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Listningspeaking Observationreport2

This observation report summarizes an oral skills development class for advanced English learners. The teacher used several strategies to make directions and explanations comprehensible for students, such as repeating instructions, providing examples, and asking comprehension questions. Students practiced a role play activity in pairs using a travel scenario handout. The observer learned that teachers should build new lessons on prior knowledge, use appropriate language for the class level, and connect content to familiar topics to aid student understanding.

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51 views

Listningspeaking Observationreport2

This observation report summarizes an oral skills development class for advanced English learners. The teacher used several strategies to make directions and explanations comprehensible for students, such as repeating instructions, providing examples, and asking comprehension questions. Students practiced a role play activity in pairs using a travel scenario handout. The observer learned that teachers should build new lessons on prior knowledge, use appropriate language for the class level, and connect content to familiar topics to aid student understanding.

Uploaded by

api-348346161
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer__Weijun Shen___ Observation # __2___

Date Observation Class Skill/Content Level Teacher


Environment*

02/28 Face-to- Oral Skill Speaking 500 Level Madeline


/2017 Face Development Schamehorn

*Include the URL if the class was online


WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

1. SWBAT use the idiom ring a bell with 100% accuracy.

2. SWBAT do a role play about more 5 given travel situations with 80% accuracy.

Notes while observing:

before class: T moves a desk to the front.


T writes on board.

1:01 T greet Ss.


T: We have 2 more stories, S1 and S2 right?
S1 and S2 says yes.
T asks S1 begin and says that she will sit in the back.

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TESOL Certificate Programs
Observation Notebook

T sits in the back and takes notes while listening.


1:02 S1 comes to the front and tells her story.
Ss listen.
S1 finishes her story.
Ss clap hands.
1:05 T takes some notes and calls the next s.
S2 comes to the front and tells his story.
Ss listen.
S2 finishes his story.
1:09 T thanks Ss who tells stories today.
T asks Ss take out the blue idiom paper.
T introduces some cultural knowledge. (From Mardi Gras to Easter).
1:14 T asks Ss if they have any questions.
S asks: Whats the connection between Easter bunny and Ester.
T thanks Ss and says its great question.
T answers the question.
1:15 T: Lets do an idiom, completely unrelated to any of these.
(Ss laugh.)
T: Todays idiom is ring a bell.
T: Do you remember the first day, we played a game, and the game was find
someone who? Like find some one drink coffee today... Does that ring a bell?
Ss: Yes.
T introduces a movie and says she cant remember the name of the actor.
T says: I am sure you know him. I think hes been those mission impossible
movies. Does that ring a bell?
S: Tom Cruise
T: Oh, Tom Cruise. Thats right.

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TESOL Certificate Programs
Observation Notebook

1:17 T: So, to ring a bell means...


T asks Ss: What do you think?
Ss answer: Remind.
T: Yeah, to remind you, to bring a memory forward in your mind.
T writes down the definition while speaking.
1:18 T introduce some usage of ring a bell.
T gives further explanation.
T asks Ss to take a moment and think how they could use this idiom.
1:20 T divide Ss into pair and asks Ss discuss with their partners.
Ss discuss.
1:22 T rings the bell on her desk.
T elicits examples from Ss.
T asks S1.
S1 answers.
T asks S2.
S2 is not ready.
T says I am gonna come back to you.
T asks S3.
S3 answers.
(Its an example about the Oscar last night.
T and Ss have a short discussion about it.)
T asks S4.
S4 answers.
T asks S2.
S2 answers.
T asks Ss finish their notes.

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TESOL Certificate Programs
Observation Notebook

Ss take notes on paper.


1:26 T writes on board.
1. Read
2. Choose role
3. Think (content, formality)
4. Talk

1:27 T: Today, since the vocation is coming, we are gonna do a role play about travel. I
will give you and your partner a list of situations. Here is some steps I want you
to follow.
T introduces the four steps on board and gives explanation for each step.
T gives handouts to Ss. (see attached handout.)
T models one of the situations as an example.
1:29 T asks comprehension questions to Ss. (four steps)
Ss answers.
1:30 T gives each pairs a different start number.
T asks Ss to start.
T sets the online stop watch.
Ss discuss.
1:32 T goes around and monitors.
T gives some suggestions when needed.
T gets back to seat.
1:41 T stands up and monitors.
T answers questions from some Ss.
T gets back to seat.
1:48 Time is up. The online stop watch rings.
T plays a dance song for students.
T tells Ss that they have no homework today because they have a special activity
tomorrow.

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TESOL Certificate Programs
Observation Notebook

T asks Ss put the list paper on the desk when they leave.
T says goodbye to Ss.

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TESOL Certificate Programs
Observation Notebook

What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)

In this observation, I focused on the teaching, and specifically, the language of teaching.
This is an oral skill development class for advanced learners. I wanted to see how the
teacher make her direction clear and comprehensible. Using language that was
comprehensible to the students was one of the skills that needed in language classes.
(Jack & Thomas, 2013)

To make the discourse comprehensible, there are numbers of strategies showed in this
class. While giving directions, the teacher repeated request and instructions in different
ways such as summarize the requirement briefly. (Jack & Thomas, 2013) While giving
explanations, the teacher provided vivid examples and avoided using complex syntax
when simple syntax could be used. (Jack & Thomas, 2013) The examples she used were
relate to current news and previous lessons. Ss could easily understand the reference in
the example.

The teacher asked some comprehension questions to make sure students understand her
explanation and directions. the teacher modified her discourse by making meanings more
explicit. (Jack & Thomas, 2013) The teacher nominated a specific student to provide the
answer. In this way, the teacher conducted the discourse. (Jack & Thomas, 2013) by
scaffolding the class, the teacher made every step clear and achievable in the class.
Students found no difficulty in understanding the directions

Finally, I learned a new lesson should better be built on students old knowledge.
Appropriate teaching languages could be helpful for students understand the context of
target expressions. The content or examples for the lesson could be connected to those
topic that was popular or famous. A teacher should adjust the teaching language when
facing different classes.

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TESOL Certificate Programs
Observation Notebook

Reference
Jack C. Richards & Thomas S.C Farrell (2013). Practice Teaching: A Reflective
Approach, (10) Classroom Discourse and Communication

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