Observation Notebook

TESOL Certificate Programs
Observation Notebook
Observation Report
Forms for inclusion in the Observation Notebook must be typed
Name of Observer: Huizi Zhao_______

Date
Observation Environment
Observation # 1___
Class
Teacher
Level/Number
(Beg./Int./Adv.)
10/11/14 classroom
Oral skill
Beginning
Rebecca Salcedo
development
(200)
Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
(include URL if the
class was online)
Class
Skill/Content
OBJECTIVE OF THE LESSON: STUDENTS WILL COMPLETE ORAL CONVERSATIONS FOR

ASKING INFORMATION, AND STUDENTS WILL INTERVIEW THEIR CLASSMATES.
Notes while observing:
The class has finished unit 1 and 2, which about ask information from this week, and now
it is going to review and prepare for the quiz next Monday.
The teacher calls out students names and greeting with them.
Presentation
T shows a picture of a baby on the television screen and asks Ss to describe the babys
features by using the baby has or the baby is
Ss say: The baby has a big smile./ The baby is smiling.
Ss say sentences with their partner.
After 5 minutes, T shows a picture of a girl and asks Ss to find out the characteristics that
comparing the girl with the baby by using she hasbut the baby has sentence.
Ss start to complete a new sentence with their partner.
Then, T walks by everyone and listens to Ss while Ss are saying, she has long hair/ she
is beautiful
A student says that the girl has a beautiful necklace, and the teacher corrects him by
saying that people usually say wears instead of use has.
S: She has beautiful necklace.
(Correct)
T: She is wearing beautiful necklace.
When Ss are talking, one student asks what makeup is, and the T uses body language
to describe that there is makeup on the girls face, and writes makeup on the board.
Last Updated: 11/10/2015 2:02 PM

After every S said their sentences, T makes a conclusion that Ss are able to have a
conversation asking for phone number, address and other information.
Practice activities
A. Air talk
T introduces what air talk is and gives an example of when someone is talking to no one.
Then T gives Ss note cards and lets them do role-play in pairs as if in different situations,
like coffee shop, at a bank and, at UCR registration. Ss might need to write information
down because T is going to check Ss information.
Pattern: S1 says an air talk (start conversation)
S2 asks information
How long have you been here?
Where are you from?
What do you do?
S2 write down the information, and S1 and S2 exchange their roles.

(About 15 minutes)
Ss are having conversations with their group member. The conversations are about Ss
daily life. When Ss have questions, they discuss them first and ask the teacher. Ss are
taking notes while they are talking.
T asks Ss what they asked and what the information they wrote was.
B. Find someone who game.
T gives a handout to Ss and there are some questions on the paper like Do you know
more than two languages?/ Do you like rollercoaster? etc. In addition, T requires Ss
to use Do you like to/have/ Are you ? to ask questions. When Ss find out the
name, they need to fill in the blank after the question and they need to fill out all the
blanks.
Ss stand up and ask their classmates. Ss usually can find one correct name for each
conversation.
Ss have a conversation with at least five different classmates.
(About 10 minutes)
T says Ss can leave after they finish the paper.
Class ends.
What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
I learnt a lot from this class. The teacher was always encouraging students to talk, and
she was patient and paid attention of students participation. In addition, the teacher was
careful and friendly when correcting students error.
On the other hand, the purpose of the class was clear and organized in that the
information was based on what the students learnt. There are physical exercises and
visual imagines to help the class. Discussions and group works were all using techniques
from class and they were practical.

I think it was a student-centered class. Teacher was guiding and helping students when it
was needed and necessary. Students worked together in pairs or groups, they were
discussing their answers, reading to another and brainstorming ideas. Moreover, the
interaction among teacher and students were appropriate and effective.
What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
I like the activity that the teacher put pictures and let students describe the features and
compare the differences, so I want to remember this practice when I have the chance to
teach students who are at the beginning level. I will use comparison and other visual
tools like cards and maps to help students get messages and develop their ability.
First, I will let Ss know the target words and sentence patterns, and I will show them the
first picture and use the target words within conversations. Then, after they have the prepractice and are familiar with these words, I will ask Ss to create their own sentence and
imagine what the condition it can be used. I think there will be group work and research.
I think the goals for students will be talking with others orally, using the target
expressions.

