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TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer___Ying Liu_______ Observation #


____2___
Date Observation Environment* Class Skill/ Level Teacher
Content
February https://www.youtube.com/ Young Speaking Beginner Peter
4, 2017 watch?v=CRMTSlS4gFs Learner
Aged
7-11

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO IDENTIFY THE EXPRESSION ITS A STUDENTS WILL BE


ABLE TO SPEAK OUT THE COMPLETE SENTENCE USING THE EXPRESSION ITS A

STUDENTS WILL BE ABLE TO MATCH VOCABULARY WORDS WITH THEIR PICTURES.

Notes while observing:

00: 00 - 1:37 T greets Ss by introducing his name. Hello, my name is Peter. Then T
turns to greet each student by saying, Hello, whats your name?
1:37 - 2:52 T divides Ss into two groups - group A and group B, and writes down capital
letter A on the upper left corner of the white board, and with capital letter B on the upper
right corner of the white board. T uses his hands gesture to have Ss understand that from
the middle apart, his right side is group A, and left side is group B.
2:52 - 3:52 T grabs a piece of paper from the desk against the wall and asks Ss, Whats
this? After asking questions, T immediately mimics the dogs barking. Seeing Ss have no
response, T slowly shows them the picture of the dog. Most of the Ss in group B speak out
dog. Then, T says, Thank you. And T writes one vertical line under capital letter B
before he writes down the structure on the board, Its a. After that, he shows the
picture of dog to each student and asks them whats this? Ss take turn to answer Its a
dog. After that, T pulls a sticky rubber to stick the picture to the left corner at the bottom
of the board.

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TESOL Certificate Programs
Observation Notebook
3:52 - 6:07 Next, T grabs another picture and shows the blank page to Ss, but he mimics
the birds voice and moves the paper in the air. Seeing no Ss respond, he shows Ss the
picture of bird and flips the paper in the air and continues to repeat Its a bird. Then T
comes to each student and allows them touch the paper, which he playfully and
purposefully has Ss miss touching the paper several times and then let them touch it and
say Its a bird. If Ss correctly speak out Its a bird, T would write a vertical line
under the capital A or B. After done with that, T has one student hold the sticky rubber
and he pulls the other end, the rubber breaks into two parts, T looks at the them closely
and said to himself big, small, and together with pretended crying. T asks one student
to stick the picture to the board next to the dog picture. T compliments student, good,
and very good.
6:07 - 7:33 T makes a fish movement. Ss guess its meaning and say fish. T points to the
sentence structure Its a and reminds them to say the complete sentence. When Ss do
as they are told, T adds a vertical line under the capital letter A. Then T grabs a piece of
paper from the desk and tosses the paper up side by side into his hands mimicking the
jumping fish. Its a fish he says, and throws to the first student. The first student says
Its a fish. And all the rest of class do the same movement and say the same sentence.
After that, T has one student pull the rubber into two pieces, and he makes a physical
movement and says I am big, and you are small. T asks one student to stick the fish
picture next to the bird.
7:33 - 9:16 T grabs anther paper and has one student come to the front of the classroom.
T shows this student what the picture is and has her perform it out. One student guesses it
out and he is on the point of speaking it out, T guides him to the sentence structure on the
board, so he speaks out a complete sentence, Its a cat. T gives him a thumb up and
adds a vertical line under letter A. Then T goes to each student and takes turn to ask them
whats this?, and together with high-five with them. After that, T has one student pull
up the rubber, and T looks at the two pieces of rubber and makes faces, same he said.
Then T asks one boy to stick the picture next to fish. T points from the first picture to the
last one and encourage Ss to speak out using Its a
9:16 - 11:27 T grabs another picture and has one girl go to the front of the classroom. T
shows the picture to her, and helps her lift up one arm to make a movement. T asks,
Whats this? When Ss of group A answer, Its a rabbit. T adds a vertical line under
capital letter A. Then T jumped into the air for several time saying Its a rabbit. Its a
rabbit. After that, T has each student stand up and puts the picture above their head. Ss
jump up high so that their heads can touch the picture. Each time, T has Ss do this action,
he would inspire Ss to say the complete sentence, Its a rabbit. Finally, T has one
student pull apart a rubber and stick the picture to the board.
11:27- 13:09 T grabs another picture and has one boy come to front of the classroom. T
shows the picture to the boy but he fails to perform. Then, T shows the picture to the class
and says, Its a panda. T pats his belly and rubs his eyes, saying, Its a panda. T
fingers one student behind him and says to the class, Its a panda. The girl student

