TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer___Chi Zhang___ Observation # ____9____

Date Observation Class Skill/Content Level Teacher

Environment*
06/11 Online Module 1 Listening and Beginners Orlando Reeves
/2017 class people Speaking
https://ww
w.youtube
.com/watc
h?v=dVxf
LpWT4-
M&t=62s

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

1. STUDENTS WILL BE ABLE TO MATCH THE APPEARANCE DESCRIPTION TO A PERSON
WITH 95% ACCURACY.

2. STUDENTS WILL BE ABLE TO DESCRIBE A PERSONS APPEARANCE WITH THE

PHRASES HE/SHE IS... HE/SHE HAS... WITH 90% ACCURACY.

3.STUDENTS WILL BE ABLE TO MATCH OCCUPATIONS TO JOB DESCRIPTIONS WITH

100% ACCURACY.

4.STUDENTS WILL BE ABLE TO DESCRIBE A JOB THAT THEY WANT TO BE WHEN THEY
ARE OLDER.

Notes while observing:

Before the class
Students are divided into 5 groups and the assistant writes 1-5 on the board.

00:00 Warm up
T greets Ss.
T asks students to say the jobs they knew.
Ss answer: teacher, doctor, manager, policeman, nurse, etc..

In this process, if some students do well, such as answering correctly, the assistant will
add 1 point to their groups.

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Observation Notebook
01:02 Presentation
T shows some pictures on the screen with the question:Whats his/her job? T points the
picture and calls one student to answer the question. If someone answer incorrectly, T
will guide them to answer correctly.
In this process, if some students do well, such as answering correctly, the assistant will
add 1 point to their groups.

03:23 Act and Guess

T does some actions and asks students to guess the job. Two times later, T invites a
student to act to the whole class. If someone guess correctly, he/she will be invited to do
the actions. If someone guess incorrectly, T will ask an other student to answer. This
game plays about 10 times.

In this process, if some students do well, such as answering correctly, the assistant will
add 1 point to their groups.

07:26 Guess Famous People

T shows an emoji facial expression and a question that what is he/she like on the board.
And then T shows some features of the person on the broad, and asks students to read
them aloud one by one. Then students need guess the person according to those features.
For example, the first man has those features:
He has curly hair.
He has brown eyes.
He is tall.
He is a Dancer and Singer.
A students guess correctly:He is Micheal Jackson.

This game will be played 5-6 times. In this process, if students cant guess who he/she is,
T will give more features, such as sing the song from him/her.

In this process, if some students do well, such as reading the sentence and answering
correctly, the assistant will add 1 point to their groups.

13:00 Describe a Person

T shows a picture of a person/cartoon character on the board with the phrases:
Who is that man/boy? He is ....
What is he like? He is.../ he has.... .
Then, T asks Ss to describe the features of the person/cartoon character. Students answer
like:
He is Old Sheep.
He has small eyes.
He has glasses.
He is very old.
He has big nose.

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Observation Notebook
This game will be played 4 times. In this process, if students cant describe the
person/cartoon character, T will guide them such as pointing to their feature or describing
one feature as model.

In this process, if some students do well, such as describing a feature, the assistant will
add 1 point to their groups.

18:40 Describe and Guess

T describes a boy/girl in the classroom and asks students to guess.
T makes a model first:
Im thinking of a girl. She wears red skirt. She has pink slippers.
Then students guess who she is.
If a student guess correctly, she/he will be invited to describe a girl/boy in the classroom.
If the student guess incorrectly, T will ask an other student to guess.

This game will be played 4-5 times. In this process, if some students do well, such as
guessing correctly, the assistant will add 1 point to their groups.

22:30 Match and Describe

T shows 5 pictures on the board with 5 description sentences. T asks one student to read
the sentence and match the picture according to the description

In this process, if some students do well, such as matching correctly, the assistant will
add 1 point to their group.

T shows other 4 faces and 4 descriptions with blanks. Students need match the face
according to the description and then fill the blanks according to the features of the face.
For example, one description is like that:
He has big eyes and a small nose. He is a man with _____________________
Students answer like: He has big eyes and a small nose. He is a man with yellow hair, big
eyes and a small nose.