Observation Report
Name of Observer____Huizi Zhao_____

Date
(include URL if the class

was online)
Oct.17 classroom
Class
Skill/Content
Reading
Observation # 2_
Class
Teacher
Level/Number
(Beg./Int./Adv.)
400(int.)
Robb Hughes
OBJECTIVE OF THE LESSON: STUDENTS WILL READ THE ADVANCED STORY;
STUDENTS WILL USE THE TARGETED PHRASAL VERBS TO WRITE COMPLETE
SENTENCES.
Background: After last class, the T gave some homework about a research of Romania,
where is Ann (main character) from. Then Ss needed to learn the vocabularies and list
the right order of outline for the story, and they came up with some questions based on
the story that they were going to ask other Ss.
T puts Ss into pairs and lets them compare their homework answers.
Meanwhile, T writes down look up/brought through/call up/rip out/mixed up in
on the black board.
After Ss are finished, T checks answers with Ss and asks them what these phrase
means.
Ss come up with some explanations and they find out where these phrases are in
the story. Then T writes down Ss ideas on the board.
(Now on the board:

Look out=see out a window
Brought up=carry to your location
Call up=call on a phone
Rip out=to remove with force
Mixed up in=involved)
T asks Ss to give some complete sentences with phrases on the board.

Ss start to say sentences, meanwhile T corrects them with encourage attitude.

One S asks what rip out is, T picks one paper and tears apart it, and he tells the
S that the action is rip out
When T talks about mixed up in, he uses his personal experience to explain it.
Next, he puts mixed up in and mixed up together and asks class what the
difference is between the two phrases. Ss say some of their understandings and T
picks some key words from Ss to agree with them. Then, T asks Ss to make a
sentence of mixed up in.
T asks Ss what happened in chapter one, and Ss are answering.
In addition, T writes down main point of the story on the board and lists what
Ss say. Also, he leads Ss to say the right answer with some body language and
facial expressions.
After reviewing, T gives handout with questions about the story and he asks Ss to
work in groups and discuss these questions together.
Moreover, T asks these questions by picking Ss from each groups and he asks the
class if they agree with the answer.
T asks Ss to take out a piece of paper and rip out it in order to understand and
review what is ripping out a paper
Finally, the T asks Ss to answer some questions, which are why do you think Ann
watches her neighbors?/ have you ever been curious about your neighbors?
Why? Or why not?/ what does the author mean? The T tells Ss not to copy
answers from the book, but they can use the ideas from him.
Class ends.
(Continue on back)
I focused on how does the teacher teaches the meaning of the words, and I noticed that
the teacher was very flexible and experienced in that he was using some example to
define the situation of the word mix up in, and he used body language to demonstrate
what rip out is. I think it is effective for students to understand how to use these words.
Furthermore, I think this class uses task-based approach and some principles from The
Direct Method. The teacher gave some homework for Ss to schema some information
before the class. Then, in class, he listed target words on the board with explanations and
examples. Aiming to be fluency and accuracy for target phrases, he asked students to

make sentence, which is communicative practice, also he can check the understanding of
students.
References:
Lindsay, P (2000). Basic Question. In Teaching English Worldwide. (p. 3-15) Burlingame,
CA: Alta Book Center Publishers.
I want to remember the way that the teacher gives homework by search information
about the target passage before class. Because I think, it is useful to develop students
ability of collecting news by themselves and it is helpful to train their learning habits.
If I am going to teach oral speaking in an intermediate class and my students want to
learn speaking strategies, and lesson plan will be how to talk about a movie. I will give
them some dialogues and research to do.
For example, as dialogues, I would give some jargon words about movie like CGI/
Blockbuster to students to look for. Then I would ask them to have a list of ways to
describe movie. In the class, I could combine their info with mine and ask them how they
usually describe a movie.

Observation Report
Name of Observer___Huizi Zhao________

Date
Observation
Environment (include
URL if the class was

online)
10/27/2014 classroom
Class
Skill/Content
Oral skills
development
Observation # _3__
Class
Teacher
Level/Number
(Beg./Int./Adv.)
IOF-2A
Candace
Jorgensen
OBJECTIVE OF THE LESSON:
STUDENTS WILL BE ABLE TO DESCRIBE FEELINGS AND

EXPLAIN THE IMPORTANCE OF BODY LANGUAGE BY PERFORMING IN FRONT OF CLASS.

Before class begins
T tells Ss to seat next to their partners and they will have some group to do today.
Warm-up
T asks Ss to take out their notes and sheets of last class, and put Ss in groups. T questions
Ss what the rules of description by use -ed/ -ing are. Ss answer that -ed is used
for how people feel; -ing is used for describing someone or something. Then T adds
examples for each rule on the board:
It was exciting.
I feel scared.
Presentation
T tells Ss to look at their pink sheet about preparing a speech. There is an aspect about
giving advice. Then the T asks Ss how to give advice in a practice speech and a formal
speech and let them discuss in pairs.
After discussion, T asks Ss opinion and picks some Ss to share their result. Then the T
adds some comments after Ss are finished.
The T plans to move on to next part of the class; before that, she asks Ss if they have any
question about the sheet.
T asks Ss what is body language, then she picks some key words from Ss on the board.
On the board:
Body language (T)-Move hands (S)-Gestures (T asks how about gesture?)--

