Amaranto, Damaris 1

Observacin y Prctica II

UNIVERSIDAD NACIONAL DE CRDOBA

Observer: Amaranto, Damaris
TEYL Observation Task 1

Amaranto, Damaris 2
Observacin y Prctica II

Task: TEYL Observation Task 1

Observer: Amaranto, Damaris
Course: 4th grade, section B
Name of the teacher in charge: Mara Celia
Institution: Jos Hernndez

This observation task was carried out in a 4 th grade, section B, at Jos Hernndez
School and the teacher in charge of the forty minute English lesson was Miss Mara
Celia. The group consisted of 20 students of ages ranging from 6 to 9 years old.
As regards the characteristics of the lesson, I can say that it included a variety of both
oral and written activities, for instance, coloring, fill- in the gaps and acting out
activities. There was also an array of materials included, such as the use of the
blackboard for clarification, the use of puppets for the presentation of new vocabulary
(greetings and feelings) and photocopies for practice. As a result of the rich variety of
materials and activities, students were highly enthusiastic and willing to participate
during the whole class. For instance, Miss Mara Celia took out two puppets and
introduced them to the class by saying: Hello, my name is Jos. Im happy and then,
Good afternoon, Im Ana and Im sad. Afterwards, she asked students to go to the
front to act out the short dialogue using gestures too and they were all very excited
about that. Moreover, though their level of English was elementary, learners took
advantage of every moment in the class to speak in English, to ask how to say
something in English or even to correct or praise their classmates. For example, they
volunteered to introduce themselves in English at the beggining of the class using the I
m- or my name is-structure, they also asked: seo, cmo se dice estoy enojado en
ingls? when trying to describe a picture. They also corrected the pronounciation of
their classmates when they were introducing themselves, for instance, one student
said /mai name is/ and another told him: se dice /mai neim Jorgito!/ or they praised their
classmates after they participated by saying: Very good! Excelent! Therefore, I can
say that studentsuse of L2, though limited, was

spontaneous and that their

participation, both in English and Spanish, was active during the whole class.

Amaranto, Damaris 3
Observacin y Prctica II

Though the amount of studentsSpanish- talking time dominated the class, students did
engage in it and could still participate and make contributions in English whenever
requested. For me, that is one of the most gratifying aspects of teaching, your students
willingness to participate and to learn, which is usually a result of your class being
motivating and engaging. Therefore, I learned that sometimes we pay more attention to
the what (the topics we have to introduce, planning of activities, etc,) than to the how,
(how to introduce topics or design activities in a manner suitable to the age and level of
students) and both aspects are closely related and contribute equally to making the
learning experience memorable and rewarding.

Dear Damaris,
I read the first report you wrtote. This is a much better version.
GOOD

Word Count: 482