Class Observed by Judith

EXECUTION AND MANAGEMENT OF THE LESSON
Name of the observer Judith Quintana Vessi

Date and time of observation April 6th, 2010 10:00 a.m.

Level of the group Beginners

Length of class 50 minutes

Age 17 to 45 years old - 15 students

Class profile The majority of the students in this class are good students, nevertheless there are two ladies that have to make a great effort.
It is a public school

Recent work - Habits and routines
- Present continuous

General Objectives/Aims a. By the end of the lesson students
will have improved pronunciation.
b. By the end of the lesson students
will differentiate between present
simple and continuous.
c. Learn new vocabulary words
about towns and cities.
d. Answer questions about touristic
attractions.
e. Work in pairs and individually.

Personal Objectives a. To follow activities properly.
b. To improve giving instructions to
students.
c. To have a good balance of
activities.
d. To motivate students using a
variety of expressions. e.g. very
good, excellent, etc.
e. To give them proper feedback.

Assumptions a. T assumes that students will
understand instructions
b. T assumes that students will be
able to develop activities and
answer questions accurately.
c. Sts. are going to be able to
predict about a theme.
d. T assumes time will be well
organized.

T gives clear instructions and models of English language usage T gives clear instructions and contrasts habits and routines with actions done now.
Sometimes T uses Spanish to make sure sts have understood.
T compares Mexican culture with British, introducing the new culture learnt.

T gives effective teacher/pupil interaction (respect, addresses sts. properly, motivate them, etc.) T is patience as she waits for student’s participation giving them plenty of time to reflect and then answer.
Sometimes T comments ironically about exercises in the book and makes students laugh.
T didn’t address to sts. by their names; thus, they had to be very attentive on how she will ask them to interact.
T was constantly motivating sts participation and answering questions.
Sts felt comfortable with the teacher as they could ask her their doubts. But above all, the teacher clarified questions.

T develops organization and management of the whole class Lead-in. T gave a brief listening exercise to introduce the topic. - A big city.

Warm-up. T let students comment about the topic. -A big city.


Pre-activity: T. gave students vocabulary about towns and cities.

Activities: Drills and written exercises. On the book and extra material.

Wrap-up activity: Sts have to fill in a photocopy where they were given a present simple and continuous grammar exercise.
Afterwards, students were also asked to do a communicative exercise. In pairs, they had to compare and contrast a picture and find ten differences.

T uses a variety of activities T did mimics, explained in a positive way. Used funny expressions or cognates to let sts understand.

T uses adequate materials and aids T used the board, book and extra exercises.

T gives support for understanding There was a situation where a student didn’t understand and T stated the difference between present simple and present continuous by giving several examples.
T urged the student to elicit the rule.

T gives opportunities for learners to apply their existing skills and knowledge T let sts interact freely. Students had the opportunity to improve their previous skills so as to increase their language and cultural knowledge by developing the activities given into the classroom.

T gives opportunities for developing English language use T let sts interact a lot. T used the L2 all the time and the sts were urged to understand and practice the language; for example, they had to use it when working in pairs.

T includes different approaches to teach grammar T used generative grammar as she included rules on phonology, morphology and syntax. Made sts drill and repeat when needed.
T included communicative language teaching as she urged sts. to use the grammar and vocabulary while drilling in pairs.
T used pedagogical grammar although she had a limited time to teach the language.
T let sts become independent while they were working in pairs; either answering written exercises or communicating.
T swaped places sitting weak sts with strong sts; thus, they corrected themselves and developed a higher proficiency.
T went round monitoring or gave advice to those sts who needed it in order to succeed.
T demonstrated to be a very experienced teacher as she introduced the grammatical rule inductively and let sts explore the rule.

T provides opportunities for peer group interaction T let sts compare answers before correcting them.
Some of them were aware of their mistakes before checking while they compared with their peers.

T gives effective monitoring of learning T considered all sts; even those who were sitting at the back of the classroom.
T provides a sensitive environment for individual learners and their communicative needs T seemed relaxed and asked sts to work in pairs most of the class.
T helped sts when they asked to.
T general performance (voice- strong or soft-, pronunciation, monitoring, sitting down, T monitored, passed around the classroom and explained more things about the theme.
T has a clear soft voice.
Most of the time she was standing up.

T provides adequate feedback to sts. T let sts give reasons for their answers and then gave them the correct answer.
T let others sts participate.
T explains after they finish their activity.
T didn’t interrupt.


T provides a sensitive environment for individual learners and their communicative needs T makes ironic and silly comments and sts laugh.

One of her sts asked to leave earlier and T let her leave the classroom giving her a recommendation about the homework.

After observation
I noticed that: Sometimes all sts spoke because there was not a dynamic on how they could participate. They didn’t raise their hands.
Specially during the warm-up where sts comment about the big city.

I observed that: T used the board in a very limited way. Some of the sts’ doubts were the same but T didn’t take advantage of the board giving a general explanation.
She wasted time there.
The reason why… I believe the reason was because she wanted to make sure sts understood clearly.