RUNING HEAD: OBSERVATION REPORT 1

Observation Report

Wenjia Ye

University of California Riverside Extension: <TESOL Listening and Speaking

Methods>

March 15 2017

Last Updated: 3/22/2017 4:03 PM

 RUNING HEAD: OBSERVATION REPORT 2

Observation Report

Name of Observer__Wenjia Ye (Susy)__ Observation # __4__

Date Observation Class Skill/Content Level Teacher

Environment*

02/27/2017 Face to 232 Listening & Lower John Kuntz

face Speaking

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO USE ADVERBS OF FREQUENCY TO ANSWER THE QUESTION

HOW OFTEN, AND WHEN DO YOU USUALLY WITH 90% ACCURACY.

STUDENTS WILL BE ABLE TO DESCRIBE THEIR SPECIAL POSSESSIONS BY ANSWERING

QUESTION IN TEXTBOOK WITH 90% ACCURACY.

STUDENTS WILL BE ABLE TO DISTINGUISH THREE DIFFERENT SOUNDS OF THE PRESENT

TENSE ENDING -S WITH 90% ACCURACY BY USING THE TEXTBOOK.

Notes while observing

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11:00 pm: Teacher greeted students and asked them to take book out.

11:01 pm: Teacher asked students to tell the class one thing they did last weekend.

11:02 pm: Teacher asked students to pay attention to the verb form such as feel and felt and

corrected their errors immediately during they were answering the question.

11:03 pm: Teacher asked students to answer this question one by one.

11:07 pm: Teacher quickly reviewed How often do you, frequency adverbs such as always,

usually, often, sometimes, rarely, and never, which are from 100 percent to 0 percent, and the

answer twice a day, once a year, and every morning.

11:08 pm: Teacher taught students how to pronounce the word linking as a native speaker. For

example, do you is pronounced as doya. Teacher also gave examples to students about

How often do you.

11:09 pm: Teacher quickly reviewed When do you usually, frequency adverbs such as once

in a while, and from time to time.

11:12 pm: Teacher asked students to look the chart on page 73. Teacher then read and explained

the first sentence for them.

11:13 pm: Teacher then asked students to read the rest sentences in the chart and explained these

sentences one by one.

11:15 pm: Teacher read the direction of the following exercise, and asked students to fill the first

blank by using adverbs of frequency.

11:16 pm: Students had discussion about the reasons why people have special possessions

11:18 pm: Teacher continued to do the exercise by asking students to fill blanks.

11:19 pm: Teacher gave students a real example to illustrate the reason why people have special

possessions.

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11:20 pm: Teacher continued to do the exercise with the class.

11:24 pm: Teacher moved to the exercise 3, and read the direction. Teacher then reviewed some

sentences: What does it look like? Where does it come from? Is it useful? Is it beautiful?

11:25 pm: Teacher stopped and corrected students pronunciation: usually.

11:25 pm: Teacher continued to reviewed the sentences: Where do you usually keep it? How

do you usually take care of it? How often do you look at it or use it? How often do you show

it to others?

11:26 pm: Teacher explained the meaning of illustration and illustrate.

11:28 pm: Teacher asked students to share their special possessions with their partner by

answering these questions above.

11:35 pm: Teacher asked students to describe their partners special possession.

11:37 pm: Teacher moved to pronunciation part: three different sounds of -s.

11:37 pm: Teacher asked students to listen to a conversation: how to care the ring, and pay

attention to the present tense ending -s.

11:39 pm: Teacher distinguished syllables from sounds: syllables usually are longer than sounds.

11:40 pm: Teacher divided words in the conversation into three different sounds of -s.

11:42 pm: Teacher provided more words for students to distinguish.

11:44 pm: Teacher asked students to read the chart on page 75.

11:46 pm: Teacher then explained the meaning of the chart, and gave examples.

11:48 pm: Teacher asked students to follow his pronunciation.

11:49 pm: Teacher played the listening material and asked students to do exercise 2 of

pronunciation part.

11: 53pm: Teacher asked students to look his lips and tongue.

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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)

The most obvious thing I noticed is the error correction from the teacher. The teacher

didnt correct every error, but sometimes students would get immediate feedback from the

teacher to make them aware of the gaps in their knowledge. For example, when the teacher

asked students what they did last weekend, the teacher corrected students errors about verb

tense immediately in order to emphasize the importance of this grammatical point. As a result of

continually correction from teacher, on the one hand, students could reduce the amount of their

mistakes; on the other hand, students might be unwilling to speak in the class because they are

afraid to make mistakes. Therefore, in my opinion, students are crucial to avoid errors.

According to Nation and Newton (2009), learner are supposed to have the desire to get rid of the

mistake, have an internal representation of what the correct form is like and the ability to know

that a mistake has been made, and obtain an opportunity to practice the correct form in real

conditions. In a word, the best way to avoid mistakes is developing students awareness of self-

reflection.

The other thing attracts my attention is that the teacher taught the pronunciation during

the class. The teacher taught three different sounds of the present tense ending -s in the class.

The way he used is asking students to hear the target sound by using distinguishing activities,

and observe his tongue and lips to help students make sound. During the learning process, the

teacher also corrected students pronunciation mistake by comparing the mistake and the correct

form. There are also some ways to correct pronunciation mistakes: the teacher repeats the word

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correctly several times; the teacher writes the word on the blackboard correctly, and the teacher

says NO and lets students find the mistakes without help (Nation & Newton, 2009.)

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References

Nation, S. P. I., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge,

NY: New York.

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