In this process, if some students do well, such as matching correctly and describing the
features, the assistant will add 1 point to their group.

27:48 Read and Match

T shows 4 pictures of people on the screen. There are short sentences fall down from the
top of the screen to the bottom of the screen. The sentences will disappear quickly, so
students should read the sentences in 3-5 seconds and match the picture which the
sentences describe. For example, the first sentences are she has long hair. She is thin.
Those sentences describe the second picture Miss Li.

This game will be played 4 times.In this process, if some students do well, such as
matching correctly,the assistant will add 1 point to their group.

30:28 Read and Match 2

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Observation Notebook
T shows 4 people pictures and 4 descriptions on the screen. T guides Ss to read the
descriptions loudly. The description is like followed:
What is she like? She has two big eyes and long hair. She looks happy. She is ______
According to the description, the students match the picture.
In this process, if some students do well, such as matching correctly,the assistant will add
1 point to their group.

33:19 Match jobs

T shows 8 occupations on the left and 8 job descriptions on the right. T guides students to
read aloud to review. Then, T asks students to match the jobs to the descriptions. The
jobs and descriptions are below:
Builder help sick people
Doctor build good houses for people
Nurse get news for people
English teacher help people
Reporter help sick people
Policeman help children to learn English
Painter love art very much
Cook cook nice food for people

In this process, if some students do well, such as matching correctly,the assistant will add
1 point to their group.

37:15 Team Work

Students are divided into small groups and draw pictures of themselves. They need
describe:
What do you want to be when you are older?
Why?
What do they wear?
What do they do

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Observation Notebook
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)

This was a EFL speaking class in China. The students were Grade 4 in primary

school. This was a review class so I focused the assessments of the class and the method

used by the teacher.

The first thing I observed was how the teacher assessed the students. As Nunan

said,Assessment attempts to answer the question How well have the learners

done?(Nunan,2011,p223). In a review class, teachers need know what students acquired

and what they did not. The topic of this class was module a person. Students need

acquired describing a persons appearance and his/her job.To assess these knowledge

points, the teacher created many different activities to assess students. He asked students

to guess the person and occupation, to match the descriptions to people/jobs, and to

describe the job they would be. All the assessments were taken in games or group works.

In that ways, students would not feel nervous as taking an exam. They enjoyed the class

so that you would be interested in learning English which was really important for the

students who learned English as a required class.

The second thing I observed was the method that the teacher used in this class. I

thought that he combined the Communicative Language Teaching(CLT) and Task-based

Language Teaching(TBLT)(Larsen-Freeman & Anderson,2011). The target expressions

in this class was very clear: Whats his/her job? He/She is a ....; What is he/she looks like?

He/she is/has... In this class, the teacher created different tasks, such as guessing person,

guessing job, matching person to description, and matching occupation to description. All

these tasks pointed to practice the target expressions. In addition, the last activity that

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Observation Notebook
describing the future job you wanted to be was followed the principles of Communicative

Language Teaching, information gap, choices and feedback(Larsen-Freeman &

Anderson,2011,p120). Students talked something that their partners did not know, which

was an information gap. They had choices about what/how to say and they would get

feedback from their teammates. I thought not only CLT but also TBTL were taught

English in communicative situations. The teacher did not teach sentences, phrases or new

words in a list. He created many situations to encourage students to use language so that

they could communicate each other in similar situations.

Overall, this was an interesting class for beginners. Everyone were active. Students

learned, practiced and assessed in activities.

Reference

Orlando Reeves.(2016).Teaching grade 4 English, in Guangzhou, China (ESL) Module 1

People.YouTube. Retrieved from https://www.youtube.com/watch?v=dVxfLpWT4-M

Nunan, D.(2011). Teaching English to Young Learners. Anaheim, CA: Anaheim

University Press.

Larsen-Freeman, D. & Anderson, M.(2011). Techniques and Principles in Language

Teaching. 3rd Edition. Oxford University Press: Oxford.

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Observation Notebook
Grade: 10/10
Course: TESOL Methods for Young Learners
Instructor: Jennifer Coplea
Time: Spring Quarter (April 3 June 16)

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