TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer__ _Park Yujin____________ Observation

# ___2____

Date Observation Class Skill/Content Level Teacher

Environment*
01/24/2019 Face to Intermediate Integrated 200 John Moran
Face Skills

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

1. STUDENTS WILL BE ABLE TO REPEAT VOCABULARY ABOUT JOBS.
2. STUDENTS WILL BE ABLE TO COMPLETE A WORKSHEET WITH THE TARGET
STRUCTURE.
3. STUDENTS WILL BE ABLE TO DISTINGUISH ‘ BE LIKE’ AND ‘ WOULD LIKE’.

Notes while observing:

9:00 A.M. Warm up
T says “ok , we gonna get start it”.
T checks the students’ name.
T says “ we started new topic yesterday”.
Ss say “ job”.
T says “yes, job. We looked lists of job.”and asks Ss “ what is the other name of job?”
S says “occupation”
T says “yes, occupation. That is in your….”
Ss say “ homework” and T says “ yes, homework! We will check the homework”.
( Checking the homework)

9: 05 A.m. Activity
T makes Ss read the textbook , especially about job.
T says “ this says both man and woman, we says man is a waiter and woman is …”
(waiting for answers)
S says “waitress”.
T says “ good, you can use server both of them”.
(T checks the homework with a paper himself.)
T asks Ss “ any questions for homework?”
Ss say no.
T says “ yesterday, by end of class, we looked grammar. Do you remember?”

Last Updated: 3/22/2019 12:53 PM

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Observation Notebook
Ss say “ what do you like? Be like? Would like?”
T says “ great. We gonna start practice.

9 : 19 A.M. Practice
T gives a worksheet and read the directions.
A student asks “ what is the meaning of ‘actually’?”
T says “ no! actually means No!. I used it a lot in conversation”.
T reads content of grammar.
T says “ you can say where would you like to sit or where do you like to sit?”.
(Saying main order of making sentence)
T says “if you want to question, you start with…”
A student says “would”
T says “great. We start with would”.
T makes Ss practice with the worksheet and walks around.
T says “when you have an answer, take turn with your partner”
(giving 5 minutes)

9: 30 A.M. Presentation
T gives the second paper to the students.
T writes ‘ I would like to ‘ and ‘I’d like to’ on the white board.
A student says “contraction”
T says “yes, contraction and when you make a question, you should be careful. You have
to write the capital W”.
T writes some examples on the white board.
T gives a direction “we will use ‘ I’d like to be a/an___ because___”
T says “you will do the second worksheet and if you finish, check with your partner and
take a turn”.

9:44 A.M. Wrap up

T says “when you have your sentence, raise your hand and you can have a break”.
(Some students raise their hands)
A student says “I’d like to be a pilot because___”

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)
When I decided to observe this class, I focused on the method of teaching
Intermediate learners. This class is for the intermediate level and it is about the integrated
skills of English. The students are Asians and they started to learn English in IEP course.
When I observe the class, at first time, they look like beginner of learning English.
According to this, I wanted to know how teacher will deal with them during the class.
Firstly, from the beginning to the end of the class, I could feel that the teacher was
working at a constant speed. By doing so, the students were able to stay focused from
start to finish without getting tired of their classes. Also, the teacher asked a question and
gave the students time to come up with the answer. The students could think and answer
slowly and here I could see the importance of the time given to them.

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 TESOL Certificate Programs
Observation Notebook
Secondly, I think that the teacher gave error corrections well. For example, when
there are some mistakes of answer of the students, the teacher used the white board so
that every student can know what the right answer is. In addition, the teacher used more
examples for better corrections. If they have more examples about some concept, they
will be able to understand and will not make same mistakes.
Thirdly, I could know the importance of group work. In the class, the teacher used
two worksheet. The teacher asked the students to solve the problem alone and check the
answers with her partner each time they worked on the paper. When the students check
the answers with their partner, I could see that they enjoyed doing the worksheets, feeling
comfortable.
Lastly, the teacher said that if the students want to take a break, they can have it if
you put your hands up and say the answer. For the answers, they have to use their own
information, which means that they make a sentence with their own information. One
final point to note is the way the teacher personalizes the lesson by getting students to
come up with questions and answers that are true for them ( David Numan, 2005). If they
use information that is true to them, they will be able to remember the target structure
well I think. In this observation, I could know some methods to teach the beginners who
are intermediate level. When I have a chance to teach them, I had better keep in mind that
it is a first time for them to learn English as a second language.

Reference

David Nunan (2011). Teaching English to Young Learners by Anaheim University Press

Last Updated: 3/22/2019 12:53 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 3/22/2019 12:53 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 3/22/2019 12:53 PM