grasping only an insignificant amount of knowledge).
Also, drilling, which is a behaviorist strategy, is no longer seen as an efficient teaching method in similar
subjects.
Student-student interaction was at its minimal level since seat arrangement was hardly favorable for that.
Seating also prevented the instructor from checking, controlling, and guiding students activities in a proper
way.
Suggestions:
Overall, despite the instructors good command of the language and despite her variation of
resources and instructional materials, her lesson did not seem to achieve the planned objectives. The
teaching strategies and the objectives spoke into different spaces. Need for an adequate lesson plan, an
effective use of the blackboard, smooth transition between activities, a flexible seat arrangement, an
effective role of the instructor, and a focused use of technology are the elements mostly requiring
attention.

Date:02.04.20 6
1
Class:a VI-a A
Teacher: Betco Patricia
Object:English
.Subiect:Traveling by Train
Lesson plan showed a good mastery of the content. It involved a clear and methodical statement of the
lesson objectives (primary objectives: expecting students to be able to write instruction paragraphs and use
correct language that is free from spelling and punctuating mistakes; secondary objectives: expecting
students to be able to use the imperative mood taught in the previous lesson, to use When-Clauses properly,
and to use sequence words and phrases adequately). The lesson plan also involved a detailed description of
the activities that were devised to implement the above-stated objectives. However, a number of sentences
in the lesson plan were ungrammatical and need to be rewritten, such as: 'Teacher to briefly remind..'
'Students to work in pairs.', 'Teacher to give an example', etc.
The resources and instructional materials used to implement the lesson objectives (textbook exercises,
handouts, and transparencies) were relevant to the main topic discussed. The teaching methods also seemed
appropriate for the instructional materials used. However, the instructor could have enriched learning more
if she had creatively used other visual aids such as pictures and simulations in her class.
The class started with an activity where students were asked to examine a diagram in the textbook then
practice the appropriate instructions that corresponded to each picture. The instructor circulated from
individual to individual supervising students' works and giving advice when necessary.
Next, the instructor used a transparency containing a number of instructions and asked students to identify
the verbs. She also wrote a when-clause on the board and drew students' attention to the use of the comma.
Here, the instructor could have alerted the learners to capitalization at the beginning of the sentence.
The teacher relied almost entirely on the exercises provided by the textbook. An example of the exercises
was matching when-clauses with sentences to produce instructions about how to use a tape recorder. But
although students were actively engaged in the activity, their motivation could have been pushed further and
their learning could have been made more evident had the instructor used a virtual tape recorder to illustrate
the instructions.
Judging from students' active participation in W's class, one can say that there was evidence of a
constructive instructor-student rapport. The instructor was effective in facilitating, checking, and directing
class activities and discussions. She was equally sensitive to student difficulty in understanding in some
areas. The instructor's comments to students provided sufficient information to successfully complete their
tasks.
Suggestion:
Overall, W' s enthusiasm for teaching, her providing of adequate feedback, reflections, and
encouragement on students' efforts and progress, her good command of the language, as well as the
active engagement of her students in the lesson are the strong elements in her class. However, she needs
to become more aware of the pedagogical importance of varying instructional resources, devising more
creative strategies of teaching, and bringing real-life situations into the classroom.

Date:04.04.2016
Class:a VI-a C
Teacher: Turcan Adriana
Object:English
.Subiect:Reported speech
Lesson plan was clear and persuasive. It involved a lucid and coherent statement of the lesson
objectives (primary objectives: expecting students to be able to predict content of text, to skim for main
idea, to scan for specific information, and to become familiar with new vocabulary; secondary objectives:
expecting students to be able to answer questions about personal experiences, make predictions, and
pronounce correctly after some feedback). The lesson plan also involved a thorough description of the
activities that were devised to implement the above-sated objectives. However, punctuation needs some
attention.
The resources and instructional materials used were generally suitable for the lesson objectives. The
instructor used the textbook, two handouts, an extra text by Neil Anderson, and a transparency on the
different stages of human growth. Here, it should be noted that the instructor could have used the passage
and the activities provided by the textbook as they were closely related to the topic discussed.
The instructor started the lesson by asking students to examine a number of pictures in the textbook and to
make inferences about them using words like: 'adult', 'allow', 'make sense', 'consider', 'retire', 'vote', 'prohibit'
and 'driving license' . She then asked them to use these words in context so that they could grasp them
better. This was a pre-reading activity through which the instructor sought to familiarize students with the
vocabulary items they needed to work on the reading passage.
The instructor adequately provided and discussed examples where the above-listed words were used. She
also emphasized the correct pronunciation of the new words. The instructor's quality of voice and audibility
were appropriate for the discussion.
Next, the instructor provided students with handouts that gave them the opportunity to practice and further
grasp the already-introduced words.
On moving to the while-reading stage, the instructor told her students that they would not work on the text
included in their book. Instead, she distributed another text written by the same author as the one included
in the student book.
The instructor asked students to deal with each paragraph separately. She asked them to identify the main
idea of the paragraph in question (reading for gist) then asked separate questions about details (reading for
specific information). The instructor managed to ask questions that were appropriate to the purpose of the
lesson. On some occasions, however, she did not give students sufficient time for reflection.
The instructor-student interaction was altogether conductive to learning. The instructor asked individual
questions and mostly received positive responses. Discussions occurred since the related objectives and
guidelines were made clear. The instructor was a facilitator, a checker, and a guide. She provided adequate
feedback, reflections, and encouragement on students efforts.
Suggestions:
In total, A's lesson was successful, her command of the language was excellent, the teaching
strategies she adopted matched the lesson objectives, transition between activities were smooth, and
students' participation was quite satisfactory. Need for better time management, more effective use of
the textbook, and more care for physical surroundings (lighting and seating) seem to be the elements
most requiring attention.

