7 Rivers / TESOL Certificate Programs IDE EXTENSION Observation Notebook Observation Report Form Name of Observer Yiyuan Zhang (Tiffany Observation # 1 ~Tokrenaiion | Class aa Elman | Teacher Date Crea, [Class Skill/Content _[ bevel [Teacher] 07/25/2017 | Facesto- | UCR Extension TEP, | Grammar: rhar clauses | Intermediate | Derek | | face 513 Lo | Houck _| *Include the URL. ifthe class was online WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES: ] JsING THAT c1auses pemovsriateo | ‘STUDENTS WILL BE ABLE TO WRITE SENTENCES ULES FOR THE AGREEMENT BETWEEN MAIN Notes while observing: Classroom Diagram 4a EE g = T writes OTB 1, Review WB HW 2. Group practice with “that” clauses 3, Grammar presentation: verb tenses (agreement) in clauses 4. Practice agreement Last Updated: 8/2/2017 5:08 PM.RIVERSIDE TESOL Certificate Programs ee Observation Notebook EXTENSION 0-2mi w Tasks Ss what did they do last weekend and talks with Ss briefly T points to the board and introduces the lesson’ plan, 39min Review WB HW T asks $s to tum to P115-116 (a meaningful exercise) of the workbook and asks them to check the answers with neighbors in 3 minutes, As $s discuss, T moves around the classroom and answers $3's and $5°s questions. T looks at Ss’ workbooks and checks the answers. T finds Ss have different answers on the exercise on P115 (an exercise that trains students to omit shat for informal sentences). T sits in front of Ss and checks the ““har-omission exercise” of P115 of the workbook, Tasks $s to read Exercise No.1-8 one by one. When Ss omit “that” in their answers, T says they omit “that” because itis an informal situation. ‘When Ss use “that” situation, T then asks Ss when should they omit “that” Ss say “for informal situations”. in their answers, T says they use “that” because itis a formal 10-31mi Group Practice with That Clauses 10-23min T asks Ss to tum to P206 of the textbook and asks Ss to read the direction for activity As S read, T types on the screen: Vacation, time and work Atleast 5 sentences Americans, Europeans and other countries T tells Ss that they are going to have a group work on the topic “vacation, time and work", and they need to use 5 different verbs to write at least 5 sentences with hat clauses in their writing, T gives an example “I heard that Americans have less vacations than Europeans”. T groups Ss into 3 groups and asks Ss to sit in 3 circles. T repeats his requirement and asks Ss to work together. ‘T monitors Ss and asks each group to have a leader. T keeps monitoring and makes sure each student has written 5 sentences. T points out $7, $9 and S10°s errors in writing as soon as he finds it when monitors. T reminds Ss of the last 1 minute. 23-31min, Last Updated: 8/2/2017 5:08 PMTESOL Certificate Programs RIVERSIDE rvation Notebook EXTENSION Tasks Ss to choose T sentence To share with the class Ss read their sentences one by one. nds Ss mix the meaning of “vacation” and “holiday”, 0 explains the difference “vacation” and “holiday” to Ss and gives Ss an example of American vacations and holidays. Tasks if'Ss have any questions. Ss keep silent Tasks “Is Christmas a holiday or a vacation?” and Ss say “holiday” 32-52min 32-35min T plays a slide of PPT and asks S between shat elauses and main clauses” and explains that the rules simple and easy T reads the sentence "Many Americans fee! that nothing is impossible ‘what isthe tense of the verb in the main clause S4 does not answer. ‘T asks $3 the same question, $3 answers “present tense” T then asks $5 the tense of the verb in the thar clause, S$ answers “present tense”, T asks why does the sentence use two present tense 8 answers “a fact or general truth”. to turn to P207 of the textbook ~ "3. Agreement iask for Ss is to make the and asks S4 P says “Good job.” and repeats the rule, 36-39min TT asks Ss to take out a paper and he types on the sereen: Grammar Presentation P207 31 Main clause = present a. b. ‘. "T types “a, fact/general truth: pres + pres” and asks “Why do we have 2 pres here?” $5 answers, “One for main clause and the other for shat clause”, T says, “Perfect!” and explains again that for a fact or a general truth, we use present tense for both the main clause and the shat clause. 40~43min T then asks Ss to work on “b.” and “e.” in 2 minutes. T monitors Ss and tells them to write in an easy and simple way, T asks $8 to finish “b.”. 88 answers and T types on the screen “past event: pres + past”, T asks $9 to complete “c.”