The document summarizes an observation of an ESL grammar lesson on past perfect progressive tense. The 90-minute lesson included a warmup activity, presentation of the grammar point, exercises for practice, group discussion, and a wrap-up. During the presentation, the teacher introduced the form and examples to demonstrate usage before having students generalize the rule. Students then practiced with exercises from the textbook and by writing their own sentences. The observer learned about teaching grammar inductively by giving examples for students to derive rules themselves. They want to apply this by using authentic texts in their own teaching to demonstrate grammar in real contexts.
The document summarizes an observation of an ESL grammar lesson on past perfect progressive tense. The 90-minute lesson included a warmup activity, presentation of the grammar point, exercises for practice, group discussion, and a wrap-up. During the presentation, the teacher introduced the form and examples to demonstrate usage before having students generalize the rule. Students then practiced with exercises from the textbook and by writing their own sentences. The observer learned about teaching grammar inductively by giving examples for students to derive rules themselves. They want to apply this by using authentic texts in their own teaching to demonstrate grammar in real contexts.
The document summarizes an observation of an ESL grammar lesson on past perfect progressive tense. The 90-minute lesson included a warmup activity, presentation of the grammar point, exercises for practice, group discussion, and a wrap-up. During the presentation, the teacher introduced the form and examples to demonstrate usage before having students generalize the rule. Students then practiced with exercises from the textbook and by writing their own sentences. The observer learned about teaching grammar inductively by giving examples for students to derive rules themselves. They want to apply this by using authentic texts in their own teaching to demonstrate grammar in real contexts.
The document summarizes an observation of an ESL grammar lesson on past perfect progressive tense. The 90-minute lesson included a warmup activity, presentation of the grammar point, exercises for practice, group discussion, and a wrap-up. During the presentation, the teacher introduced the form and examples to demonstrate usage before having students generalize the rule. Students then practiced with exercises from the textbook and by writing their own sentences. The observer learned about teaching grammar inductively by giving examples for students to derive rules themselves. They want to apply this by using authentic texts in their own teaching to demonstrate grammar in real contexts.
Observation Report Forms for inclusion in the Observation Notebook must be typed
Name of Observer__Ye Ran_____ Observation # _Grammar__
Date
Observation Environment (include URL if the class was online)
09/15/2 R134 014
Class Skill/Content
Class Level/Number (Beg./Int./Adv.)
Teacher
Grammar
Intermediate
Don Dorf
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: Students will recognize the form of past perfect progressive. Students will generalize the grammatical rule of past perfect progressive Students will differentiate the usage of past perfect and past perfect progressive. Notes while observing:
Warm-up activity (3 minutes)
1. T greets students and asks students what they did on weekend. Students are free to talk any interesting things they did on the weekend. T interacts with students a lot.
Presentation (15 minutes)
2. T directly introduces the topic which is past prefect progressive. T firstly illustrates the form of past prefect progressive. Students learnt past perfect and progressive before, so, to begin with, T asks what the form of past perfect is. Students give the correct answer: had+pp, Then T asks the form of progressive in the same way. At this point, T writes down the form of past perfect progressive. had+been+V-ing.
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Observation Notebook 3. Having given the form of the target tense, T goes on to give sample sentences and use examples to demonstrate the usage of the target tense. For instance, T writes three sentences as below. E.g. I had been working in my country for two years before I came here. Helen had been looking for her sister for her whole life when she finally met her. I was tired because I had been working hard. 4. T asks a series of questions and tries to help students define the past perfect progressive. T asks: Does the action continuing for a period of time?;Which action happened first? and How long did the action last?Students have some clues but they still cannot answer all the questions correctly. Finally, T writes the usage of past perfect progressive on board: Activity continuing or in progress for a period of time before another past time or action. T also draws a time line to help students answer those questions above. 5. T requires students open the textbook and turn to page 56. Students are going to read this page carefully to understand the functional explanation of past perfect progressive.
Practice (20 minutes)
6. Following that, T assigns the mechanical exercise to students. Students are supposed to finish the exercise in page 57 very quickly. Three minutes later, T gives the answer keys. 7. Then, T writes four questions on board. Students are divided into four groups and they will do group discussion based on these four questions. 1.What had you been doing before you went to bed last night? 2.Which city had you been living in before you came here? 3.How long had you been studying English before you came here? 4.What had you been doing before you came to grammar class today?
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Observation Notebook 8. Once the communication activity finished, T arranges meaningful exercise for students. This time students need to finish the exercise, which requires students to choose the correct verb tense. It could be past perfect or past perfect progressive. 9. After students complete the exercise, T shows the answer key. One student raises a question that he does not know when to use past perfect and when to use past perfect progressive. 10. T gives a quick generalexplanation about the usage of past perfect and past perfect progressive in terms of the students question. Past perfect shows that a completed action or event before a past time. Past perfect progressive tells an action continuing for a period time before a past time.
Production (10 minutes)
11. T asks students write ten sentences by using past perfect progressive. Once they completed, students are put into pairs and are required to share their works with each other.
Wrap-up activity (2minutes)
12. T announces the homework on page 58 and reminds students of the mid-term exam tomorrow.
(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 this lesson is teaching grammar inductively. According to Scott (2000), Inductive teaching involves giving the students examples of language and working with them to come up with grammatical rules (p.145). It is a more studentcentered approach to learning. In this class, Students are firstly given three representative sentences about past perfect progressive tense. Then, students are asked to generalize a grammaticalrule to account for the three English sentences. After that students are asked to check and test thegrammatical rule in exercises. It is beneficial for students to learn
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Observation Notebook grammar through inductive approach. For example, this approach focuses on patternrecognition and problem-solving abilities. It is suitable for students who like this challenge. Besides, self-instruction of students makes the rules more meaningful and memorable. After class, students are more likely to use what they learnt in real communication.
Thornbury, Scott. (2000). How to teach grammar.New York, NY:Pearson Education ESL 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 technique I do want to use in my own teaching practice is to use authentic texts to teach grammar. I will find texts from newspapers, songs, and course books. The texts also could be created by teachers and students themselves. In my class, I will try to use these texts to show how the target grammar is used in the real communication. Moreover, if the texts come from students themselves, they will be more engaging in class.
