TESOL Certificate Programs

Observation Notebook

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

Name of Observer____Huizi Zhao_______

Observation Environment

Date

(include URL if the

class was online)

2/11/2015 Classroom

Class
Skill/Content
Pronunciation

Observation # _8__

Class
Teacher
Level/Number
(Beg./Int./Adv.)
IOF-2A
Debbie Peterson

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: STUDENTS WILL REVIEW /I/, /IY/, /U/ AND OTHER VOWELS;
STUDENTS WILL FILL IN QUESTIONS OF PRONUNCIATION RULES; STUDENTS WILL
COMPARE /UW/ AND /U/ SOUNDS; STUDENTS WILL PRACTICE SOME WORDS FOR SOME
SYMBOLS.
Notes while observing:

At the beginning of the class, the T drams a chart on the board:

FRONT
SEE
--------------------------

CENTER
BIRD

/I/
SAY
--------------------------

BACK
Two

/u/
BUS

NO

//
STOP

//

//

She says that Ss will need to go up to fill in one word/vowel without looking at books. She
adds that Ss do not need to be nervous because the practice is easy and she will give hints.
In addition, she says that the review practice is for prepare next quiz.

Last Updated: 11/10/2015 1:40 PM

TESOL Certificate Programs

Observation Notebook
Then, she calls Ss name one by one, and every student goes and fill one word or vowel in
the blank.
One S write yes under say, the T asks him how to pronounce the word. Then, T
explains mouth structure of the vowel, and leads all the Ss repeat yes.

After the chart is full filled, the T writes three questions as below:
1. When two vowels are in the same mouth position, one is ____, and the other is
_____.
2. My mouth is most open for _____ vowels.
3. In English, ______ vowels are rounded.
The T lets Ss to review the filled chart and leads Ss to read again.
The chart: (red parts are from Ss)
FRONT
SEE /iy/
--------------------------

CENTER
BIRD

BACK
Two /uw/

/I/ it

//

/u/ books

SAY
--------------------------

BUS

NO

// yes

//

/ow/

FAT
---------------------------

STOP
----------------------

LAW

//

//

//

The T calls one S to fill the blanks, and she gives hint to her. The S writes lax and
tense for the first question.
The T asks, why they need to have tense vowels and lax vowel. The Ss say that because
they need to use muscle.
Then, the T explain the second question. She says that two books is tense vowels plus
lax vowels so that Ss need to use larger muscle.

Last Updated: 11/10/2015 1:40 PM

TESOL Certificate Programs

Observation Notebook

After aforementioned practices, the T also has Ss to brainstorm other words for each
sound. When comes difficult or confusing sound for Ss, the T stops continuing and
goes around the class to hear every S to pronounce. If the S cannot get the sound, the
T will use Ss hand to touch how much air goes out or to make the sound.
Next, the T teaches Ss how to differ /uw/ and /u/. She writes two groups of words for
each sound, Ss also come up with some words.

On the board:
/uw/
/u/
Boots
books
Root/f
root/f (California)
Fuel
full
Fool
pull
Beautiful bush

At this period, the T goes around and checks every students pronunciation.

The T gives handout that has some words for every symbol for students. The T reads
each first and lets Ss to repeat after her.

Class ends.

(continue on back)
Last Updated: 11/10/2015 1:40 PM

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)

What I learned from this class is that a friendly and active studying environment
needs an outgoing and friendly teacher. During Debbies class, I noticed her kept
eye contact with every student, using smile and encourage compliments.
When students were shy or hesitated to fill the blanks at the beginning, she told
students that she would give hints, which is very comforting and being courage.
When students faced difficulties, she showed her attitude that there is no need to fear
for not knowing the answers. It lowers students affective filter.

I learned that a good teacher should raise Ss interests of learning. During the class,
modifying the sound, Debbie use idioms or funny animal face or body language to
teach the sound or vocabulary. It makes students enjoy the challenging learning
process.

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)
If I were an English teacher in high school, and I am going to teach vocabulary in the
next class, I will prepare visual aid or realia. In addition, if possible, I want to find an
appropriate passage or video that contains all the target words. Even more, I think I can
be more active when I explain the words to them, like Debbie, using body language and
examples. For example, if I am teaching encouragement, I will encourage students to
show the meaning of it. Then, I will let two students to comprehend if they understand the
word. Meanwhile, I can repeat the action during the class to let them have a deeper
impression of the word.

Last Updated: 11/10/2015 1:40 PM