TESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION Observation Report Wenjia Ye University of California Riverside Extension: February 15 2017 Last Updated: 2/16/2017 5:18 AM7 : TESOL Certificate Programs CRIVERSIDE Observation Notebook EXTENSION Observation Report Name of Observer__Wenjia Ye (Susy)___ Observation #_3__ Date ‘Observation | Class ‘Skill/Content | Level Teacher Environment* 02/03/2016 | Faceto | 446 Grammar | Intermediate | Debbie Peterson face 400 * Include the URL ifthe class was online WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES: GIVEN EVIDENCE OF A SIMPLE PAST OR PAST PROGRESSIVE CONDITION, STUDENTS WILL BE ABLE TO CHOOSE THE CORRECT FORM OF VERB IN THE EXERCISES TO SHOW THEIR UNDERSTANDING OF TIME, PRACTICE WILL CONTINUE UNTIL ALMOST ALL STUDENTS CAN COMPLETE THE-TASK WITH AT LeAsT 80% accuracy, ivbat else The CM Notes while observing 1:00 pm Teacher returned the quiz to students, and asked them if there are any questions 1:02 pm Students discussed with each other about the quiz, and asked teacher some question about the qui Last Updated: 2/16/2017 5:18 AMTESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION T:05 pm: Teacher began to talk about an assignment which would show students” ability to write, but it focuses their grammar, and students would tell a true story about themselves according to these directions on the assignment paper by using simple past or past progressive. 1:10 pm: Teacher asked some comprehension questions about the due day and requirement of the assignment. 1:11 pm: Teacher continued to talk about past tense. 1:11 pm: Teacher gave students a handout about using connectors to introduce time clause, and them to cover the answers. 1:12 pm: Teacher reviewed two time connectors which are used in past progressive most: “as” and “when”, 1:13 pm: Teacher asked students to do the first exercise on the handout: circle the connector and underline the time clauses. 1:15 pm: Teacher asked students to tell her all connectors in the exercise. 1:15 pm: Teacher helped students distinguish transition and connector when they were telling the answer about the connector in the exercise. 1:16 pm: Teacher asked students to go back and fill the blanks by using past forms, 1:16 pm: Teacher monitored students while they were doing exercise 1:18 pm: Teacher asked students if they need more time. 1:19 pm: Teacher checked the answer with the whole class: teacher read the passage, and when her paused, students told her answer. 1:20 pm: Teacher drew the time pictures for students, and gave them examples about short action, long action, and interruption. Last Updated: 2/16/2017 5:18 AMTESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION 1:22 pm: Teacher connected the exercise with the quiz to explain the use of when”. 1:23 pm: Teacher concluded three situations where to use “when”: state situation, interruption, and first, then. 1:24 pm: Teacher talked about the use of “after” and “before”. > 1:26 pm: Teacher continued to check the answer of exercise, and the rules of using modal. 1:27 pm: Teacher talked about the transition word: “finally”. 1:28 pm: Teacher asked one students to read one sentence of the exercise to check answer with whole class. 1:29 pm: Teacher contrasted two tense of using “while”, and gave student examples. 1:31 pm: Teacher asked one students to answer the question of exercise. 1:32 pm: Teacher explained the connector “as soon as” to students, and gave them examples 1:33 pm: Teacher continued to check the answers, and compared “once” with “after” in order to explain the meaning of “once”. 1:35 pm: Teacher drew time pictures to illustrate the use of “until”. 1:37 pm: Teacher started another exercise, and asked some questions about the picture for the exercise 1:37 pm: Teacher explained the meaning of “global” and “marketing” 1:38 pm: Teacher worked with students together to wavy underlined the he time expression of the passage, and choose the best tense for the verb for the first sentence. 1:39 pm: Teacher explained the new vocabulary for students in the next sentence. 1:41 pm: Teacher helped students choose the correct form of verb of the second sentence. Last Updated: 2/16/2017 5:18 AMTESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION 1:42 pm: Teacher continued the third sentence of the passage, and students some questions to get the correct answer. 1:44 pm: Teacher asked students to do the next sentence by themselves, and answered students’ questions. 1:45 pm: Teacher checked the answer with students, and continued the exercise. 1:48 pm: Teacher reviewed these assignments her gave students before, and asked some comprehension questions about students’ homework. What did you learn about teaching or learning from this lesson as it relates to the theory you have studied in your TESOL classes? Include at least one reference (with an in-text citation) to support your response. (250-500 words) In this class, the teacher did one exercise and a part of another exercise, and both are meaningful exercises, which concentrate on meaning rather than on form, and concentrate on an answer Which is true rather than correct. Because it is a review lesson, the teacher focused on the collection of the use of connectors to introduce time clauses. By reviewing these connectors, students could understand the past tense better. The teacher also drew the time line to illustrate the meaning of “duration” and “interruption” which is visual and effective to make students understand the sequence of action, and the right past forms of verbs. ‘The other way that the teacher used frequently in the class is immediately error correction, The teacher gave students several questions to answer in this class. Once she noticed students made mistakes or gave wrong answers, she would correct students” mistakes, and gave them the right answer so that students would know their mistakes Last Updated: 2/16/2017 5:18 AMTESOL Certificate Programs JCRIVERSIDE Observation Notebook EXTENSION immediately. However, rather than correcting students directly, she will explain why their answer was wrong, and gave some examples to support her opinion. For instance, when she asked two time connectors that used in past tense most frequently, some student said it was then. Instead of saying: No, you are wrong,”, she asked the whole class what is “then” first, and some student answered it was transition, Then, she gave some examples of transition, such as “finally”, ind “as a result”, and some example of connector, such as “after”, and “as soon as” to distinguish transition and connector. The teacher uses peer correction to create a safe learning environment for students so that they are not afraid to make mistakes, and willing to share their opinion with others in the class, Last Updated: 2/16/2017 5:18 AMObservation Report Evaluation English Grammar Structure & Methods | Objectives are student-centered, observable, and measurable. (2) i Notes are organized, detailed, clear, and objective. (2) ) | Response connects observation with what has been learned in (3) 5 TESOL classes. ° Language use (structure and meaning) is accurate. (2) 2 Citation and reference are included. qd) O Total g