Waves (S)-Eye contact (S)
T handouts a piece of sheet and assigns each group to read one of the paragraphs.
Furthermore, she introduces the tasks for the rest of the class, which are Ss read the
paragraph first and talk about what is the main idea of it, then Ss need to summarize the
paragraph in front of the class and practice body language while they are performing.
Practice
While Ss are reading, T goes around the groups and sees how they are going.
Ss have been talking and reading around five minutes. On the other hand, T asks pairs
that if there is any word they are not sure on the paper. If Ss ask questions, the T will
demonstrate by examples and with smile, body language.
After the discussion finished, the T stands up and tells each Ss need to decide their own
part, so that every S have chance to practice.
Product
Group performing:
The first group demonstrates the reason that the speaker cannot play with his/het hair,
lying on the wall and hold hands in front of body. While they are demonstrating, they are
making eye contact, body languages and more. After they are done, teacher asks some
question that why the speaker cannot do the movement above, and Ss say their opinion.
Then T adds some comments about their performing and introduce next group.
After all groups are finished, T passes note cards to Ss and tells them to take as much as
they need for next formal speech in class. Then T asks Ss that how to use it, and she
writes key words on the board:
Tips for useful cards:
-key words main points
-order of details
-size of lettersbig enough to read easily
-symbols (U.S./$/:)/!)
In addition, T also shows some cards from prior classes and differs what will a
professional note card looks like.
At the end of the class, T leaves five minutes for Ss to prepare next speech and asks each
group if they have any question, if not she asks what is their plan and process for the
speech and she gives some advice to Ss.
Use students. The teacher can give responsibilities to students, to let students teach
the class. For example, give each group different paragraphs and ask them to
paraphrase for the class.

This activity can raise the attention of every student and satisfy students needs for
participating. However, the task of speaking in front of people in English may threat
or challenge some students, so the teacher needs to do some schema activities for
them to be prepared. I believe it is hard for students at the beginning, but after
students are familiar with the class and the atmosphere they would become
comfortable with the tasks.
Using handouts would be easier for the teacher to go through the steps and benefit to
students, so that they can follow the class clearly. In addition, students can use
handouts to review classes after class. It is also useful for students for their further
consideration.
Use pair work or group work. In a pair or group, the atmosphere tends to more
protective and private than in the class. Students often feel less stressful and talk
more in a closer space.
Reference:
Lindsay, P (2000). Basic Question. In Teaching English Worldwide. (p. 3-15)
Burlingame, CA: Alta Book Center Publishers.
Diane Larsen-Freeman and Marti Anderson. Teaching & Principles in Language

Teaching. Oxford Press.
Scott Thornbury. How to teach grammar. (p. 128 THE PPP MODEL). Pearson
Education Limited.
If I were an oral skills teacher, I would want to add some performing tasks for ESL
students.
For example, I would set students in groups and give them the handout about
conversation skills. First, I would give groups different tasks for giving response of the
context. To illustrate, I would let first group paraphrase the meaning of the reading
context, second group give examples and third group share their experience.
Using this activity, students can develop the four basic language skills at the same time.
Furthermore, the students and the teacher can give feedback to others. Building a
friendly and positive atmosphere lowers the affective filter and is effective for students
to accept new knowledge.

Observation Report
Name of Observer___Huizi Zhao________

Date
Observation

online)
10/29/2014 Classroom
Class
Skill/Content
Grammar
Observation # _4__
Class
Teacher
Level/Number
(Beg./Int./Adv.)
300(Beg.)
Karen Gregg
OBJECTIVE OF THE LESSON: STUDENTS WILL BE ABLE TO IDENTIFY DIFFERENT FORMS
OF COMPARATIVE, AND STUDENTS WILL BE ABLE TO WRITE SENTENCES WITH
COMPARATIVE ADJECTIVE.
The teacher puts Ss in pairs and she says they look good.
The class had a quiz yesterday, and the teacher will give feedback to Ss and check
answers.
The T speaks brightly and lively when she talks about the quiz.
She writes her notes of quiz on the board:
3(Ss)A+
1A
7B
2C
0D
1F
Meanwhile, she encourages Ss that they really did a great job or one student was mostly
passed...
The T hands out Ss quiz. Then T reads the questions and answers slowly and loudly so
that every student can hear and understand what she is saying.
The T demonstrates how she gave points to each question and why she gave these
questions.
After that the T explains to Ss that the reason of the S did not pass is that he had not
taken the class.

After the class finished correcting their paper, the T asks Ss to take out one handout,
which are some blanks in the sentences, and T puts every S with number.
Every S read a sentence, and the T writes the answers on the board.
For example: (on the board)
The answer is powerful
The teacher asks, What is opposite?
The S, weak
The T, yes! And there is the other way to say it
More powerful
weaker
Less dangerous
softer
Then the T asks a question about the handout: the baby sleeps more, how about his
mother?
Ss say, Less!
In addition, the T writes quickly on the board and asks Ss that how to use the
comparative.
Then she writes sentences on the board:
It is quickly (adj).
It moves quickly (adv).
Furthermore, she also gives some others words for Ss to practice forms.
The T asks Ss to look at their handouts.

