TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer ___Tian Yu_____ Observation # ___5_____

Observation
Date Environment* Class Skill/Content Level Teacher

11/28/2016 Online Grammar Intermediate Diane Dowejko

*URLhttps://www.youtube.com/watch?v=5Re-FWcA03I

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO USE PAST PERFECT TENSE IN POSTIVE, NEGATIVE AND
QUESTION FORMS TO DESCRIBE BOTH REPEATED AND SINGLE ACTION FINISHED IN THE
PAST BY USING HANDOUTS WITH 80% ACCURACY.
STUDENTS WILL BE ABLE TO CHOOSE FROM SIMPLE PRESENT AND SIMPLE PAST TENSE
ACCORDING TO CONTEXT BY USING HANDOUTS WITH 90% ACCURACY.
STUDENTS WILL BE ABLE TO PRONOUNCE THE VERB2 AND THE STRESS OF SENTENCES
WITH 70% ACCURACY.

Notes while observing:

Warm up
The teacher greets students.
The teacher gives directions to the first activity.
The teacher says: I am gonna show you a famous picture on the screen. I am
gonna only show you the picture for 10 seconds. So I want you to look very
carefully at the picture. After 10 seconds, I am gonna turn screens off. What I am
going to do is to ask you guys to do couple of minutes to talk to your partner what
you saw on the screen.
The teacher asks comprehension questions to see if students understand the
direction.
Students follow the direction and start to talk after when the picture disappears.
The teacher elicits students ideas about the picture.

Presentation
The teacher gives directions to the second activity.
The teacher says: I am gonna give you a very short reading about Picasso. So I
would like you to read about it. Along with the reading, I am gonna give you
another piece of paper. On this piece of paper, there are 8 sentences. So what you

Last Updated: 6/16/2017 12:36 PM

 TESOL Certificate Programs
Observation Notebook
are going to do for me is to read the reading and you are going to look at the 8
sentences. There are 8 sentences, but they are not all true according to the
reading. So your job is for me please, is to take out sentences which are true
according to reading. I am going to give you guys about three minutes to do it.
The teacher asks comprehension questions to see if students understand the
direction.
The teacher gives out handouts.
Students follow the direction and start to walk individually.
The teacher asks students to do a peer check.
The teacher elicits students answers.
The teacher writes down three sentences on the board from the reading context.
He started to paint when he was 10.
S + past simple
He worked in Paris from 1904.
He did not return to Spain.
S + did not + Verb1
Did he return Spain?
Did + S + V1?
After presenting all patterns, the teacher does a quick review by asking questions.
Students read these sentences after the teacher to practice the stress.

Practice
The teacher gives directions to the third activity.
The teacher says: There are 8 sentences and all of these sentences are written in
the present simple tense. What I would like you to do is to change the sentences to
this form we have. I would like you to change the sentence in the past and add the
word yesterday to make it clear that we know when it happened and I am going to
give you guys about three minutes to do this.
The teacher gives the examples.
Students do the exercise following the directions and the teacher monitors.
The teacher asks students to do peer check.
The teacher elicits students answers.
The teacher gives directions to the fourth activity.
The teacher says: OK, we are going to do, I am gonna want you to do one more
exercise for me, a little bit practice. I am going to give you a piece of paper that
looks like this. So what you gonna do for me to complete them with your own
ideas. They dont have to be true but Id like to complete with your own words.
The teacher writes uncompleted sentences on the board.
Yesterday, we didnt
Last week, I
Last month,
Last year,
The teacher gives the example.
Students do the practice following the directions and the teacher monitors.
The teacher elicits students answers.

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Observation Notebook
Production
The teacher groups students into A and B.
The teacher gives directions to the fifth activity.
The teacher says: I am gonna ask to be a museum guide. And B, you are going
to be a tourist. So you are going to ask as many questions as possible and the A
will answer questions. But when you go to the museum, do you usually sit or stand?
So everyone stands up. Youve got 5minutes, go!
Students do the practice following the directions and the teacher monitors.
The teacher elicits students conversations.

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 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 the following paragraphs, I am going to give my own opinions on this lesson

first and then compare it with what I learned from TESOL classes.
First of all, I observed that the teacher talking time was short. Most of the time,
the teacher asked comprehension questions instead of presenting directly even in the
presentation part. The class environment was good and students are all willing to talk.
This class followed PPP pattern which represents for presentation-practice-production.
The activities for practice part involved both mechanical and communicative exercise,
which were sufficient and suitable.
It was the first time that I observed one teacher do the comprehension questions
throughout the whole class in both direction parts and presentation parts. It worked
really well because the teacher could tell whether students understand the directions that
they gave and could always keep students attention in the class. Speaking of directions,
the teacher did it both verbally and visually but the most point that attracted me was that
the teacher kept repeating some important parts of direction twice or even more to make
sure that the teacher can be understood. The teacher also resorted to a lot of students
imagination, which I think it has both pros and cons. On one hand, imagination can help
students to memorize the target languages and to trigger students motivation. However,
In my point of view, it is a better idea to make students focus on the real situation like
daily conversations. In this case, students can feel true and relevant which can definitely
makes them easy to understand the form and meaning and to put what they learned in the
real situation.

Last Updated: 6/16/2017 12:36 PM

 TESOL Certificate Programs
Observation Notebook

Reference:

Diaz-Rico, L. T. (2003). Teaching English learners: Strategies and methods. Boston:

Allyn and Bacon.

Last Updated: 6/16/2017 12:36 PM