Date:04.04.2016

Class:a VII-a C
Teacher: Cecan Cristi
Object:English
.:Subiect
B's lesson plan was well-written and well-organized. It included a list of objectives (expecting students
to be able to: ask and respond to questions related to a student presentation, discuss suitable jobs for a
partner, use new vocabulary, listen and respond to questions on the main idea, and make complaints in
written and spoken forms) and a description of the activities that were devised to implement those
objectives. The planned activities involved: a PowerPoint presentation by one of the students followed by
comments and discussions, discussions about choosing a job for a partner, listening for gist, listening for
specific information, and role-play.
The resources used by the instructor included the textbook, a PowerPoint presentation prepared by a
student, and a handout as a sample of complaints. Although the handout was not really used purposefully,
the instructional materials, as a whole, were suitable for the lesson objectives.
The instructor started the class by introducing the general context of the lesson. Then, he asked a student
to give a brief presentation (on Malaysia). After the presentation, the instructor asked students to address the
presenter and ask him a number of questions related to his presentation. This was a warm-up activity which
aimed at getting students ready to engage in the main listening and speaking activities.
Next, the instructor asked students to say what they thought about their colleagues' presentation. This was a
successful strategy of motivation since most students were able to formulate an evaluation of the presented
work.
The instructor did not mark the closing of the activity. He simply moved to the following task by asking
students to open their books on p. 142 and to get ready to listen to a conversation about job complaints.
Before they started listening, the instructor had introduced a few words such as 'a client', 'context', 'discuss',
and 'come up with'. Although students seemed to have grasped the meanings of the words, the instructor
unnecessarily code-switched to consolidate their understanding.
Next, the instructor distributed a complaint form to his students and elicited responses about the frequent
complaints in the professional environment. He also successfully gave examples of real-life complaints.
During the while-listening stage, the instructor used the textbook questions related to 'listening for gist'
and 'listening for specific information'. The instructor made a remarkable effort to make all students
participate and provided individual attention when appropriate.
Taken as a whole, the instructor-student interactions were conductive to learning. The presentation, the
discussions, and the role-play activities kept students continually engaged in the lesson. The instructor
effectively observed, listened, and redirected questions to students, and provided appropriate feedback when
necessary. His constant encouragement gradually developed confidence in the learners and motivated them
to speak.
Suggestions:
Altogether, B's lesson was an evidence of a good instructor-student rapport and was a proof of the
teacher's enthusiasm for effective teaching. His success in making students participate constructively in
all the implemented activities was clearly the strongest element in his class. However, further attention
should be given to the use of the blackboard, the smooth transition between activities, and the proper
arrangement of seats. Avoiding code-switching is also a point he should take into consideration.

Date:09.04.2016

Class:a VII-a C
Teacher: Chiriac Elena
Object:English
.:Subiect
Most of the learners participated actively during the lesson. In the warm-upmoment, when the teacher asked
about their last weekend activities, severalanswered spontaneously and others reacted to that
though the latters reactionswere in Spanish mostly. During the pre-listnening, the teacher
drew on students prior knowledge to elicit and pre-teach some vocabulary. Most of the
class participated, answering in English mainly. While chwcking the comprehensionquestions,
when the teacher wanted to clarify some things (meaning of window- dresser, on what side of the
road people drive in Argentina and in Britain), studentsattempted several answers, some of which were quite
original!The teacher called upon the students who answered her questions spontaneously:she
addressed them by their names, and also by pointing and approaching them. During the checking
of questions, sometimes she called on their names individually,and sometimes to whoever was willing to
answer.A l l i n a l l , w e l l o v e r h a l f o f t h e c l a s s w a s r e a d y t o v o l u n t e e r a n s w e r s .
H o w e v e r , several scattered students did not contribute much either because they were
.themost restless, or quite silent
The resources and instructional materials used were generally suitable for the lesson objectives. The
instructor used the textbook, two handouts, an extra text by Neil Anderson, and a transparency on the
different stages of human growth. Here, it should be noted that the instructor could have used the passage
and the activities provided by the textbook as they were closely related to the topic discussed.
The instructor started the lesson by asking students to examine a number of pictures in the textbook and to
make inferences about them using words like: 'adult', 'allow', 'make sense', 'consider', 'retire', 'vote', 'prohibit'
and 'driving license' . She then asked them to use these words in context so that they could grasp them
better. This was a pre-reading activity through which the instructor sought to familiarize students with the
vocabulary items they needed to work on the reading passage.
The instructor adequately provided and discussed examples where the above-listed words were used. She
also emphasized the correct pronunciation of the new words. The instructor's quality of voice and audibility
were appropriate for the discussion.
Next, the instructor provided students with handouts that gave them the opportunity to practice and further
grasp the already-introduced words.