TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer Andrew Cheong Observation # ___5____

Date Observation Class Skill/Content Level Teacher
Environment*
3/16 Classroom Adult Listening/ Beginner Chris Westergaard
learners Speaking

https://www.youtube.com/watch?v=2_38JfVFQoU
WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:
STUDENTS WILL BE ABLE TO USE TARGET EXPRESSIONS (MORNING, AFTERNOON, NIGHT)
TO MAKE SHORT SENTENCES
STUDENTS WILL BE ABLE TO DISCUSS THEIR DAILY ACTIVITIES.
STUDENTS WILL BE ABLE TO MATCH ACTIVITIES TO THE APPROPRIATE TIME.

Notes while observing:

Last Updated: 3/22/2017 23:23 a3/p3

Beginning: Warm up
Teacher has the Ss identify the times of the day (morning, afternoon, evening)
Teacher has the Ss repeat after him when he reads the sentences and phrases
Teacher goes through a few activities that fit the time of the day
Teacher repeats each phrase multiple times to assist the Ss

First Activity: Presentation

Teacher has the Ss do a worksheet which requires the students to match the activity with
the appropriate time of the day
Teacher models each activity to help the Ss figure out the activity
After the activity, Teacher introduces the Ss to a new target expression
Before Teacher begins the new activity, he has the Ss practice using the target expression
and the previous one

Second Activity: Practice

Teacher groups the Ss in threes and has them practice the expressions through dialogue
Teacher monitors the activity and assist when there are errors

Last Activity: Production

Teacher goes around asking Ss questions using the target expressions and have them
answer without the use of notes
Teacher has Ss pair for dialogues using target expressions without notes
After the last activity, Teacher corrects the most common errors
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)

This lesson heavily emphasized on the use of modeling. Because the students

were of beginner level, many of them would have had difficulties understanding the

teacher if he were to only talk in English without the use of body language. Throughout

the lesson, the teacher would act out the activities to help the students guess the answer to

his questions. When writing on the board, the teacher would leave a lot of blanks and ask

the students to fill in. Teacher would repeat each taught target expression multiple times

at slow to fast speeds, in order to get the students familiarized to the expression. When

the teacher starts a new target expression, he would repeat the expression multiple times

before asking each student to repeat the expression. When the students would make an
error in pronunciation, the teacher would correct them with little to no assistance in

helping them find the right answer. According to Nation and Newton, there is a wide

range of factors that must be taken into account for changing the fossilized pronunciation

of ESL learners. These factors include placing much of the responsibility for change on

the learners, requiring them to make the best use of their time out of class and to find

opportunities for making pronunciation changes in their spontaneous speech and

teachers providing opportunity for the controlled practice of sounds in formal

exercises. (Nation and Newton, 2009, p.76-77) Another thing to note is that the teacher

had several activities, mainly speaking activities, in which he would require the students

to practice the target expressions without the use of notes. I found this method

particularly effective because it forces the students to remember what they have learned

and produce output with it.