Name: Sophia Quattrocchi Date of observation: June 3 Observation venue: HS (HS or EB) Class:1-5

Lesson objective(s): Tongue Twisters (Pronunciation)

LESSON QUALITY (achievement of objectives, organization, sequencing, pacing, use of AV aids, etc.)

The lesson objective was to practice the pronunciation of difficult letter sounds. Greg made the lesson
objective very clear and worked on specific sounds that are difficult for native Korean speakers. Greg
used a Power Point presentation and gave the students handouts containing the tongue twisters. The
class was well organized, paced well, and ran smoothly. He began with a warm-up tongue twister and
made sure the students knew what tongue twisters were by clearly explaining and giving Korean
examples. He then reviewed each tongue twister while checking for pronunciation, and then he
explained the rules of the competition while checking for understanding. Greg then ended with an
activity, which allowed the students to be more creative by creating their own tongue twisters. Overall,
it was well organized, the students had fun through competition while also working on their
pronunciation.

TEACHER PRESENTATION (clarity of presentation, knowledge of material, classroom management,

speech clarity, etc.)

I could tell Greg was very knowledgeable about Korean and his students because he worked on
consonant sounds that were difficult for the students and native Korean speakers. Greg always
annunciated very clearly and spoke in simple sentences so the students could easily understand. He
made the rules of the competition easy to understand and he would always check for the students’
understanding. The students would get very excited and loud at times, but Greg always knew how to
keep the class under control and engaged.

STUDENT PARTICIPATION (interest level, interaction with instructor, balance of student/teacher speech,
opportunity to practice learning points, etc.)

Greg involved the students a lot in class and there was a good balance between student and teacher
speech. He had the students repeat the English tongue twisters and also involved them in fun activities
such as the Korean tongue twisters. The students remained interested throughout the class because of
the competitive game, the fun team names, and largely because of Greg’s energy and humor. Greg also
walked around and talked to the students individually to ensure understanding and also have a more
personal connection with his students.

MAJOR STRENGTHS

Greg high energy and humor kept the students engaged. The students easily understood him because of
his clear annunciation, and he always clearly went over the activity and checked for understanding. I was
impressed at how interested and engaged the students were while also having fun in class.
QUESTIONS OR UNCERTAINTIES ABOUT THE LESSON

Do the students work on pronunciation in their other English classes, or is Greg’s class the only time they
work on speaking and pronunciation?

SUGGESTIONS

None

CHRONOLOGICAL DESCRIPTION OF CLASS ACTIVITIES (use the backside of the form, if needed)

Time Activity

2-3 min Introduction discussion (discussing day and weekend)

2-3 min Warm-up tongue twister

2-3 min Korean tongue twister examples

5 min Review the pronunciation of each tongue twister

5 min Practice the pronunciation among groups, with each student saying all of the tongue
twisters

2-3 min Decide team names, decide order of team members by playing rock-paper-scissors

5 min More practice among groups

15 min 2 rounds of competition

10 min Activity: students create their own tongue twister. KU student involvement by
competing with Kyunghwa students.