Lesson Observation 1

Studen’t’s name Osvaldo Mammino Number of Students in class 30

School C Class Book Energy 2
Teacher Observed B Level Beginners
st
Course 1 year Seating arrangement In rows of 2
Date of the observation May 28th, 2009

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1.-) List all materials used in this lesson (e.g. textbook, blackboard, audio, visuals,etc)

As soon as I entered the class the teacher was about to start the lesson. The
classroom was comfortable enough and it was well –lit. There were some posters on the
wall and I assumed that they were made by the students. They sat in rows of two. There
was also a board that the teacher uses in some moments during the lesson. The students
were using a set of photocopies of the book Energy 2. There was also a CD player very
near the teacher’s desk by which the teacher adjusted an MP4 as the learners were going
to listen to a song at the end of the second period of the lesson. and a wardrobe in
which the teacher put away material for each of her courses.

2.-) What do you think the aim of the lesson was? Do you think the teacher’s objectives
were achieved? give reasons

The first part of the lesson was revision. The T is revising orders. In order to do this,
the T tell the class that I am a robot and they had to give instructions from an exercise
they did last class. I think it was a good way of revising what they had done the
previous class as the learners were involved in the activity and participated of it. The
next step of the lesson was to work on a questionnaire on page 57 that the T had
assigned them for homework. The learners read the questions and there are three options
on each one, each of the options had a score so the teacher assigns points for each of the
options.
The aim of this part of the lesson was to introduce the use of should in the sentences by
showing this use through recommendation or advice. The T also used the board to show
how should is pronounced as well as the pattern. (Should + verb)
The teacher’s objectives were achieved and she conducted the class as a guider
giving instructions to the learners about how to deal with the questionnaire. She also
encourages the learners to work on it. Sometimes she uses L1 to clarify the learner’s
doubts. Some of the learners participated actively in the lesson while others paid little
attention on the activity suggested by the T. The group was a bit noisy, but the teacher
managed to keep control of the situation by standing in front of them and without saying
nothing the students kept silence. This generally happens in of group of thirty students

3.-) How much time did the teacher talk compared to the amount of time learners
spoke? (50 -50 per cent)

During the development of the activity the students spoke in a 70 percent as they had to
read the options they had chosen in the questionnaire. 30 percent of the talk is carried
out by the teacher in order to assign points of the options and read the questions.
4.-) How much time did the teacher use English compared to her/his native language
(20-80 percent)? How much time did the learners use English versus their native
language?

The teacher used English all the time during the development of the lesson. In some
occasions, The T used Spanish to clarify some doubts the learners had or to call the
student’s attention as some of them were not involved in the activity. However, The T
encouraged the learners to use English. The percentage of English the teacher used in
this lesson if about 80 percent. As regards the learners, I could appreciated that only 40
percent of the class used English, and 60 percent of them used Spanish to communicate
with the teacher and among themselves.

5.-) Describe the learner’s participation (very active most of the time) How were the
learners called upon? Did any volunteer?

I believe that the activities proposed by the T were relevant to Ss as most of them
were engaged. Some of the learners took an active role during the lesson and some of
them a passive role since they do not participate during the activity. There were more
than ten students that took a very active role in the lesson since they volunteered to read
the options of the questionnaire I mentioned above. There was a student who wanted to
make funny comments as regards the options he chose, showing a bit extroverted.
Anyway he managed to carry out with the activity.

6.-) What was the general behaviour and attitude of the learners during the lesson? What
was the general atmosphere of the class?

As regards learner’s behaviour, I did not observe any discipline problems. It is

relevant to say that the group is a bit noisy and talkative, but there were not instances in
which the learners behaved badly or the teacher had to raise her voice in order to punish
them or even during the explanation. In general, the atmosphere of the class was nice
since the T established good rapport with the learners and I think this was useful
because it favoured the learning process.

7.-) How often did the teacher praise her learners? How were errors handled?

During the class, I could observe that the teacher praised his students by saying
“Good for….” or “Great”… the students are encouraged by the T many times, There
were moments in the lesson by which the T acted as a guider giving instructions to the
learners about how to deal with the activity. As regards errors, the teacher gave the
chance of correcting them by asking the learners about it.