8/12/2019 Lesson Observation Report 1

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LESSON OBSERVATION REPORT 1

Teacher observed: Bernice Jan Date:25th

Jan 2011

Level:4Alow intermediate

Skills:Grammar / Vocabulary / Speaking

Number of Students:05(five) Observer:Karla Rebecca Campos

1. What do you think worked in the class?

The teacher observed had great organizational skills and a very clear and concise lesson plan. For

that reason, not only were the stages of the lesson clear, but its content and topics were of easy

comprehension. One important feature of this lesson was that the addressed themes were all

connected to each other somehow, allowing both students and teacher to refer back to any of the

stages presented.

In addition to that, most of the exercises selected for that one lesson were well designed and would

have worked perfectly for any lower-intermediate levelrevising previously taught vocabulary through

games, using reading exercises to teach vocabulary and contextualization, role-plays and more

importantly, freer and/or open conversation activities.

The observed teacher also made good use of ICQs and was constantly asking students for feedback,

allowing TTT to be lower than STT which was successfully achieved by lots of S-S interaction -

during the whole lesson. Monitoring was also present in 80% of the lesson.

2. Things that could have been im proved

Even though the lesson seemed to be well designed, timing was a one of the main concerns. Most of

the activities that were planned for the controlled and freer stage of the lesson had to be interrupted

by lack of time allowing lots of gaps between one topic and the other.

Boardwork, which is one of the features of an effective lesson, was also to be improved in what

concerns organization of ideas and information: for instance, it would be easier if students could see

different information in different colors to emphasize the relevance of something.

3. How w ould you do di f ferent ly?

Overall, the observed teachers lesson combined all the important features of an ideal ESL lesson.

However, some of the objectives of the lesson were not reached.

In terms of timing, as a teacher, I would have chosen less complicated activities, which would demand

less instruction time and more learners production, avoiding gaps between stages. In other words,

instead of interrupting one of the topics which students were engaged in, it would be more productive

to just allow them to work and finish the lesson rather than start a new one.

All in all, the lack of dynamism in the lesson was compensated by a variety of activities that wouldallow a great deal of conversation and target language production in class. It was easy to notice the

natural pace of delivery from the teacher and total comprehension from learners. It was definitely a

good example of a successful ESL lesson plan and delivered lesson.