Lesson Observation 2

Student’s name Osvaldo Mammino

Teacher observed B
School C Seating arrangement In rows of two
Number of Ss in class 30 Class book Energy 2
Date May 27th, 2009

Aims of the lesson By the end of the lesson the learners were expected to identify the
use of should/shouldn’t by giving a piece of advice and recommendations
Materials used A handout or a set of copies of the book Energy 2
A copy of the song Titanic

Use of transitions

Transition markers Actual words used by the teacher

A word Ok, stop!
Imagine…..
A phrase or a sentence Put up your hands!
Who has a different opinion?
Minus one!
Let’s turn the page up side down and look
Page 30 exercise 3
Homework page 56 exercise 2
“If you do the activity quickly, we will listen to the
song
Others “y como hago para pedir un consejo?” (using mother
tongue)
This is shhh (when presenting should on the board)
Can you see?
What letter is not pronounced? the “o” is not
pronounced

1.-) What kind of transition did the teacher use most often?
As regards the different moments of the lesson, the teacher did not use the same
transition marker, but as the chart shows she used different words and phrases in order
to assign different activities. I could not say she uses one transition marker very
frequently. The T used different transition markers in order to check the exersice they
did based on a questionnaire by asking question such as Who got below 0? or what
about the group in the middle, etc

2.-) Did the teacher use one transition marker several times?
I did not observe that the T use the same transition marker. By the contrary, by giving
them instructions she moved from one activity to another, so by asking questions such
as what time should I come to my swimming lesson? or Gabriel says…I shouldn’t pick
it up or Who has a different opinion? I shouln’t go out or Is everybody copying? (when
she wrote on the board the pattern and the use of should, for example). So it was true to
say that during the different moments of the lesson (assigning an activity in the handout,
or checking the activity with the class as a whole) the T used different transition
markers.
3.-) What transitions seemed the clearest to you?

The last activity in which the students had to listen to a song and decide the correct use
of the tense (from the song titanic) seemed the clearest one as the students enjoyed it
very much. Students loved having listened to the song and the last ten minutes of the
lesson they carried out the activity and also they sang the song. Before presenting the
activity of the song, the teacher used a transition marker “If you do the activity quickly,
we will listen to a song…” so they did the previous activity fast in order to listen to the
song. I assumed that the students got involved in the activity.
Other transitions that seemed clearest to me was the one by which the T checked the use
of should by asking the learners what should they do on different situations. The class
seemed to be involved in the activity and they became active participants of the lesson.

4.-) Choose two of the transitions. Write an alternative transition for each one.

Homework page 56 exercise 1 and 2. I will write another transition marker such as
“Well people, for next class you have to do exercises one and two on page 56 of your
handouts” (I will show them the exercises and I will give a brief explanation about how
to deal with it)
What about the group in the middle? I will use a different transition, …Ok let’s see
Gabriel…Do you have a different opinion?..and you, Franco? What should you do?

5.-) What have you learnt from this observation task?

During the development of the lesson, I could appreciate how the teacher made
transitions between one activity to the other. The T used several transition markers even
when they checked the activity from the book. The idea of using different words or
phrases allows the students to get involved in the different tasks proposed by the T.
When the T used the board to write the use of should or shouldn’t as well as the moment
of checking or the activity based on the song, she uses different transition markers in
order to affect the learners’ ability to follow the lesson in a successful way.