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Observation Sheet

The teacher led a lesson to revise adjectives, pronouns, and describing people through several speaking activities. Students described classmates, answered yes/no questions about descriptions in the coursebook and pictures on the wall, and did a matching activity. The teacher used elicitation, pictures, translation, games and questioning to engage students and scaffold learning, providing feedback on pronunciation. Students worked as a whole class and were encouraged to speak, though the atmosphere was sometimes disruptive.

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Marianela Aguirre
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56 views2 pages

Observation Sheet

The teacher led a lesson to revise adjectives, pronouns, and describing people through several speaking activities. Students described classmates, answered yes/no questions about descriptions in the coursebook and pictures on the wall, and did a matching activity. The teacher used elicitation, pictures, translation, games and questioning to engage students and scaffold learning, providing feedback on pronunciation. Students worked as a whole class and were encouraged to speak, though the atmosphere was sometimes disruptive.

Uploaded by

Marianela Aguirre
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Construcción de la Tarea Docente II Marisa L.

Mechetti
EFL Class: Observation Form
School: EPBN 2° Course: 5°A
Teacher's name: Elizabeth Oviedo Student teacher’s name: Marinela
Date: 26/8 Aguirre

The Lesson
Goals and objectives:
● To revise adjectives
● To revise pronouns
● To describe people

Teaching sequence:
● The teacher elicits prior knowledge and recycles vocabulary from
previous classes (adjectives and pronouns).
● The teacher asks students to describe their classmates orally
● Students answer answer yes/no questions about descriptions from the
coursebook
● The teacher asks students yes/no questions about descriptions of
character’s pictures on posters on the walls (Frozen’s Ana and Elsa, The
Simpsons, Dragon Ball, etc. They have to answer orally)
● The teacher gives the students a matching activity and then they correct
it on the board together (as a whole class)

Skills addressed:
● Speaking

Activities and tasks:


● Students have to describe their classmates orally
● Yes/no questions about descriptions from the course book
● Matching activity (match each yes/no question with its answer)

Teaching Techniques/Strategies:
● Prior knowledge elicitation
● Body language
● Prompts
● Drawings/pictures (a girl next to the word she, a boy next to the word he)
● Translation of some words (for example, beautiful)
● Game: “Cuando yo diga she, las she se paran. Cuando yo diga he, los
he se paran”
● Close-ended teacher questioning
● Answers options
● The teacher allows scaffolding between peers
● The teacher models pronunciation
Use of teaching materials and resources
● Course book “Top Secret 1”
● White board

Classroom management
Interaction patterns
● Choral responses
● Collaboration

Grouping students
● Whole-class teaching

Use of L1
● The teacher uses L1 to give instructions only after she gives instructions
in English
● The teacher uses L1 to explicit the definitions of abstract words (for
example, beautiful)
● The teacher uses L1 for casual chatting

Feedback
● The teacher corrects pronunciation on the spot
● Generalised (good, great)

Teacher's role
● Controller, organiser, resource, observer

Students’ role
● Active role

Classroom atmosphere:
● Talkative
● Encouraged to answer
● Disruptive time to time

Further Comments:
● The teacher allows casual free talk in order to encourage speaking
● It’s a grammar focused class in which the teacher uses a deductive
approach

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