SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Name: Walter Date: Aril !"# !$%&
' of stu(ents: ! Level: )eginners
Lesson T*e: EC+I, Trainer: Emma Torres
Lesson Plan Inclu(e(: Activities for each EC+I, stage are aroriate-
In general:EC+I, Lesson lan is aroriatel* lanne( for an( (elivere(-
In regar(s to *our action lans:N.A
Things /e thin0 /or0e( /ell:
Emma: Your scaffolding/sequencing of the lesson. The lesson flowed. There were no
gaps in how you sequenced it. Modeling. You model what you expect Ss to do and
they can easily follow your instructions. You are present to your learners' needs and
answer Ss' questions. uring the encounter stage Ss mimic!ed the phrases and "
could see them en#oy learning through !inesthetics. " noticed Ss using the support
language to as! and answer things that they did in the morning during the fluency
acti$ity.
%alters's li!ed: &The Ss got in$ol$ed and at the end they got curious. 't the end
(ilmar said) &%e used the third person.& They were willing to participate. They were
willing to go on the floor. That's something " li!ed.&
*a+min: You acti$ated the pre$ious !nowledge and used a lot of E,-".. ,lasses were
well scaffolded.
/scar: " li!ed the way you approached grammar and the use of the letter &S& with the
different colors. "t's not that easy 0ut " could see (ilmar was interested in using it.
(raciela: " li!ed how %alter used grammar with cards of different colors. They
identified the !ey words. You encouraged learning.
Sara: " lo$ed the way you introduced the topic. " li!e how you ma!e students deduce
the topics...deducti$e learning from the 0eginning increasing the domain. " lo$e how
you introduced &then and &after& for students to connect the ideas.
1u++le: uring the internali+ation phase. i did an acti$ity " had not planned. Ss were
whispering the sentences. " wanted to ma!e sure they had the idea. " noticed it
wor!ed. they were more worried a0out themsel$es as learners and not us.
*a+min: 1u++le same as yours.
/scar: " noticed that you used a 0rainstorming acti$ity 0ut then " could see the words
they came up with were not related to the T2. ,onsider gi$ing them a context when
eliciting.
(raciela: %alter you might consider more materials pictures to encourage.
Sara: You might consider ha$ing Ss repeat the T2 #ust to get the idea of the
pronunciation. Sou might consider lettin Ss T1S. " noticed they wanted to help each
other 0ut you were in front. 2ea$e the to help each other.
.or %alters's class: the Ss got in$ol$ed and at the end they got curious so) we used
the change in third person. They were willing to participate. they were willing to go on
the floor. that's something " li!ed.
*a+min: you acti$ated the pre$ious !nowledge and used a lot of E,-".. ,lasses were
well scaffolded.
/scar: " li!ed the way you approached grammar and he letter S with the different
colors. "t's not that easy 0ut " could see (ilmar was interested in using it.
(raciela: " li!ed how %alter used grammar with cards of different colors. They
identified the !ey words. You encouraged learning.
Sara: " lo$ed the way you introduced the topic. " li!e how you ma!e students deduce
the topics. educti$e learning from the 0eginning increasing the domain. " lo$e how
you introduced then after. ,onnecting the words.
Things *ou might /ant to consi(er /or0ing on:
Emma:
" am wondering how you may empower the Ss more to maximi+e the use of the
language 0y gi$ing them the manipulati$es. .or example) consider gi$ing the Ss the
flash cards to add &s& or &es& to the $er0 wor!ing on .orm as well as for inserting the
transitional words 3&then& and &after.& Tactile and 4inesthetic acti$ities help Ss
experiment with other ways of processing and using the language. ,onsider writing
out the instructions in 5 steps so Ss can refer to them while they are doing the fluent
use acti$ity.
1u++les:
%alter: uring the internali+ation phase " did an acti$ity " had not planned. Ss were
whispering the sentences. " wanted to ma!e sure they had the idea. " noticed it
wor!ed. " noticed they were not ready for fluency. " had them practice the language 0y
whispering 0efore the fluency stage.
*a+min: 1u++le same as yours.
/scar: " noticed that you used a 0rainstorming acti$ity 0ut then " could see the words
they came up with were not related to the T2. ,onsider gi$ing them a context when
eliciting.
(raciela: %alter you might consider more materials pictures to encourage.
Sara: You might consider ha$ing Ss repeat the T2 #ust to get the idea of the
pronunciation. You might consider letting Ss T1S. " noticed they wanted to help each
other 0ut you were in front. 2ea$e them to help each other.
