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 144

(include URL if the class

was online)

Observation # 2
Class
Skill/Content
IOF 1A
Pronunciation

Class
Teacher
Level/Number
(Beg./Int./Adv.)
Advanced
Kristina

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:
1. Students will be able to pronounce rule9-3 to rule9-6.
2. Students will be able to classified rule9-3 to rule9-6.

Notes while observing:

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

1. Rule9-3 rising intonation. T asks Ss "How many thought groups?" and guides Ss to
speak out their answer.
2. T explains rules and asks Ss what is their opinion. T guides Ss to speak right answer.
3. T asks Ss to do exercise on the textbook.
4. T walks around to check Ss answer, if T finds students error, explaining it right away.
5. T asks Ss to answer, and explains to whole class.
6. T uses Ss daily life to explain intonation.
7. Peers work to practice T just taught.
8. Review Rule9-4, T just taught, then T checks Ss understand it.
9. Rule9-5, T explain first, Ss practice with peers.
10. T walks around to check Ss answer, if T finds students error, explaining it right away.
11. Ask Ss to do exercise that is in the textbook with peers.
12. Rule9-6, T explains first, then Ss practice with peers.
13. T walks around to check Ss answer, if T finds students error, explaining it right away.
14. T checks the exercises with whole class.T and Ss do to together.
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).
She uses communicative drills a lot in class. T explains Rules first and asks Ss working
with partner. After peers work, T guides Ss to discuss rules and pronounces sounds right
away.
After class, Ss will clarify and understand when intonation changing the meaning will be
changed as well. According to intonation Ss can guess meaning in conversation.
I thought teaching pronunciation is difficult, because students come from the worldwide,
they have their own accent which is hardly to change. However, T based on textbook and
uses software that called Pronunciation Power. Thus teaching in the class and homework
in the home, Ss will be able to produce pronunciation accurately.

T controls class efficiently. T has good sense on timing and predication. T depends on her
teaching experience to easily predicate Ss errors. After class, T gives Ss homework called
Pronunciation Journal that Ss will collect unknown words which occurs in their daily life.

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.
I will use communicative skill in my class, and write each important point on the board to
remind Ss and me, this is organized and useful way, instead of only speaking. Peer work
also good for Ss to discuss their opinion. However, I highly recommend teaching
pronunciation with audio. In this class, T uses Pronunciation Power to Ss, I think this is a
good way, but for some Ss this is quite boring. Because it merely gives single sound, I
prefer that T pronounces first and Ss follow, which is more effective than the software.