TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer___Huizi Zhao________

Date

Observation
Environment (include

URL if the class was

online)

10/27/2014 classroom

Class
Skill/Content
Oral skills
development

Observation # _3__

Class
Teacher
Level/Number
(Beg./Int./Adv.)
IOF-2A
Candace
Jorgensen

Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
OBJECTIVE OF THE LESSON:

STUDENTS WILL BE ABLE TO DESCRIBE FEELINGS AND

EXPLAIN THE IMPORTANCE OF BODY LANGUAGE BY PERFORMING IN FRONT OF CLASS.

Notes while observing:

Before class begins
T tells Ss to seat next to their partners and they will have some group to do today.
Warm-up
T asks Ss to take out their notes and sheets of last class, and put Ss in groups. T questions
Ss what the rules of description by use -ed/ -ing are. Ss answer that -ed is used
for how people feel; -ing is used for describing someone or something. Then T adds
examples for each rule on the board:
It was exciting.

I feel scared.

Presentation
T tells Ss to look at their pink sheet about preparing a speech. There is an aspect about
giving advice. Then the T asks Ss how to give advice in a practice speech and a formal
speech and let them discuss in pairs.
After discussion, T asks Ss opinion and picks some Ss to share their result. Then the T
adds some comments after Ss are finished.
The T plans to move on to next part of the class; before that, she asks Ss if they have any
question about the sheet.
Last Updated: 11/10/2015 1:48 PM

TESOL Certificate Programs

Observation Notebook
T asks Ss what is body language, then she picks some key words from Ss on the board.
On the board:
Body language (T)-Move hands (S)-Gestures (T asks how about gesture?)-Waves (S)-Eye contact (S)
T handouts a piece of sheet and assigns each group to read one of the paragraphs.
Furthermore, she introduces the tasks for the rest of the class, which are Ss read the
paragraph first and talk about what is the main idea of it, then Ss need to summarize the
paragraph in front of the class and practice body language while they are performing.
Practice
While Ss are reading, T goes around the groups and sees how they are going.
Ss have been talking and reading around five minutes. On the other hand, T asks pairs
that if there is any word they are not sure on the paper. If Ss ask questions, the T will
demonstrate by examples and with smile, body language.
After the discussion finished, the T stands up and tells each Ss need to decide their own
part, so that every S have chance to practice.
Product
Group performing:
First group demonstrate that speaker cannot play hair, lying on the wall and hold hands
in front of body. While they are demonstrating, they are doing eye contact and body
language and others. After they are done, teacher asks some question that why the
speaker cannot do the movement above, and Ss say their opinion. Then T adds some
comments about their performing and introduce next group.
After all groups are finished, T passes note cards to Ss and tells them to take as much as
they need for next formal speech in class. Then T asks Ss that how to use it, and she
writes key words on the board:
Tips for useful cards:
-key words main points
-order of details
-size of lettersbig enough to read easily
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TESOL Certificate Programs

Observation Notebook
-symbols (U.S./$/:)/!)
In addition, T also shows some cards from prior classes and differs what will a
professional note card looks like.
At the end of the class, T lefts five minutes for Ss to prepare next speech and asks each
group if they have any question, if not she asks what is their plan and process for the
speech and she gives some advices to Ss.

What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
Use students. The teacher can give responsibilities to students, to let students teach
the class. For example, give each group different paragraphs and ask them to
paraphrase for the class.
This activity can raise the attention of every student and satisfy students needs of
participating. However, the task of speaking in front of people in English may threat
or challenge some students, so the teacher needs to do some scheme works for them
to be prepared. I believe it is hard for students at the beginning, but after students
are familiar with the class and the atmosphere they would become comfortable for
the tasks.

Use handouts would be easier for the teacher to go through the steps and benefit to
students that they can follow the class clearly. In addition, students can use handouts
to review classes after class. It is also useful for students for their further
consideration.

Use pair work or group work. In a pair or group, the atmosphere tends to more
protective and private than in the class. Students often feel less stressful and talk
more in a closer space.

Reference:
Lindsay, P (2000). Basic Question. In Teaching English Worldwide. (p. 3-15)
Burlingame, CA: Alta Book Center Publishers.

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TESOL Certificate Programs

Observation Notebook

Diane Larsen-Freeman and Marti Anderson. Teaching & Principles in Language

Teaching. Oxford Press.

Scott Thornbury. How to teach grammar. (p. 128 THE PPP MODEL). Pearson
Education Limited.

What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
If I were an oral skills teacher, I will want to add some performing tasks for students.
For example, I would set students in groups and give them the handout about
conversation skills. First, I will give groups different tasks for giving response of the
context. To illustrate, I will let first group paraphrase the meaning of the reading context,
second group give examples and third group share their experience.
Using this activity, students can develop the four basic language skills at the same time.
Furthermore, students and teacher can give feedback to others. Building a friendly and
positive atmosphere lows affective filter and is effective for students to accept new
knowledge.

Last Updated: 11/10/2015 1:48 PM