When the T sees an adj. / adv. word, she always checks with Ss how to change the form of
it.
For example: long (on the board)
It is long+er.
It lives long+er.
Then the T teaches that there are different ways to change the comparative of words. It is
difficult for Ss to memorize how to use it, so the T says that there is a regular pattern for
Ss to follow. Then the comparative seems easier and more practical for Ss to use.
The last part, the teacher gives some practices for Ss to complete and she tells Ss to work
with groups and check their answers.
During this process, the T goes around the group and asks them if they have any
questions. If they do, the T will explain the word with examples and using body language.
After every group are finished, the T asks Ss to read their sentences one by one about the
description of their hometown. The T always asks questions and changes some words in
the sentences.
The T gives some homework about practice what they have learnt in class.

During this class, I learnt that the attitude of teacher affects a lot of the class. Before this
class, I was thinking it would be boring because it was grammar class. However, after
the class began I found out that the class is full of happiness and encouragement. The
teacher always uses a fun and positive tones to introduce the rule and uses many
examples for Ss to understand.
I think it matches the theory about what makes a good teacher? it says, Students do
not want a book-bound teacher. They want teachers to use textbooks with discrimination
and to bring other materials to supplement or replace unsuitable or uninteresting
textbooks.
I would like to give some example about my topic and give my students some openminded questions for them to be more communicative and accuracy.
For example, if I were the teacher for the grammar class and I would teach comparative
forms. My students are ESL learners. I would like to let them compare their hometown
with the place where they live right now. After that, I would pick some dialogues from
their sentence and organize some repetition activities.
If they say, my hometown is cooler than California.
I will ask What is the other way to this?, then I will write, California is hotter than
my hometown
Then I can ask that the differences between cooler and hotter, and I can use this
example as transition to step in my presentation part.

Observation Report
Name of Observer__Huizi Zhao_________

Date
(include URL if the

class was online)
11/24/14 classroom
Class
Skill/Content
Grammar
Observation # _5__
Class
Teacher
Level/Number
(Beg./Int./Adv.)
200
John Moran
OBJECTIVE OF THE LESSON: STUDENTS WILL USE AND IDENTIFY MODAL VERBS, AND
COMPLETE SENTENCES/CONVERSATION BY USING MODAL VERBS.
Warm up
The T says that there are only three days left this week and they almost at the end of the
quarter. Then the T and Ss talk about last weekend.
The T asks one S a question: Alee, what are the examples of modals?
The S says, Can/Could
T: what are the modals of I/ YOU?
S: Will you/ would you
T: How to make this sentence nice
S: add please
T: yes, you can add please after the subject or at the end of the sentence.
Then the T asks Ss how to say no, how to borrow something from friends and how to
ask for a favor. Ss answer: Im sorry to say that/ could you please give me your/I
would be happy to
The T says that they are going to have a practice on page 156.
Presentation
Direction of the practice: Here are some conversations asking for/ giving permission.
Fill in the blanks with MAY, COULD, CAN +I +VERB and any other appropriate words.
More than one answer is correct.

The T gives Ss order and lets them perform the conversation. During the practice, the T
asks Ss how to make the sentence nice, and Ss say add please/ could/ Id love to
After the practice, one S asks that why they should say cant but not couldnt, and
the T explains, It is common use, people usually say yes, you can/may/ no, you cant/
may not.
Then, the T tells Ss that they are going to have a quiz on Tuesday, so the Ss need to pay
attention to next section.
The T has Ss to look at a picture on the textbook, and asks,
Whats his name? Does he look happy? Now I will read along and you can follow the
story.
After the T reads the story, he asks, Whats Allens problem? What should he do?
The Ss say sleep.
Is drinking coffee a good idea?
No,
Why?
Its not healthy
Then, the T leads the Ss to find out that today they are going to learn should/ should not
T asks, Does anybody know how to use it?
Ss: To advice
The T writes, I have a hiccups on the board, and he asks Ss to explain the meaning of
hiccups.
Then the T writes, You should drink some water, and he asks if the Ss have any other
ideas.( The T makes hold action to let Ss guess.)
Ss say, hold, stop
The T writes, You should hold your breath.
Then, the T says that there is a party tonight but the Ss are going to have a test tomorrow,
he asks if it is a good idea to go to party. The T writes, You shouldnt go to the party.
After that, the T explains that in questions the sentence is Should I bring anything to the
party? and he asks Ss to transfer the question to WH-question. Ss say, What should I
bring to the party?
Practice
T tells Ss to look at Table 3 at page 141; he lets Ss to try 1-6 to complete the sentences.
S: she should give the baby some milk/ a hug/ take care
What should I do with this you should.
(About 5 minutes)
After that, the T moves some Ss position and give them another practice.
He passes Ss one paper and lets Ss to talk about their hometown, Ss should writs 4-6
sentences according to their partners advice.

