TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer__Jiayun Zheng___ Observation # ___2___

Date Observation Class Skill/Content Level Teacher

Environment*
01/25/2019 Face to Integrated Listening 200 John Moran
face skills and speaking

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO CATCH NEW WORDS IN THE VIDEO CORRECTLY, WITH NO
MISTAKE.
STUDENTS WILL BE ABLE TO USE “WOULD LIKE” TO WRITE SENTENCES, WITH 80%
ACCURACY.
STUDENTS WILL BE ABLE TO PUT THE SENTENCES ABOUT THE STORY IN THE VIDEO IN
ORDER ACCORDING TO TIME, WITH 80% ACCURACY.

Notes while observing:

This is the second part of three-hour integrated skills class. T continues the class from
what they have learned in the first part.

10:00-10:05
T reviews the words they learned in the first class.

10:05-10:09
T plays the video and asks students to check quickly with their partners about the
questions.
T walks around and monitors the whole class.
T picks a student to read the No.1 question and answer it. The answer is Norway.
T asks students “do you know Norway this country?” and tells students that we are going
to find it out.
T picks a student to read the No.2 question. When the student pronounces “describe”
wrongly, he points out and corrects it immediately. The answer is freezing. T asks
students “did the speaker say freezing one time” and “do you think he is crazy”.

10:09-10:19

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Observation Notebook
T says that there are three places in the first question and he wants student to show him
these countries on the map. He divides students into three groups quickly and each has to
find a country on the map.

Several students say L1 in the class and T says that only English in the class.
One student of each group is going to show the whole class the location of the country. T
simply introduces each country after students point it out on the map.

10:19-10:24
T introduces next activity in the textbook and tells students that when we talk about
someone’s life, we have time line. T recalls the story that they have learned. Students are
required to put the sentences about Chris in order.
T asks students to read the sentences before the listening then he plays the video.
T lets students check the answer with their neighbor and T walks around to check
students’ answer.

10:24-10:34
T: “What I saw that there is only one person that is right so we listen again.”
T checks answer with the whole class.
T writes vocabulary on the board and says: “Chris uses a lot of our vocabulary in his
TED talk and I want to watch one more time. This time if you hear one of these words,
raise your hand.” T models his activity, “Chris says struggle, raise your hand.”
T monitors the whole class while students are watching the video.

10:34-10:40
T: “We talked about ‘like, be like, would like’. At the bottom of the page, there are two
questions. I would like you get a partner and ask your partner. When you give your
answer, you can say yes…”
Ss: “Yes, I would.”
T: “Or…”
Ss: “No, I would.”
T: “Because…”
T: “Try to give a good reason.”
T: “When you have your idea, I’d like you to write your sentences on the bottom of the
page. I would like to be a surf photographer because… or I wouldn’t like to be a surf
photographer because…”
T walks around the classroom and checks their answers.

10:40-10:50
T picks four students to write their sentences on the board.
A: “I would like to be surf photographer because I like Ocean.”
B: “No, I don’t like to be a surf photographer because I don’t have patience.”
C: “Iwouldn’t like to be a surf photographerbecauseitisdifficult.”
D: “I wouldn’t like to be because dangerous.”
There are mistakes existed in each sentence. T corrects these sentences with the whole
class.

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Observation Notebook
10:50 break

What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)

In this observation, I focused on teaching. This is an integrated skills class but

focused on listening, speaking and vocabulary for level 200 students. The students were

mostly from Asian countries, like China, Korea and middle-east countries. I want to say

how the teacher helped students improve their listening and speaking skills and correct

students’ mistakes.

Listening is the way of learning the language and listening gives the learners

information from which to build up the knowledge necessary for using language. (Nation,

I.S.P, 2009) Before T played the listening video, students read a paragraph about the

speaker in the video which provided students with prior experience. Moreover, T

reviewed the words they had learned before the video, which also helped students catch

the main idea of the listening. It worth mentioning that the teacher reviewed vocabulary

several times before, during and after listening. The activity of putting sentences in order

according to the speaker’s life aimed at checking whether students know the meaning of

the listening clearly. This activity was a little bit challenging to students but students

really engaged in it.

T used a lot of group works in the class. Students checked their answers with their

partners which gave chance to students to communicate. When the teacher heard a

student speak his first language, he stopped students and restated that only English in the

class. Moreover, T corrected students’ pronunciation mistakes immediately.

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 TESOL Certificate Programs
Observation Notebook
At the end of the class, students were required to use “would like” to produce their

own sentences which were related to the topic of the listening. This is the pushed output.

Swain suggested that if learners are not pushed to produce output, then there is little

reason for them to pay attention to the grammar needed for production. (Swain, 1985) We

can find students had different problems when they wrote their own sentence on the

board. Some problems were common while some were not. However, correcting the

sentence with the whole class could remind every student some existed and potential

mistakes.

Overall, John’s class was successful in improving students listening and speaking

skills and learning new vocabulary. I have learned a lot from the way he taught.

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Observation Notebook

Reference

Nation, I.S.P. (2009). Teaching ESL/EFL Listening and Speaking. NY: Routledge,

Taylor & Francis.

Swain, M. (1985). Communicative competence: some roles of comprehensible input

and comprehensible output in its development. Newbury House.

Last Updated: 3/11/2019 1:32 PM