TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer____Lin Li______

Observation # _10__

Date

Observation Environment

Class
Skill/Content

Class Level

Teacher

5/15/15

Rosemead College
of English

Conversation

Intermediate

Katarina

OBJECTIVE OF THE LESSON:

1. Students will be able to read and spell vocabulary words about gardening
appliances.
2. Students will be able to identify and find those gardening instruments in Lowes
with flashcards only showing the words.
3. Students will be able to ask the salesman/women at least 3 questions in helping
them to find the gardening appliances.
Notes while observing:
Warm-up (2 min)

T greets the class and tells them today they are going to Lowes to conduct their
class activity. Ss are excited.

Presentation (8 min)

T presents a lot of pictures about gardening tools and teaches Ss the pronunciation
and meanings. Ss are all motivated to learn since they were told to have activity
outside the classroom.

T leads the class to repeat those new vocabulary words first and then calls two Ss
to lead the class to read those words separately.

Practice (10 min)

T gives Ss a handout that contains a short paragraph reading. Ss are asked to fill
out the blanks with the new words. T checks the answers with Ss.

TESOL Certificate Programs

Observation Notebook

On the back of the handout are some expressions used for help asking. T reviews
those expressions.

Production (30 min)

T give directions on the following activity: Ss will be divided into three groups
and each group will get a shopping list for gardening tools. There are two tasks.
First, each group need to find all the gardening appliance listed in Lowes and
take pictures to show they find it. Second, Ss need to interview one of the
salesmen (at least ask them three questions) and write a short report.

Once complete all the tasks, Ss need to bring evidence to prove their
completeness.

No Homework is assigned. However, Ss are asked to share their experience in the next
class session. The T asks the whole class to come up with a reflective report about what
could be done or improved next time to bring more meaningful communication. The T
asks Ss opinions about what other outdoor activities they would like to do next time.

TESOL Certificate Programs

Observation Notebook
What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
This is a case that authentic materials have been used as learning materials and the
T led Ss to a real-life environment to promote meaningful communication. This to some
extend indicated the task-based language teaching. Finding all the required appliances
and asking salesmen for help are tasks. Since the setting is in real life, Ss have to produce
meaningful conversations to accomplish the tasks. In the pre-task phase, the T gave
controlled instructions and practice in serving of language accuracy. The experience
sharing and union report could be regarded as a post-task, during which Ss and T both
had reflections on todays activity and discussed ways that could make the following
activities better.
What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
Though the activity is easy to conduct and really provides Ss an opportunity to
practice meaningful communications, I feel that the activity is more suitable for adult
learners who can be responsible for themselves. When teaching younger students and
when it is hard to take Ss out of classroom, I will cooperate with other language teachers
to mimic the real life situations. Lets take the observation case as an example. I will
make some paper crafts of those gardening appliances and hide them in the playground.
At the same time, I will invite another teacher to pretend to be the salesman/woman. With
those minimal adjustments, a similar real-life communication could be conducted for
younger learners.