TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer____Lin Li______

Date

Observation Environment

(include URL if the

class was online)

5/13/15 Rosemead College

of English

Class
Skill/Content
Conversation

Observation # _9__
Class
Teacher
Level/Number
(Beg./Int./Adv.)
Beginner
Casey

OBJECTIVE OF THE LESSON:

1. Students will be able to read and identify expressions about giving place
directions.
2. Students will be able to follow the place directions spontaneously.
3. Students will be able to give place directions with the use of the target expressions
covered in the textbook.
Notes while observing:
Warm-up (2 min)

T greets Ss by asking, How are you doing today?

T reviews the vocabulary and expressions they learned from last session.

Presentation (13 min)

T puts up four maps that showing four different place directions. Under

each map, the T writes down the target expressions.

T reads the expressions and demonstrates the routes of each direction at

the same time. Ss are asked to read after loudly. The order presenting the
directions doesnt change.

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Observation Notebook

After several demonstrations, the T asks each Ss to read the map by giving

place directions. T first points the map in the taught order and later doesnt follow
the order anymore.

The T again read all the direction expressions again and asks Ss to read

after.

Practice (10 min)

Ss were given a handout to work in pairs. In this handout, Ss first read all

the learned direction expressions to each other. Then the T plays an audio
including all the learned directions. Ss will number the pictures to match the
occurring order in the audios.

The T erases the expressions written under the diagrams and asks Ss to

describe the directions while pointing to one of the diagrams.

Production (20 min)

The whole class went outside for direction activities. Ss eyes are covered by a
piece of cloth and will move based on the Ts direction orders. At first, some Ss
make mistakes and run into each other. After several practice, Ss all respond to
Ts directions correctly and quickly.

In the next activity, T divides Ss into group A and B. A student will give
directions and B student follows and then alter. T checks each pairs to provide
necessary support.

(continue on back)

TESOL Certificate Programs

Observation Notebook
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)
The teacher successfully combined the DM and TPR in one class. At the
beginning of the class, the T demonstrated the pronunciation and meanings of the
expressions with matching diagram. While reading out loud the expressions, the T drew
the corresponding routes. With the DM, Ss are easily to catch the learning materials and
make direct connections. The later activity that Ss follow Ts direction orders truly
activated Ss physical responses. Following orders and then giving directions allowed Ss
to practice and build on their known knowledge. In addition, the T spent most of the time
on productive practice, during which Ss added in their personal experience related to the
topic. With this meaningful practice and utterance, Ss were communicating effectively
and they could use what they learned in future in their real lives.

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)
In my future class, I will try to combine those two methods: DM and TPR when
teaching beginner level students or younger kids. The DM is really good for teaching
concrete vocabulary words and the TPR shows the acquiring of new knowledge. For
example, when teaching How to cook that for beginner level students. I will use the
DM to teach some new vocabulary words first and then start a TPR activity where Ss
could get enough practice in identifying and memorizing those new words. Later when

TESOL Certificate Programs

Observation Notebook
teaching the cooking procedures, TPR will be a better choice. My plan is to have my Ss
follow cooking directions first and then describe the procedures by themselves. I belief Ss
will be really engaged in learning with physical movements. Another occasion that I
would like to use TPR is the afternoon class, when Ss are getting sleepy and tired. Some
movements will keep Ss alive and engage in learning.