Observation Report

Forms for inclusion in the Observation Notebook must be typed

Name of Observer____Wang Zhao______ Observation # _10_

Date Observation Environment Class (include URL if the class was Skill/Content online) 2/23/13 Online Literary http://www.youtube.com/watch?v= vocab&preAKstjVyQ8OE reading activities Class Teacher Level/Number (Beg./Int./Adv.) Secondary / Level ESL (High Intermediate)

Focus on relevant areas from the What Can Be Observed handout. Notice how the teacher handles these areas during the class. OBJECTIVE OF THE LESSON: FAMILIARIZING STUDENTS WITH COMMONLY USED LITERARY WORDS LIKE COMEDY, PLOT, CHARACTER. PREPARING STUDENTS FOR FUTURE READING BY INTRODUCING THE MAIN CHARACTERS APPEAR IN THE STORY.

Notes while observing:

T starts the lesson: Introduce agenda: Warm-up Bingo game Pre-listening discussion Brief video clip Audio (story) Oral retell Write your own story T and Ss read the agenda together T repeats the agenda T divides Ss into 6 groups, T will join one group because on S is missing T gives Ss the war-up sheet

Play bingo game (do it individually) T turns around and writes on the board After several minutes T collects the warm-up sheet Ss continue to work on bingo T goes through the warm-up sheet with the Ss Ss check each others sheet and grade them T says: Its a competition(bingo), are you excited? Instruction of the game Vocab: literary word Define words: First word: comedy > group 1 2nd: biography>group 2 3rd: fiction >group 3 T asks Ss to discuss with partner 4th: skip because one S is missing 5th: plot>group 5 6th: poetry > group 6 T asks Ss to keep checking the words Two groups got a bingo Define : character >group 2 T stop the game bingo: no winners, no losers. T lists topics on the board and asks Ss to discuss in the group Topic 1: Have you ever been betrayed? Whats your experience? 2: Do you trust others? 3: What do you know about crocodiles? 4: What do you know about reptiles? 5: What makes a real friend? If Ss have questions, raise hands

T circulates around the classroom, ask Ss to share and reminds the it is related to the story they are going to read Ss share their thoughts on the topic Key words: betray, back-stabbing T asks one S: If your friend ask you to skip class, will you do it? S answers: I aint gonna skip class because he ask me to , I skip class when I want to ! One S asks: Crocodiles cry, it means you pretend crying? T uses projector to show a picture of reptile T asks Ss : What is it? Do you know the animal? One S asks: Is it iguna? T: In your language, is it called iguana?, but in English, what is it called? One S answers: It is called camillian One S asks: How does it happen? T answers: Ill give you articles to read, they explain the reason This is the character we are going to read T plays a video clip about crocodile T gives handout to Ss while they are watching the video T stops the video S asks a question related to the video : Whats the difference between crocodile and alligator?

(continue on back) What did you learn about teaching or learning from this lesson? Consider your observation focus, and the theory you have studied in your TESOL classes.

Through this lesson I have learned that it is crucial to provide clear instruction and a mental stimulus to students during the class. With that being said, it means the materials the teacher chose to use should be suited to students English level. From the observation of the online class, I think the bingo game and the focused vocabulary is below the students level. Hence, students are not motivated enough to participate actively in the class. The video shows that students tend to move away from discussing the meaning of the vocabulary to focusing on the content that are related to

the word. For example, students ask questions like : Whats the difference between crocodile and alligator? or Why/how chameleons change the color of their skin? Another point I have learned is the importance of teachers articulate and the ability to give a clear instruction to the students. At the beginning of the class, the teacher writes down the agenda on the board and repeats it twice. Then the students have to read it out loud together. However, there is also communication breakdown due to unclear instruction. For example, during the literary word activity, some students are not sure which group they are assigned to and which word they should discuss with their partner.

What activities/techniques from this class do you want to remember for your own teaching practice? Consider specific ways in which you could apply the techniques and methods you saw. Consider your future teaching environment and your students needs and goals.

The teacher of the class has ensured every student has the equal opportunity to speak and express their opinions during the class. I would use group work like the teacher did in her class. I also like the idea of introducing the characters of the story before reading. By showing pictures and video clips of the characters, it arises students interests towards the reading and allows them to ask question related to the topic.