TESOL Certificate Programs

Observation Notebook

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

Name of Observer __Boyoung Kang____

Date

Observation Environment

Observation # _10_

Class
Teacher
Level/Number
(Beg./Int./Adv.)
05/12/2015 IEP Room 137
Reading
200 Level
Ann Sandin
Writing
(Beginner)
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 BE ABLE TO RECOGNIZE WHAT INFORMATION THEY NEED
TO WRTIE A BIOGRAPHY AOBUT A FAMOUS AMERICAN.
Note: This week Ss are preparing for the big project which is called Biography Project.
Each S chooses one famous American and writes a biography.
Warm-up (10 min)
T collects writing assignments in a basket by walking around the classroom. One of the
assignments was KWL chart which stands for what I know, what I want to know, and
what I learned. Ss filled in K part as homework. T reminds Ss of meaning of KWL and
asks to fill in W part today as homework. Then, T shows the list on the screen which Ss
are going to do in class. There are two things: 1. HW due 2. Biography Project
Checking Assignments (10 min)
T has Ss in pairs and asks to check their the answers in the textbook which was an
assignment. T gives a few minutes to check. T checks the answers again with Ss by
reading the sentences. One S asks the difference between 'collector' and 'collection.' T
explains that both are nouns but 'collection' is not a person, so it cannot be the answer of a
certain question. Ss asks meaning of words that they do not understand.
Preparing for the Project (25 min)
[Biography Project]
T shows a list of famous Americans on the screen. T gives brief information such as who
they are and why they are famous. They are magician, violinist, photographer, etc.

Last Updated: 7/24/2015 12:39 AM

TESOL Certificate Programs

Observation Notebook
T distributes the handout which is a basic outline of biography. It includes questions that
Ss need to answer to write a biography. T brings a material called 'Bio-cube' which has
different information on its six sides.
When Ss face the difficulty of figuring out the meaning of word such as 'obstacle,' T
allows Ss to use cell phone dictionaries to find the definition in their mother tongue. Then,
T asks Ss to give synonyms in English. T keeps giving explanations of key words in the
handout such as 'quote' and 'significance.'
Ss are going to go to computer lab to start the project with the information that they
learned from this session.
Wrap-up (5 min)
T explicate how to find necessary information on the internet. T says, "There would be a
lot of information on the internet but you can figure out what you need by reading,
listening, and answering questions that you made."

(continue on back)

Last Updated: 7/24/2015 12:39 AM

TESOL Certificate Programs

Observation Notebook
Artifact

T uses this handout to let Ss know what information they need to write a
biography. Ss are asked to change phrases #5 to #10 into questions. For example, time
period in American history can be changed into when. Also, personal background can be
asked with what. These questions help Ss find necessary information for their writing. In
other words, it plays a role as an outline.
Last Updated: 7/24/2015 12:39 AM

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)
Since the level of Ss was beginner, Ss did not know some words in the handout. T
allowed Ss to look up the meaning in dictionaries by using cell phones. It is an effective
way for Ss to find words by themselves. Looking up words Ss themselves is more
memorable than merely listening to T's definitions. Also, Ss learned words related to their
project, writing a biography. In terms of the project, Content-based Instruction (CBI) is
applied. "Content based instruction (CBI) is a teaching method that emphasizes learning
about something rather than learning about language" (Stephen, 2003). Ss are learning
about a biography rather than learning about grammar or other language components.
Through an experience of writing a biography, Ss will be able to read biographies
thinking critically because they learned what factors are important in a biography and
what should be included.
Stephen Davies, Content Based Instruction in EFL Contexts. (2003). Retrieved May 12,
2015, from http://iteslj.org/Articles/Davies-CBI.html
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 this lesson, T complimented Ss when they did not translate a word in English
into their mother tongue by saying "You did not translate it into Arabic! I'm happy you
can explain it in English." (Most of Ss are from Arabic country.) However, it does not
mean T prevented Ss from using their mother tongue. Ss themselves tried to understand
and explain in English to friends. In ESL class, there may be an occasion for Ss to use
their first language, it should not be occurred often. Hence, I will remind Ss that they are
learning English and speaking in their first language would not be helpful to improve
English speaking skill rather than forcing them speaking in English all the time. The
pressure to use English in the whole class can be counterproductive to Ss, which leads
that Ss rarely speak during the class even when they are doing group works.

Last Updated: 7/24/2015 12:39 AM