Listening

TESOL Certificate Programs
Observation Notebook
Observation Report
Forms for inclusion in the Observation Notebook must be typed
Name of Observer_ Ye Ran_____ Observation # _Listening

Date
Observation Environment (include

URL if the class was online)
Class
Skill/Content
Class
Level/Number
(Beg./Int./Adv.)
02/1
4/20
15
https://www.youtube.com/watch?v=
W1s7rXoVrwM&list=PL7BlTIDdO
gZKXgMkfUsDGoFp5HH97TP_8
&index=10
Listening
Lowintermediate
Teac
her
Amy
Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
OBJECTIVE OF THE LESSON:
Ss will listen to a song for three times
Ss will discuss a few questions about the types of music.
Ss will recognize a certain number of words, complete the blank space of lyrics, and
calculate the times that the words appear in the song while hearing the song.
Notes while observing:

1. T starts the class by eliciting the direction of the first exercise slowly and clearly. T
asks students stand in a circle and hold the word cards the teacher passes out. Then
they are going to hear a popular song-pretty boy. When students hear the word that
they hold in hand turns up in this song, they are supposed to put the word card up and
down quickly. In order to check the comprehension of the direction, T asks students
what they should do.
-Firstly, what do we do?
- Make a circle.
-Good, whats next?
Last Updated: 5/20/2015 12:04 AM

-Hear a song-pretty boy
- Exactly, what will you do when hearing the song?
- Hear the word and raise the card
- Correct, here we go.
2. T hands out the word cards to each student and pronounces each word to make sure
students could recognize the sounds of some unknown words. Then T plays the song
for the first time. While hearing the song, some of the students raise their words card
once they hear those words in hand. But others do not do the actions.
3. After playing the song, T lets students sit down and arrange the second exercise. The
first thing students need to do is to make an information card as below.
My favorite
song
The type of
music I like
English
name
The singer of my
favorite song
The type of
music I dislike
After students complete their own information form, T writes a few questions on board:
What kind of music do you like? What type of music do you dislike? What is your
favorite song? Who is the singer of your favorite song? T makes a conversation with one
student as an example. T uses the questions to get the information of the student. At this
time, T asks students to get information of other students. Students are going to talk with
each other and write their partners information. This activity lasts 3 minutes. When
students do the exercise, T walks around and reminds students to use English and speak
louder.
4. Three minutes later, T invites volunteers to report what information they get from their
partner. One student says: she dont like rock music T correct it and says: oh, I see. She
doesnt like rock music.

5. Following the second activity, T plays the song- pretty boy in a second time. Before
playing the song, first of all, T checks the vocabulary comprehension. T asks the opposite
meaning of the words pray and pretty. Students answer it in Thai language.
6. T gives the direction of the listening activity. When students hear this song again, they
should try to fill in the blank of the lyrics sheet. Students could finish the task with their
partners. Hearing the song, students are going to compare what they have written with
other groups
7. Following that, T plays the song for the third time. At this time, T also hands out the word
sheet, which contains 8 words. (pretty ,never, inside, look, blind, stay, boy, love ) Students
need to count how many times these ten words show up by listening to the song. Three
minutes later, T checks the answers.
8. Finally, T gives students homework which is to check dictionaries and find out the
meaning of those ten words both in English and Thai language
(Continue on back)
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)
What I learnt from the lesson is to practice listening and build vocabulary by playing
music. In this class, students looked excited when they hear this song, which successfully
drew students attention. Moreover, this song as the central task was fully explored by
students, who did three distinct exercises based on the song. In the process, students
learnt with the authentic material and develop their listening ability. Research by Howard
Gardner (1983) supported that individuals have at least eight distinct intelligences such as
musical intelligence. Teacher who recognize the multiple intelligences of students
acknowledge that students bring with them specific and unique strengths in classroom.
The T in this class utilized and developed students musical intelligences, and she
achieved the teaching objectives as well. Hopefully, after class, students learn English
through different ways like English movies, English songs, and English drama.
Anderson, M & Larsen-freeman, D. (2011). Techniques & principles in Language

Teaching. New York, NY: Oxford University Press.

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)
One teaching skill I would like to use in my class is recasting, one way to correct students
oral errors. In this class, one student says: She dont like rock music. T recasts the error
by saying that oh, I see, she does not like rock music. The student realizes the mistake
immediately and restates the answer in a right way. I will use recast to correct students
speaking mistakes in a conversation or speaking classes in the future. Using recast could
balance the fluency and accuracy of students speaking abilities. For example, if a student
says: I want read? T will answer: What do you want to read? In this way, students
will not feel very embarrassed about their mistakes and T will not interrupt students
speaking.

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TESOL Certificate Programs

Name of Observer_ Ye Ran_____ Observation # _Listening

Observation Environment (include

Notes while observing:

Last Updated: 5/20/2015 12:04 AM

TESOL Certificate Programs

Last Updated: 5/20/2015 12:04 AM

TESOL Certificate Programs

Anderson, M & Larsen-freeman, D. (2011). Techniques & principles in Language

Last Updated: 5/20/2015 12:04 AM

TESOL Certificate Programs

Last Updated: 5/20/2015 12:04 AM

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