Professional Documents
Culture Documents
Observation Notebook
Warm up
T introduces himself and says, “Hello my name is Chris nice to meet you”. Elicits S
response by signaling students to repeat after him by raising his hands.
Presentation
T puts picture of sun and 7:00 time on the board and then writes “In the mor ___” and
elicits S to complete sentence and S say “morning”.
Points to each S to repeat “In the Morning”. S repeats “In the morning”.
T has another picture with time of 14:00 in the afternoon. T Raises hands for S to repeat
phrase “In the afternoon.”
T points to students again to repeat.
T moves on to say, “In the evening”.
S pronunciation is not correct. T repeats the word “the”.
S repeats “the” with correct pronunciation.
T points to student and says, “In the morning, I wake up”.
T points to another S to repeat.
T uses a lot of body language to point to self and S to elicit response. Elicits response
from students to use vocabulary words or to practice.
T points to picture of a plate of food. T points to it and says “In the morning, I eat _____”
S says “food”.
T points to S to repeat the phrase.
T gives example of other vocabulary words such as “to eat breakfast”, “to eat lunch”, “to
take shower”. Then T uses “I” to show how to complete the sentence.
T models sitting in chair, one S says “relax”. T says yes, to relax. S repeats to relax to
relax.
T models sleeping. One S says, “to sleep”.
T praises S.
T points to students each to says, “to sleep”.
Practice
T has note cards that say, “In the morning”, “In the afternoon” and “In the evening”. T
demonstrates how to perform the activity of matching phrases and action.
S have a list of phrases and students matches them to create sentences.
T walks around to each student to correct mistakes. Uses modeling to guide students to
right answer.
Final, full demonstration. T goes to student and says “Hi (shakes hand) how are you”.
S responds “I’m good, I’m fine.”
T says “Tell me about your day. What do you do in the morning?”
S says, “In the morning I wake up.”
T says, “What else?”
S says, “I eat breakfast and I go to work.”
T says and “What do you do in the afternoon?”
S continues with production but video cuts off.
T has S pair off to have a conversation. S ask each other the questions of the day.
T moves around class to listen to S conversations.
Wrap Up
Class ends with review of errors which the video did not go in much depth.
Class ends with T saying ok thank you very much and makes a joke with the S and they
laugh.
What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)
I observed an online beginner level EFL class taught in Prague, Czech Republic.
This class was made of six adult women taught by teacher Chris Westergaard. In this
It was very evident by the observation that the teacher used the Communicative
Teaching Learning theory. From the start of the class, the teacher used hand motions such
as lifting his hands in the air to encourage students to repeat after him. He also paused at
the end of a sentence as to create a mental “fill in the blank” line to elicit students to
During the warm up, the teacher used modeling and body language to
demonstrate the first sentence of the day which was “to wake up”. It was interesting to
find the teacher using the students to respond to provide answers to the modeling. This
technique gets the students to think and engage with the lesson. I liked the use of simple
pictures such a clock, sun, moon and food to indicate the time of day and the what a
During the practice phase, students were placed in pairs to ask each other the
question “What do you do in the morning?” and then the students responds with “In the
morning, I wake up” or they can recall a vocabulary word to answer the question. The
teacher provided immediate feedback by repeating on the error in the student response.
This allowed the students to identify the error and repeat the corrected sentence on their
their day using short sentences. As someone who has never seen an EFL class, this was
amazing to see. The students can use these common phrases immediately at their
workplace and among new friends. The students are able to use critical thinking skills to
learn the English language that will help them develop in the classroom and in the real
world (Richards, 2006). This ESL class showed me that adult learners, at the end a short
time, can have the confidence to introduce themselves to English speakers in their
community.