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ESL class observation, Study Guides, Projects, Research of English

English

a ESL class was observed by candidate teacher.

Typology: Study Guides, Projects, Research

2019/2020

Uploaded on 11/24/2020

sude-tuerkeli
sude-tuerkeli 🇹🇷

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School High School of Social Sciences, MENTEŞE
Class English Prep Class
Length of Lesson 40 * 3
Grade Level A2 / Pre-intermediate
Topic
Unit 4: Animals and Nature
4C: Natural Events
Unit 5: Celebrities
5A: Famous People
Materials Used Course book, white board, worksheets
Method Communicative Language Teaching (CLT)
Technique
Question & Answer
Authentic materials
Activities
Fill in blanks
Question-Answer
Matching
Skills Integrated ( Listening, speaking, reading )
Observation Due 13/11/2020
Objectives
Students will be able to;
-learn how to give advices
-make sentences by using should/shouldn’t
-make preferences
-describe people’s appearances and charachers
-identify people
-describe people’s emotions by using a lot of adjectives
A Classroom Observation Report
Observer: Sude TÜRKELİ
English Language Teaching
Faculty of Education / University of Muğla Sıtkı Koçman
Did teacher focus on introduction? YES
Did teacher use the closing remarks? YES
Did teacher give homework after class? YES
Was teacher careful about punctuality/timing? YES
Observational Questions
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School High School of Social Sciences, MENTEŞE Class English Prep Class Length of Lesson 40 * 3 Grade Level A2 / Pre-intermediate Topic Unit 4: Animals and Nature 4C: Natural Events Unit 5: Celebrities 5A: Famous People Materials Used Course book, white board, worksheets Method Communicative Language Teaching (CLT) Technique Question & Answer Authentic materials Activities Fill in blanks Question-Answer Matching Skills Integrated ( Listening, speaking, reading ) Observation Due 13/11/ Objectives Students will be able to; -learn how to give advices -make sentences by using should/shouldn’t -make preferences -describe people’s appearances and charachers -identify people -describe people’s emotions by using a lot of adjectives A Classroom Observation Report Observer: Sude TÜRKELİ English Language Teaching Faculty of Education / University of Muğla Sıtkı Koçman Did teacher focus on introduction? YES Did teacher use the closing remarks? YES Did teacher give homework after class? YES Was teacher careful about punctuality/timing? YES Observational Questions

1) What were the strong aspects of the lesson observed? Teacher-student interaction impressed me. The teacher relied so much on the use of teacher-student interaction in which the teacher mostly asked some questions to the whole class and students were told to raise their hands and wait for the teacher to let them speak. 2) What were the specific problems(if any) the teacher encoutered during the lesson? Do you think s/he handlet it properly? I did not observe any problem based on teacher or students.The only problem was connection problem because of the distance learning. In spite of this problem, teacher could handle it well and she was a master at classroom management. 3) If you were a teacher what were the things you would do in different way? Mrs. Çabuk’s methods and the way she teachs appeals to me. I would try to create a communicative atmosphere and keep the teacher-students cooperation active high just like her. Introduction The following is a report of an English Language Teaching (ELT) classroom observation. The classroom observed for the purposes of this report was an english prep class who studied in High School of Social Sciences, Muğla. The class I observed was an interesting and favourable atmosphere to teach English. Most of the students were really keen on working and had a very positive attitude towards the lesson and the teacher.The classroom was an anxious free environment in general. Most of the students were involved quite actively. They were enthusiastically carrying out the activity and were giving positive response. In this observation task, several aspects of english language teaching are considered and analysed in terms of the decisions that the teacher took. Theoretical Rewiev Based on my observation it was clear that the teaching method adopted by Mrs. Çabuk was the “Communicative Language Teaching method.” The communicative language theory is a learner-centered theory that focuses on teaching language applicable in real life situations, where the teacher is more of a facilitator than a teacher. According to CLT, “the ability to perceive and operate within real world situations” became central to second language teaching methodologies (Swaffar, 1989, p 55). Therefore based on the goals of the teaching program and of the students it appears that the teaching method is in line with the learning requirements of the students. Lesson Overview Teacher started the lesson by asking some daily questions as warm up activity. Then the subject was Should/Shouldn’t as the part of the unit. Teacher tried to ask questions and some advices from the students for reinforcement. Situation: T: “ Agggghhhhh… I have stomacache, what should I do to reduce it?” The daily events like Covid-19 has been made a part of the lesson. This made feel students more comfortable.

Check out 2 was about the suffix and prefix. All the examples in the course book were repeated together. E.g. happy - unhappy, possible - impossible, like – dislike At the end of the activity, teacher asked SS to prepare a slide show on this subject and find different examples. That was their homework. The last exercise was based on reading. A short passage was given to the students and asked them to read first. Additionally, there were some blanks in the passages which should be filled by students. They should use the prefixes such as un- or non-. The blanks were filled together with teacher and Mrs. Çabuk also repeated the words after activity for making pronounciation clear enough. Types of Correction Techniques Used by Teacher I have took notes on error correction teachniques which was used by teacher. I wanted to analyse teacher’s attitude to error correction and the SS’ reactions. Recast: Situation 1: S: We should be careful about our /hi:cən/ (wrong pronounciation) T: Yes, we should be careful about our /ˈhaɪdʒiːn/ Situation 2: S: We should wash /itəms/ T: Yes, we should wash /ˈaɪtəms/ Repetition: Situation: S: We should /wiər/ our masks all the time. T: /wiər/? S: /weər/? T: Yes. Clarification Request: Situation: S: We shouldn’t come into connect with peaople. T: Again? S: We shouldn’t come into connect with people. T: Did you mean ‘We shouldn’t come together with infected people’? S: Yes. Explicit Correction: Situation: S: I feel depressed exam before.

T: +before exam S: I feel depressed before exam. Eliciation: Situation: S: I listen music to get rid my stress. T: You listen music to get ….? S: to get rid of my stress. T: Yes. Metalinguistic Clue: Situation: S: I feel pessimism when I am stressed. T: Pessimism refers to the belief that bad things will happen and can not be used as adjective. You can say ‘I feel pessimistic’ or ‘ Pessimism makes me depressed.’ S: Okay,I got it. Teacher always exhibited an attitude which is kind and constructive to the students. Students were feeling comfortable when they’re corrected by teacher. Conclusion To sum up, the observed class was a relatively effective class hour in which the teacher carefully planned the lesson (as seen in the syllabus and the lesson plan), managed most segments of the hour without major problems, and carried out the activities with some warmth and enthusiasm. This observational experience affected me positively.