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    Observation Report: TESOL Certificate Programs

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    The document describes an observation of an ESL grammar class where the teacher presented and explained the differences between gerunds and infinitives using examples, then had students practice forming sentences in groups. The observer notes the effective use of mechanical practice and functional explanations by the teacher. In reflection, the observer discusses applying a mixing of presentation and practice in their own teaching similar to what was observed.

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    Observation Report: TESOL Certificate Programs

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    api-291611819
    34 views4 pages
    The document describes an observation of an ESL grammar class where the teacher presented and explained the differences between gerunds and infinitives using examples, then had students practice forming sentences in groups. The observer notes the effective use of mechanical practice and functional explanations by the teacher. In reflection, the observer discusses applying a mixing of presentation and practice in their own teaching similar to what was observed.

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    The document describes an observation of an ESL grammar class where the teacher presented and explained the differences between gerunds and infinitives using examples, then had students practice forming sentences in groups. The observer notes the effective use of mechanical practice and functional explanations by the teacher. In reflection, the observer discusses applying a mixing of presentation and practice in their own teaching similar to what was observed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    34 views4 pages

    Observation Report: TESOL Certificate Programs

    Uploaded by

    api-291611819
    The document describes an observation of an ESL grammar class where the teacher presented and explained the differences between gerunds and infinitives using examples, then had students practice forming sentences in groups. The observer notes the effective use of mechanical practice and functional explanations by the teacher. In reflection, the observer discusses applying a mixing of presentation and practice in their own teaching similar to what was observed.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    TESOL Certificate Programs

    Observation Notebook

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

    Name of Observer Fifi


    Date

    Observation Environment

    03/10

    Extension Center
    RM 132

    (include URL if the class


    was online)

    Observation # 3
    Class
    Skill/Content
    Grammar

    Class
    Teacher
    Level/Number
    (Beg./Int./Adv.)
    500

    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 APPLY GERUNDS AND INFINITIVES IN CORRECT
    SENTENCES.
    Notes while observing:

    Last Updated: 8/6/2015 19:07 a8/p8

    Warm up:
    1. T welcomes observer, and asks Ss"How are you today"
    2. T reviews yesterday knowledge, and asks Ss some points yesterday they learned.
    Presentation:
    1. Continue yesterday. Gerunds and Infinitives.

    (Stop to do & stop doing)

    2. Handout is Gerunds and Infinitives.


    3. T using daily life presents examples, writing on the board.
    4. T guides Ss to speak answer.
    5. "Remember" + infinitive. T teaches negative expressions. T finds verb in sentence,
    and tells Ss which action happens first. T gives definition and example.
    6. Group discussing. "what do you always remember to do?" group works by Ss to
    produce T just taught.
    7. "Remember" + gerund. T gives the presentation. T gives definition and example.
    8. "what games do you remember?" group work by Ss to produce T just taught.
    9. "forget" + infinitive. T gives the presentation. T gives definition and example.
    10. "what do you forget to do?" group work by Ss to produce T just taught.
    11. forget + gerund and negative expression present by T. T gives definition and
    example.
    12. "what movie can you never forget seeing?" group work by Ss to produce T just
    taught.
    13. regret + infinitive. Find verb in sentence, which one goes first. T gives presentation.
    T gives definition and example.
    14. "what news would you regret to tell you family?" group work by Ss to produce T just
    taught.
    15. Regret + gerund. Find verb in sentence, which one goes first. T gives presentation. T
    gives definition and example.
    16. "what do you regret buying?" group work by Ss to produce T just taught.
    17. try + infinitive. Find verb in sentence, which one goes first. T gives presentation. T
    gives definition and example.

    18. try + gerund. Find verb in sentence, which one goes first. T gives presentation. T
    gives definition and example.
    Wrap up:
    1. Practice is given to Ss to be homework. (Meaningful-focus output do in Ss home.)

    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)
    T compares 2 form and gives definition to Ss, asking Ss to make sentences for each form.
    T uses mechanical practice and functional explanation for reinforce knowledge, which is
    useful and effective. T guides Ss to speak their answer and controls class time very well.
    Ss can practice more by themselves and produce in writing. However, in the class, I can't
    identified the clear boundary for Presentation and Practice, because T seems mixed them
    together. After each little presentation, T asks Ss to practice.

    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)
    Functional explanation is difficult to deliver to Ss, because it is easier to confuse Ss.
    However, functional explanation have to put into grammar explanation. Ss will
    distinguish each form in meaningful practice or communicative practice. Then Ss will
    produce in writing. In my class, I will combine two part which is Presentation and
    Practice together. This mixing approach seems better than T present whole class then Ss
    practice by themselves. A little by little to produce to Ss is more effective to Ss, T can
    check the comprehension of each point of knowledge. In the future, I hope I can help my

    Ss to go through all grammar points and practice by producing a little passage of their
    stories which can be their own life experience or imagination.

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