Actions lans for ne1t class:
6. 7sing realia to con$ey meaning.
8. "ncluding 8 acti$ities to practice the recognition of pronunciation.
Time: I notice
(Description of students and
teacher actions or words)
I am wondering and/or
thinking.
Interpretation: what
helped/hindered student
learning and
Generalizations: Themes
and inside or outside
theor that connects to
and/or e!plain what
might ha"e helped
and/or hindered student
learning
I am suggesting..
(specific and measura#le
possi#le action
plans/suggestions)
9:8: (ood e$ening. You are
(ilmar and you are ;elly. "
want you to tell me actions
that you !now for ex: %al!
Eliciting helps learners
show you $oca0ulary that
they already !now.
'wesome<
Ss say dance) play soccer)
sing) swim. 2oo! we ha$e
6)8)5)=
%hat else>
2isten (
9:8? %or!) one more
/ne more action...
Sleep. So we ha$e 9. You $alidate the words Ss
!now 0y writing them on
the 0oard. counting them
and telling them they had
9 words. @rainstorming
helps Ss and you 0ecome
aware of the language
they already !now.
,ontinue doing<
"n the day we ha$e morning
'fternoon
e$ening
9:56 "n the morning what can we
do>
(ilmar says) " wal!) " listen) "
wor!.
9:58 %hat a0out ;elly>
" wal!) " play soccer) " swim
%hat else> Eliciting helps Ss thin!
a0out what they !now and
contri0ute that to the
class.
,ontinue doing<
9:55 " ha$e some pictures here.
%alter introduces the
language used to tal! a0out
daily routines.
6. (et up
8. 0rush my teeth
5. ta!e a shower
=. Aa$e 0rea!fast
B. watch TC
D. 2isten to music
:.,hec! .@
/!) stand up...you are going
to do it.
9:5B /!) E6...get up
E8 0rush my teeth and do it.
Teeth 1ronounces the /th/
sound...compares it to the
&+eta de corathon.& Ss
laughed and recogni+ed the
sound when saying &teeth.&
7sing sounds that are
similar in two languages
helps Ss recogni+e and
articulate sounds.
%alter ma!es daily
routine gestures. Ss repeat
and say the expressions.
%alter in$ites Ss to go on the
floor to gesture &(et 7p.&
;elly laughs and is willing to
get on the floor.
%or!ing from the floor
helps 0ring a different
energy of fun and student
centeredness as Ss learn
the meaning of the
phrases used.
,ontinue creating fun
learning spaces and using
charades to con$ey
meaning/
9:5D ;ow) " will tell you the action
and you do it. ,larification
9:5: Sleep) get up) 0rush your
teeth) ta!e a shower) ha$e
0rea!fast. %atch TC) listen to
music) chec! .@.
o you ha$e .@> (ood .@>
Ss laugh.
9:59 (ilmar say the expression
and ;elly does the action
after you model.
;elly say the expressions
and (ilmar follows them
through charades.
The scaffolding and
sequencing of the
clarification/remem0er
acti$ity helps Ss 0uild
meaning of the phrases
used to identify meaning
and use of the language.
/!) you will say the same
action 0ut say &"&
9:=F @oth say the expressions
starting with &"&
@y adding &"& students are
helped with 0eing
accurate in their
sentences.
,ontinue sequencing
acti$ities that lea$e no
gaps in Ss' learning.
T "nserts the word &"&
in front of each expression for
the first 5 on the 0oard. 's!s
for a $olunteer to do the
same. (ilmar writes the word
&"& in front of the phrases and
say the sentence.
Scaffolding &form& in
sentences helped Ss say
full sentences easily.
: G
9:=5 (ilmar erases the
numeral used to num0er the
phrase and writes &"&
/!) the question is
what a0out if " say...Erases "
and %rites ;elly
.or example ;elly
(et up
%hat a0out the other
one>
9:== /!) " will erase " and
then write &She&
%alter ta!es a
flashcard of a red &s.& ;elly
says) &She gets up.&
9:=B %alter has an &es&
card and says &She
0rushes...&
/!) She
(ilmar says &ta!es a
shower.&
9:=: %alter says) &%hat do
you say %atches or
watch>...(ilmar says
&watches TC...&
/4) one or twoHShe
listens ;elly
9:=9 ;elly says) &"t is this
one & She chec!s .@&
Ss ha$e a chance to
wor! on accuracy 0y
recogni+ing when to add &s&
or &es& in the 666rd person
singular deducti$ely.
