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Observation 7

The document summarizes an observation report from an intermediate English listening class. The lesson objective was for students to choose word meanings in context, identify general lecture ideas, and organize information in charts. During the lesson, students reviewed vocabulary, took a quiz with a vocabulary and lecture listening part, described textbook pictures, listened to and filled in charts for a dialogue, and were told there was no homework. The observer notes the lesson followed task-based language learning principles with a pre-task vocabulary warmup and main task of listening for ideas. They also felt the teacher provided clear directions and opportunities for student interaction and thinking.

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95 views3 pages

Observation 7

The document summarizes an observation report from an intermediate English listening class. The lesson objective was for students to choose word meanings in context, identify general lecture ideas, and organize information in charts. During the lesson, students reviewed vocabulary, took a quiz with a vocabulary and lecture listening part, described textbook pictures, listened to and filled in charts for a dialogue, and were told there was no homework. The observer notes the lesson followed task-based language learning principles with a pre-task vocabulary warmup and main task of listening for ideas. They also felt the teacher provided clear directions and opportunities for student interaction and thinking.

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api-292337013
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer Mami Abe


Date

Observation
Environment (include

Class Skill/Content

URL if the class was


online)

4/17/201
5

UCR Extension

Observation # 7

Listening

Class
Teacher
Level/Number
(Beg./Int./Adv.)
Intermediate
Kristina Rigden

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 choose correct meanings of words in context.
Students will identify general ideas of a lecture.
Students will organize information by filling in the charts.
Notes while observing:
Time Activity
1:10 Review
Students reviewed vocabulary words individually for a quiz. After a while, the
teacher asked students if they had any questions about those words or not. Then,
the teacher also asked each meaning of the words to make sure that students
understood the meanings.
1:14 Quiz
The teacher passed out the quiz and gave students elaborated directions about the
quiz, and students started the quiz. The test was divided into two parts, which
were vocabulary part and the part of listening to a lecture.
1:46 Textbook
Pre-task phase
The teacher asked students to open their textbooks and describe two pictures on
the textbook. This activity was held in the whole class. Then, the teacher asked
the meanings of new words. Moreover, the teacher gave students example
sentences which were relevant to students.
1:54 Textbook
Task phase
Students listened to a dialog for the first time for main ideas. The teacher asked
students to fill in the charts on the textbook. The teacher asked students questions
about the main ideas.
1:59 Wrap-up
The teacher told students that they would have no homework.

Last Updated: 8/12/2015 21:13 a8/p8

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)
Although the main activity of the lesson was a quiz, the form of the quiz followed
Task-Based Language Learning. In the first part of the test, students answered questions
about vocabulary words which were used in a lecture to which they would listen in the
following part. Therefore, students could warm up before listening to a lecture. In other
words, the part was pre-task phase. In the following part, task phase, students were asked
to listen to a lecture and answer general ideas on the lecture. Since students were
prepared for words in the previous phase, they could easily move on to the main task. I
found that even a quiz could follow the style of Task-Based Language Learning.
As to the three levels of teacher reflection, the lesson was well organized based on
Task-Based Language Teaching method; that is, the teacher gave students explicit
purposes of listening such as listening for main ideas or details. Moreover, the students
could listen to texts until they understand, and the teacher gave the students fair and
enough opportunities to ask questions. Regarding the content of the lesson, since the
topic was about language learning, after the lesson, students will be able to talk about
themselves using vocabulary learned in the lesson.
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)
The teacher used clear transitions during the lesson to move on to the next
activity. As a case in point, the teacher said, If you finish the quiz, open the textbook,
and If you turn on the next page, you can see the chart. By using such transitions, the
teacher can clearly make distinctions between activities, and students can easily prepare
for the next activity. I think that such a strategy is effective especially for beginners
because a teacher can quickly make students follow his/her directions. The more
frequently the teacher uses such a strategy in his/her class, the sooner students follow
his/her directions. In addition, the teacher asked students many questions instead of
giving answers directly. Therefore, students had opportunities to think and speak.
Although it takes time to wait for students to give their ideas, it is worth doing so for an
interactive classroom.

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