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Observation Report: TESOL Certificate Programs
Observation Report: TESOL Certificate Programs
Observation Notebook
Observation Report
Forms for inclusion in the Observation Notebook must be typed
Observation Environment
03/10
Extension Center
RM 132
Observation # 3
Class
Skill/Content
Grammar
Class
Teacher
Level/Number
(Beg./Int./Adv.)
500
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 BE ABLE TO APPLY GERUNDS AND INFINITIVES IN CORRECT
SENTENCES.
Notes while observing:
Warm up:
1. T welcomes observer, and asks Ss"How are you today"
2. T reviews yesterday knowledge, and asks Ss some points yesterday they learned.
Presentation:
1. Continue yesterday. Gerunds and Infinitives.
18. try + gerund. Find verb in sentence, which one goes first. T gives presentation. T
gives definition and example.
Wrap up:
1. Practice is given to Ss to be homework. (Meaningful-focus output do in Ss home.)
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 compares 2 form and gives definition to Ss, asking Ss to make sentences for each form.
T uses mechanical practice and functional explanation for reinforce knowledge, which is
useful and effective. T guides Ss to speak their answer and controls class time very well.
Ss can practice more by themselves and produce in writing. However, in the class, I can't
identified the clear boundary for Presentation and Practice, because T seems mixed them
together. After each little presentation, T asks Ss to practice.
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)
Functional explanation is difficult to deliver to Ss, because it is easier to confuse Ss.
However, functional explanation have to put into grammar explanation. Ss will
distinguish each form in meaningful practice or communicative practice. Then Ss will
produce in writing. In my class, I will combine two part which is Presentation and
Practice together. This mixing approach seems better than T present whole class then Ss
practice by themselves. A little by little to produce to Ss is more effective to Ss, T can
check the comprehension of each point of knowledge. In the future, I hope I can help my
Ss to go through all grammar points and practice by producing a little passage of their
stories which can be their own life experience or imagination.