Observation Report

Forms for inclusion in the Observation Notebook must be typed

Name of Observer____Wang Zhao______ Observation # _7_

Date Observation Environment (include URL if the class was online) 4/30/13 UCR Extension Class Skill/Content Class Teacher Level/Number (Beg./Int./Adv.) EAP Hank Mantell

Academic Skills

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 be able to: build academic vocabulary recognize and learn word collocations better organize their notes by using sequence markers improve note-taking skills

Notes while observing: T reminds Ss to continue with their library projectand asks if there are any issues of finding books there. Guided Practice: T introduces the topic of the lesson slang T goes over the exercises on the textbook with the Ss Exercise One(Listening:short sentences)(5 minutres) Ss listen to ten short sentences. T pauses to give Ss few seconds to read before listening Exercise Two (Multiple choice)(15 minutes) Ss choose the correct meaning of the boldfaced words in the previous listening, then compare their answers with a partner T asks Ss if they have any questions Exercise Three (Dictation)(10 minutes) T asks Ss to look at the boldfaced words in the exercise e.g. adapt to, breeds in, exclusive to, integration into, and asks What are those little words that attach to the main verbs? T introduces the concept of collocations and stresses it is an important feature to distinguish between native and non-native speakers T said: Native speakers acquire them, not learn. Hence, for non-native speakers, the only way is to learn them.

Observation Report
Forms for inclusion in the Observation Notebook must be typed Ss practice the collocations with a partner, one S reads the sentence and the other writes down the missing prepositions. Then they switch role Exercise Four:(20 minutes) T writes several sequence markers (e.g. first of all, heres another idea, to summarize) on the board and asks Ss the meaning of sequence T prepares Ss to listen to a short lecture in the topic slang T asks Ss Why do people use slang? Ss offer several answers like for fun, easier to express feelings, get closer to friends, be cool etc. Then Ss listen to the lecture and circle the sequence markers theyve heard T presents the entire video lecture Ss write down the detail of the lecture using an outline listed in the book T discusses the content of the lecture with the Ss

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.

The students in this class are advanced ESL learners with a specific focus on academic English. I think teacher should not only focus on building their vocabulary but also instruct them to pay attention to the functional use of the words in the sentence. Based on my observation, students basically have no problems in decoding the meaning of the words presented in the textbook exercises. Hence, in exercise two, teacher could present the words in more sample sentences ( or in a different form, change noun to verb/adj./adv. and vice versa) besides the ones in the book. If students wish to go on to study in college or university, it is crucial to correctly utilize the words they have already known in academic writing. Being an ESL learner myself, I have learnt an import lesson on this matter throughout the course of my study in the U.S. Oftentimes I can easily recognize the words in listening and reading. However, when I need to produce the words on my own, I tend to use simpler words instead of the more sophisticated words

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

that I have already known. Listening and reading is a more receptive process while speaking and writing require more metalinguistic skills to achieve the desired outcome. Hence it places more responsibility on the teacher to help students make the connection and actually use the words and other academic English conventions they have discovered in their future study.

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.

Note-taking skill is an important but often overlooked aspect of academic English for ESL learners. In this lesson, the instructor presents the sequence markers as the first step to organize ones notes. Also students have the chance to see how those markers are used by the professor during a video lecture. ESL students from different countries might not have the same conventions on note-taking. For some Asian students, for example in China, taking notes during a lecture is not an integral part of learning because most of the instructors would present their lectures in written form to the students. These students are often overwhelmed by the amount of independent work they need to do in the U.S. academic setting. As a result, teachers need to look beyond the mere linguistic aspect of learning and help students reinforce their learning at a higher level in order to achieve academic success.