Oh 1

Joohye Oh

Dr. Cho

C&T 491

14 June 2023

Class observation II

Name: Joohye Oh Date of Observation: June 12, 2023 School: EB Grade: 1 Class: 3

Lesson objective(s):

- Effectively use “What if + sentence fragment.

- Realize that hypothetical situations require the use of “was” instead of “were.”
- Understand the use of “What happened to _____?”

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

- Josie and Malea do a good job calling on volunteers to practice the “What if + sentence
fragment.”
- Steve introduces the expectations and objectives of the conversational final exam.
- Each of Steve’s slides focuses on one main topic (ex. Introductions, first part of the oral exam,
etc).
- Steve is assisted by the co-teacher, who is one of the most helpful and active co-teachers relative
to the other classes.

TEACHER PREPARATION (clarity of presentation, knowledge of material, classroom management, speech

clarity, etc.)

- Steve’s slides are well-designed.

- He uses simple colors (white and a yellow-orange) and basic fonts to make the information
accessible.
- Steve has time planned for the KU student teachers’ introductions.
- Steve has the ability to understand what the students would like to say, especially during the
Q+A session for the KU student teachers’ self introductions.

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

- Co-teacher, Ms. Lee, does a great job making sure that the students understand the hypothetical
situation that uses “were” instead of “was.”
- A few pairs of students decided to volunteer for the p.34 dialogue.
 Oh 2

- Students follow along in their Morning English books while Josie and Malea enunciate each
sentence.
- These students read each dialogue with enthusiasm and dramatize the words well.
- Steve and the co-teacher regularly check and negotiate meaning with the students.

MAJOR STRENGHTS

- Steve frequently complements the correct pronunciation of students during the dialogue
practice.
- Steve also attempts to clarify the pronunciation of “heard” which sounds like “hurd” or “herd.”

QUESTIONS OR UNCERTAINTIES ABOUT THE LESSON

- How do we motivate the students who are shyer about practicing English to participate in the
dialogues?
- How much should the co-teachers facilitate English language learning?

SUGGESTIONS

- Consider checking on each student’s work before explaining the expectations for the test.

CHRONOLOGICAL DESCRIPTION OF CLASS ACTIVITIES:

Time Activity

2:49 Steve greets students and asks them to sit in their seats.

2:53 KU student teachers’ start self-introductions.

3:20 Malea and Josie begin Morning English review (p. 34-35).

3:21 Practice “What if + sentence fragment.”

3:26 Steve introduces expectations for the final oral exam.

3:36 Steve tells students about the KU special class for the next week.

3:37 Steve answers questions about the final oral exam.