TESOL Certificate Programs

Observation Notebook

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

Name of Observer Fifi

Date

Observation Environment

05.01

face to face

(include URL if the class

was online)

Observation # 07
Class
Skill/Content
Listening &
Speaking

Class
Teacher
Level/Number
(Beg./Int./Adv.)
300 High
Craig Vitamanti
beginner

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 IDENTIFY RISING INTONATION IN THE DIALOG.
STUDENTS WILL BE ABLE TO NOTICE THE PAUSE APPEARING IN THE DIALOG.
STUDENTS WILL BE ABLE TO USE EXPRESSIONS WHILE USING
Notes while observing:

Last Updated: 8/6/2015 4:49 a8/p8

1. T warm up class by culturally responsive talking about one

2. T writes "Inferences" on the board, and explains this word.(Meaning and how do you
know)
3. T gives examples that how do people infer the information, such as when a woman
with the red eyes walk out from movie. Ss respond"Because she cried in the movie."
4. After that, T asks Ss to open their textbook. T plays audio that is from textbook
example1, Ss have to make inference that based on the audio.
5. T guides Ss how to catch the inference when people's intonation rising, and how to
catch the key words in the audio.
6. Ss listen the audio again, and answer the question.
7. After that, T asks Ss to check answer with peers.
8. T explains rising intonation and pause in the audio, which are key in the making
inferences.
9. T asks Ss to go to "My English Lab" website to listen "Unite 1", and this is their
homework.
10. T asks Ss first listening, then read the article, then listen again.
12. Go back to book, "Express Opinions" on the bottom the page.
13. T writes "Ask a question", and explain how to use '''WH/How/Do" question.
14. Then T teaches how to answer "WH" question with expressions , such as "I
think/believe, In my opinion, As far as I am concerned".
15. T asks Ss to practice with peers. Ss must use "WH/How/Do" question, and answer by
using the expressions that T just taught.
16. T asks, "What are you hearing?" eliciting Ss to response to introduction,opinion, and
3 reasons".
17. T demonstrates by examples.
18. T mentions homework again.

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 uses time effectively. All of Ss are concentrated into class. In the warm up section, he
uses culturally responsive in class by mentioning Chinese culture, Japanese food, and
Sadi Arabia Ss' speaking style. Ss feel proud of their culture, then they will more
concentrate in class.
T really did scaffolding in class. He broke down "Example 1" into several parts to ensure
the knowledge delivering. For first time listen the audio, he didn't stop it, wanting Ss to
listen the whole audio by themselves. Then the second time, he asked Ss listening with
purpose. He stopped audio several times, telling Ss "This is key words in the dialog,
please notice them and we are going to catch them, then making inferences based on
them." T did this "breaking parts" with Ss 3 times. Doing this exercise is for confirming
that Ss get it. After all, T played third time for Ss, but this time he didn't stop it. Ss can
listen the whole audio by fully understanding. He go back and forth to listen one part,
which is for confirmation Ss understanding.
Ss will fluently use "WH/How/Do" question in their every day life, extending
conversation by those expressions.

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)
I think that evaluation and finding the lack of a textbook are very important. T based on
Ss level to evaluate the textbook, then find which part in textbook need to reinforce or
extend more. His scaffolding is very good! He break down the listening part into several
pieces, then teaching Ss how to catch the key words and notice the intonation. I will learn

and apply it in my class. However, first is evaluation of a textbook for a appropriate Ss

level.
I might have intermediate level's Ss which are more easier to teach in each part. I am also
going to break down of important part, then teach them in several pieces, and back and
forth confirm Ss understanding by using question. My Ss also need to learn extending
conversation, then my class's goal is probably reached.