2nd OBSERVATION REPORT

                               INSTITUTO DE FORMACION DOCENTE CONTINUA SAN LUIS

                                               PROFESORADO DE INGLES

                               RESIDENCIA PEDAGOGICA III.  Prof. Silvia Pedernera

                               2nd OBSERVATION  REPORT.

Teacher trainee:  Adela Pérez del Viso	Institution:
Dates: 17 September 2014	Course: 1st year
Length of the class: two classes of 40 minutes each.	Number of Sts:  36
Course T:  ...	Level: Elementary. Age: 12-years-old

LESSONS WE OBSERVED:

We had the opportunity to observe only one lesson (divided into two parts by a break,  marked by the bell). 

THE  CLASSROOM:

The classroom is a former laboratory.  It has curtains on the windows (with the possibility to bring darkness to the room).  At the back,  there is a cage,  a table typical of any lab,  and even a sink.  The board is white and T. has to use markers. The classroom is bigger than  3^rd grade classroom.

We sat at the back of the room, and it was difficult to read what was written on the board.

THE INTRODUCTION:

Since we entered the room for the 1^st time, we notice that the dynamic of the lesson is quite different from  the case of 3^rd year. T.  speaks almost all the time in English. T. introduced us in English, and sts. appeared to understand everything perfectly well. Some of them answered in English, too.

LESSON:

T.  tells sts. they were going to revise the use of “A/ An”.

T. quickly writes on the board some exercises which implied the use of “A” or “An”.

Then, T appoints some of them to come to the board and write what they think a correct answer is.

Only one of them commits a mistake, but T. uses it to explain why  “An” should not be used, and revise the rules.

After that, T. begins talking about numbers. (numerals).

T. highlights the use of “FOUR”, “forty” AND “fourteen”.  T. REMARKS  that forty is the odd one out, and makes them notice the difference. (no u).

T. teaches them (writing on the board) numbers from 100 to 200.  T. tries that they guess the following number.

Then, T. teaches 200 to 300, 300 to 400, etc.

The bell rings.

DURING THE BREAK:  T. talks to us about possible topics of our lessons. Some sts. approach us and pay particular attention to Wan Shu´s notes (in Chinese).

DURING THE 2ND HOUR: 

T. begins with number dictation.   She dictates in English. Some of the sts. spoil the activity saying the number in Spanish. Some of them commit a mistake and mislead all the group.

T. asks sts. to bring the notebooks to her desk, for correction.

After that, T. asks sts. to write TO LINES  of: 100, 200, 300, 400, etc.

ACTIVITIES:

Copying what is written on the board.

Solving a “fill in the gap” on the board.

Transcribing 2 lines of every word (to memorize it).

Answering questions T. asks.

Writing after dictation of the T. (in numbers and in letters).

THE LEVEL  was: ELEMENTARY.

LANGUAGE:  T. talks in English almost all the time;   but T. makes some jokes and comments in Spanish.  T. develops her activities and explanations in English.

Sts. talk all the time in Spanish, even for simple functions such as asking for permission to go to the bathroom.  Sts. ask questions in Spanish.

T-Centred Lesson:

It is really a Teacher-centred type of lesson, although it is remarkable the way T. handles the situation of this lesson: T. knows everyone by their name.

Teacher´s role:

T. is the proponent of the activities.

T. is a monitor and an assessor.

T. is a tutor: she gives them pieces of advice as regards their behavior and problems.

T. is a source of knowledge (v.g. when she wrote the parts of the letter on the blackboard).

T.  gives encouragement and appraisal to sts.

Homework:  No homework was given to the sts., but T. told us that every second part (after the break) T.  give them a quick test to keep them studying the topic.

Resources:

**T´s  explanation and  T.´s chart on the board.

**Books provided by the library.  (LET´S GO FOR E.G.B.   Student´s book. Level 1).

**Sheets of paper provided by  the T.

**The phone and occasionally a computer (netbook):  to work with wordreference.

Student´s interest:

T. told us that she allows them to use the phone as a dictionary, and that this detail gives them a sense of security and “importance”.

This group is quite live and they appear to be full of good potential.

There is an issue: some male sts. mock the others, and there happened to be some situations which might lead to bullying.