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TESOL Certificate Programs
Observation Notebook
behind him defends by saying, Its a panda. Both T and the girl student argue Its a
panda. T randomly points to any student and says this sentence, and the game
continues with lots of laughter in the classroom. Finally, one student sticks the picture to
the board.
13:09 - 13:56 T points the pictures and asks Ss Whats this? Ss use a complete
sentence to answer Ts question.
13: 56 - 17:02 T asks one girl student to come to the front of the classroom and gives her
one stick. When T says its a panda, both of them will run to touch it. This is a modeling.
After that, T says the compete sentence, a pair of students run to do the same. When T
says its a teacher, another pair of students runs to catch the T, which causes lots of
laughter. If the pair do right, T would add the vertical line under the capital letter A or B.
T asks each student to be a teach to speak out its , then Ss would run to touch the
relevant picture.
17:02 - 21:04 T pretends to forget how to spell cat, he eyes Ss to help him. T pretends to
misspell the cat on the board, and asks one student to come to the board to correct the
word. Then he asks each of Ss to spell out the words under the pictures. When Ss write, T
monitors and gives feedback. T compliments Ss, and guides them to read the vocabulary
words.
21:04 - 22:53 Then T takes down two pictures and elicits Ss to speak out the complete
sentences with relevant word of the pictures. Then T put back the two pictures to the
board and takes another two. T asks them to say the complete sentences. Next, T makes
all the pictures in disorder and has Ss to match the pictures with the correct words, at the
same time, he counts the time. After Ss are done with the activity, T elicits them to speak
out each picture. One student speaks out only one word, and T guides her to look at the
sentence structure Its a . All the Ss can speak out the complete sentence structure. T
warmly claps for them. T added six vertical lines under the capital letter A.
22:53 - 24:37 T makes all the pictures upside down and out of order, and has three
students make correction about it. After that, T elicits them to speak out the sentence. If
the individual student cant make a complete sentence, T would guide her to the sentence
structure.
24:37 - 29:24 T switches to the next game: stepping stone. T takes down a picture from
the board and puts it down on the floor. T asks one student what do you like? S says
she likes bird. Then T takes down bird and put down on the floor. T asks each S the same
question and does the same movement until all the pictures are taken down and put down
on the floor in the same line. Then T has a teacher to come up to stand at one end of the
line of the pictures and T stands at the opposite end of the line. T asks Ss to watch. Both
of them take turns to step on beside of the each picture and at the same time have to
speak out complete sentence with relevant vocabulary word to the picture. When they end
to meet each other, they play paper, scissor and stone game. Whoever wins will get one
vertical line under the relevant group letter A or B. Then, they exchange their position,

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TESOL Certificate Programs
Observation Notebook
stand on the both ends of the line of pictures and do the game again. This is a modeling.
After that, a pair of students is asked to do the same game.
29:24 - 29:56 T begins to pick up the pictures from the floor. Each time he picks up, he
would ask Ss whats this? All the Ss can speak out the complete sentence structure.
29:56 - 31:02 T begins to erase the vertical lines on the board from the upper left corner.
When he erases the second one, he speaks out the numeral numbers two and pause
there so that Ss can speak out the numeral numbers by themselves. When Ss counts the
numbers, T erases the lines, and he also counts the number with Ss. T writes down 39 on
the board. Thats the 39 times correct answers from group A. Then he moves to do the
same under the capital letter B. The counted number is 27. Here, T purposely writes
down 72 on the board, and Ss immediately correct him, saying its wrong. Then T
corrects and writes down 27 on the board.
31:02 - 31:33 Wrap up. T says, You are done, and very good, very good. Then T comes
up to shake hands with each student. Thank you very much! T says. The class ends.

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 the lesson, and specifically, the lesson plan. This is an
oral skill development class for young beginners. The students were Chinese kids in
China. This full ESL demo class for long beginners was videoed in China. I wanted to see
how the English teacher Peter helped the students master the oral expressions and made
them produce the expression fluently with no mistakes.
In terms of the lesson plan format, the teacher seems to follow the TPR model, and I
learned how effective this model brought about for the beginner level learners. According
to proponents of TPR, physical movement engages holistic right-brain processes, a
better basis for language acquisition than linear left-brain ones. (1999, p. 57) He wanted
the students to be able to identify and effectively use the expression, distinguish and
match the names of the animals with their pictures, so he started by presenting students
animal pictures together with mimicking the animal voices or acted out the animals to
help the students vividly memorize the vocabulary words. This really helped the students
connect the lesson to their life experience, and it facilitated their L2 acquisition to build
on their life experience.
When the class unfolded, the TPR method was fully embodied in the class and through
every step of the teaching activities. Both teacher and students totally and physically
immersed into the teaching activity, which is very impressive. Students matched
vocabulary words with their pictures, stuck the pictures to the board, played games,

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TESOL Certificate Programs
Observation Notebook
pretended to be teachers, made physical movements, and shook hands, and so on. All of
these greatly reduced their pressure to acquire L2 learning, which is very helpful for the
students L2 acquisition associated with their right-brain processes.
What I finally learnt from this lesson observation is that the TPR model is really helpful
for the young beginner level learners. This is to conform to their physical characteristics
at this age level, but do not necessarily suit for the adult learners. The more practice the
student make, the more fluent and confident they are.

References
Thornbury S. (1999). How to teach grammar. England: Pearson.
Peter. (2013). Full ESL Demo Class for Young Learners. Retrieved from
https://www.youtube.com/watch?v=CRMTSlS4gFs

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