TESOL Certificate Programs JCRIVERSIDE Observation Notebook EXTENSION Observation Report Form Name of Observer___Ying Liu Observation # 1 [Date] Observation Enviroameni™ Class] Skill/ Level Teacher January | https://www-youtubecom/wat | Adult |Jobs’ | Lower Andrew 16, ch?v=ABRxBPY Ivse students | Speaking | intermediate | Orummond {2017 Writing | | “Include the URL if the class was online WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES: | IO. GRASP THE CONCEPT’AND USE OF THE VOCABULARY ON DIFFERENT SET OF JOBS ! ‘THROUGH PRESENTING STUDE? RES; SERIES OF CONTROLLED, FREE AND MEANINGFUL DRILLS TO MORE PERSONALIZED COMMUNICATIVE USAGE HELPS THE che De a 0" srupents To easiLy APRLY THESE VOCABULARIES INTO THEIR DAILY TALKING AND ter v aes Fiooeds | oy Notes while observing, 1, At the beginning of the class, teacher gets students talking on the theme of the lesson. As a warmer, he gets students answering him by asking “what's my job?” and why do they think so? He wrote 5 jobs on a piece of paper which he said that some jobs he has really done and some he hasn't done. Then he asks studems to tel him what job he has done, what ob is not his job. After that, he ask students “| 10 take outa piece of paper to write down a few jobs which they have done anda 6 ew jobs which they have not done, then show it and speak to the partner and ce answer which job they have done or have not done. ant While they are talking, teacher is monitoring the whole class. Afier 3 minutes, teacher checks how students are doing by asking them to speak. Teacher gets feedback bike this way, A ok 7 atk” 2. Presentation phrase. Present vocabulary according to these steps:1) elicit; 2) \) ‘model; 3) drill; 4) concept check; 5) write and highlight phonology. Teacher holds a picture in his hand and elicits some question from the picture. Then he speaks out the name of the job matched the picture-fom several times and points out to the individual student or whole class to pronounce afier him. Next, Last Updated: 1/24/2017 10:15 AMTESOL Certificate Programs — RIVERSIDE Observation Notebook EXTENSIO he explains the meaning of the job and conveys the concept to the students, After that, he puts it on the whiteboard and beside ft writes down the word of the job Finally, he divides the syllable and shows them to the students, and he also points ‘out the continuous syllable by telling students that the last consonant of the previous word is followed by the first vowel of the next word. He.would show students where the stress is. y gkt® . Ay” Uy © 3. Practice phase. (A)This isa contrblted practic®. Studems practice the new vocabulary,in ver to learn and memorize them, ung First ofall, teacher projects Power Points slide on the white board with sentences inserted with adjective clauses but on the blank of each sentence there is missing information, and students are asked to fll in the bank according to their notes yt and the meaning the sentences carry. After he clearly explains and gives the we direction of the exercises, he distributes each student a handout exactly the same 4h as the slide shows, Second, teacher has students do a peer check to enable students to check answers and practice saying the words together. Third, teacher checks each sentence by each sentence by getting feedback from students. (B) Free practice. The second practice activity offers more choice 10 the studenis there is not always one right answer, Teacher gives several minutes to studems (0 practice as a pair work. The questions designed are around the jobs taught, After that, teacher checks how students are doing by getting feedback from them who takes turn to speak out their answers + Production phase. The final activity is more fluency focused, providing students with a clear forum in which the target language is relevant and will hopefully be ie used. s This production is around the topicajob fail? Teacher gives students a very clear Y direction by telling them that suppose they are just recent graduates finishing the i school and are asked by their mom to go to job fair to see the jobs and to say . which job they like and which job they don’t like. Then pair work One student pretends 10 be a mom and the other kid, and vice versa Teacher gets feedback by asking student parent to (el him something about their Kids and how their kids are interested in the jobs and how they feel about it ° Wrap up phase. Teacher asks students what jobs they are talking about, and they {ell him the jobs and he repeais one by one. Some jobs are taught in the class and some not because they have already known them. The class ends with the teacher's appropriate words. ? Last Updated: 1/24/2017 10:15 AMTESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION What did you learn about teaching or learning from this lesson as it relates to the ‘heory you have studied in your TESOL classes? Include atleast one reference (with an in-text citation) t0 support your response. (250-500 words) ‘After watching the teaching presentation on the video which lasts 21 minutes and 7 seconds on the teaching of the vocabulary, I learned a lot from it (hups://www. youtube.com/watch?v=AbRxBPY Lv ) This lesson is presented in PPP model: presentation, practice and production WAU de First of all, what I have learnt is that the lesson plan is comprehensive based on PPP method. Its objective is very clear and obvious to have the students grasp the concept and usage of the vocabulary through the presentation of the pictures and a series of controlled, free, productive, and meaningful drills to more personalized usage which causes the students to easily apply these vocabularies-into their. dabking-and writin; ER wae spate, 7 Then, the content construct is varied and rich but simple to grasps presentation is illustrated by listing a series of pictures. Through eliciting questions from hese plcturesyand explaining the concept of these words to ensure that students understand the meaning of them, then the teacher goes deeper to bring phonology and continuous (_-(illables into the teaching by writing and highlighting, So itis so clear that vocabulary \P~“eaching is built upon students” experience and knowing through the visual realia, ue eneleae - As to the teaching activities, Ihave to say that they are effective and impressive. Every activity designed matches and reinforces the new words the students are expected {o grasp. These controlled activities develop step-by-step from mechanical drilfto 4 og meaningful drilPt\more personalized communicative drill which Prepares themto be \ > more accurate in a real situation, ae a it Looking back to my own teaching method, | feel that I need to improve a lot in a ete ihe PPP model, especially the practice and production phases, These procedures are very important because the students can practice using the new knowledge based on their understanding and also this activity can be regarded as an observable and measurable outcome. Finally, I have to say that the valuable lesson I learnt is that the teacher isa guide guiding the students to experience the language and monitor the teaching process at the Same time, so the teacher should talk less, and the students should talk more and practice more. Just as Gettegno (2011, p.62) says, “The teacher works with the students: the students works on the language.” Last Updated: 1/24/2017 10:15 AMTESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION Reference 1. Freeman, D. L. and Anderson, Teaching, 2. Video retrieved from https://www. youtube. M. (2011). 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