Observation Report 1

In this opportunity, we will analyze a lesson at a third grade.

Date and time: Wednesday 2^nd, September, from 10.40 to 11.30 AM.

Context: Contexts of school and everyday life; Me. Topic: Parts of the body.

Tasks: to match pictures with texts; to put items in order (logical sequences); to write short texts with specific purposes (description).

Language practices: Description.

Lesson:  (50 minutes)

The teacher entered the room and greeted the students.

Teacher: Good morning! - Students: Good morning!

And then she started the lesson with a routine:

Teacher: Today is… - Students: Wednesday

Teacher: What’s the weather like today? - Students:  Cloudy

The teacher wrote on the board the date and the weather.

Then she asked the students to take their activity books ( Incredible English) and she wrote on the board the page on the book they were going to work with and the exercises.

They did two exercises from the activity book.

Exercise 1: Draw and write. Students had to draw the missing part of the body in a sequence and they had to write the name of it. The teacher let them look at their copybooks of they could not remember the body parts.

Exercise 2: Look and write. Students looked at the picture of a robot and they had to complete some sentences, such as: It has got twelve (fingers), it has got a small (head).

Chart for the analysis of the observation of this EYL class:

CONNECT	YES/NO	DESCRIBE THE LESSON
1-      Connect delivery with characteristics of YLs
a-      Fun b-      Active (learn by doing)	No
2-      Connect learners with a variety of interactions
a-      Individual work b-      Student to student in pairs c-       Students to students in groups d-      Student to teacher one-on-one e-      Teacher to students whole class	Yes	When the teacher enters the classroom, the students are already organized in groups. During the activities, some of the children work with their partners and others do the exercises on their own, but there is no specific indication by the teacher on how they should work. There are also some moments in which the teacher talks one-to-one with some students to help them understand the tasks, and also when some students ask her if they have completed correctly the exercises. Most of the time, the teacher interacts with the whole class giving some instructions. The second exercise (“Complete the sentences”) is done by the whole class orally.
3-      Connect learners to different learning styles
a-      Spatial-visual b-      Audio-visual c-       Musical d-      Bodily-kinesthetic e-      Logical-mathematical f-       Linguistic g-      Interpersonal h-      Intrapersonal i-        Naturalistic	Yes	Logical mathematical: in the first exercise, students were asked to complete a sequence (head, body, hand, head, body…) they had to draw the missing element. Linguistic: apart from drawing the missing part of the body, they had to write the name of it. In the second exercise, they have to complete sentences with the structure: “It has got a big (body)”, “It has got four (hands)”. Interpersonal or intrapersonal: in the first exercise, students were free to choose if they wanted to work with a partner or if they wanted to work individually. In the second exercise, they whole class worked together.
4-      Connect language with meaningful/ relevant contexts
a-      Use authentic contexts/ situations b-      Use realia c-       Encourage personalization	Yes	In the second exercise, students applied the language used in the first exercise to describe a robot. They used the language in an authentic situation of description.
5-      Connect learners with culture
a-      Learners to own culture b-      Learners to target language culture (English-speaking) c-       Learners to international cultures	No
6-      Connect learners to success)
a-      Give plenty of comprehensible input b-      Use techniches to make input comprehensible (i.e, visuals, realia, gestures, repetition, rephrasing) c-       Break down long or difficult tasks into achievable tasks d-      Model tasks and clarify expectations e-      No explicit grammar teaching	Yes	When giving instructions or revising the work done by the students, the teacher used gestures (she touched the different parts of the body as she mentioned them), repetition, rephrasing and even the Spanish language to make herself clear, so as to be understood by all the students.