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Nick

1. This is a vocabulary lesson. It is in a test-teach-test format.

2. The main aim of the lesson is to develop students' understanding of the vocabulary using the context.

3. The context of the lesson is a painting. It may be relevant for some students, but some students may not find it as relevant.

4. The flow of the lesson follows the teach-test-teach format.

5. I think the students are understanding the material. In the BOR I was in, each student participated.

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Nick

1.     What is the main focus of the lesson? Skill or language?

a.     Language/Vocabulary—talking about the positions of the subjects and objects of the painting using prepositions

2.     What do you think the main aim of the lesson is?

a.     Talking about objects and subjects using prepositions relative to location/position

3.     What is the context of the lesson? Is it relevant?

a.     Using the painting from last week—definitely relevant since they are already familiar with the context. Most of them seemed to remember the story behind the painting that we listened to last week. The vocabulary is also useful for talking about a multitude of things in the real world.

4.     What is the flow of the lesson like?

a.     Great job with the lead in! Nice simple instructions and ICQs for the first task. They seemed to understand it well also. Awesome job with the MFP section—I really liked the visuals to help the students understand the meaning. The CCQs were strong and reinforced the student’s understanding also. I thought your pronunciation was really clear and well-elicited with a neutral accent. Simple and effective ICQs, but they could have been clearer on the final speaking task. Great job with timing at the beginning but went over in the end!

5.     How are the students responding to the lesson? Do they seem to be enjoying it? Are there any parts they don’t seem to understand? Why do you think this is?

a.     The students definitely seemed to enjoy the lesson! I think they were really challenged today by the grammar lesson, but they still did really well giving their effort to this lesson. They worked really well together in the BOR activities and are so supportive of each other even when it’s difficult. The students I observed had some extra time to talk for the last task and they were doing so well talking about where they were from in English!

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1. Sean's observation for Hannah

1. It's a listening lesson.

2. To improve students' listening ability in the context of the travel story.

3. The context of the lesson is a story about three people at an airport.

4.The flow of the lesson is good. There was a lead-in, prediction, gist listening, detailed listening, and a freer practice (fluency) activity. Also, DEC at the end. Great job with CCQs and ICQs.

5.Students seemed engaged. Nearly every student responded well to the CCQs and to the tasks.

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Viviana

1.     What is the main focus of the lesson? Skill or language?

a.     Language/Grammar—Listening and vocabulary about using future tense related to making travel plans

2.     What do you think the main aim of the lesson is?

a.     Talking about plans and predictions using the future tense related to travel plans

3.     What is the context of the lesson? Is it relevant?

a.     Continues over from the previous context of traveling and making plans. It is definitely relevant, and I think it’s helpful that the context was the same as the previous lesson since this was a bit more challenging.

4.     What is the flow of the lesson like?

a.     Lead in was smooth following Hannah’s lesson and the students were immediately engaged! I think maybe there was some instruction stacking in the first listening activity, but the students understood what was going on. I loved the way the MFP section was structured, and I think the CCQs were really strong and helped the students understand a lot better! More ICQs could have been used in the plan vs. prediction task. Fantastic job teaching the real technical grammar here!!! A little tight on time at the end, but I think you still finished strong and completed everything 

5.     How are the students responding to the lesson? Do they seem to be enjoying it? Are there any parts they don’t seem to understand? Why do you think this is?

a.     They were super engaged from the beginning! I thought it was funny they all wanted to listen to the audio one more time—you can tell they all want to answer the questions correctly. I definitely think they were challenged by the first fill-in-the-blank task and maybe it was a bit advanced for them, but at the same time I think it’s good to challenge them. You did an amazing job answering their questions and helping explain the grammar in more detail!

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Hannah

1.     What is the main focus of the lesson? Skill or language?

a.     Skill—Listening with related vocabulary phrases about travel plans

2.     What do you think the main aim of the lesson is?

a.     Talk about travel plans, especially related to time (past, current future) and visiting people

3.     What is the context of the lesson? Is it relevant?

a.     Modes of travel (plane, motorcycle, car) and travel plans, especially related to seeing other people

4.     What is the flow of the lesson like?

a.     Lead in was smooth and the students definitely understood the context. Transitioned well into listening part 1 with excellent CCQs! I like how you had the students read the sentences from the MFP section aloud and the CCQs were great here too. I thought the pronunciation part of this lesson was so fantastic! Good flow into the listening part 2, but maybe should have asked a couple of ICQs. This was done better in the free practice part! Oveall, the students seemed to understand the entirety of the lesson  Great job with timing! The delayed error correction idea with the Google Doc was SO smart!!!

5.     How are the students responding to the lesson? Do they seem to be enjoying it? Are there any parts they don’t seem to understand? Why do you think this is?

a.     Great engagement from the beginning! The students understood so much of what happening in the listening the first time around which was awesome. I think they were challenged a bit more with the MFP sentences, but in a good way! They did well in the BOR detail activity and freer practice also.

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Viviana's comments for Ashley

The main focus of the lesson is language, grammar specifically.

2. main aim: to get the students to tell the difference between the use of simple present and present continuous.

3. We continued using the context of the painting that we just saw with the previous teachers

4. flow: The flow of the lesson was very smooth. She did the lead in, diagnostic, MFP and then controlled practice and freer practice.

5. how are students responding? The students did not understand the difference between present and present continuous at the beginning of class. After Ashley explained her lesson, the students understood. They did very well in their controlled practice. They did have a little bit of a problem with the third person (adding s to the simple present tense)

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Hannah observation for Ashley...

1. This is a grammar lesson/maybe vocabulary, but it seems specifically that you are teaching about correct verb forms (the present progressive vs simple present)

2. The main aim appears to be having students understand the present progressive in the context of the painting.

3. The context is the same as Sean's

4. lead in, diagnostic test(S?), teaching, and then some controlled practice and free practice. They really hate when we have to cut that last bit short :_(

5. The student in some of the breakout rooms were a little confused but I think that this tense was probably a little new for them in English. They seem to like it fine, I don't think grammar is anyone's favorite, so there were a few times I think they got a little lost/ confused because it was difficult, but they were engaged and definitely learned!

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Hannah observation for Sean...

1. It is a skills lesson, specifically a listening lesson about a specific piece of art.

2. Students will have developed their skills listening to audio for gist and detail.

3. The context is famous art pieces and someone talking about "Mr and Mrs Clark and Percy." It could be interesting for some students if they enjoy history or art. Not all students may love the theme but I think it is relevant.

4. lead-in, predictions, listening for gist, listening for details with fill-in the-blank, MFPA, controlled practice, free practice

You did a great job today moving students through the lesson and being attentive to the students.

5. I think the students like the lesson, you could tell from the lead-in that several were interested in the context and theme of the lesson. I think some students had some difficulty with the listening because of the difficulty of some of the words. You did a phenomenal job guiding them through MFPA, using a lot of methods to help them especially with pronunciation.

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Viviana's comments for Sean

1. The main focus of the lesson is skills, listening specifically.

2. main aim: Listening for gist and specific information and develop speaking fluency when discussing paintings

3. context: is to talk about a famous painting.

4. flow: the flow was pretty good and Sean did a good job with all the stages.

5. how are students responding? The students are participating and seem to be understanding the lesson. The students were very engaged in the discussion in the BOR.

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Task:

1.What is the main focus of the lesson? Skills or language?

2.What do you think the main aim of the lesson is?

3.What is the context of the lesson? Is it relevant?

4.What is the flow of the lesson like?

5.How are the students responding to the lesson? Do they seem to be enjoying it? Are there any

parts where they don’t seem to understand? Why do you think this is?