RUNING HEAD: OBSERVATION REPORT 1

Observation Report

Wenjia Ye

University of California Riverside Extension: <TESOL Listening and Speaking

Methods>

March 5 2017

Last Updated: 3/22/2017 4:03 PM

 RUNING HEAD: OBSERVATION REPORT 2

Observation Report

Name of Observer__Wenjia Ye (Susy)__ Observation # __4__

Date Observation Class Skill/Content Level Teacher

Environment*

03/03/2017 Face to Oral Skill Speaking Advanced Madeline

face Development Schamehorn t

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO USE THE IDIOM HANG IN THERE IN THEIR DAILY

CONVERSATION WITH 100% ACCURACY.

STUDENTS WILL BE ABLE TO USE UNREAL CONDITIONALS ON THE BOARD GAME WITH AT

LEAST 90% ACCURACY.

Notes while observing

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1:00 pm: Students took a slip to decide their seat of this class after they entered the classroom.

1:03 pm: Teacher greeted students and had a quickly review about how to ask and answer about

future plan by using word linking such as going to is pronounced gonna.

1:05 pm: Teacher asked students to have a conversation with their partner about their weekend

plan, and teacher put a three-minute countdown on the screen to remind students.

1:08 pm: Teacher gave three examples of the idiom hang in there.

1:10 pm: Teacher explained the meaning of the idiom based on three examples: be patient;

things will get better; dont quit.

1:11 pm: Teacher asked students to repeat the idiom and gave them some situations to use this

idiom.

1:12 pm: Teacher asked students to think some difficult situation where their friend can comfort

them and say hang in there.

1:13 pm: Teacher then asked students to talk with their partner.

1:15 pm: Teacher chose three students to talk their hard stories.

1:17 pm: Teacher encouraged students to hang in here.

1:18 pm: Teacher reviewed the grammar that they learned yesterday: unreal conditional by using

the pattern: What would you do if this happened? The answer is going to be: I would/ might/

could

1:20 pm: Teacher asked four students to answer the question: what would you do if you had a

million dollars as examples.

1:22 pm: Teacher gave direction of the board game and modeled it.

1:23 pm: Teacher asked one comprehension question to check students understandings of the

direction, and divided the class into four groups.

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1:24 pm: Teacher handed out the board game and students began to work with their group.

1:25 pm: Teacher started to monitor students language using and grammar and solved students

problems which they met during the game.

1:48 pm: Teacher rewarded the winner of each group.

1:49 pm: Teacher returned students homework.

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)

During this class, I noticed that the teacher followed the Simple Six well during doing

activity. First, the teacher gave students clear direction of the board game. While the teacher was

explaining the board games rules, she was modeling this game with two students so that

students can understand the games instruction much better. After giving direction and modeling,

the teacher asked one comprehension question which is the most important and confusing part

based on my understanding to certify that every student know how to play this game. However,

the reason why the teacher didnt mention the time for this game might be that the board game

will take the rest of class. During the game, the teacher monitored students production. The

teacher paused regularly to visually survey the class as a whole, each group, and individual

students. (Silver, 2008) After the activity, the teacher reward the winner of each group rather

than correcting as class.

In my opinion, pronunciation is important for students because good pronunciation is

beneficial for normal communication. Whats more, teaching pronunciation is good for students

to not only talk with people, but also understand people. For instance, the teacher taught word

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linking in her class so that students can speak like a native speaker. If students have no idea

about how native speakers pronounce, it may bring some difficulty for them to understand such

as gonna the teacher taught in the class. After presenting pronunciation, the teacher made

students to practice with the target pronunciation. The teacher also monitored students

pronunciation during the practice because the most effective way of testing a learners

pronunciation is to observe and record the learner performing in a variety of situation. (Nation &

Newton, 2009)

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References

Nation, S. P. I., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge,

NY: New York.

Silver, R. E. (2008). Monitoring or observing? Managing classroom peer week. In T. S. C.

Farrell. (Ed.), (2008e). Classroom management (45-55). Alexandria, VA: TESOL

Publications.

Last Updated: 3/22/2017 4:03 PM