TESOL Certificate Programs

Observation Notebook

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

Name of Observer: Hyeonseong (Daniel) Shin Observation # 8

Date

Observation Environment

(include URL if the

class was online)

7/24/2015 UCR Extension

Class
Skill/Content

Class
Teacher
Level/Number
(Beg./Int./Adv.)
Advanced
Mindy Longoni

Advanced
Vocabulary
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 IDENTIFY THE DEFINITION OF VOCABULARY WORDS FROM
THE CONTEXT.
STUDENTS WILL BE ABLE TO DESCRIBE THE VOCABULARY USING THEIR OPINIONS OR
SITUATION.
Notes while observing:
Warm-up (5 minutes)
As the class begins, T returns students homework. T gives feedback as a class. For
example, the collocations of the word ambiguous. T explains some words that
come with ambiguous frequently such as ambiguous ending, ambiguous
explanation, and ambiguous direction. Drawing a thermometer, T also illustrates
the different degree of similar three words: respect, deference, and reverence. T
puts respect at the top, deference at the middle, and reverence at the bottom.
Review (10 minutes)
To review the word umbrage, T has Ss discuss in pair what make them take
umbrage. When a student says I feel umbrage when during the conversation,
T naturally interrupts and says Oh, you take umbrage when? T gives a
correction covertly.
T introduces the collocation of umbrage: to take umbrage at / when T asks
each group When do you take umbrage? Each group reports and shares the
situation. With this activity, students can have an opportunity to say the target
word umbrage with their partner and to the class.

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook
Introduction (20 minutes)

T introduces five words that Ss are going to learn today; grumble, inhibit,
repudiate, strive, and succumb. Before Ss read the context, T checks the stress and
pronunciation of each vocabulary word. Ss are then asked to guess the meaning of
the vocabulary word from the context and to write down a synonym or definition.
After that, T has Ss discuss and share the definition of the target vocabulary word
with their partner.
T has a student read the first context out loud and has the student try to guess what
the vocabulary word means. T does not give an answer at first. T facilitates Ss to
come up with a synonym and the definition and T elicits the answer from the
students. For example, when repudiate is introduced, elicited Ss to say related
synonyms: refuse, reject, deny, and decline. In the same way, other vocabulary is
also introduced.
T introduces synonyms, contrasts, and the other forms of the vocabulary; adjective,
adverb, noun, etc
T illustrates the collocation of the vocabulary what verb or preposition usually
comes together.

Practice (10 minutes)

Using the vocabulary that they have learned today, Ss are asked to fill in the blank
on the sentences (Mechanical Practice) and to choose the answer considering the
given questions (Meaningful Practice).
Production (10 minutes)
Ss are required to describe a situation using the target vocabulary with their
partner. For example, Ss are asked to describe something that makes them
grumble or to describe a situation that they would repudiate.
Wrap up (1 minutes)
T asks Ss to write a paragraph as homework using at least three vocabulary words
that they were taught in the class.

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook
(continue on back)

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook
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)
The students in this class spoke English quite well and they seemed to know most
of High Frequency words. This class focused on studying advanced vocabulary based on
students vocabulary knowledge. The students were trained on how to guess the definition
from the context and word because the most useful of the vocabulary strategies is
guessing the meaning of unknown words from the context clues (I.S.P. Nation, 2008).
When students encountered a vocabulary word that they did not know, at first, they were
asked to guess the synonym and definition from the context. Then, they were asked to
think of the words parts such as the suffix and prefix. The purpose of this strategy
training is to get learners to become independent in their vocabulary learning (I.S.P.
Nation, 2008). Because it is not easy for learners to learn this strategy in a short time,
during the quarter, they were trained in the strategy so that they will be able to figure out
the definition of the vocabulary when they encounter it.

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)
I would like to remember the technique in which the teacher gave a correction
covertly to a student. If the teacher said No, take umbrage is right, the student would
be embarrassed and would increase his affective filter, which hinders language learning.
According to Stephen Krashens theory, the best acquisition will occur in environments
of low anxiety, that is, in contexts where the affective filter is low (Brown, 2014).
In addition, I would like to remember the way the teacher reinforced the memory
that students had. Even though the students successfully guessed the definition of the
word, it is important that the word is met again soon to strengthen the memory for this
word because most guesses from context do not give a full and precise meaning of the
word (I.S.P. Nation, 2008). The teacher had the students describe a situation using the
words and something that was related to the words.

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook
References
I.S.P. Nation. (2008). Teaching Vocabulary: Strategies and Techniques. HEINLE.
Brown, H. (2014).Principles of language learning and teaching(6th ed.). New York, NY:
Pearson Education.

Last Updated: 11/9/2015 10:52 PM