SECOND REPORT

SUBJECT Methods II
STUDENT’S NAME Osvaldo Mammino
TEACHER’S NAME Gladys N. Baya

Level : Intermediate Seating arrangement In semicircle, sitting at the

Age of the learners 13/15 front
No. of Ss in the class 9
Course book New snapshot intermediate)
Teacher Observed Myriam Ferrara

NOTE: OBSERVATION BASED ON THE BOOK Classroom observation task

(pages 34/35) Task: The learner as doer

Introduction
In this observation report I will focus my attention on the learner as
doer and how they manage to develop their own learning I will focus my attention
on how the learners take part on the lesson taking into account the activities
proposed by the teacher.

Development of the class

The teacher went on after the students finished the
activity in groups and this time the teacher asked the class to work in pairs. She
showed the learners some cards containing four phrasal verbs. The students had to
think of a situational sentence or mini dialogues in order to apply the correct use
of the phrasal. While the Ss did this, the teachers passed round in order to help
them with a phrase or a question the added in their own productions.
I observed that the learners got involved in the activity
and when it was over they were asked to read the dialogues. I observed that the
correction of the mistakes are carried out by the learners (peer correction)
The last past of the lesson consisted of a listening
activity, and to be carried out, the T assigned a pre listening task, by asking the
learners to complete dialogue (SB page 22 ) with the correct phrasal verbs
and the T played the tape, they listened to the dialogue and checked their answers
(self correction). After this the T assigned another activity consisted of a true or
false type.

THE LEARNER AS DOER

Once I finished describing the development on the
class, I will take into account the learner as doer, that is what learners actually do
during the class, their feelings towards the activities proposed by the T whether
they are motivated or not. The following chart show how they handle with the
different kinds of activities I observed during the lesson
WHAT WHAT THIS TEACHER’S COMMENT
LEARNERS DO INVOLVES PURPOSE
The T introduces Working Teach listening and Cognitive (the
the Ss into the topic individually revise the use of learners identify the
by asking the Developing their past tenses correct use of
learners some listening skills Guide the learners phrasal verbs in the
quest. about the Identifying words about the use of dialogue by
scenes in the that are familiar to phrasal verbs and assigning them a
dialogue them how it should be listening task
(prediction), and is conjugated (present
giving the learners or past)
a purpose for ling.
First activity ( pre
listening) Fill in the
blanks with the
correct phrasal verb
Second activity Work individually To revise the use of Socio affective, the
(while ling) They becoming active phrasal verbs learners work
correct what have participants during To monitor them as individually in
completed by the listening regards listening order to develop
listening the activity To let Ss identify listening.
dialogue. the use of them

Third activity The learners have To give Ss a Ss are using their

After ling) Exercise to re read the purpose for reading reading skills in
one (suggested in dialogue and say activity order to identify the
the book) True or whether the T grasp meaning in correct sentences in
false sentences are true context the dialogue
or false, once they To check T is focusing on
carry them out they comprehension meaning rather than
develop peer through a reading form
correction task

AFTER THE LESSON

The three activities presented in this lesson shows that the
learners have the capacity of developing different skills that the teacher suggested,
besides the first activity presented showed that the learners are highly motivated
and I appreciated how they enjoyed doing it. The first activity presented was of
recognition type: the teacher creates a purpose for a listening task and the students
are involved in carrying out the activity. I assumed that they were developing their
cognitive skills. As regards the second activity suggested, the learners are involved
in the listening activity itself and they checked with the tape what they have done.
The last activity was presented after the listening by
reading the dialogue on their own and said if the statements were true or false. At
this time the students were able to work with their auditory skills and reading
skills individually. The learners shows reluctant to errors or mistakes and they are
treated in a different way: the T promotes self correction, asking the learners to
find the mistake by themselves.
 Finally, I am able to say that in this lesson I could
appreciate how engaged the learners were during the development of the activities,
some of which liked best than other, the first activity presented was enjoyed by
most of the learners, another important thing to take into account was that during
the lesson they made use of the four language skills through the activities suggested
by the T, The T always allows Ss to become active participants of the lesson, and
she acted as a guider and a mediator. However, some of the students made good
contributions in the class, and some others who did not like to talk in front of
others. In general I could not observe any negative comments in this lesson because
this group was able to act individually or in groups, as regards the three activities
proposed by the teacher and the learners got involved in them. This made the
lesson successful as regards the students’ learning style.