Guided Observation Journal 4:

Teacher: video (Speaking: Clare Voke)

Observer: Imran Muqdas Hayat
Date of lesson:
Length of lesson: 1 hour
Level of student: pre-intermediate
Number of Students: 6

Main lesson aim:

By the end of the lesson, students will be able to learners will have discussed and planned
for a hiking trip with friends in Hong Kong. Learners will have considered what to bring, how
to get there, which route is best etc. For example: we need to bring plenty of water.

Subsidiary lesson aims:

Listening: By the end of the lesson, students will be able to identify different ways to ask and
respond to questions when planning a day out (e.g. “What do I need to bring?”).

Vocabulary: By the end of the lesson, learners will be able to use recognise and distinguish
vocabulary used in the context of planning a hiking trip.

Stages & Objectives

To set the context, the instructor shows a picture of herself on the mountain. This
personalization technique enables the instructor to share her personal experience and
create a connection with the students. As the picture is taken in HK, where the learners are
located, it makes it relatable and relevant to their own experiences. The learner’s interest in
the subject is sparked by this personal touch. Afterwards, Clare provided the learners with 3
discussion questions to talk about. The learners enthusiastic reactions and active
involvement show that they are really engaged in what they are learning. They could
communicate their interest in the topic by expressing their curiosity, asking questions, and
sharing their own mountain or hiking-related experiences. This high degree of participation
improves learning and fosters a welcoming environment in the classroom where students
feel free to express their ideas and opinions.

During the discussion, Clare took notes of the errors made by some learners, such as
"walking mountain." She then corrected the mistake with the class, which created room for
collaboration between the learners and peer correction. This technique not only allows
learners to learn from their mistakes but also promotes a sense of community and
cooperation in the classroom. Afterwards, the instructor smoothly transitioned to the next
topic by asking "What do we need to bring when going hiking?". Instead of providing the
vocabulary directly, Clare tried to elicit it from the learners. For example, when one of the
learners said "bag," Clare asked "What kind of bag? Shopping bag?”. This technique
encouraged learners to think critically and creatively, and express themselves. Finally, the
learner were able to say “backpack”. Clare encouraged the learners to work with their
partner and think about some more things needed for hiking. This created an interactive
learning atmosphere.

Following the vocabulary discussion, Clare moved on to the listening task where the learners
were required to listen to an audio of two people having a conversation about hiking. The
conversation discussed the place, how to get there, and what to bring. This technique
allowed learners to practice their listening skills and understanding.

Next, Clare gave the learners a task of 10 minutes to plan a day out in nature in Hong Kong.
The learners were also asked to make notes if they wanted to. This task promoted critical
thinking and creativity as learners have to plan a day out in nature using the vocabulary and
knowledge they have gained from the previous activities.

Then, the instructor asked the learners to share their ideas and ask some questions. Clare
demonstrated how to ask questions by asking "Where will we go?" Then, she asked the
stronger students to stand with their back facing the whiteboard to answer questions about
the hiking plan while the weaker students faced the whiteboard and asked questions about
the hiking plan so they could use it for support. This technique promoted collaborative
learning and allowed learners of different levels to work together.

Finally, the partners switched and followed the same process. This technique encouraged
learners to practice their speaking and listening skills while also promoting collaboration
between students.

In terms of staging, the lesson was not in the PPP (Present, Practice, Produce) stage format
but in an ESA format. All tasks were interrelated and built on each other. For example, the
vocabulary discussion was connected to the listening task, which was then connected to the
planning task. This approach created a cohesive and comprehensive learning experience.

Besides, every stage was built on the previous stage. For example, the vocabulary discussion
prepared learners for the listening task by introducing them to the relevant vocabulary and
concepts. Then, the listening task prepared learners for the planning task by exposing them
to a realistic dialogue about hiking. This approach scafolded the learning process and helped
learners in developing their comprehension gradually.
Finally, each activity prepared students for their final task, which was to arrange a trip in
nature. Consolidating the information and abilities acquired in each step gave learners the
opportunity to apply their learning in a real-world setting. By doing this, students can better
comprehend the application of what they have studied and become more motivated to
apply their language abilities in real-life situations.

Overall, this staging approach produced a cohesive and engaging learning environment that
encouraged the development of language, critical thinking, and student autonomy. Teachers
can offer students a more effective and thorough learning experience through linking
activities and building on earlier phases.

Skills Focus

This lesson's primary skill focus was speaking, with a particular emphasis on improving
students' English communication skills. The subskills that were highlighted were critical
thinking, vocabulary development, and listening. The lesson gave students realistic practice
chances to use their speaking abilities in a practical setting, like organising a day out in
nature. Learners were able to improve their fluency, accuracy, and confidence in using the
language by engaging in realistic practice.

Additionally, the lesson gave students the chance to improve their listening abilities through
the hiking-related audio conversation. The vocabulary planning and discussion tasks assisted
students in learning new words associated with hiking and nature. The lesson's emphasis on
critical thinking was also demonstrated in the planning task, which required students to
work together and think creatively to plan a day trip. Overall, this class gave students a
thorough and interesting learning experience that emphasised speaking skill development
while also boosting other essential subskills.

Conclusion

I can use the same teaching strategies that I observed Clare use in her lesson, including,
instruction-checking questions, concept-checking questions, group checking of answers,
personalization, realistic practice, scaffolded learning, consolidation, and reflection. I can
build a stimulating and productive learning environment that encourage my learner’s active
engagement, critical thinking, and language development by using these strategies. With the
help of these techniques, I can create a thorough and well-rounded lesson that equips
students for the real world and motivates them to participate actively in English language
learning.