Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 17 views

    TYL Observation 1

    Uploaded by

    Juampy Murúa
    This observation was of a Children 1 English class at CEI with 12 students aged 7-8. The students used English and their native language during class. They were active participants who enjoyed the activities, which included practicing pronunciation, a dictation, and a TPR activity where they found classroom objects of a given color. The students sought the teacher's approval and were curious and easily distracted. They enjoyed moving and learning through games. The observation provided insights into children's behaviors and attitudes toward language learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    TYL Observation 1

    Uploaded by

    Juampy Murúa
    17 views3 pages
    This observation was of a Children 1 English class at CEI with 12 students aged 7-8. The students used English and their native language during class. They were active participants who enjoyed the activities, which included practicing pronunciation, a dictation, and a TPR activity where they found classroom objects of a given color. The students sought the teacher's approval and were curious and easily distracted. They enjoyed moving and learning through games. The observation provided insights into children's behaviors and attitudes toward language learning.

    Original Description:

    TYL observation 1

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This observation was of a Children 1 English class at CEI with 12 students aged 7-8. The students used English and their native language during class. They were active participants who enjoyed the activities, which included practicing pronunciation, a dictation, and a TPR activity where they found classroom objects of a given color. The students sought the teacher's approval and were curious and easily distracted. They enjoyed moving and learning through games. The observation provided insights into children's behaviors and attitudes toward language learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    17 views3 pages

    TYL Observation 1

    Uploaded by

    Juampy Murúa
    This observation was of a Children 1 English class at CEI with 12 students aged 7-8. The students used English and their native language during class. They were active participants who enjoyed the activities, which included practicing pronunciation, a dictation, and a TPR activity where they found classroom objects of a given color. The students sought the teacher's approval and were curious and easily distracted. They enjoyed moving and learning through games. The observation provided insights into children's behaviors and attitudes toward language learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    OBSERVACIN Y PRCTICA DE LA ENSEANZA II

    TYL Observation 1

    Student: Juan Pablo Mura

    This observation task was carried out in a Children 1 course (elementary level) at
    CEI (Centro de Estudios de Idiomas). The teacher in charge was Natalia Sfragulla and the
    group was made of 12 students, aged between 7 and 8 years old. In this report I am going to
    analyze the students use of L2, the activities they carried out and a personal reflection of
    the class observed.
    With regard to the language students used, it was a combination of L2 and their
    mother tongue. Of course that at an elementary level, students are not expected to use
    English all the time, but they tried to use the L2 whenever they could. Most of the use of L2
    was during the tasks the teacher gave them. Students used English from the very beginning
    of the class. The teacher threw a ball and the student who caught it had to tell their name.
    Then, they threw it back to another student and asked Whats your name? and the other
    student had to answer. When students did not know how to ask something in English they
    used their mother tongue. For example, one student asked Quin era que falt la clase
    pasada?. In addition, they were all very active and willing to participate. In one of the
    activities, the teacher showed a flashcard and students had to tell what color they saw on it
    and then look for something in the classroom with that color. All of them were enthusiastic
    about the activity; they wanted to be the first to find the color in the classroom. Then,
    students carried out a dictation activity. The teacher said some colors out loud and students
    had to write the correct spelling on their notes. I think the activities were appropriate for the
    level of students and very well sequenced. That is, once they practiced the pronunciation of
    the different colors orally, they were able to write their correct spelling.
    Through this observation I could verify some TYL aspects that we have been
    discussing in class. First of all, I could notice that children are truly active all the time,
    especially while carrying out the activities set by the teacher. They are enthusiastic about
    using the L2 both spontaneously and during class work, since they tend to see language
    learning as a game in which they have to learn new words in a language they have no much
    contact with. When the teacher asks them something, they try to answer in English and as
    fast as they can, since everyone wants to please her. They enjoy participating in class a lot
    and they do not pay much attention to whether they are making mistakes when using the

    L2. They are constantly looking for the teachers approval. For example, in the activities
    they carried out they wanted the teacher to check whether what they were doing was OK.
    Some students even asked her to write a tick or an excellent on their notes as a way of
    praising them for their good work. They are also curious about everything. They wanted to
    know who I was from the very moment I stepped into the classroom. One student even
    asked me Tens un arito?, which I found very funny as they observe everything in the
    world around them. I noticed they like moving around the classroom, so TPR activities are
    excellent for them. I described above an example of TPR activity in which students had to
    find an object in the classroom with the color the teacher showed in a flashcard. This
    activity proved to be very effective, since learners were engaged in an enjoyable task that
    made use of their excessive energy. The activities in general were very short. Students
    enjoyed most of them, but they were easily distracted by their classmates. There was one
    student in particular who seemed to be the leader of the group; so whenever he spoke, the
    others listened to what he said, easily distracting them. I learned quite a lot about children
    behavior and attitudes towards language learning and their use of L2 in the classroom; and I
    shall take these aspects into account for further observations and teaching experiences.

    Dear Juan Pablo,


    I am glad you could learn quite a lot about children.
    Very Good

    You might also like