Task 1

English lesson :
Diagram with the seating arrangement:

Teacher Interaction:
The teacher has already worked the unit (touristic activities), and todays class she wanted to
conclude the general information of future. Because, the next unit is about predictions. She
reserved the lab for a specific activity. Student have to get in trios, and define a word given
by the teacher. Also, students look for information about the topic, because they have to
explain to the rest of the class which was the meaning of the word and give three examples
of it.
Which was the meaning of the word
Three examples
Choose the best place for that word
(the presentation of each group was in the second module of the lesson: student should use
present simple and will to express their ideas)
After the teacher gave the instruction, she monitored each group, she made questions about
how students find the activity, how much they know about the topic,and if they find difficult
to find information. And, if they find difficult the topic, she changes their word for another.
Record of teacher interaction:

Whiteboard
G
xxxx

G
xxxx

B
xx

B
xx

G
xx

G
xx

B
xx

G
xx

G
x

G
x

G
xx

B
xxx

G
x

G
xx

G
x

G
x

G
xx

G
x

G
xx

G
x

G
x

Ts
xx

Ts
xx

B
x

B
xx

B
x

Trainee Interaction:
After the teacher passed asking in each group how the task was, she allowed trainee student
to do the same.
In addition, minutes before ending the first module, the teacher allowed a trainee student to
present the topic predictions. the student started making questions about the topic. Then, she
presented a video about an old movie where shows some possible advances in the future.
Finally, the student made a question ..

Notes
The teacher called their students by their names: the teacher knows all the
students names, when they were not paying attention to the class she called them
louder. So they focused on the lesson again.
She used eye contact most of the times
When she gave feedback she smile, trying to make positive comments
After a while the teacher repeated and explained the instructions again.
Teacher remembered students to prepare their presentation
Teacher remembered to consider new vocabulary
Teacher asked if they are ready, then she gave 3 minutes more.
Teacher walked through the aisles ??..

After the lesson: Observation or reflection

The teacher asks the lab, because she needs that their students get more information about the
topic, also she considers the seating arrangement in the construction of the activity.
During the lesson the teacher several times repeats the instructions, we believe that she wants
to clarify the activity, if there are still some doubts.

Task 2: Managing Classroom Communication

How communication takes place in a classroom setting.

Which are the patterns of interaction that provide the vehicle for
communication

TS

LG

TS

1. How does the teacher open the class?What tone does this set?
The teacher greeted to their students, and they gave her a response. Then, the
teacher talked about students marks in the last test. These marks were not what the
teacher expected. She mentioned seriously in a lower tone.
After the teacher explained their situation, she asked students to sit at the front
of the class, and she gave the instruction for a individual small test as a reinforcement
activity. It seemed that the teacher had created a challenging environment, and
students started to think of their marks.

2. What interaction or relationship does the teacher establish with the students?
How does this affect the learning environment or opportunities for learning?
The teacher gave the instructions, then she delivered a worksheet with a
reading activity for collecting vocabulary, She gave 10 minutes to complete the
activity ( filling the gap activity) .

At the moment of checking the exercise filling the gaps, the teacher asked
specific student to answer the first sentence. this student answered the question
correctly, but her voice volume was to quietly that the teacher corrected her: you
have to speak as a teacher, more louder - the teacher said in a energetically and nicely
way. Then, the teacher followed the same sequence, she chose a student that had to
answer (T-S), sometime she requested explanation of the word or an example .
(before checking the test the student were not allowed to speak with their classmates
in the first 5 minutes).
After finished, the teacher asked students how was the test, if it was difficult
or easy..ect.
3. Are the students engaged?At what level and in what ways? Is the engagement
sustained? How can you notice this? Exemplify.
The students were engaged, they seemed to be worried about their marks, so
they tried to focus on the test. When the teacher allowed them to compare their
answers they started to ask to their classmates the answers. when the answer were not
the same they asked to other student.
Students seemed to be interested in resolving the test.
4. How has the teacher prepared for this learning occasion? What tools are used
and does the teacher apply them effectively?
In this part of the lesson the teacher used a worksheet, and I believed that she
used effectively, because she let the students to complete this test in an appropriate
time , and then she checked each exercise with explanations and examples from the
teacher or the students.
writing exercises - pair work - guided class discussion
5. How does the teacher know if the class is going as planned? Are there clues
to show the teacher maintains this trajectory or adjusts course when unexpected
events happen?
The teacher, at the beginning of the class, called her students to sit close to
her; consequently, she was able to observe if the students were doing the test or just
checking their cell phone. I think that the teacher was observing what students were

doing, when they stopped writing in the test, she allowed them to compare with their
classmates.
6. How does the teacher close the class? How does this affect what students think
or learn? What evidence shows that students clearly understand the content and the
context for what is learned by the end of the class ?
The teacher continued the class, she showed a video from youtube
Duplicity she asked students to explain what happened before this part of the
movie, they have to speculate. The purpose of the activity was that the student
express ideas in past in different tenses.
-----------------------------------------------------------------------------------------------------At the end of the lesson the teacher made some questions related to what she had
worked in the lesson as a summary, the students answered.
At the end of the lesson the students were able to summarize the main ideas of the
unit , they could clarify doubts.

Observation Chart /Task 3

Grade : Communicative competence initial level II.
Date of observation: October the fifteenth 2015.
Observers name: Nicol Irarrzabal, Elizabeth Navarrete.

Tick ( ) the aspects that you can notice/observe in this video class.

ASPECTS

If so, what does T say & do? What do Ss say

or do?

The teacher goes directly to the topic saying

today we need to review this, this and this
aspect. Ss whisper oh, that is what we saw
on the test

2) Eliciting previous
knowledge

The teacher uses ccqs such as do you

remember X word?, ss again whisper we
saw that word on the previous test

3) Predicting information

No observed

4) Giving feedback

But just when the S asks to the teacher

individually.

5) Giving explanations

The teacher says phrases like: In this case

you need to be aware that we use this time
expression because of (explanation).
Ss say comments or ask if they have doubts.

6) Giving instructions

Every time before to start an activity. The

teacher says what you have to do in this
case is:
- instruction 1
- instruction 2
- instruction 3
any doubt?, I need everyone with a pencil on
his/her table
Ss answer, Ok Miss.

7) Using body language

(gestures, miming, eye
contact)

T uses gestures at the moment of explaining

vocabulary for example, eye contact with the
whole class.
Ss show to be clearer with the teacher
gestures.

A. Classroom
Language
1) Introducing the
topic