Lesson Observation 2

Student’s name Osvaldo Mammino

Teacher observed B
School C Seating arrangement In rows of two
Number of Ss in class 30 Class book Energy 2
Date May 27th, 2009/September 3rd 2009

Aims of the lesson By the end of the lesson the learners were expected to identify the
use of should/shouldn’t by giving a piece of advice and recommendations
Materials used A handout or a set of copies of the book Energy 2
A copy of the song Titanic

Use of transitions

Transition markers Actual words used by the teacher

A phrase or a sentence Put up your hands! ( Checking an activity)

Who has a different opinion? (checking
assignment)
Minus one! (Assigning scoring in an activity)
Let’s turn the page up side down and look
Page 30 exercise 3 ( Checking student’s responses)
Homework page 56 exercise 2
“If you do the activity quickly, we will listen to the
song (encouraging the learners to work on another
activity)
What about the group in the middle? (by checking
scores in the activity)
Ok stop and listen to Franco! (By checking the
Ss’s responses
Others Page 56 exercise 1 and 2 (Assigns homework)
This is shhh (when presenting should on the board)
Can you see?
What letter is not pronounced? the “o” is not
pronounced

1.-) What kind of transition did the teacher use most often?
The teacher uses different transition markers to move from one activity to another, as
regards the second teaching period observed. The students are correcting the
questionnaire guide and they are checking their responses with the class as a whole.
There is a relevant transition moment in which the teacher tells the learners to look on
page 30 to see the score they had done with their responses, so I assumed they had
moved into another part of the activity in which they have to check the score they made.
I could not say she uses one transition marker very frequently. She uses several
transition markers during they different moments in the lesson (checking, correcting and
assigning other activities)
2.-) Did the teacher use one transition marker several times?
During the observation the T used several transition markers within the activity as they
were checking the students responses in the questionnaire. The rest of the activity was
divided into two parts, in the first part the student discussed their own responses and in
the second part they checked their responses with the book (By doing this the T says put
the book up side down on page 30 exercise 3 and look).At this point it was seen how the
learners passed to another activity consisted of checking their answers and assigning
scores. There is another instance of passing on another activity in which the learners
copy the structure of should when the teacher said “ Is everybody copying? was true to
say that during the different moments of the lesson (assigning an activity in the handout,
or checking the activity with the class as a whole) the T used different transition
markers.

3.-) What transitions seemed the clearest to you?

Most of the transition markers were used correctly by the T since the learners seemed to
be clearly involved in the development of the different activities presented. Although
the activities were oriented by the teachers the learners showed a great interest in
checking and sharing their responses with their partners and they also had fun when
they get different scores. The last activity presented (from the song titanic) seemed to
be the clearest one as the students enjoyed it very much. Students loved having listened
to the song and the last ten minutes of the lesson they carried out the activity and also
they sang the song. Before presenting the activity of the song, the teacher used a
transition marker “If you do the activity quickly, we will listen to a song…” so they did
the previous activity fast in order to listen to the song. I assumed that the students got
involved in the activity and enjoyed it very much.
Other transitions that seemed clearest to me was the one by which the T checked the use
of should by asking the learners what should they do on different situations. The class
seemed to be involved in the activity and they became active participants of the lesson.

4.-) Choose two of the transitions. Write an alternative transition for each one.

Homework page 56 exercise 1 and 2. I will write another transition marker such as
“Well people, for next class you have to do exercises one and two on page 56 of your
handouts” (I will show them the exercises and I will give a brief explanation about how
to deal with it)
What about the group in the middle? I will use a different transition, …Ok let’s see
Gabriel…Do you have a different opinion?..and you, Franco? What should you do?

5.-) What have you learnt from this observation task?

During the development of the lesson, I could appreciate how the teacher made
transitions between one activity to the other. The T used several transition markers for
assigning, checking and correcting the activities within the different moments of the
lesson. The idea of using different words or phrases allows the students to get involved
in the different tasks proposed by the T. It will useful in my classes to make use of some
of the transitions used by the T as I appreciated how the learners got involved in the
tasks and how they carried them out successfully during this lesson.