SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Teachers Name: J.M.
# of Students: 9
Date: Nov 19
Lesson type/topic: PDP Listening
Learning Objective:

Trainer: Linda-Marie
Level: Intermediate
Time: 40 mins

In general: An excellent PDP song lesson

In regards to your work on 1. Provide sufficient time for writing activities.
action points during this 2. Provide complete instructions before CCQing. You aced it!
lesson:
Actions points for next PT:

Time

10:41
Activate
Schema

I notice
(Description of students and teacher actions or words)

Wants SS to move into 2 groups. Tells everyone and waits

until they move.
T2 distributes pics. Discuss w/partner what song is about
based on pics, gives an example I think its about going to
another country

I am wondering and/or thinking.

Interpretation: what helped/hindered student learning and
Generalizations: Themes and inside or outside theory that
connects to and/or explain what might have helped and/or
hindered student learning
Beautiful pictures! Color and so big!

Sky/ocean, people in a group African,

T2 encourages front group to make a circle.
SS look at the pics, talk a little about them.
T1 elicits what about? S: we are the world, michael jackson
T elicits what pictures represent.
Its great that you accept and write everything SS say, all of their
SS: nature, ocean, help, food, poverty, people in need, freedom, ideas are validated
hope , peace
10:48

T2 writes words OB, T1 tells group to discuss meanings.

As she writes, I hear SS saying the words aloud.

Vocab

Slip, wanna, gonna, lemme, house (T clarifies that house is a

verb)
T1 elicits meanings
Slip (divide)
Wanna (desire or wish, speaking fast want)
Gonna (necessity, today I'm gonna to Dominico)
Lemme (Let me speaking fast)
House (to enclose, with example about soldiers, to give
someone a place)

Great! You have done your language analysis and realized ahead
of time that you needed to tell them house is a verb in advance.

10:53

Match words with meaning, Youre going to match putting the

letter and the line. Elicits to CCQ how to do it.

vocab

SS talk and work.

T1 elicits which corresponds to definition
Calls on SS to answer.

10:57

Activate
Schema

Its nice that you are calling on raised hands, instead of letting
them call out the answers, which would quickly become Tcentered.

OB If a stranger goes to your house, telling you to help him/her

because he/she has lost everything, what would you do?
Has a S read aloud. T: are you going to be honest, or ?
SS: honest
SS talk, they seem to be imitating conversations or pleas
theyve heard. Very rich conversations.
T elicits: SS: go to government, ha-ha, I dont have time to
help you, first see who it is before opening the door,

11: 03 SS have song lyrics to organize. T tells them to think for one
minute how to do it.
D1

Good CCQ

Ss listen, and try to organize

ThIs is an interesting CCQ. I think the S-centered experience

these SS have of you, makes them comfortable saying what they
really feel. Because you value their opinions.
Wow! So much sharing which couldnt have happened if not in
small groups.
I wonder about the choice to do a schema activity, then vocab,
then another schema activity.
Good you gave them the task before the text.
Its usually a good idea to have them listen once before they do
this, so they can anticipate whats coming. So this should be a
D2 or D3 activity.
I wonder whether it would have been better to give them bigger

11:10

SS repeat the activity.

D2
11:14

SO now, I'm going to give you the lyrics. But this time were
going to sing.

D3

Almost all SS are singing and reading. One girl in red and one
in purple are not singing but they are both reading along.

11:17

chunks?
What were the larger page and page that both groups
eventually set aside?

Very nice activity for them!

As the song progresses, SS get more confident and sing louder

What message does the song transmit?
Ss give some interpretations, T calls on Kezz.

POST

K: eagle represents justice, so we need to provide the same for

everyone in need.
SS ask T his meaning.he tells. Do the best you can, try to help
as many people you can. Adal: the song teaches us how to fly
like an eagle.

11:19

Discuss with 5 pp, OB: if you had the chance to help a person
in need, how would you help him/her?

Good CCQs

CCQs

Nice to have a S read the Q before they begin. Helps clarify,

because once sstanding, they may not be able to see the Q on the

T asks Mikey to share with the whole class. Teach a person to

fish.

11:26

Another: clean, shower, clothes, satisfy his hunger, and then if

someone who doesnt have mental/physical problem, put him
or her to work,
Class ends

board.