After about 8 minutes, he picks some Ss to answer questions.
Ss: Im from XX. You should visit in XX. You should eat/ you should go to
Product
The T gives homework base on the class.
(continue on back)
I learnt how to give a Present-practice-product class form this observation. The teacher
followed the steps to present PPP class. First, he had students to find out what were they
going to learn. Then, he comprehended questions from the text to check if the student
understands. The teacher always work with students to complete the sentence, and after
pre-practice, he gave a formal definition for the modal should. In addition, he
practiced WH-question form, negative form and question form with Ss. I noticed that he
always ask Ss for suggestions for the sentence instead of complete the sentence by himself.
As last, he gave Ss meaningful practice and communicative practice that are effective and
practical for students to use what they learnt.
I want to use PPP lesson plan for my future class. I think this method is practical for any
English level. Personally speaking, I refer if my future students are at beginning level and
I am an oral speaking English teacher. In my class, for example, in formal explanation

step, I will give Ss a scenario at first and perform one sentence by myself. Then, I will
help students to complete different expressions or forms like question form and informal
form. At the end of this step, I will ask students what they learn and help them summarize
a pattern of the expression.

Observation Report
Name of Observer__Huizi Zhao_________

Date
(include URL if the

class was online)
11/7/2014 Classroom
Class
Skill/Content
Reading
Observation # _6__
Class
Teacher
Level/Number
(Beg./Int./Adv.)
600
Matt Kutter
OBJECTIVE OF THE LESSON: STUDENTS WILL BE ABLE TO ORGANIZE A COMPLETE ESSAY
AND WRITE ONE WITH TOPIC.
The T writes on the board:
Please take out the outline (homework), essay prompt and reading before class.
T asks Ss opinion about the reading: what is the essay argue about? Did anyone
argue in a different way?
Several students answer and the T write them on the board:
Authors argument: it is ok to use PED in a safe way
PED should be allowed
PEDs can improve sports
Even though there are many rules against PEDs, the author says
athletes use them and it is ok
Rules/ thinking should change about PEDs to allow them
In addition, the T is also drawing a chart:
(Support )
(oppose)
Introduction
Introduction
Reason (same as author)
Reason (support from essay)
Reason
Reason
Reason
Reason

Conclusion
Conclusion
The T asks how to organize an essay from the points; one S says that she can use
three points for disagreement.
After Ss, T says that students can use the points from essay and use them to support/
oppose authors opinion.
Then the T mentions some Ss insist supporting their points but never mention
authors point is not correct, in fact, students should mention authors points at every
paragraph.
One S asks how to start introduction, and the teacher asks others their thoughts.
Then he writes on the board: the issue of _(topic)_________is commonly debated in
our society. In__(the title)__ by __(author)____, the author __(summarize the main
points)______.
Then, the T stops here, and he says that if the S agree with author, he/she can follow
with: as the author says, ___(your statement); if the S disagree, he/she can follow
with: although the author says_______,
The T gives a writing assignment to support/ oppose the authors opinion and Ss
need to finish it at next writing class.

During the class, some students were not participating in the discussion. Then, Mr. Matt
asked students questions to ensure if they understand how to organize an essay. In Simple
Six instruction in TESOL, comprehension check is the most important and difficult step
for teaching process. If the teacher only asks the students Do you understand? it is
meaningless for checking. In this reading class, Matt asked students WH-questions as
comprehension, it is more effective and useful to check students understanding.
If I am teaching reading in ESL class, and my students are ESL learners, I will always
want to make sure whether they understand the article or not. Therefore, I will ask them
comprehend questions.
For example, I am going to teach the Snow White story. Before the reading, I will give
them some questions for warm-up. Then, I will explain some unfamiliar words if there is
any. Next, after they finish the reading, I will let them close the book and ask them how
the story happened. On the other hand, I also can give them multiple choices questions or
true/false questions.

Observation Report
Name of Observer____Huizi Zhao_______

Date
(include URL if the

class was online)
2/10/2015 Classroom 137
Class
Skill/Content
Observation # _7__
Class
Teacher
Level/Number
(Beg./Int./Adv.)
400
Ann Sandin
Reading
&Writing
OBJECTIVE OF THE LESSON: STUDENTS WILL DISCUSS IN GROUP AND WORK ON
IDENTIFYING MAIN IDEA OF THE ARTICLE; STUDENTS WILL INDIVIDUALLY COMPLETE
AFTER-READING QUESTIONS BY USING THE NEW READING METHOD; STUDENTS WILL
WRITE A SUMMARY OF THE ARTICLE.
In previous class, students worked together in groups to get the main idea of paragraphs.
(11:10)
The T reviews last class tasks, and tells Ss that they are going to write a short summary
of their article. T asks what page is it, Ss say at 118.
T: now take some minutes and answer the questions. It is okay if you not sure, you can
use pencil. It is just for you to comprehend the article.
Students are working along.
One student asks, What is product?
The T says, Everything you sell is a product.
Another S asks, What is tune out?
The T says, It is like Im not listening to you
(During this period, Ss mostly are solo working. T walks around and answers Ss
questions. In addition, she courage Ss that they are doing excellent.)

