Oral Skills Development
Oral Skills Development
Oral Skills Development
Observation Notebook
Observation Report
Forms for inclusion in the Observation Notebook must be typed
Observation
Environment (include
Class
Skill/Content
Class
Teacher
Level/Number
URL if the class was
(Beg./Int./Adv.)
online)
07/25/2014 R441
Oral skills
L300
Karen
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:
1. SS Will list the phrases and the sentences which are used to state and solve problems
2. Ss will utilize these phrases and the sentences in group discussions to solve specific
problems.
3. Ss will examine the expression mistakes of group members.
Warm-up (5 minutes)
1. T starts the class by reviewing simple phrases and the sentences which are used to
state problems, give suggestions and tell reasons. T passes out handout 1 to every
student. They are supposed to individually list phrases and sentences for introducing
problems, giving suggestions, and giving reasons.
Hand out1:
Review phrases and sentences:
Introduce a problem:
Give suggestions:
Give reasons:
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)
T mainly arranged Ss do practice in this class because there would be a mid-term exam
next week. But I still learnt a lot from the Ts teaching strategies. T started the class by
asking questions to help Ss recall what they had already learnt before. For example, T
askedDear Ss, when we want to raise a problem, we will say. Ss answered: I have
a problem. Good. T then asked: how many ways can we use to give suggestions? Ss
said: Three: Maybe you can; I suggest and Why dont you . At this point, T
purposely made wrong sentences on board. Ss found the error and shouted no, you are
wrong. Ss gave a right answer. This way not only can test if Ss have already used these
sentences correctly but also can draw Ss attention quickly. After presentation, Ss do
group discussions independently. In the whole process, I think T used one teaching
method called Vygotsky's scaffolding which refers to providing supports and resources
to help students learn new knowledge, and then the supports are gradually removed so the
students can accomplish a task with no assistance. According to Ann Raimes (1983),
Soviet psychologist Lev Vygotsky developed the concept known as the zone of
proximal development (ZPD) (p142). Ts teaching method is effective because Ss
finally can finish a conversation about solving problems independently.
Raimes, Ann. (1983). Techniques in Teaching Writing. New York, Oxford University
press.