SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Teachers Name: Sonia # of Students: 4
Date: September 3
rd
, 2014
Trainer: Laura Zalazar Level: Low Beginners
Time: 50 Lesson type/topic: ECRIF

Lesson Plan:

You submitted your lesson plan on time which allowed the trainers to make small suggestions in terms of the context for
the target language. Your lesson plan was well scaffoled and it contained details about what the teacher and students will
be doing at each stage of the lesson. It also included SMART objectives
In general:

I really enjoyed your lesson because it had so many varied activities that addressed not only different learning styles but
also different aspects of the target language. I also noticed that at various points you set a tasks and step back in order to
let the students talk. This made me think that you are beginning to incorporate the concept of student-centeredness in
your lessons in a way that is helping students be involved and engaged in their own learning process. One of the highlights
from this lesson was how you incorporated the pronunciation of the target language. I think this helped students get a
more complete acquisition of different aspects of the language.

In terms of puzzles, I noticed that when the students were doing the fluency task, you slightly corrected their mistakes of
the target language. For example, one student said Madonna singer and you said yes, Madonna sings. I was wondering
if the students would lose focus of using the language to communicate their ideas and start concentrating on not making
mistakes when using the target language. What do you think could be a way of addressing students inaccuracies when
they are performing a fluency task?

In terms of ECRIF, you could successfully plan and implement a complete ECRIF lessonCongratulations!


In regards to your work on Action points during this lesson:
These were your action points from your previous lesson:
1. I will rehearse my instructions before class to see that they are clear.
2. I will maximize student-centered activities.

I noticed that instructions were clear at all times and CCQs were sometimes used to clarify instructions.
Students participated actively throughout the stages of the lesson by interacting with each other in different activities.

Comments from feedback about what worked well and why

Comments from feedback about what might be adapted and why


Actions points for next PT:

_I will try out activities before the lesson in order to have more successful student-centered activities.



Time

I notice
(Description of students and teacher
actions or words)

I am wondering and/or thinking.
Interpretation: what helped/hindered
student learning and
Generalizations: Themes and inside or
outside theory that connects to and/or
explain what might have helped
and/or hindered student learning

I am offering
(specific and measurable possible
action plans/suggestions)
7:01 Sonia starts the class by asking ss
how they are.
She mentions all Ss names and says
welcome
Its great to see you starting the class
by greeting students in such a
welcoming way. I think that saying
students names makes them feel
seen and helps create a safe
classroom environment from the very
beginning of the lesson


7:03 Sonia tells Ss they are going to see
some pictures.
I notice that every time you show them
a picture with an action you first use
What could be a way to convey the
difference in meaning between these

Sonia: What can he do?
Ss: cook
Sonia: Jose can cook, can you cook?
Maureen: yes
Sonia: Maureen cooks every day

Sonia shows other pictures and says
sentences with the target language.

can and then you make the same
sentence with the 3
rd
form of present
simple. Im wondering if the students
can spot the difference in meaning of
these two different structures. Im
thinking that some CCQs could help
check if they understand the difference
between them.
two structures?
7:06 T puts up a poster with one sentence
for the first person and three other
sentences with the target language.
She puts a picture of a man and
another one of a woman.

Sonia: I, Sonia, sleep at night.
My friend Maria (pointing at pic)
sleeps at night.
My friend Jose sleeps at night.

T repeats this twice and then gets Ss
to repeat the words in pairs
It is great to see you are helping Ss
understand the meaning of the target
language by integrating pictures while
they are clarifying the form. I think the
use of visuals is helping their learning
by providing support for the meaning
of the new structure.




You are doing a wonderful job giving
Ss space to think, practice on their own
and then share with a partner. This is
helping their learning because they
have the opportunity to work more
independently so as to remember the
target language.

7:10 T puts colored cards with words:
likes, sleeps, studies, plays, watches,
dances. T repeats the words
emphasizing the final sound. Ss
repeat after her. Then she writes the
I notice you are guiding students into
recognizing the different sounds by
emphasizing the final sound and
providing visual support for it on the b.
Im thinking that both, visual and





pronunciation of the final sound for
each word.

T asks ss to practice the saying the
words in pairs.


T gives 3 signs with the 3 different
pronunciations of the endings of the
target language.
S: Can you make this sound?
T gets Ss to make the sound for each
of the signs.
T tells ss she is going to say a word
and that they have to show her the
correct card with the sound for the
ending.
auditory learners needs are being
catered to in this activity.

Wonderful to see students interacting
independently again!


Its great to see you incorporated an
auditory/tactile activity like this to
help Ss recognize the difference
between the sounds.









I notice Ss are able to recognize the
different sounds very well. Im
wondering about their need to
produce the sound in isolation and
then within a word so that they
become more familiarized with the
production of these different sounds.
What do you think?








7:18 T gives ss yellow popsicle sticks for
the subject, blue for the action, green
for the rest of the sentence and a
smaller red popsicle stick for the
ending of the verb.
Im thinking that including a smaller
popsicle stick to represent the ending
for the 3
rd
person singular was a very
smart idea! I can see how this is
helping them remember the form of
the new language in a tactile and visual
way at the same time. It is very
important that these students are
focusing on this part of the form of the
language because, usually, it is the

most challenging part for them to
remember.
7:24 T gives each ss a piece of paper with
a sentence, she asks them to stand
up, show their sentence to the
person in front of them and read the
sentence that the other person has.
They have to shift partners and read
their sentences.
After this, she asks Ss to paste their
sentence on the b.
Im thinking Ss are practicing the
pronunciation of the words in context
now. Its good to see how you
scaffolded this activity by helping them
with the pronunciation of isolated
words first

7:38 S: Im going to read a sentence and
you are going to tell me correct or
incorrect.
Maria work in a school
Ss: no
S: Why not?
Ss: Works
S: Great!
Ss: Pedro likes books
S: yes
T writes the correct version on the b.
Ss are clarifying the form of the target
language. Im wondering if this was
necessary for them to do before the
previous activity in which they had to
produce the structure.
What are some of the pros and cons of
including this activity at this stage of
the lesson?
7:41 T asks ss to talk about someone in
their family and what they do every
day.
T gives an example with her son.

S: Do you have to speak about
yourself?
Does Nicole have to talk about
Nicole?
Ss: No.
Good internalize activity! I notice that
ss are using the target language to talk
about what people in their family do
every day.

Its wonderful to see you using CCQs to
clarify your instructions! As Im
listening to Ss talking about their
family, Im thinking that your CCQs
were very effective to help them
understand what to do

7:44 T asks ss to talk about the famous
people shown on the screen. She
encourages them to say anything
they remember about them.

T is monitoring them and intervenes
whenever Ss ask her for a word in
English.

Pedro: Madonna is singer
S: yes, and she
Pedro: singer
T: and she sings
Maureen: Madonna sing
T: Madonna sings
This is a very nice fluency activity in
which students are using language to
communicate their ideas about those
famous people.





I notice that at this moment of the
activity your interventions include
correction of mistakes with the target
language. Im wondering if this is
hindering students learning by not
allowing them to express their ideas
using the language they know. This
makes me think that when we correct
mistakes of the target language in
fluency activities. Students might get
frustrated when making mistakes and
might be more focused on the target
language than on expressing their
ideas to communicate.









What strategies can help you address
students inaccuracies when they are
performing a fluency task?