Nerissa Yepez

Date of observation-4 lLUIT

Face to Face Advanced Vocab 1 Mindy Longoni

Observation

1. Students were reviewing vocabulary words from the previous day. Words such as "abate,

abstain, and agitate" were discussed. As the teacher discussed each question, she gave

reasoning and several examples to enhance student learning.

2. Students also had to match the synonym and antonym of the word with a given list of words.

3. Students worked in groups to answer questions and discuss answers.

I observed an TESOL class on Tuesday April 11 which focused on vocabulary. This class was an

advanced vocabulary 1 class taught by Mindy Longoni. The class consisted of a variety of young men

and women of different backgrounds and culture. The teacher conducted the class emphasizing a

learner center perspective

At the beginning of the lesson, I liked how she reviewed homework. Students used skills from

the previous day to practice synonyms and antonyms. Teacher went over the questions very thoroughly

emphasizing the words and definitions. The teacher affirmed the answers and corrected as she went

through each question. She was also able to elaborate and explain the reasoning of the answer. She

praised them saying "good job" and "well done". Her responses motivated the class as they were eager

to participate and read out loud. I also liked how she gave options to the students as they were guided

towards the correct answer. She was also checking for understanding as the students were answering

the questions and using real life experiences to reach the students.
 They were also able to work in groups to answer the next part of the worksheet. This involved

reading, filling in, and using pronunciation for unknown words. As they collaborated their ideas, they

were using prior knowledge and new knowledge to answer the questions and create new sentences on

their own. This lesson provided opportunities for learners to process and practice English in a

meaningful way. (Richards, 2011). Their sentences consisted of new vocab words used in their learning.

I really enjoyed observing this class. The teacher used several strategies to help reinforce their

knowledge of vocabulary, synonyms and antonyms. Group work and discussion was very helpful in

allowing the students to understand content material. As they read out loud the question, they were

also practicing fluency and pronunciation. Students had a great rapport with the teacher. They were

engaged and eager to read aloud as well as work with a partner.

Richards, Jack & Farrell, Thornas (2011). Practice Teaching A Reflective Approach. New York, NY:

Cambridge University Press.

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