Class Observation Nº1 - Telescopic Viewing

LCB Teacher Training College Déborah
Durán
Methods II
Class observation Nº1 – Telescopic viewing
May 28th 2010 Length of lesson: 40 minutes

Class: 1st year Level: Intermediate
Nº of learners: 14 Observer: Déborah Durán
Age of learners: 12/13 years old Teacher observed: M
1) Materials and equipment used in the lesson:

- Textbook: “Activate” (Student’s book and workbook)
- Blackboard
2) The main aims of the lessons were revision of future forms and
presentation of new ones. The teacher told students what they
were going to learn and revise before she started. I think this is
very useful because students can see the big picture first and they
know what the objectives are.
So after checking the homework from the previous class, the
teacher asked them if they remembered the future forms they had
studied the previous year. They told her the two forms they knew
(Going to and Will) and she wrote them on the board. Then she
elicited some examples of their functions and clarified some points
because they did not remember the difference between the
predictions with “will” and with “going to”. After that she
introduced two new forms using present simple and present
continuous. Students then contributed with some examples too. I
believe the aim of presenting the new forms of future was achieved
but there was not further recognition or practice. Anyway, the
teacher gave them exercises for homework.
3) The amount of time the teacher talked compared to the time

learners talked was 60-40%. She spoke a bit more than her
students because she had to correct homework at the beginning of
the lesson or explain new things in the teaching part. However,
students did speak very often, because they were asked to
participate in many things. They had to read the instructions,
provide examples and explain things.
4) The time the teacher used English compared to Spanish was 90%.
She spoke Spanish just to explain some issues about a test
students had the previous week. In general, she spoke in English to
communicate with them.
In the case of students, they also used English most of the time,
probably 80%. Every time they talked to the teacher they did it in
English. There were a few times when some of them spoke in their
mother tongue and the teacher asked them to try in English. They
also used Spanish when they talked to their mates at the time they
were copying from the board. However, I could see that learners
knew that English was the language to be used.
5) The learners´ participation was indeed very active most of the

time. All of them listened to the teacher with close attention so as
to answer or guess what she asked them. The students were called
upon their first names and many of them volunteered to speak and
answer the questions, especially some girls at the front. There was
also a boy at the back who was quite fluent and enjoyed speaking
in English with the teacher. He seemed to copy her intonation and
accent.
6) The general behaviour was quite good. Although there were some
students who turned around or spoke to their classmates,
everybody seemed eager to learn. They were very concentrated on
the activities and the atmosphere was also very relaxing. It showed
that the teacher had an excellent rapport with her students and
that they are used to having fun at the English lessons.
7) The teacher praised her learners every time they answered

correctly. For instance, when they corrected the homework she
said “very good” or “yes” and continued with the exercise. Once
when a student said the wrong answer, she asked if someone had
another answer for the same question. A student read the correct
one and they moved on to the next question but there was not an
explanation.
8) Classroom sketch
TEACHER
BOARD HW:
STUDENTS
T´S DESK
B
O
O
K
S
POSTERS (IN SPANISH)
STUDENTS´ GUITARS
ME
9) Language activities:
- Collecting readers (Students had taken them home so they gave

them back to the teacher) 5 minutes
- Review of homework (5 minutes) Students read the answers from

the workbook and the teacher corrected. For example, “Question
nº1– answer F, Question - nº2 – answer B”
- Presentation and revision of future forms (15 minutes) The

teacher made a mind map on the board with all the future forms
and one example of each case.
- Students copied all the future forms on their notebooks. (10
minutes)
- Teacher wrote their homework on the board. There were some

pages from the student’s book and the workbook. Then she started
writing the marks from a previous test in the students´ notebooks.
At this time, learners started working with the exercises they had
for homework. (5 minutes)
- When the bell rang, the teacher called them, one by one, to give
the mark from the exam.
Reflection:
This was the first time I observed a lesson in a secondary school

and I was really glad because learners were very interested in the
lesson and in what the teacher said! I thought all students at
secondary were more defiant. I believe this course was not much
more different from a seventh or a sixth grade. I could see that it
was natural for them to learn a foreign language and to
communicate with it. The teacher was respected and, at the same
time, it was someone who they could talk to about many things.
There was a time in the lesson when they told her about an
incident they had with a door, and they all laughed and talked
about that because they did not have a door in the classroom. This
showed me that they wanted to share that anecdote with her as if
she was an older friend, someone who they could trust. I really
enjoyed observing them and I even imagined myself teaching them
in the future.

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LCB Teacher Training College Déborah

Class observation Nº1 – Telescopic viewing

May 28th 2010 Length of lesson: 40 minutes

1) Materials and equipment used in the lesson:

3) The amount of time the teacher talked compared to the time

5) The learners´ participation was indeed very active most of the

7) The teacher praised her learners every time they answered

POSTERS (IN SPANISH)

- Collecting readers (Students had taken them home so they gave

- Review of homework (5 minutes) Students read the answers from

- Presentation and revision of future forms (15 minutes) The

- Teacher wrote their homework on the board. There were some

This was the first time I observed a lesson in a secondary school

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