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TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer__ JIAWEI LIU___ Observation # ___2___

Date Observation Class Skill/Content Level Teacher


Environment*
Nov online Lesson Imaginary intermediate Paullo Abreu
26 observation Situation

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

1. Students will be able to match new vocabularies with the picture.


2. Students will be able to identify the imaginary situation from the sentences that the T
shows them.
3. Students will be able to produce sentences and a paragraph using the imaginary
situation.

Notes while observing:

00:10: The T announces the main task in this class (learn something about making
difficult decisions and difficult choices as well as imaginary situation).
00:22: The T shows a picture of two people who are talking and starts a discussion about
the conversation. She asks three questions (1. How do they know each other? 2. What has
just happened? 3. What are they talking or thinking about?).
1:20: The T separates Ss into four groups (two people each group) and gives them two
minutes to talk about these three question. Before Ss start to discuss, the T give a hint
about the question (What they are wearing?).
2:10: Ss start to discuss. The T checks their work and makes sure they are on the right
track.
4:10: The T chooses one student to answer these questions and then ask others opinion.
5:00: The T gives positive feedback (Good!; Thats interesting!) to Ss answers.
5:30: The T announces that she will play an audio about this picture to Ss. Before playing
the audio, she checks some words that will appear in the audio with Ss (wallet; charity;
careless).
6:00: The T takes out an authentic wallet and says that Its a very old wallet. Then she
asks Ss to listen and repeat it.
6:10: Ss repeat the sentence twice.

Last Updated: 3/16/2017 12:45 PM


TESOL Certificate Programs
Observation Notebook
6:15: The T asks Ss to repeat the sentence one by one.
6:25: The T corrects Ss pronunciation and asks Ss to practice again.
6:40: The T writes the sentence in the whiteboard.
Its a very old wallet (n.).
|wlt|
7:10: The T shows a picture of the red cross and asks that what the red cross is.
7:20: Ss answer: It is an organization.
7:30: The T asks about the way this organization makes money.
7:50: Ss answer something about the donation.
9:50: The T writes a sentence in the whiteboard.
He gave money to charity (n.).
|trti|
10:10: The T tells a story vividly about her sister who always doesnt drive carefully.
12:00: The T asks Ss to think up with an adjective to describe her sister doesnt drive
carefully.
13:00: Ss answer: Careless.
13:10: The T praises Sss answer and says that She is a careless driver.
13:15: The T writes the sentence in the whiteboard.
She is a careless(adj.) driver.
|kels|
14:45: The T plays the audio.
15:50: The T asks Ss to discuss the three question which are involved former according
to the audio. The T checks their work to make sure they are on the right track and gives
corrections to some Ss.
21:30: The T asks Ss to show their opinions and guides them to think up with the correct
answer.
26:30: The T says: If I found some money, I would keep it. Then she asks the
possibility about finding some money and answers the question by herself (Its a very
small possibility). She introduces that it is an imaginary situation.
28:30: The T asks students to follow her to read the sentence and repeat the sentence
several times.
32:00: The T says a new sentence (If I found some money, I would buy a new phone.)
and asks students to follow her to read.
33:30: The T writes the sentence in the whiteboard.
If I found some money, Id keep it.
If + subject + past simple, subject + would/(d) + infinitive
+ wouldnt
35:30: The T asks Ss to practice this sentence structure with word cards.

Last Updated: 3/16/2017 12:45 PM


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 class management. This is an English class for non-
native speakers. Students in this class were from different countries. I hoped to know how
the teacher do some classroom management.

In the begin of the class, the teacher introduced the topic for this class, which helped
students to know what they would learn in this class. In other words, students would
know the objectives in this class.

The lesson began with a whole-class activity so that the teacher focused students
attention quickly. I believed that the whole-class teaching was an effective way to start a
class, which contributed to the achievement of lesson objectives. According to Richards
and Farrell (2011), when making a lesson plan, the teacher needs to consider when
whole-class teaching is appropriate. After observing this online class, I found it
appropriate to begin a class with a whole-class activity. It not only made the time
management under the teachers control, but also enriched the learning resources and
opportunities. In addition, she used pair strategy, which had a positive impact on
promoting students communicative and linguistic ability. During the class, the teacher
fellow the simple six for lesson delivery. She gave students the appropriate amount of
time (2minutes) to do the activity (Brathwaite, 2014). This time control didnt let the
activity go on too long or too short. When students started pair-work, the teacher
monitored and made sure they were doing the task correctly. She also gave corrections
and guidance to students who need it. I saw that the simple six was always applied into
the lesson delivery by some sophisticated teachers. It was one of the most important
theories that I could use in my future teaching.

Richards, J. and Farrell, T. (2011). Practice teaching: A reflective approach. Cambridge:


Cambridge University Press.
Brathwaite, S. (2014). Classroom management checklist. Retrieved from
http://elearn.extension.ucr.edu/pluginfile.php/219806/mod_resource/content/1/4%
20-%20Classroom%20Management%20Checklist.pdf.

Last Updated: 3/16/2017 12:45 PM