(11:15)
Ss are scanning the article individually.
During this period, some Ss ask the T about some words, and the T explains the words to
them. In addition, T reminds Ss once what task they need to do now.
(11:20)
The T says that Ss can share their answers with their group. She says that it is ok if the Ss
do not have the correct answers; they can go back to the book and check answers.
During this time, when one of the two groups has questions, the teacher comes and gives
directions of how to find the answer, while the other group continues discussion.
S: can I use this sentence for number four?
T: that is right. But how do you see it is supporting? You need to make connection and be
specific.
Then, the T comes to the other group, and the group members ask questions.
(11:35)
The T asks Ss if they all finished discussion. Then, the T says that now they can analyzing
the article and write a summary. Before Ss start, the T asks them what required in the
first sentence.
Ss say they need to write According toThe T says that they are right but there are
other ways to say it, like the article is talking about as a topic sentence.
The first group comes up with the benefits of advertisement, and the second group says,
How does advertisement influence people.
Then, T says that students are going to have twenty minutes for complete the summary.
(11:40)
When the Ss are summarizing, the T puts each groups topic sentences on the screen:
Your summary topic sentence:
The article Happiness is in the shoes you wear is about how advertising influences
people.
The article In Defense of Advertising is about the benefits of advertising.
Then, the T goes back to groups to check their works.
The T says that students can use transitions to make the summary more fluent.
(11:50)
One group finished, the T collects the paper and says that they can work on the
vocabularies or re-read the article.
(11:55)
Ss are finished with writing. The T says that she will type the paper for students, and Ss
need to read and compare their draft next class.

(continue on back)
In this class, students are divided into two groups, and each group has five students.
During practice, the group works truly well, and it turns out that group work is more
efficient than pairs. Because a group has more people, the chance raise for hearing
others opinion. In addition, in a group, Ss are willing to share with classmates.
Sometimes a group has a argument, it is even better so that they can practice their
English.
With limited time, groups can save time for the students and the teacher. The teacher
cannot ask each student if they understand or not; students cannot get the answer form
the teacher if everyone asks questions. Therefore, group working is one of the best ways
to solve the problem.
If I am an ESL writing teacher, and my students ESL students, I will want to use group
working in activities.

For instance, at the beginning of the class, I will give them a controversy topic and put
them in two groups, one is agree and the other one is disagree. I will give them time to
think about the supporting ideas and write down their opinion. The group leader will
need to complete the first sentence of each paragraph, and group members will complete
the others. In that case, everyone in the group will have a chance to write and practice
the writing skills.

Observation Report
Name of Observer____Huizi Zhao_______

Date
(include URL if the

class was online)
2/11/2015 Classroom
Class
Skill/Content
Pronunciation
Observation # _8__
Class
Teacher
Level/Number
(Beg./Int./Adv.)
IOF-2A
Debbie Peterson
OBJECTIVE OF THE LESSON: STUDENTS WILL REVIEW /I/, /IY/, /U/ AND OTHER VOWELS;
STUDENTS WILL FILL IN QUESTIONS OF PRONUNCIATION RULES; STUDENTS WILL
COMPARE /UW/ AND /U/ SOUNDS; STUDENTS WILL PRACTICE SOME WORDS FOR SOME
SYMBOLS.
At the beginning of the class, the T drams a chart on the board:

FRONT
SEE
--------------------------
CENTER
BIRD
/I/
SAY
--------------------------
BACK
Two
/u/
BUS
NO
//
STOP
//
//
She says that Ss will need to go up to fill in one word/vowel without looking at books. She
adds that Ss do not need to be nervous because the practice is easy and she will give hints.
In addition, she says that the review practice is for prepare next quiz.
Then, she calls Ss name one by one, and every student goes and fill one word or vowel in
the blank.

One S write yes under say, the T asks him how to pronounce the word. Then, T
explains mouth structure of the vowel, and leads all the Ss repeat yes.
After the chart is full filled, the T writes three questions as below:
1. When two vowels are in the same mouth position, one is ____, and the other is
_____.
2. My mouth is most open for _____ vowels.
3. In English, ______ vowels are rounded.
The T lets Ss to review the filled chart and leads Ss to read again.
The chart: (red parts are from Ss)
FRONT
SEE /iy/
--------------------------
CENTER
BIRD
BACK
Two /uw/
/I/ it
//
/u/ books
SAY
--------------------------
BUS
NO
// yes
//
/ow/
FAT
---------------------------
STOP
----------------------
LAW
//
//
//
The T calls one S to fill the blanks, and she gives hint to her. The S writes lax and
tense for the first question.
The T asks, why they need to have tense vowels and lax vowel. The Ss say that because
they need to use muscle.
Then, the T explain the second question. She says that two books is tense vowels plus
lax vowels so that Ss need to use larger muscle.
After aforementioned practices, the T also has Ss to brainstorm other words for each
sound. When comes difficult or confusing sound for Ss, the T stops continuing and
goes around the class to hear every S to pronounce. If the S cannot get the sound, the
T will use Ss hand to touch how much air goes out or to make the sound.
Next, the T teaches Ss how to differ /uw/ and /u/. She writes two groups of words for
each sound, Ss also come up with some words.
On the board:
/uw/
/u/
Boots
books
Root/f
root/f (California)
Fuel
full

