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    Observation of Top-Notch 3A Unit4 Teacher: MR - Taslimi

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    Abbas
    The teacher led a class discussion about different genres of books. He asked students about their reading preferences and taught vocabulary related to books. Students then read aloud from the text and answered comprehension questions. The teacher had students write their own questions about books and interview each other in groups. Finally, the teacher reviewed vocabulary from the previous unit and had students tell stories to their partners using grammar from prior lessons.

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    Observation of Top-Notch 3A Unit4 Teacher: MR - Taslimi

    Uploaded by

    Abbas
    29 views2 pages
    The teacher led a class discussion about different genres of books. He asked students about their reading preferences and taught vocabulary related to books. Students then read aloud from the text and answered comprehension questions. The teacher had students write their own questions about books and interview each other in groups. Finally, the teacher reviewed vocabulary from the previous unit and had students tell stories to their partners using grammar from prior lessons.

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    class Observation Topnotch

    Original Title

    Observe1

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    The teacher led a class discussion about different genres of books. He asked students about their reading preferences and taught vocabulary related to books. Students then read aloud from the text and answered comprehension questions. The teacher had students write their own questions about books and interview each other in groups. Finally, the teacher reviewed vocabulary from the previous unit and had students tell stories to their partners using grammar from prior lessons.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    29 views2 pages

    Observation of Top-Notch 3A Unit4 Teacher: MR - Taslimi

    Uploaded by

    Abbas
    The teacher led a class discussion about different genres of books. He asked students about their reading preferences and taught vocabulary related to books. Students then read aloud from the text and answered comprehension questions. The teacher had students write their own questions about books and interview each other in groups. Finally, the teacher reviewed vocabulary from the previous unit and had students tell stories to their partners using grammar from prior lessons.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Observation of Top-Notch 3A unit4

    Teacher: Mr.Taslimi

    “Do you read books? What kind of books? We`re gonna talk about books today”
    Teacher asked a few questions about hours of reading books, then they started
    vocabularies of preview, such as: fiction books or novel, he asked them the meanings and
    added some thing if necessary. Students were told to read the book loud for class, they had
    some troubles with reading some words, teacher corrected the pronunciations but didn’t
    tell the meaning (e.g. contemporary). Mysterious books were linked to movies in this genre,
    while teacher was trying to involve students by their movie knowledge and explaining the
    meaning of ‘genre’, the word ‘thrilling’ was taught by having a flash back to Top Notch 1,
    which was defined exciting by teacher.
    Teacher clarified “sitting at the edge of your seat” by gesture, and the difference between
    biography and autobiography. He explained self-help books by using some examples like
    how to lose weight and said these books usually start with ``how to`` phrases, then he
    talked about the pronunciation and meaning of genre. After that the audio was played, one
    choral repetition was made. This class had 14 students which were divided into 3 groups.
    “Do you prefer to read books in English or Persian” teacher asked a few students but didn't
    correct every single mistake. “You shouldn't pay attention to every word but try to get the
    main idea”.
    “What kind of books they want to buy?” teacher told them to close their books and listen to
    this conversation, while comprehension question wasn't written on the board.
    -What kind of books does she like?
    - Is she a good reader?
    - What is she reading these days?
    These questions were asked after playing the audio, students didn't know the answer of
    most of the questions, they were told to open their books and read the conversation for
    themselves, try to find the answers. One student asked teacher a few phrases and vocabs,
    therefore teacher answered her problems. Now teacher asked one of these students to read
    loud for class. After that teacher told the students to do the exercise part E and paraphrase
    2 by 2 in pairs, but no concepts checking question was asked and some students didn't
    know what to do, so he had to explain again. Teacher gave them about 5 minutes, after that
    checked the answers and gave the right answers.
    Next he made them write 5 questions about books on a paper and talked about
    questionnaire. He gave them about 3 - 4 minutes. Now students should interview each
    other in groups and ask their own question from each other. Teacher walked among his
    students and clarified or answered their questions. This exercise took about 7-8 minutes
    for their own groups, after that teacher changed their seats and partners to talk with their
    new partners and ask the same questions from new ones, which lasted about 7-8 minutes
    too. After that teacher asked the students about data they have and made them talk for
    class with saying “what did you understand?” most of the students liked novels and some
    liked science or sport. “Was there any difference between girls and boys?” asked teacher.
    “Boys like sport especially soccer and girls liked novels” students answered, teacher
    continued asking three or four students.

    After that they went to the next part of the book which was vocabulary, first teacher played
    audio and they just listened as the first time, then he read the sentences and told the
    students to guess the meaning, when they couldn't understand the meaning he guided and
    gave them hints about some new words such as ‘page-turner’, this procedure continued for
    a few more words like ‘best seller, fast read’, then teacher clarified the meanings but
    nothing was written on the board; next he repeated every word two times and then
    checked the pronunciation of ((Cliffhanger)) and told the students about the pronunciation
    of /ᵑ/ and spoke a bit in L1, and kept repeating, then gave students one minute to think or
    write examples on their own.
    Teacher turned back to review of last unit, played its audio, let the conversation play one by
    one after each other (there were four conversations). Then they listened again to check the
    answers, only the answers were told and no new word was thought also he asked a couple
    of checking questions to check the correct answers for everyone.
    Teacher told them to take a quick look at unit 3(their last unit), “look at the grammar,
    vocabulary etc. and now turn to last page of this unit paying attention to clock and make a
    story for the service man, and services he does based on pictures and tell your partner your
    story, try to use ((got and have)) as your previous grammar”.
    He also gave some examples about previous grammar like: “he wanted to get documents
    copied or he got the copy man to copy the documents”, he also explained a few sentences in
    L1 to make students understand it well.

    S. Abbas Asgari

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