. Last Updated: 8/2/2017 5:08 PMVf TESOL Certificate Programs UORIVERSIDE Observation Notebook EXTENSION S9 answers and T types on the sereen Ei “future events ature”. T repeats the rule fora, b.ande tostudente "to students 44-52min T asks $s to look at “3.2 Thar clauses in sentences with past verbs inthe main lause” and tells Ss that there are four rules for this section, T asks Ss to summarize the four rules by themselves in 6 minutes. As some $s finish, T types on the screen: a. Same time: past + past form (simple/progressive) b. Truth or fact: past + pres ©. Prior event: past + past perfect, 4. Happened after: past + would belwas going to Tasks Ss to check their answers. T asks “For prior event, what rules of agreement do we use?” Ss answer with “past + past perfect”, 53~60min T asks Ss to tum to P208 of the textbook (the exercise for “thar clauses in sentences with present verbs in the main clause”) and asks them to complete the exercise. TT tells Ss that they can refer to their notes to do the exercise. ‘T keeps monitoring and corrects $4’s answers when he finds an error. T checks the answers with Ss together. T then review the notes for 3.1 and 3.2 with Ss. 61min T assigns the homework and types on the screen: HW Review 3.2 and do the exercise 3.2 on 209 of the textbook & P116-117 of the workbook. Last Updated: 8/2/2017 5:08 PM‘TESOL Certificate Programs JCRIVERSIDE Observation Notebook EXTENSION 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 4n in-text citation) to support your response. (250-500 words) In the present observation, I concentrate on teaching, particularly grammar teaching strategies. The students of the class are all intermediate-level EFL leamers probably from Asian countries and the Middle East countries. Generally speaking, the instructor incorporates two methods to achieve his teaching objectives, which are the Simple Six for lesson detivery and the PPP mode for grammar teaching, For English teaching, the instructor Derek Houck incorporated the Simple Six in his, lesson delivery. According to Lindwall (2011), the Simple Six consists of six aspects, which are giving directions, modeling, checking comprehension, giving time, monitoring & giving feedback and correcting as a class. Fist, he gives direction on each task either by reading the direction out or asking students to read it, Second, the instructor focuses ‘on modeling prior to an activity to make sure that every student understands how to complete the activity. Third, he checks students’ comprehension frequently by asking, students specific questions rather than simple Yes/No questions. Fourth, the instructor provides students with different length of time according to the difficulty and the content of each activity (e.g. for the homework discussion activity, he gives students 3 minutes; while for the rule summarization practice, he gives students 6 minutes.) Fifth, he keeps monitoring students in group work activities and giving them support when students need him, which is essential for the completion of a discussion because sometimes students, will come across problems which may not be addressed without the teacher's help (Arends, 2014). Last, the instructor corrects students’ errors (e.g. the exercise on P115 of the workbook) as a class and restates the grammar rule to deepen the impression of the target grammar structure. For the grammar teaching on that clauses, the instructor utilizes the PPP mode to present “the agreement between main clauses and that clauses”. ‘The PPP mode (Presentation = Practice ~ Production), known as “I do it; we do it; you do it” mode, is a method for teaching structures in a foreign language (Scott, 1999: 128-129). During the presentation stage, the instructor Derek uses the sentences (texts) to demonstrate the rules for 3.1 and gives students an example of what they should do for the “b. and c.” rules in 3.1. Next, the practice stage involves the teacher’s guidance and the students’ practice on the target structure, In this class, the instructor Derek guides students to work on the rules for “b, and c.” of 3.1, which gives students an opportunity to examine whether they understand the teacher's prior demonstration. Finally, for the production stage, the students are given complete autonomy in doing an exercise. This is reflected in this class in which Derek asks students to work on the rules of 3.2 by themselves. To conclude, the instructor Derek Houck’s lesson successfully incorporates the Simple Six for lesson delivery and utilizes the PPP mode for the demonstration of agreement between main clauses and that clauses. Last Updated: 8/2/2017 5:08 PMUCRIVERSIDE YeNOL Ovetithonte Wannanns viON doer aera vw Svinte Nee Refinaine ana NE ete ana A HAUL Vg Ratti ALA OTT TH SHAR Rn ll a SSAC ON Rea nl oma Hage Aegan Fhe ‘Last Updated: 8/2/2017 8°08 PM| Observation Report Evaluation English Grammar Structure & Methods Language use (structure and meaning) is accurate. Citation and reference are included. a) Objectives are student-centered, observable, and measurable. @} 2 Notes are organized, detailed, clear, and objective, Ql a Response connects observation with what has been learnedin = (3)/ > TESOL classes. — @l > { oa O Total