TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer Park Yu Jin Observation # ___3_____

Date Observation Class Skill/Content Level Teacher

Environment*
01/24/2019 Face to Grammar 2 Grammar 200-300 Judy Nguyen
Face concept with
a writing

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

1. STUDENTS WILL BE ABLE TO USE THE FUTURE TENSE FOR THE FUTURE PLANS.
2. STUDENTS WILL BE ABLE TO KNOW SOME WORDS RELATED TO THE FUTURE.

Notes while observing:

13:00 p.m. warm up

(This is the first class of this class in this quarter.)

T checks the attendance, calling each student’s name.
T says “everyone is here, okay. Let’s start”.
T introduces herself to the students.
T says “I will try to add details about writing for you guys. Okay?”
T explains the syllabus, saying” let’s look at the syllabus”.
T explains how to handle the assignments, how to do if the students miss the class, and
emphasis their responsibility about the class.
T says “it will be a short time, so you have to stay attention on the schedule of your class,
okay?” and Ss answer “yes, okay”.
T explains the grade scale, and introduces today’s grade. “today, we have a writing of 10
points, right? Okay! Now, we take a look of your writing rubric!”
T gives standardized format of the students’ writing saying, “double-spaced, times new
roman, indent of new part. There are the most important thing in your writing. Is there
any question about the final paper?”.
A student asks “when is the exact day of submitting the final paper?”
T answers the question with the exact day of week.
And then T ask Ss “okay, open your grammar book!”.

13:20 p.m. Presentation

T introduces topic, saying “okay, this class is for the future, right?”

Last Updated: 3/22/2019 12:55 PM

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Observation Notebook
Ss agree with the question.
T asks Ss to answer. “How many are you familiar with the future tense?”
And then asks again. “Have you ever learned before? Or is this new?”
T gives specific words to Ss.
T says “we will learn about form and use of the future tense word. Okay?”
T also gives an example, “I will go shopping”
Suddenly, a student asks a question “I will study, is okay?”
T answers “sure. It can be anything that is certain in the future, right?”
The student agree with the answer.
And then T asks a question “when do we use may?”
There is no answer and T gives an example. “we may go shopping”.
Then Ss says something and T gives a correct answer to them. “It’s about the
possibility, right? Not certain. It may rain.”
A student say “not sure” and T agree with the sentence “yeah, it is not sure.”
T says that T wants to expand further, but suddenly a student asks a question,
“how about be going to?”
T explains about ‘be going to’, “okay, be going to is mostly in speaking rather
than academic writing. I mean people use it but not much in writing. So, let’s look
at the structure. We have the subject and may or will plus base verb. Okay?.”
T continues the explanation. “we use this for the future events, okay? For
example, I will not attend class tomorrow. Or for willingness!”.
T asks a question “what is willingness? It means to give a helping hand. And then
how about certainty?”
A student gives an answer, “sure” and T agrees with that “yeah, sure”.
T also says “we can give prediction with strong certainty by using ‘will be’.
Okay?”
And then T gives more explanation about the question that one student asked.
“be going to plus base verb. And it is very common expression in speaking”
After that, the same student says “gonna be”.
T answers, “do you know that? When we say fast, it sounds like ‘gonna be’”.
The student agree with that, “yes sure”.
T explains time expressions with the future tense and asks “do you guys have a
question so far?”
No one has questions.
T tells Ss to show the chart in their textbook and gives the exact page for them.

13:36 P.M Practice

T makes Ss open the textbook and gives direction. “Read the sentence and
underline the future form in the sentence. Then if the verb form is correct, write
C on the sentence, if it’s not correct, write X on the sentence.”
T says “you guys can work together to do it”
Ss start to complete the activity.
T walks around and asks students “finished?”.
After few minutes, T checks the answers as a class.
T says “activity 1, is it correct?” and Ss answer the question, “it’s correct”.
T and Ss continue the checking the answers of the activity.

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Observation Notebook
13: 47 wrap up
After finishing the checking of the answers, T gives a break to Ss.
And T says “it will be continued when you guys come back”.

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 grammar class, it was the second grammar class
which I observed in different level. So, I tried to focus on the other thing in the class.
Firstly, I wanted to focus on the instruction of the lesson.
During the class, the teacher used the power point with the projector, and it was a
common thing that I prefer in the class. Whenever I deliver my grammar lesson, I always
use the power point. I started to look the students when the teacher used the power point
because I could not look exactly the students’ face when I used the power point. I think it
is effective to use it because the students seemed like concentrating better than just
explanation of contents of grammar.
The teacher also contained some graphs in the power point, and it made the
students have interests about the topic of the lesson. For better concentration and
understanding, it is good to use more visual materials in the grammar class. In addition,
there were many examples about the topic, and this is also a common thing that I like to
do. I think it is important to give good examples to the students for their knowledge of
target structure. The teacher explained the concept of grammar firstly, and then gave
examples to the students. It made the students could understand the target structure
exactly. Also, the students asked some questions about them. I think questioning about
the lesson means that students want to know more about it and make development about
their knowledge. So, it is good signal that the students are becoming familiar with the
target structure.
Furthermore, the teacher connected the answers about one student’s question with
the communication skill. For example, when the student asked ‘be going to’ to the
teacher, the teacher said “be going to is most common future expression in speaking.”
And the student agreed with the answer. I think it was good answer. An important
consideration in teaching grammar and one of the key principles underlying this book is
the importance of helping learners establish relationships between grammatical forms and
communicative functions (David Nunan,2005).

<REFERENCE>
David Nunan(2005). Practical English Language Teaching Grammar by
McGraw-Hill ESL/ELT.

Last Updated: 3/22/2019 12:55 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 3/22/2019 12:55 PM