Fool
pull
Beautiful bush
At this period, the T goes around and checks every students pronunciation.
The T gives handout that has some words for every symbol for students. The T reads
each first and lets Ss to repeat after her.
Class ends.
(continue on back)
What I learned from this class is that a friendly and active studying environment
needs an outgoing and friendly teacher. During Debbies class, I noticed her kept
eye contact with every student, using smile and encourage compliments.
When students were shy or hesitated to fill the blanks at the beginning, she told
students that she would give hints, which is very comforting and being courage.
When students faced difficulties, she showed her attitude that there is no need to fear
for not knowing the answers. It lowers students affective filter.
I learned that a good teacher should raise Ss interests of learning. During the class,
modifying the sound, Debbie use idioms or funny animal face or body language to
teach the sound or vocabulary. It makes students enjoy the challenging learning
process.
If I were an English teacher in high school, and I am going to teach vocabulary in the
next class, I will prepare visual aid or realia. In addition, if possible, I want to find an
appropriate passage or video that contains all the target words. Even more, I think I can
be more active when I explain the words to them, like Debbie, using body language and
examples. For example, if I am teaching encouragement, I will encourage students to
show the meaning of it. Then, I will let two students to comprehend if they understand the

word. Meanwhile, I can repeat the action during the class to let them have a deeper
impression of the word.

Observation Report
Name of Observer_____Huizi Zhao_______

Date
Observation

online)
Class
Skill/Content
11/20/2014 Classroom
Observation # _9_
Class
Teacher
Level/Number
(Beg./Int./Adv.)
Advanced
Hank Mantell
Academic
Writing
OBJECTIVE OF THE LESSON:
STUDENTS WILL BE ABLE TO PARAPHRASE SENTENCES BY

USING SUBORDINATORS AND COORDINATORS. STUDENTS WILL LEARN SYNONYM FOR
THE TARGETED WORDS.

Ss finished one hour of studying in the lab.
Presentation
T: Yesterday, we paraphrased two sentences. Today, we will have more practice and I
will give more instructions.
Now, if you want to use subordinators, how do you use it? Please turn to the nest page;
we are going to have more paraphrasing with instructions that are more specific. (Seeing
below picture)
T writes on the board:
A. although, even though, though, despite the fact that, in spites of the fact that
B. while/ whereas
1. Riverside is a small city but LA is a large metropolis
2. John studied hard for the TOEFL but his score was low.
As we know, one way to paraphrase the sentence is to change the transition. For the
second sentence, how do you paraphrase it?
S: Change but, and put although at the beginning of the sentence.
T: Thats correct! So, the second sentence will be Although John studied hard for the
TOEFL, his score was low.
And how to change the first sentence? which group you can choose?
S: I can choose group B.
T: Yes, Which word that you want to use?
S: while
T: Then how can you change the sentence? Can you read it to me?

S: Riverside is a small city while L.A is a large metropolis.
T: Thats right. After those changes, the sentences have different meaning. Can anyone
tell me what the difference is?
S: The first sentence is contrast, the second is result.
T: You are right. But lets take a look at the group A&B. For group A, it express the
feeling of unexpected, surprising and some opposite results. For group B, it shows exact
opposite meaning.
Practice
T: Now look the handout. (Reading the directions) Now let us paraphrase number five
sentence.
S: (writing)
T: okay, let us look at it. Anybody?
S:
T: ok. Now lets see what are the synonym for whereas
S: however/ in contrast/ on the other hand/ nevertheless/ nonetheless..
T: yes, people call these words as transitions or signal words.
For this sentence, we can put however as transition. If we use it, what should we put
before however?
S: a colon
T: yes. How about differ?
S: vary
T: yes we can use that. And how about countries?
S: culture, city
T: these are not same as countries, what else can you think of?
S: nations
T: yes. And how about emotions
(they changed every words that required to replace)

T: at the end, the sentence is turned as: Spoken language vary between nations; however,
universal feelings are communicated in basically similar ways everywhere.
(they practiced 5-7)
Production
T: try number eight and read article on page 85.

