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Observation Task 5

The document summarizes an English language lesson observed by the author. It includes a table structure with 4 columns - Lesson Structure, What the Teacher Does, Language Teaching Method, and What the Children Do. The table provides details about the different stages of the lesson, including the start where the teacher asked questions about desert plants, the main activity where vocabulary was introduced and consolidated, and the end where learners listened to and read a poem aloud. Comments note that some vocabulary was easy to learn and a question was difficult for lower level students.

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56 views

Observation Task 5

The document summarizes an English language lesson observed by the author. It includes a table structure with 4 columns - Lesson Structure, What the Teacher Does, Language Teaching Method, and What the Children Do. The table provides details about the different stages of the lesson, including the start where the teacher asked questions about desert plants, the main activity where vocabulary was introduced and consolidated, and the end where learners listened to and read a poem aloud. Comments note that some vocabulary was easy to learn and a question was difficult for lower level students.

Uploaded by

api-438817993
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Observation Task 5: English Language Lessons

Observe an English language lesson. If possible, try to obtain term/topic plans and a lesson plan. Make notes
about what the teacher does and photograph (with permission) and note what the children do in each of the
stages of the lesson. Create a table which clearly illustrates this.

Structure What the teacher Language What the children comments


of lesson does Teaching do
Method
Start of 1-ask them to think Communicative Students answer Why question
lesson about what type of language the teacher by their was hard for
plants they can see in
greetings the desert. teaching own experienced b level and c
level student
warm up 2. Give them some
examples and ask them
independen to think about which
t activity plants thrive in the
time focus desert and why.

Main 1. Ask the learners if 5E’s The


activity they’ve ever seen a vocabulary
ghaf tree and, if so, Grammar- Students answer the
was easy to
e.g. where, and ask them to translation teacher, follow the
consolidating describe it. learn.
teacher direction.
the target
language 2. Ask them to look at
through the diagram and try to
activities. extract as much
information as possible
about the ghaf tree.
Draw learners’
attention to the
vocabulary box.
End of TPR 1. Learners listen again
lesson/plena to the poem and this
ry 1. ask learner to listen phonological time try to read aloud
to the poem and ask structure of along with the audio.
Review /
them to read aloud English
Assessment
along with the audio.
This is a fun activity
1
e.g. which will help
Reviewing learners to address their
the session fluency and the rhythm
and ‘finishing of the poem.
off’ the
lesson.

2
3

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