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Observation Environment
Observation # 6
Class
Teacher
Level/Number
(Beg./Int./Adv.)
7/14/15 UCR Extension
Pronunciation
IOF 2A
Debbie Peterson
Intermediate
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
Yesterday, students listened to the sounds. Today, students will study how to
pronounce what they listened yesterday.
Warm up (8 minutes)
T writes a sentence on the board Was it above us? T asks Ss to try pronouncing
the sentence. This sentence is for practicing // sound.
When T calls Ss names, Ss are asked to pronounce the sentence. When Ss struggle
to do it, T helps them giving corrections and advice one by one; For example, /t/
sounds like /t/ of water and /b/ sounds longer.
Practice 1 (17 minutes)
T distributes a handout which is about practice with central vowels bus // vs
stop /a/. T reads out the direction and instruction, and T then has Ss practice in
pair. Ss practice each phrases one by one according to the rules of pronunciation
and intonation.
Walking around the class, T gives advice when Ss are struggling to pronounce
something and encourages Ss to keep practicing with their partner. When Ss seem
to have finished all of the work, T approaches and asks them to pronounce again.
When T shows how to pronounce the phrase or sentence, T seems to exaggerate the
pronunciation in order for students to notice how to pronounce and to make the
sound correctly.
(continue on back)
Last Updated: 11/9/2015 10:51 PM
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)
I would like to apply several activities in my future class that I saw during the
observation. At first, when the teacher began the class, she asked students to speak the
written sentence on the board calling students name. This was a way of giving
opportunity to practice pronunciation and to get correction right away from the teacher.
Most of my future students will be likely to be Korean students. Even though they have
studied English several years, they would still struggle with American Idioms. So, if the
sentence has the idiom that would be useful for ESL students, this activity will be very
beneficial in terms of learning new English expression as well as practicing
pronunciation. In addition, I would like to use the technique that the teacher asked
students to close their eyes because I also agree with the idea which students should
listen first in order to get a correct pronunciation. Sometimes, students are too hasty to
practice enough. If students close their eyes, they would feel relaxed and could focus how
to make the correct sound.