TESOL Certificate Programs

Observation Notebook

Observation Report
Name of Observer__Jiweon Lee__
No.

Date

Observation
Environment
(include URL if the
class was online)

7/22
2016

Face to face
(classroom)

Observation # 7

Class
Skill/Content

Class
Level/Number
(Beg./Int./Adv.)

Teacher

Vocabulary

700/EAP
high advanced

Mindy
Longoni

OBJECTIVE OF THE LESSON:

STUDENTS WILL BE ABLE TO IDENTIFY AND GUESS THE MEANING OF
WORDS IN CONTEXT.
Warm up
- The T mentioned what they did at the last class: they did chapter 1 and she gave
an assignment for writing dialogs from their last discussion. She collected the
assignments from the Ss.
- The T said what they would do in this class. They would finish chapter two.
- The T made small groups, pair or trio. There were three pairs and one trio.
.
Chapter one
- The T opened their textbook in chapter one and gave a question about what they
would learn at that time. When they meet famous one like celebrities, what kind
of behavior as a fan? She gave few minutes to the students. During the students'
discussion, the teacher walked around the class and listened what they said and
added some questions in several groups.

Last Updated: 11/13/2016 11:43 PM

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Observation Notebook
-The teacher in front of a white board made the students stopped. She gave a
homework to write what they discussed.

Chapter two
- The T said which page they were going. She gave time to solve the questions on
the 'discuss and describe' section on the chapter two.
- After 10 minutes, she spoke a word 'dump out' to the students and asked them to
what is the possible reaction from the word. The students answered: surprised, cry,
shouting. The teacher explained the meaning with giving examples, and edited or
added using what the students answered. She kept going several words with same
process
- When the teacher talked about words related to the feeling, by asking about the
definition of the words, the teacher tried to give synonyms together. For example,
when the word 'umbrage' was appeared in their textbook, she asked to the students.
What kind is the definition of 'umbrage'? The students answered: anger and the
teacher added from the answer. Also she gave short time (one or two minutes) to
discuss what the meaning of 'taking umbrages' is. The students shared their
opinions with their group members. The teacher walked around and coached them.
- After changing their opinions, teacher wrote down 'to take umbrage' on the
board. She wrote 'at and 'with', explaining that usually situation comes after the
proposition 'at' and people comes after the preposition 'with' She gave another
assignment about the word: write a paragraph using the words that they studied at
that day at least three times

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Observation Notebook
Chapter three
- The teacher and the students opened the pages which have a world list table in
the book. On the table, there were written about word (verb form), meaning, other
forms like an adjective, an adverb and a noun, synonyms and contrasts of the
words of the words.
- The teacher read words in the section of word (v.) first, one by one. She returned
to the very first line. One by one, after the teacher pronounced the words, the
students repeated after her. When she caught the wrong pronunciation, she made
the students speak it again.
- She pronounced the words in normal speed, and spoke it again in slow rapid.
She pronounced their stress clearly and asked where the stress in the word to the
students is one by one. The students replied the questions, and the teacher gave
the answer, pronouncing the words. The students repeated after her again.
- When she saw schwa in the words like succumb, she noticed the students that
this sound doesn't appeared when they pronounce it.
- She also explained the meaning of the words with giving examples.
- After speaking the words, she returned to the first line, than she gave quizzes on
the next page. They were related to the words. The students solved several cloze
questions, guessing which words are proper in the contexts. Also, they write the
meaning of the words using their own words. She said: don't cheat!
- After solving them, she gave answers of it. She explained the meaning and other
forms, synonyms and contrasts of the words. When she explained the meaning,
she gave several hidden meaning within the words by contrasting synonym of it.

Last Updated: 11/13/2016 11:43 PM

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Observation Notebook
For example, when she explained the word 'succumb' and its synonyms 'die', she
stressed that the word 'succumb' means someone tried a lot but at the end she or
he gave up something or die. Also, she explained by showing the situation. For
example, for the word 'grumble' and its synonym complain, she acted someone
who do 'complain' and 'grumble.'
Wrap up
- The teacher mentioned their assignments and what they studied at that day,
saying has a nice weekend to the students.

Last Updated: 11/13/2016 11:43 PM

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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). (100-300 words)
I focused on how the professor taught vocabulary words the students without
leading them to memorize vocabulary words. I wanted to know the useful method to
teach vocabulary words because the methods which my teachers told me was to
memorize the words before. I learned that it is nice way to teach vocabulary words with
their synonyms and giving the exercises right after learning the meanings of words. By
comparing the original words and their synonyms, the learner can learn their differences,
the original characteristic of the words and put the words (synonyms) into their mind with
them together. This method connects the word with others and it helps the students to
remember them easier.

What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss your future teaching environment and your students
needs/goals. Discuss specific ways in which you could adapt and apply the techniques
and methods you saw. (100-300 words)
I would like to want to use the techniques: comparison. It helps the students a lot
because the students can remember the words with other words (similar or opposite)
together and they can learn special meaning by comparing them. It makes the students get
less stress from memorizing and producing more clear and proper sentences. If I use this
methods in my future class in Korea, Ill not only teach the other synonyms with the
vocabulary words, but also take several quizzes about vocabulary words, comparing with

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Observation Notebook
other similar ones. I believe these quizzes help the students to remember and use in right
context.

Last Updated: 11/13/2016 11:43 PM