observation 1 - 3rd year - colegio c. - methods2 - 2009

8/14/2019 Observation 1 - 3rd year - Colegio C. - Methods2 - 2009

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LCB – TTC – Methods2Tasks for Teacher Education, Taner and Green, Longman, 1999

Unit 2, Task 6 Telescopic or microscopic viewing?

Class Observation #1Colegio C. (A-11) May 12th , 2009

Class: 3rd year ......... .................................................... No. of learners: 30

Age of learners: 15/16-year-olds . ............................... Length of lesson: 40 minutes......... Level: Intermediate

Observer: Yohana Solis ..............................................Teacher observed: GB

USE THIS SIDE TO ANSWER QUESTIONS 1-7.

1. List all materials and equipment used in this lesson (e.g. textbook, blackboard, audio-visual aids).

• Copy of the test (see Appendix A)

•Blackboard

• Posters with irregular verbs

2. What do you think the aim of the lesson was? Do you think the teacher's objectives wereachieved? Give reasons.

Since the teacher had 80 minutes with the class and two different plans, she gave the option of whatto do first to the students. They agreed to have the test first and then to start working with the book.It was really great to give the students the choice; this gives us the clue of the affective domainteacher’s objectives. It was pretty clear that for her, lower the affective filter before the test, bymaking them feel they are deciding whatever was best for them, was the most important goal in that

class.

As regards the cognitive objective for the first 40 minutes was to have them experienced acommunicative test. This could be observed not only in the test format, a fable as the ones they hadbeen working with in class, but also to the approach the teacher had at the end of the test. It wasclear that her objective was that the students react to the fable, so she started asking questions aboutit:

• How many people were/ were not familiar with this fable?

• Do you remember the characters in the story?

• Did you get what the bear said?

• Do you agree with the moral?

Although students were not expecting this type of test, or at least they were not used to it, they could

handle it quite good. They were allowed to resort to the posters when dealing with irregular verbs. It

seemed as if it were the first time in their English classes they were going through a test that was not

evaluating memory skills as regards irregular verbs, but a comprehensive understanding of the use of

tenses. It is important to highlight that this was a success oriented test; they found it quite simple and

by the end of the test they were already calculating their scores.

3. How much time did the teacher talk compared to the amount of time learners spoke

(e.g. 50-50%)?

Since it was a test, the time was not meant to speak; however, since it was a 15-minute test, there were

plenty of time for speaking warm up and test follow up. While carrying out the warm up activity, the



9. Use the rest of the back of this sheet to make notes on the different language

activities in the order that they occurred (e.g. review of homework, 5 minutes,individual learners read aloud answers, teacher corrected errors).

• Warm-up 7min: teacher asked several questions to students as a class

• Test 13 min: individual work on given copy about an Aesop’s fable to workon tenses

• Post-test discussion 10 min: class work with oral questions about genralcomprehension of the test, oral discussion with an active role of the teacheras the one asking questions to the class

• Oral correction 10 min : after reading the fable aloud and stopping for eachindividual answer, the teacher decided to read the whole text with thecorrect options

The class didn´t finished but the lesson seems to have been planned differently for thetwo different periods.

Appendix A

observation 1 - 3rd year - colegio c. - methods2 - 2009

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