7sing $isuals to guide Ss
learning helps $isual
learners process
information.
,ontinue using $isuals in
your classes.
9:=? %alter says) &%e are
going to practice this ...we
are going to pratice &then&
and &after& to #oin ideas..in
order) together.&
9:=? Then and 'fter is
introduced as support
language to connect ideas.
"magine the cassette
going 0ac!.
9:BF /!) let's try again)
let's go 0ac!. ;elly she gets
then after...
9:B8 Ss get practice using
&then and after)& to tal! a0out
their daily routines.
(ilmar is wor!ing
hard to say the phrases)
inserting she or he) adding S
or es and using the
transitional words.
9:B= " will put it and you tell
me. Ss practice adding S or
ES....orm
Cisuals
/!) loo! at this they
disappeared. ;elly said) She
gets up. (ilmar and ;elly
ta!e turns saying the phrases
and adding the transitional
words.
9:BD (ilmar...he) she igual.
Yes<
You $alidate the pattern of
using the $er0s 0y adding
&s& or &es)& for (ilmar 0y
listening to his question
and responding. 2istening
helps 0e present to where
your learners are at in
their learning.
,ontinue &0eing present&
to learner's questions<
Ss repeat the
phrases. /!) now try to use
the name of one mem0er of
the family li!e my
mother...things you studied
0efore in (raciela's class.
The same actions 0ut a diff.
person from your family)
0rother or father.
?:F6 (ilmore:My father get
up B in the morning. Then
mother 0rushes her teeth.
'fter my 0rother ta!es a
shower. My sister watches
TC. My 0rother listens to
music then my grandfather
chec! .@.
/!) ;elly) my mother)
get up. (ilmar corrects ;elly
and says &gets up.&
Aer teeth) what else>
Aer teeth and then my
mother ta!es a shower.
?:F8 ;elly) &My mother
watch TC my sister listens. "
chec! .@.
" chec!s y or ;>
(ilmar says ;o. " chec!) She
chec!s. My 0rother chec!s) "
chec!.
?:F5 " will use &"& right here.
on't say the sound only
mo$e. .ollow me... #ust say
the sentences o$er and o$er.
Ss practice whispering the
sentences.
%alter " thin! it is
awesome that you noticed
Ss were not ready for
fluency yet and ga$e them
a chance to internali+e the
language as you reflected
&"n 'ction.& This helped Ss
remem0er and practice in
silence 0efore using the
language in the fluency
acti$ity.
,ontinue 0eing present to
your learners and ma!ing
decisions that will help
meet the learner's needs
when you reflect in action.
?:FB ;ow loo! at this. They
disappear. Erases the 0oard.
?:FD " will use my father.
%rites and says. &My father
gets up)& and " will add time.
(ilmar says then is li!e
despues.
My father gets up at =
am then
;o recuerdo...
%alter...gestures
?:F9 (ilmar writes
then...lishes to music.
(ilmar says no se.
%alter says no pro0lem.
You understood what
(ilmar was trying to write
and change the spelling to
reflect the correct spelling
of &2istens.& You did this
for him. This helped
(ilmar recogni+e that he
could use the language
e$en if he could not spell
the word.Ae did not feel
self conscious when you
spelled it for him and he
felt good.
,ontinue writing Ss'
intentions and use of the
language on the 0oard.
?:F? ;elly writes My father
washes...es...(ilmar corrects
her. My father washes TC.
%hat is the mista!e>
(ilmar says listens. %alter
corrects it.
?:66
" get up. Aands out
puppet.
(ilmar says. " listen to
music. ;elly uses the giraffe
to say &" chec! .@.&
%alter) " 0rush my
teeth. " listen to music...
?:65 %hat do you do in the
morning> ;elly says " get up)
" ta!e a shower)
(ilmore tries to
as!...%alter gestures " don't
!now
;elly) " listen to
music. /! you can as! him.
?:6B ;elly as!s) what do
you do in the morning>
(ilmore) " get up. " wash
in ...no como era
?:6: Ss tal! a0out their morning
acti$ities in the fluency
acti$ity when they as! and
answer what they do in the
morning. You write the
question as support
language.
Modeling the support
language helps Ss use
the target language more
easily. You model how to
as! the question.
,onsider writing the
question used as support
language and the
instructions on the 0oard)
so Ss can refer to it/them
during the fluency acti$ity.