MA OBSERVATION TASK A: Lesson One: Brannca (i) skill/s* and (ii) describe procedure subskills** covered ede = shotiay 1% gia yees Ud sate. ahah. ey quatou abo/ w di dein oh ee bss, ale! vocabubay they ha ve Cond ait ty he shots ba R The, hah, oc wade 16 read th tet fact quehha ie "ad verbs at or ghee, ity past sgl ewe. » veake they had Gi kei extra j they eae oh fe lho sate fe di, td a | bes Ej whi, thew. j widlets eat at le said wot fecscd nk set bes Anse, uy rls mei ey re ov eh Pees Mrases Shes ab ihte epee q be people ss dialey. Teacher wriagHl ae HES Os { (3 @Xpass, theen, she i ro bok be ( Were Sef: hes, Stbiabat Vacation cuted her be Ure Whey Whe land in th the Set oe ne Wk te fe pet a ay Bo Beak Bad wee ct vif Cer tagler codl the vb spent sa e Fly He oe He bg te Hes and ples oii ty he event please note that answering @ teacher's question, for example, isn’t a speaking skills task; nor is listening to the teacher explain something a listening task. There must be a specific activity or task set up, for example: “Talk to your partner/group about how to solve the pollution problem” ~ is a speaking task. **for a list and definition of subskills please look at the materials I sent you.B: Lesson Two Diane Seating / wri fn (i skill/s covered (i) describe ome et! is shewing then, whit the, Cy WM ae [for Chee vey oh th, hate b White a. ee 7 apa eg aspins Cad heft took Be te Ke oe aed th they ewe at ap atl aaa [he gaic then hole tor. with Ste “ ay pee lied et ory th <5 Laan Lars i ee. St) 4 to at Pye tht bas pb A 90¢ cay ‘aaph fe — ply Z Sy fe ge : sap ty Jee Hae dia : te iy hupedted have le thd Pica tah + She “yy ta ety re ify bug ore » f* Vecabeey he ey en bali = ph me’,She adted thew if the hate Solee ld nyt volabibe, E owned up e oduact (Jt wa we) 4 explaired whd Lc el io, toe bo they my urdestand + bette P Seas. tudes Fae what J a oe Eerie | oder ove te Stida,t gy mn phery - od. to chee th ae Wore, ihe . ~ + _ Lr. tlt bk wok hy af vf ard j ; Mir § the Hef hee ae: = ard Cipla iy th verbs b boa i ~ a 1h Vocsbubary toy | 3 Taos, ,Feedback on observation: write a detailed analysis of how the teachers you observed dealt with the skills in their lessons ~ was there an integration of skills, ie. were there tasks designed for developing more than one skill? If not, how could it have been done so that more than one (preferably all skills) were covered? feachity teacle ee tho how bo 5 “ak abot © bey tee eed rh Put Sh Was wy Ae ci aud she ytd | so speak ie corrected thee, Dhow be Ly ¢ tle word ad studets ee An feresked i What che taler, = Wate Lor Gab « Spote for beeelf rest, Sslucete ts wick acd they have Spokes ithe bt &heu tes wcll Franc 4. - DEGHA Wore Oh Wait, il acleek welt aa tae era “Pres they bt fd lessor (ule I wy ta Ig Sa lis e Las Use deca op what th, Hy: any She Wed the ee ot ome Shs. “there ly ge 2 olercloped thoes Fee pie Back hte 6 eak Ly iad, Listens be sabe, Bue. (TS ean oh, JE Cee ol tety Lp Chen, ee — Ae a dehe, ug fey i Red Cer i, a boett Whe iS fale’ at oe “Set. on ford akly a ee Mee te 7 tr LP k Wake ver listo gost Cpl en Aol He sit Were cote vey, ‘Broskica . 7 <