(continue on back)
Mr. Hank used PPP modal as main steps of the class. He planned objectives for the class
is that his students would use some transitions to paraphrase sentences and made the
sentence to be more academic. During the class, he leaded students to think hard and
came up with more vocabularies as they can. At the beginning of the class, he made two
simple sentences for students to warm-up. Then, he used handout for students to practice
their paraphrase skills.

I think the objectives were clear, and the class was well prepared. Because it was fluent
and systematic, the practices were based on the rules that students would learnt from the
last section. A logical and appropriate lesson plan should always consider about the
students if they can understand the contents. In addition, teacher should always be ready
if there is any change for the plan so that the lesson would always be suitable for the
requirement of students.
References:
Brown, H. Douglas (2007) Teaching by Principles. An Interactive Approach to Language
Pedagogy White Plains, N.Y; Pearson Education
If I will be a writing teacher, and my students are teenage ESL learners, I will use also
want to teach paraphrasing. At the beginning of the class, I will take some example
sentences from students. For instance, I will write, Ella had short hair but Ana has long
hair or Ella is wearing shirt but it is cold outside. Then, I will underline the fan-boys
and ask them how to change the sentence.
Because I learned for Grammar A class, if the teacher takes student as an real and
related example, it would get more attention than just make a sentence. In addition, I
think it is more comfort for students to have a warm-up practice. They will know what the
basic rules of the practice are and what the instructions are. It will also benefit the
teacher.

Observation Report
Name of Observer_____Huizi Zhao______

Date
(include URL if the

class was online)
2/18/2015 Classroom
Class
Skill/Content
Grammar
Observation # _10_
Class
Teacher
Level/Number
(Beg./Int./Adv.)
500
Don Orf
OBJECTIVE OF THE LESSON: STUDENTS WILL MAKE POSSIBLE CONDITIONAL SENTENCE
IN FUTURE TENSE; STUDENTS WILL IDENTIFY REAL AND UNREAL CONDITIONS;
STUDENTS WILL COMPLETE SENTENCE PRACTICE WITH TEACHERS HELP.
T: What is condition? How many clauses are in the sentence? Which come first?
S: there are two clauses in the sentence, and conditional clause goes first.
T: Good. There are two big group of conditionals, what are they?
S: Real and unreal
T: And which one we have studied?
S: Real. It is something true like a fact. Or habit and general habit
T: Very good. Now what is possible?
S: It is something might be true or not true. Something might happen.
T: Lets look at first sentence. This sentence is talking about this weekend. It is time in
the ?
S: future
T: Yes, so we need to use what tense?
S: future tense
T: good.

How to make it as in future possible conditional sentence?
(write on the board: If the weather is good, I will go to the beach)
Now the main clause use future tense and the conditional clause use present tense.
Where should I put the conditional clause? Can I put it at the end?
S: Yes
T: XXX, could you turn around the sentence?
S: I will go to the beach if the weather is good.
T: Good. What is the difference between the two sentences?
S: first sentence has a comma between the two clauses, and the second sentence does not.
T: Can I use when?
S: No, because it is future tense.
T: Perfect. Now look at number 2.
No.3
S: If you see Helen this afternoon,
T: how about the main clause, what do we call these sentences? go to the door/seat
down/ open the book
S: command
T: yes, what is the time for command?
S: present
T: no, its future. The action will happen after I say it.
So do you think we can only use will/be going to in future tense sentence?
No, we can use any words that express the meaning.
(they go through all the practice of 10 sentences)
T gives students homework as reading and practices. The teacher says the students need
to reads unit 24 carefully because there will be test on next week.
(continue on back)

During the class, Mr. Don was checking students answer by asking them to read their
sentence one by one so that everyone has a chance to practice their grammar in speaking.
I think it is an effective way to motivate students and get their attention. Motivation has
many ways to be done; I have learnt that I can use activities and group works. I think let
students speaking for themselves will expose their weakness to the class and the teacher,
which might be a challenge for some students. On the other hand, this made students to
be honest and concentrated in the class. To summary, I think I will use individual
performing in some case in class.
If I am a grammar teacher, and my students are ESL learners, I will give them individual
tasks for them to complete. For example, if I want to teach can and could, I will give
them scenario and make different sentences by using the modal verb.
They can have affirmative and negative sentence base on the scenario. After that, I will
let them read their sentence. If there the sentence is not correct, I will others for help so
that I can know to what degree the students use the contents.


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Name of Observer: Huizi Zhao_______

OBJECTIVE OF THE LESSON: STUDENTS WILL COMPLETE ORAL CONVERSATIONS FOR

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S2 write down the information, and S1 and S2 exchange their roles.

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(Now on the board:

T asks Ss to give some complete sentences with phrases on the board.

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STUDENTS WILL BE ABLE TO DESCRIBE FEELINGS AND

Notes while observing:

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Diane Larsen-Freeman and Marti Anderson. Teaching & Principles in Language

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The T asks Ss to look at their handouts.

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Reason (same as author)

Reason (support from essay)

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2/10/2015 Classroom 137

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